Category: Educational Choice

Here’s an abstract of some recent NBER research:

“Why Does Democracy Need Education?,” by Edward Glaeser, Giacomo Ponzetto, Andrei Shleifer

“Across countries, education and democracy are highly correlated. We motivate empirically and then model a causal mechanism explaining this correlation. In our model, schooling teaches people to interact with others and raises the benefits of civic participation, including voting and organizing. In the battle between democracy and dictatorship, democracy has a wide potential base of support but offers weak incentives to its defenders. Dictatorship provides stronger incentives to a narrower base. As education raises the benefits of civic participation, it raises the support for more democratic regimes relative to dictatorships. This increases the likelihood of democratic revolutions against dictatorships, and reduces that of successful anti-democratic coups.”

But here’s a follow-up question: Does a top-down, dictatorial model of eduation undermine education’s tendency to support democracy? If so, then it seems the best model for education in a democracy would be the vigorous and free schooling provided by the private sector.

Citing a recent OECD report, the EUObserver says that European schools are falling behind their counterparts in the US and Asia.

The main reason: a governmental obsession with equality that prevents investment and innovation in education, especially at the university level.

“The US outspends Europe on tertiary level education by more than 50% per student, and much of that difference is due to larger US contributions from tuition-paying students and the private sector,” noted the OECD paper.

Here’s how the news story concludes:

Despite European ideals like equality and equity, several OECD’s studies reveal that “social background plays a larger role in determining a student’s performance in countries such as Germany, France and Italy than in the US.”

“Europeans from difficult socio-economic backgrounds don’t receive the same educational opportunities as children from rich and middle-class families,” notes the paper.

This account accords pretty well with my own observations in Italy. The educational and economic mess created by governmental interference, protectionism and deference to trade unions results in a system where only the well-to-do and the well-connected end up with any sort of opportunity. If you happen to be born outside of Rome or Milan or to a poor family, tough luck.

From what I can tell, there’s not much of an educational choice movement in Europe but there ought to be.

Yesterday I recommended Professor Plum’s EducatioNation, and I’ll do so again today.

Here’s a tidbit from a recent post titled “We Need More Unions” on Prof. Plum’s blog: “Once again, America’s teachers unions reveal that all their blather about being child centered, about being stewards of America’s children, and about social justice and diversity, is nothing but a disguise for their real interest—which is self-preservation via monopolistic control of the means of education.”

Prof. Plum, who daylights as a master’s level education professor at a large public university, certainly knows how to turn a phrase. Read the rest, including a link to and text of an OpinionJournal article (with Plum’s commentary included!).

This story in the UK’s Education Guardian is remarkable for its links to a number of issues.

In contrast to the American system, Britain’s permits “faith” schools that are part of the government system. Thus, this Scottish “Catholic” school is, in the American usage, a “public” school. Now that 75% of its students are Muslim, some Muslims are demanding that the school switch its faith allegiance.

One of the obvious issues is the Islamicization of Europe. Here is a Catholic school in the middle of Scotland’s countryside that is three-quarters Muslim—and another 13% Sikh. France, with its headscarves-at-school controversy, is not the only nation struggling with this new reality.

Another issue is the Catholic identity in educational institutions. (The problem applies more broadly to other kinds of Christian schools as well.) The school is evidently making efforts to preserve it (given the priest’s reference to Mass), but it seems to me that it is possible to reach a tipping point in terms of numbers of non-Catholic students and/or faculty, when Catholic identity becomes impossible to maintain adequately. Serving non-Catholic populations is generally laudable and can even be evangelizational, but Catholic educators need to be realistic about how fidelity to an institution’s original mission can be threatened by a lack of Catholic majorities among students and staff.

Finally, there is the issue of government interaction with religious schools. This Scottish Catholic school benefits financially from depending on the government. But it also thereby depends on the government for its existence. If the state determines that it’s better off Muslim—or anything else, including secular—Catholics (who have made it, apparently, the most attractive school in the area) must stand aside and see it transformed.

HT: Mirror of Justice

Following Michael Miller’s recent Acton Commentary, “Why Johnny Can’t Compete with Sanjay”, and the resulting comments, two of America’s best political commentators have also weighed in on the subject.

First there’s Charles Krauthammer’s Time article, arguing that America is doing fine, partly as a result of less dependence on government-funded research.

Then Michael Barone comments on Krauthammer’s argument, along with a request for more information on the role of the private sector in research.

Any takers?

The math and science skills of American high schoolers and college students continue to erode. Michael Miller looks at the implications for U.S. economic competitiveness and offers some suggestions for fixing what ails the schools.

Read the full commentary here.

Monopoly #1: I was somewhat shocked the other day when I heard a strong critique of the much-vaunted Canadian national health care system on NPR. I wasn’t dreaming – here’s the link to prove it. The report notes that “after 50 years, the Medicare dream has turned nightmare for many” – something that many advocates for socialized health care in the US would do well to take note of. It also takes note of the recent precedent-setting court decision in Quebec which gives residents who are on waiting lists that jeopardize their health the right to opt out of the public system. (You can listen to the report in Real Audio format by clicking here; previous posts on the topic here, here, and here.) Government health care in Canada seems to be teetering on the brink.

One facing a judicial red light; the other, green.

Monopoly #2: The same can not be said for the governmental education monopoly in Florida. Last Thursday, the state Supreme Court struck down Florida’s statewide voucher system.

In a 5-2 ruling, the high court said the program undermines the public schools and violates the Florida Constitution’s requirement of a uniform system of free public education.

This is unfortunate, for the simple reason that the introduction of vouchers has been an effective education reform measure in Florida. The Wall Street Journal noted the positive effects of the program back in June:

The saga began in 1999, when Gov. Jeb Bush signed into law the first money-back guarantee in the history of public education: the Opportunity Scholarship Program. Under the program, whenever a public school receives two failing grades on Florida’s academic performance standards, state educational officials come into the school with a remedial program, and the students are allowed to transfer to better performing public schools or to use a share of their public funds as full payment of private-school tuition.

Six years later, only 750 children are attending private schools using opportunity scholarships. But their footsteps have reverberated across the state, prompting failing public schools to reform. Steps taken by failing schools have included spending more money in the classroom and less on administration, hiring tutors for poor performing teachers, and providing year-round instruction to pupils.

Defenders of the status quo insist that such reforms were already under way. But a freedom of information request by the Institute for Justice from school districts that lifted schools off the failing list revealed ubiquitous reference to the dreaded V-word: Without such measures, school officials warned, we wind up with vouchers. The rules of economics, it seems, do not stop at the schoolhouse doors.

The results have been stunning. Even with tougher state standards, nearly half of Florida’s public schools now earn “A” grades, while a similar percentage scored “C’s” when the program started. A 2003 study by Jay Greene found that gains were most concentrated among schools under threat of vouchers.

Most remarkable has been minority student progress. While the percentage of white third-graders reading at or above grade level has increased to 78% from 70% in 2001, the percentage among Hispanic third-graders has climbed from 46% to 61%, and among blacks from 36% to 52%. Graduation rates for Hispanic students have increased from 52.8% before the program started to 64% today; and for black students from 48.7% to 57.3%. Minority schoolchildren are not making such academic strides anywhere else.

And so we revert to the status quo. Sadly, the ones most harmed by the status quo are the ones most in need of the reforms that school choice would bring – the poor.

My predictions: As Canada introduces more market oriented solutions to its health care problems, the quality of care that Canadians recieve will rise and fewer Canadians will have to head south of the border to obtain it; and until American public schools face genuine competition, the quality of the education they provide (especially in inner city and poor areas) will increase negligibly if at all. (more…)

Public schools are now embroiled in the controversy over the teaching of intelligent design. Eric Schansberg points out that we wouldn’t have this problem if there were more choice in education. But neither education elitists nor theocrats are big on educational freedom. “They wage battle within the monopoly, hoping to capture the process and force their view of truth down the throats of others,” he writes.

Read the complete commentary here.

Eugene Hickok and Gary Andres give us an optimistic piece on education reform on NRO today. They see even public educational professionals opening up to the positive potential of reforms that shift the educational enterprise into non-governmental hands. No doubt the continued advance of public education threats such as homeschooling and vouchers have prodded some educators into reform-mindedness. Progress on this issue is painstakingly slow and therefore hard to gauge, but one hopes Hickok and Andres have correctly identified the direction of momentum.

I haven’t had a chance to talk about this yet, but early last month, school district officials in Kalamazoo, Michigan announced “The Kalamazoo Promise.” The Promise consists of a group of anonymous donors that have come together to commit to fund the post-secondary education of every student of the Kalamazoo Public School system. To receive full-funding for four years, you must have to attend KPS schools from grades K-12 (funding is gradually decreased depending on the number of years in the system). The scholarships are available for use at “any public university or community college in the State of Michigan.”

The Promise represents a genuine act of charity on the part of the donors, and ought to be praised as such. The challenge now comes for educators in the Kalamazoo public school system to provide their students with an education that will prepare them for the rigors of post-secondary study. It’s one thing to have college paid for, it’s another to be accepted to school. And it’s still another to actually complete a program once you start.

The purveyors of the ACT, the standardized test of choice in Michigan and much of the Midwest, found that almost 60 percent of students who took the exam were woefully unprepared for college level courses in algebra, and nearly 75 percent were not ready for college biology. Even more troubling? “Only 21 percent of the students were prepared for college-level work in the four tested areas of English composition, algebra, social sciences, and biology.”

And even if students do get in and are prepared for the workload, as U.S. News & World Report education reporter Alex Kingsbury puts it, “For years, universities have known that one freshman does not a graduate make.” Some proof of this truism: “Only 63 percent of all students entering four-year colleges have their degrees within six years, according to government statistics. Rates for black and Hispanic students are less than 50 percent, and the gap between minority and white students is growing.”

So a program like the Kalamazoo Promise is an important one, but is only part of a complex of issues that relate to the success of students in and beyond high school. Students have to start with the hope of things to come, of course. The Promise has given that hope for kids in the Kalamazoo Public School system when they might not have had it before.

It’s also likely that there will be some kind of regional positive effect on public schooling, as the public schools in Kalamazoo will be more attractive to parents, forcing neighboring districts to become more competitive and find their own valuable assets to offer. The Promise may have already sparked enrollment increases in the Kalamazoo schools.