Category: Educational Choice

Steven Garber, principal and founder of The Washington Institute for Faith, Vocation and Culture, believes that what kind of school our children attend is far less important than what kind of people they are shaped into:
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Blog author: jcarter
posted by on Tuesday, April 10, 2012

Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime. Be incarnationally present with a man who can’t fish and you’ll teach him how to be “missional” while on an empty stomach.

This update on the ancient Chinese proverb isn’t entirely fair to my fellow Christians (mainly my fellow evangelicals) who believe that one of the most important ways we can help those in need is to being intimately, and often sacrificially, involved in underserved communities. But the maxim’s addendum does capture some of the well-meaning naiveté of missionally oriented activism.
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Whether a problem is a matter of “public policy” or “private-policy” often depends on how we think about property rights, says economist David R. Henderson. Take, for example, the debate about whether evolution or Intelligent Design theory should be taught in schools:
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I saw the fine film Act of Valor last month, and I was struck by the level of sacrifice displayed in the lives of the service members featured. I have wondered in the meantime whether the scale of the sacrifice that’s been required of American service persons over the last two decades is sustainable.

One of the film’s characters leaves behind a pregnant wife, and beyond all of the usual and somewhat abstract “faith and freedom” reasons for serving in the armed forces, it becomes clear that service members are making the sacrifices of their time, talents, and lives to protect and defend their loved ones.

One of the things we struggle with in our church culture is the idea that “ministry” can only refer to the work of ordained ministers of the church. In the same way, though, the use of the language of ministry in common parlance illustrates something about how important that work is. It’s the same with how “serving your country” used to be understood. “Service” used to be shorthand for “serving in the armed forces.” Now it’s certainly true that this isn’t the only important way to serve your fellow citizen. But this use of language does show something about the value placed on the sacrifices undertaken by those who do serve in the military.

Roger Sterling CO

I wondered after seeing Act of Valor how long people would continue to be willing go abroad to fight and protect their nation, their friends, and their families when their own families, churches, and charitable organizations are under attack, not just from enemies abroad, but domestically, from policy decisions, legislative invention, and judicial activism.

A report released this week by the Council on Foreign Relations found that educational shortfalls at the K-12 level have significant domestic and national interest implications. As Joel Klein, co-chair of the task force report, said,

One statistic that blew members of this task force away is that three out of four kids today in America are simply ineligible for military service. It’s unbelievable. We’re drawing our national security forces from a very small segment of the population. And a lot of the problem is they simply don’t have the intellectual wherewithal to serve in the military.

One of the proposed solutions and needs identified to correct this problem was to introduce greater innovation into secondary education, especially through expansion of school choice initiatives. As Klein says, “We need to generate an environment that leads to innovation, and that empowers parents to really look over the next decade or so. We need to look at how we can transition from a monopoly on public school systems to one that gives parents and their children meaningful choices that stimulate innovation and differentiation.”

It seems to me, though, that the drift in this country is not toward empowering parents, families, charities, and churches. And so I wonder (and worry) what the future of America’s armed forces look like if we have the combination of increasing unwillingness and inability to effectively serve. The segment of the population that is both willing and able to serve might well become increasingly small, and no presidential fiat or campaign plank about increasing the size of the military could make it otherwise.

One of the most problematic aspects of the U.S. educational system is the persistence of the achievement gap. White students generally perform better on tests than black students. Rich students generally perform better than poor students. And students of similar socioeconomic background perform differently across classrooms and school systems.

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Blog author: jcarter
posted by on Thursday, March 8, 2012

The Washington Post recently reported on what looked like an interesting development in education reform going on in California:

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Well, that wasn’t a serious title: After an hour of reflection, I am forced to admit that pizza qua pizza is a morally neutral proposition. We might have thought it was politically neutral too, until Congress decided this week that pizza sauce still counts as a serving of vegetables in public school lunch lines.

The brouhaha over pizza’s nutritional status reminds one of the Reagan-era attempt to classify ketchup as a vegetable. The department of agriculture was tasked with cutting the federal school lunch budget but maintaining nutritional standards, which it proposed to do by reclassifying ketchup — acondiment up to that point — as a vegetable. The move would have saved schools the cost of an extra serving of vegies, but Democrats cried foul (hard to blame them), and ketchup was left alone.

At Acton we go in for the natural law, and tend to shun legal positivism, so Congress’s declaration on pizza doesn’t really change the way we look at it (which is, after an informal poll, as a mixture of a number of food groups, vegetables not among them since the tomato is a fruit).

Talking Points Memo takes a less metaphysical tack, and discovers to its outrage that (1) lobbyists for Big Pizza spent more than $5 million lobbying Congress to maintain the status quo, and (2) the reclassification of pizza as a non-vegetable might have helped lower the child obesity rate, which is alarmingly high.

When a democratic government begins making laws that harm particular business sectors, they hire lobbyists. If TPM thinks it has solved the problem of faction, it should reveal the solution before skipping right to complaining about its redundancy and assuming we’ve all made the same brilliant political discovery they have.

Otherwise, if they’re upset that the problems of faction have infected school lunch lines, they should remember that the only way to get the K Street money out would be to relinquish Congress’s micromanagement of what children eat for lunch.

And that brings us to the second point. TPM can’t believe that even though “the CDC estimates about 17 percent — or 12.5 million — of children between the ages of 2 and 19 are obese,” Congress is allowing public schools to continue passing off two tablespoons of salty pizza sauce as a vegetable.

But the 17 percent childhood obesity rate is not actually a result of Congressional action. Michelle Obama’s recent healthy eating campaigns admit as much — they’re aimed at parents.

Laws always have an effect on the character of citizenry — a fact which the left usually chooses to ignore — and much less frequently on its health. In the case of school lunches, it’s easy to trace the government take-over of lunchtime through parental disregard of nutrition to 17 percent childhood obesity.

If you teach parents that their children’s health is not their responsibility, they’ll stop worrying about it, but when your federal bureaucracy can’t keep their 74 million children healthy, you shouldn’t blame Domino’s and Papa John’s.

For too long government-run systems have dominated American primary and secondary education. As innovations of the past two decades such as charter schools and vouchers prove, parents, children, and society benefit when government promotes rather than stifles educational reform based on choice and competition. Add to the mounting evidence another success story: St. Martin de Porres school in Philadelphia. This inner city school is finding new life through the cooperation of three not-always-cooperative entities: church, community, and government.
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In this Great Recession, it is sad to travel through this great country and see the ranks of the unemployed crowded with so many youth. I think we can all agree that this is deplorable—and that we should endeavor to find an equitable and efficient method for improving the lives of our young people.

So, I have a proposal: Tuition and books at a public university should be free to all students. Students would attend the public university closest to their home. This would be financed by some combination of local, state and federal taxpayer dollars. And it would be regulated by a similar combination of local, state, and federal oversight– university boards, parent-professor associations, state legislators, and a new federal program, “No College-Student Left Behind” (NCLB).

Those who want to attend a private university would still have that option. They would pay taxes to support the public universities and then pay private school expenses on top of that. A wide variety of private schools—some religious, but mostly secular—would be available to satisfy the demand for various niches in the market for higher education services.

All government loans and grants would be eliminated, since there would no longer be a financial barrier to obtaining a college education. Students could still borrow money from family, friends, or banks to pay for education at a private university.

Think about the benefits: First, in the short-term, it would reduce unemployment among the young people (and others) by engaging them in another productive endeavor.

Second, education—a wonderful thing—would be freely accessible to all. In the long-term, at the micro level, we would expect an increase in worker skills, leading to higher pay. At the macro level, we would expect an increase in human capital and technological advance, leading to more economic growth.

Third, jobs would be created throughout higher education—from administrators to professors to staff. Construction at universities would boom, creating an untold number of jobs in the building trades. Publishers would sell more books; office furniture makers would sell more desks; computer makers would sell more laptops; and so on.

Of course, one can imagine some of the complaints that would arise.
Private schools would vociferously oppose what they would describe as “unfair” competition, having to operate alongside highly-subsidized public schools. But the market they serve is fundamentally different and one might argue that their preferences should not be allowed to supersede the greater, public good.

Some taxpayers might complain about higher taxes. But how many would notice the difference? With the costs spread over multiple levels of government and across many taxpayers, the per-tax, per-person costs would be modest. In any case, what’s the big deal about those in the middle and upper classes paying additional taxes?

Bureaucrats connected to government grants and loans might lose their jobs. But more bureaucrats would be needed to regulate the growing public sector efforts in higher education. And those displaced from loans and grants could probably be shuffled to other areas of the education bureaucracy without much impact.

The biggest ruckus would probably be raised by economists. As George Stigler once pointed out, economists are “the premier ‘pourers of cold water’ on proposals for social improvement”, particularly through government activism. Although political supporters and utopian dreamers focus on the benefits of such proposals, an economist would inevitably ask about its (opportunity) costs as well.

The costs? Resources taken from taxpayers would be diverted from efficient uses to the subsidized area. Some people would have money taken from them through taxation—to support an activity that other people would not value enough to devote their own resources.

Proponents of free higher education would point to its positive ripple effects. But the diverted resources would also have negative ripple effects. On net, we would be merely moving resources from one sector of the economy to another. In a grand shell game, jobs would be gained, but more jobs would be lost.

Economists would also wonder about the impact of reduced property rights and ownership. If one doesn’t pay for something, they are less likely to take it seriously. This is already a concern since higher education is subsidized significantly by the federal and especially state governments. With even less skin in the game, students would be more likely to treat the education casually, reducing its value for all students.

Of course, if you don’t like my proposal, then you should also be opposed to our current provision of K-12 education. Elementary and secondary public schools are free and students must attend the government-run school in their neighborhood—unless their parents are wealthy enough to attend private schools or resourceful enough to homeschool.

If my proposal is not all that swift for young adults, how can it be the policy of choice for children?

Political discourse and news media have been consumed of late by talk of debt, spending, and recession, but meanwhile the educational freedom movement has been making real progress. State legislatures across the country are giving a green light to vouchers and tax incentives that will in the future pay impressive dividends in the form of better educated students and more efficient schools.

Read the rest of the commentary here.