Why was the recent $10 billion public school bailout bad for kids as well as taxpayers? How much does Ben Chavis’ #1 ranked middle school in California spend per pupil? Does Michelle Rhee expect to still be DC schools superintendent after Mayor Fenty leaves office? Why do I use the word “unicorn” in describing public school budgets? Tune in tonight to find out: “Stossel,” Fox Business News, 9:00pm Eastern/6:00pm Pacific.

We don’t know for certain that controversial DC Schools Chancellor Michelle Rhee will depart DC when her boss’s term ends — and it will end soon — but it seems very likely. Assuming she does leave, there is a big education lesson to be learned from Adrian Fenty’s re-election loss: Relying on crusading politicians to successfully and permanently reform a government schooling monopoly is a recipe for crushed hopes. Politics is simply too volatile — and enacting tough reforms too politically risky — for even good reforms to be sustained. It’s just another reason that the key to truly sustainable reform is school choice, in which parents control education funds, educators have to compete and perform for business, and children are no longer buffeted back and forth by the ever-changing winds of politics.

In the Washington Post, columnist Courtland Milloy praises the “profound egalitarian insights” and “radical oneness” of D.C. Schools Chancellor Michelle Rhee (and billionaire Warren Buffett):

“I believe we can solve the problems of urban education in our lifetimes and actualize education’s power to reverse generational poverty,” Rhee wrote. “But I am learning that it is a radical concept to even suggest this. Warren Buffett [the billionaire investor] framed the problem for me once in a way that clarified how basic our most stubborn obstacles are. He said it would be easy to solve today’s problems in urban education. ‘Make private schools illegal,’ he said, ‘and assign every child to a public school by random lottery.’ ”

Milloy’s not satisfied that Rhee is taking on entrenched interests, firing principals and teachers who aren’t doing a good job, and apparently actually improving the schools in the District of Columbia. No, he’s attracted to the “radical concept” of outlawing private schools and forcing everyone in the District into the same schools, with no hope of escape. There would be one method of escape, of course: moving to the suburbs. And you can bet that lots more people would do that if Milloy and Rhee got their way.

I wonder what a total government monopoly on education would look like. Are Buffett and Rhee right that a government monopoly forced on every citizen would work well? Would work so well that it would “solve the problems of urban education … and reverse generational poverty”?

Well, one answer might be glimpsed on the same page B3 where part of Milloy’s column appeared. In an adjacent column, columnist John Kelly discussed his “Kafkaesque” five-hour visit to the state of Maryland’s Motor Vehicle Administration:

I was at the MVA. I was in Hell.

I know that complaining about the MVA or the DMV is the last refuge of a scoundrel columnist, but I don’t care. You don’t know what it was like. You weren’t there, man. I spent five hours at the Beltsville MVA on Thursday. Five hours. I could have driven to New York in that time.…

I thought: Can this really be happening? Can I really have stepped into a Kafka story? Shouldn’t every counter be filled with employees working as fast as possible? Shouldn’t management be out there helping, and Maryland state troopers, too? This is the Katrina of waiting, people.

The MVA, of course, is a monopoly government bureaucracy. Everyone must go there — CEOs, diplomats, even Washington Post columnists. And yet, somehow, that has not led to the MVA equivalent of solving problems and reversing poverty. Five hours to get a drivers’ license just might be worse performance than that of the public schools.

It’s the system, Mr. Milloy and Ms. Rhee. Monopolies don’t have much incentive to improve. Give everyone the chance to go to a different supplier, and then you’ll see improvement. Giant Food wouldn’t last long if it took five hours to buy your groceries — because it has competitors. But as long as the schools are a near-monopoly, and the MVA or DMV is a total monopoly, don’t expect real improvement.

As predicted, President Obama’s second annual back to school address – yes, the address is now “annual” — was relatively uncontroversial. It did give the President a caring, motivator-in-chief photo-op, which is certainly to his politicial benefit, but this time around there were no inappropriate study guides to go with the speech, nor did the president belittle profit-making endeavors. It was pretty much just trite, “work hard and be nice” fluff.

Unfortunately, the address has given some members of the media the chance to whitewash last year’s speech controversy, again working in the political favor of the President. Noting the absence of rancor this time around, some reporters portrayed last year’s brouhaha as if it were just the result of petty Republican partisanship, not mentioning at all the U.S. Department of Education lesson plans that kicked the whole thing off. It’s been a bit like reporting on World War I without mentioning the assassination of Franz Ferdinand.

More disheartening is the “annual” part of all this, because it seems the nation has quietly resigned itself to yet another chip being taken out of federalism. It doesn’t matter that the president has no constitutional authority to kick off each new school year with an address to the nation’s kids, or that it opens up the very real possibility of serious politicization as the address becomes increasingly ensconsed. Right now the speech seems to do no harm, so no one wants to fight it.

There is one final reason this is discouraging. As a writer over at Pileus Blog laments, the speech is yet further evidence of “the way in which politics creeps into every nook and cranny of our world, leaving little space for us to breathe the fresh air of private life.” Indeed, now not even our children are able to breathe free.

Yesterday, the U.S. Department of Education released the latest student-loan default data, and along with it offered some good ol’ fashioned profit-bashing. Meanwhile, politically favored schools got off with nary a negative word.

The FY 2008 default rates certainly aren’t good. Overall, 7 percent of borrowers whose first payments were due between October 1, 2007, and September 30, 2008, had defaulted by September 30, 2009. And yes, for-profit schools had the highest rate out of non-profit private, public, and for-profit schools, which came in at 4 percent, 6 percent, and 11.6 percent, respectively.

To what did Secretary of Education Arne Duncan attribute these results? The overall default rate, he suggested, was but the sad consequence of “many students…struggling to pay back their student loans during very difficult economic times.” The for-profit rate, however, had a very different cause: “[F]or-profit schools have profited and prospered thanks to federal dollars” and many have saddled “students with debt they cannot afford in exchange for degrees and certificates they cannot use.”

Already, you can see that for-profits are largely just an easy political target: All defaulting borrowers are portrayed as victims; wasteful, money-hoarding, non-profit institutions get no mention; and for-profits are painted as predators.

Of course, for-profits do have higher default rates, so maybe they really are predators. But there’s more from yesterday…

At roughly the same time Duncan was dumping on for-profit schools, his boss was feting another subset of higher education: historically black colleges and universities (HBCUs). Indeed, he was kicking off National HBCU Week, and lauding the schools’ work. But guess what? While the Education Department doesn’t release default rates for HBCUs as a group, quickly pulling those schools’ data together and averaging their default rates indicates a rate even higher than for-profit schools: almost 12 percent. Moreover, for four-year, private, non-profit HBCUs — which like for-profit colleges don’t get big state subsidies to help keep tuition artificially low — the default rate is nearly 13 percent.

So why no criticism by Duncan of HBCUs? Heck, why was his boss celebrating them?

Because they are politically favored, that’s why. Of course, this is in part because of their very important historical mission to furnish higher education to long-oppressed African Americans. It is also, though, because like all “non-profit” colleges and universities, HBCUs act as if their employees have no interest in higher salaries, nicer facilities, easier workloads — all the rewards that the people in not-for-profit schools give themselves instead of paying profits out to shareholders. But there’s no evidence that people in HBCUs or other non-profit schools are any less self-interested than people working or investing in for-profit institutions. 

Why do I point this out? Not to pick on HBCUs, but to further illustrate the point that the attack on for-profit schools isn’t really about saving taxpayer dollars or protecting students, but going after the easiest target to demagogue — people honest about trying to benefit themselves as much as “the students.” It is also to illustrate, once again, that when we let government fund something, it is political calculus — not educational benefits, economic effectiveness, or what’s best for taxpayers — that ultimately drives the policies. Which is why government needs to get out of the higher ed business that it has made both bloated and, ultimately, a net drain on the economy.

A story yesterday on CNN​Money​.com describes the plight of Jenny Frank, who is young and eager to begin a career in teaching but hasn’t been able to land a job. It’s always sad to hear of people failing to find work in their chosen field, but the article in question completely misses a staggeringly important national story. As I mentioned this morning on Fox ‘n’ Friends: we have about 1.5 million too many teachers already!

Since 1970, public school enrollment has barely budged–up just 9 percent. Over the same period, employment has doubled. We’ve added 3 million new government school jobs. Half of those are teachers, another quarter are teachers’ aides, and the rest are service personnel and bureaucrats. This hiring binge has contributed to a quadrupling in the real, inflation-adjusted cost of a k‑12 education: from $38,000 to $150,000 (constant 2009 dollars). It has not contributed to improved student achievement which, at best, has been flat at the end of high-school over that entire period.

If we went back to the staff-to-pupil ratio of 1970, we’d save something like $200 billion annually. And since achievement didn’t go up with the hiring boom, there’s no reason to expect it would fall if we pared back the government school rolls. And if staff reductions were focused on the lowest-performers, we would likely see student learning gains as kids were pulled out of the classes of bad teachers and placed into the classes of better ones. Our classes are currently much smaller than those of other nations that outperform us anyway (about 22 to 24 students per class in the US, versus an international average of 29).

Alas, none of that is going to happen while the education of American children remains focused on serving the adults employed by the system rather than kids. But imagine if education were part of the free enterprise system, in which quality and efficiency are handsomely rewarded and failure is penalized. The right-sizing of America’s education labor force would happen automatically, as parents shunned inneffective, expensive, overstaffed schools in favor of those that hired and retained only competent teachers–and only as many as are actually required to effectively reach children.

Isn’t education important enough to do what actually works?

Over at Public​Square​.net — a nifty debate site — you can catch another installment of the ongoing McCluskey-Petrilli national curriculum tussle. As always, I think the argument against imposing national standards — and, soon, tests – rules the day, but listen to the exchange and decide for yourself. Once you’ve done that, make sure to leave a note explaining why you think national standards offer no hope for improving American education.