March 29, 2010 1:58PM # First to the “Top” By [Neal McCluskey](https://www.cato.org/people/neal-mccluskey) --- SHARE Congratulations Delaware and Tennessee — [you’ve won](http://www2.ed.gov/news/pressreleases/2010/03/03292010.html) the Race to the Top beauty contest! Of course, the grading was subjective and will be disputed by lots of states that haven’t won. Well, haven’t won *yet* — there’s a second round to this, remember. So what do the victories for Delaware and Tennessee mean? The edu-pundits will no doubt be reading deep into the results over the coming days, trying to determine what they portend for the future of RttT, federal education policy generally, and politicians across the country. And there are some juicy political leads worth following, including the possibility that the winning states were chosen [because they have Republican congress members](http://blogs.edweek.org/edweek/campaign-k-12/2010/03/st_st_and_st_win_race_to_the_t.html) who could be pivotal in getting bipartisan support for the administration’s No Child Left Behind reauthorization plans. All of this, though, will ultimately miss by far the biggest point about RttT: The most beautiful promises and laws mean nothing unless they are implemented, and history offers little reason to believe that even the finest parts of the RttT winners’ applications will be brought to bear. Despite over forty years of federal education interventions, and nearly two decades of state-level standards-and-accountability reforms, academic achievement has stagnated. Long-term National Assessment of Educational Progress scores in [mathematics](http://nationsreportcard.gov/ltt_2008/ltt0002.asp?subtab_id=Tab_3&tab_id=tab1#chart) and [reading](http://nationsreportcard.gov/ltt_2008/ltt0003.asp?subtab_id=Tab_3&tab_id=tab1#chart) for our schools’ “final products” — high-school seniors — have been almost completely flat since the early 1970s, and fourth and eighth-grade “main NAEP” reading scores [released just last week](https://www.cato.org/2010/03/24/bad-news-for-the-education-standards-crowd/) demonstrate the same awful trend since the early 1990s. This despite a 123-percent increase in [real, per-pupil funding](http://nces.ed.gov/programs/digest/d09/tables/dt09_182.asp) since 1970. Quite simply, no degree of legislative tinkering within the system has produced lasting improvements because those who would be held to high standards — teachers, administrators, and bureaucrats — have by far the most political clout in education, and they’ve hollowed out anything “tough” that’s been tried. The only thing that will move us powerfully forward — as [extensive research on educational freedom](https://www.cato.org/pubs/articles/coulson_comparing_public_private_market_schools_jsc.pdf) demonstrates — is empowering parents to bypass education politics by freely choosing schools that have the autonomy needed to compete and innovate. Unfortunately, that kind of reform wouldn’t gain a state so much as a point in the Race to the Top. And the limited choice — charter schools — that could get a state some points? According to the Center for Education Reform, [Delaware only gets a B](http://www.charterschoolresearch.com/laws/delaware.htm) for its charter school law — a grade based generally on how free and competitive charter schools can be — while [Tennessee gets an atrocious mark of D](http://www.charterschoolresearch.com/laws/tennessee.htm). There’s nothing beautiful about that. ##### Related Tags [Education](https://www.cato.org/education), [Center for Educational Freedom](https://www.cato.org/center-educational-freedom) [![Creative Commons License](/build/cato_2020/images/creative-commons.svg)](http://creativecommons.org/licenses/by-nc-sa/4.0/) This work is licensed under a [Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License](https://creativecommons.org/licenses/by-nc-sa/4.0/).