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Posts Tagged ‘School Choice’

Writing about the failed government education monopoly back in 2013, I paraphrased Winston Churchill and observed that, “never has so much been spent so recklessly with such meager results.”

This more-recent data from Mark Perry shows that inflation-adjusted spending has ballooned in recent decades, driven in part by teacher expenses but even more so by the cost of bureaucrats.

Robby Soave recently wrote about the hypocrisy of one of those non-teaching bureaucrats.

In a must-read article for Reason, he notes that the lavishly compensated superintendent of government schools in a suburb of Washington, DC, has decided that one of his kids will get a better education at a private school.

Alexandria City Public Schools (ACPS) Superintendent Gregory Hutchings has always been proud to call himself a parent of two children who attend public school. …But now, Hutchings has pulled one of his kids from ACPS—which remains all-virtual, to the frustration of many parents—and instead enrolled the child in a private Catholic high school currently following a hybrid model: some distance learning, and some in-person education. …It’s hard to blame Hutchings for trying to do right by his own child. But he is in a position to do right by thousands of other kids who don’t have the same opportunity.

Mr. Hutchings is a hypocrite, but that’s hardly a surprise.

So was Barack Obama. And Obama’s Secretary of Education. Lots of other leftists also have opposed school choice while allowing their kids to benefit from superior private schools, including Elizabeth Warren.

Why are they hypocrites? Because they put the self-interest of teacher unions before the educational interests of other people’s children.

But let’s return to Mr. Hutchings, because not only is he a hypocrite, he’s also a believer in equal levels of mediocrity.

Hutchings previously expressed concerns about parents seeking alternative educational arrangements. In a July 23 virtual conversation with parents and teachers detailing the district’s fall plans, Hutchings fretted that in-person learning pods would cause some students to get ahead of their Zoom-based public school counterparts. …Hutchings described pod-based learners as “privileged.” “If you’re able to put your child in a learning pod, your kids are getting ahead,” he said. “The other students don’t get that same access.” Students enrolled in pod-based learning, private tutoring, or private schooling that involves in-person instruction are indeed better off than those languishing in virtual education. But that’s a failure of public schools, which have largely chosen to privilege the demands of unions over the needs of children.

This is truly reprehensible.

In the past, I’ve criticized President George W. Bush “No Child Left Behind” scheme because it involved more centralization and more wasted money.

Hutchings is even worse. His policy should be called “No Child Gets Ahead.” And he’s not alone. My home county of Fairfax has the same disgusting attitude.

All things considered, Mr. Hutchings deserves membership in the Bureaucrat Hall of Fame.

P.S. It goes without saying, but I’ll say it anyhow, that the record spending increases for government schools have not been matched by improvements in educational outcomes. Heck, the chart shows that there haven’t been any improvements.

P.P.S. Getting rid of the Department of Education would be a good idea, but keep in mind that the battle for school choice is largely won and lost on the state and local level.

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I’ve been writing about the benefits of school choice for a long time, largely because government schools are becoming ever-more expensive while produced ever-more dismal outcomes.

But even I was surprised to see this tweet, which shows how so many parents in New York City seek alternative educational opportunities for their children.

What makes these numbers so shocking is that parents are forced to pay for government schools. So when they opt for alternatives such as private schools, they’re paying twice.

But they decide the extra cost is justified because they know government-run schools don’t do a good job (and those failures have become even more apparent because of coronavirus).

For instance, David Harsanyi indicts government schooling in an article for National Review.

“Public” schools have been a catastrophe for the United States. …State-run schools have undercut two fundamental conditions of a healthy tolerant society. First, they’ve created millions of civic illiterates who are disconnected from long-held communal values and national identity. Second, they’ve exacerbated the very inequalities that trigger the tearing apart of fissures. …No institution has fought harder to preserve segregated communities than the average teachers’ union. …Prosperous Americans already enjoy school choice — and not merely because they can afford private schools. …This entire dynamic is driven by the antiquated notion that the best way to educate kids is to throw them into the nearest government building. It’s the teachers’ unions that safeguard these fiefdoms through racketeering schemes: First they funnel taxpayer dollars to the political campaigns of allies who, when elected, return the favor by protecting union monopolies and supporting higher taxes that fund unions and ultimately political campaigns. …most poor parents, typically black or Hispanic, are compelled to send their kids to inferior schools… Joe Biden says he’ll create not a child-oriented Department of Education but a “teacher-oriented Department of Education.” By teachers, Biden means unions. …It’s likely that left-wing ideologues run your school district. They decide what your children learn. …The embedded left-wing nature of big school districts is so normalized that parents rarely say a word. …a voucher system creates opportunities for all kinds of students, not just wealthy ones.

I suppose it should explicitly stated that those opportunities would produce better results, both for taxpayers and for kids.

In an article for the American Institute for Economic Research, Gregory van Kipnis compares government schools and private schools.

Only when there is a monopoly are we denied choice. The negative consequences of that are well known… Monopolies produce goods and services at a higher price and a lower quality than would be obtained in a competitive market. That is certainly the case with public education. …society should be interested in data about the costs and outcomes of different approaches to education, namely public versus private schools, and how this data should affect our choices and behavior.

And what does the data tell us?

…currently (as of 2018), a public school education in the US costs 89% more than private education; that is, $14,653 for a public school and $7,736 for a private education. The high relative cost of public school education has persisted since the earliest period for which the data has been collected – 1965 (Chart 1a). …Private education is significantly less expensive.

Here’s the chart showing that government schools are far more expensive.

This raises a separate question: Are government schools more expensive because they’re producing better results?

Nope.

While the generally accepted knowledge is that private education produces better results than public school education, …Chart 4…shows the trends and levels in the composite ACT test results (meaning for math and reading combined) for the period 2001-2014, for private, public and homeschooled children. …The results speak for themselves – private schools test at a significantly higher level than public schools, and the gap is widening.

Here’s a chart showing the difference.

So what’s the bottom line?

Consumers of any product know they get better outcomes, as measured by quality and price, if the product is offered in competitive markets. This is true even in markets that have only limited competition. Any competition is better than none. Just as that principle is true in the markets for cars and cafes, so it is true in the market for educational services. …It is manifestly cheaper to get a private education and get a far better education in a private school. The problem holding back the growth in private education is that you have to pay twice to get it. The economics and facts support the logic of freeing parents to obtain private education and alternative public education for their children. To further facilitate this decision, parents should be given vouchers and credits equal to the cost of public school in their area, which they can freely use to fund their choice of better education in the private sector.

Amen. School choices produces better educational outcomes and saves money for taxpayers.

Hard to argue with the data (unless, of course, your motive is to appease teacher unions).

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I’m a huge fan of school choice. Simply stated, private schools deliver far superior results for children compared to costly and bureaucratic government schools.

Moreover, given the way minorities are poorly served by the status quo, school choice should be the civil rights issue of the 21st century.

But what about charter schools, which are hybrid creatures. They’re government schools, but they’re largely independent of bureaucratic constraints, and they also have to compete for students, which means they face similar incentives and get to operate in a similar fashion to private schools.

I’ve never analyzed the degree to which these schools are successful, but I remember being stunned when I was writing last year about “National Education Week” and saw a map showing the incredibly high demand for charter schools from parents in poor areas of Washington, DC.

What did those parents know that I didn’t know?

Well, it turns out that they must know that charter schools are a much better option than regular government schools.

There’s some new research, just published by Education Next, by Professor Paul Peterson and Danish Shakeel of Harvard University’s Program on Education Policy and Governance that looks at the comparative performance of charter schools.

Here’s a description of the study’s methodology.

…we track changes in student performance at charter and district schools on the National Assessment of Educational Progress, which tests reading and math skills of a nationally representative sample of students every other year. We focus on trends in student performance from 2005 through 2017 to get a sense of the direction in which the district and charter sectors are heading. We also control for differences in students’ background characteristics. This is the first study to use this information to compare trend lines. Most prior research has compared the relative effectiveness of the charter and district sectors at a single point in time.

They wanted to investigate this topic because charter schools are increasingly popular.

School systems in 43 states and the District of Columbia now include charter schools, and in states like California, Arizona, Florida, and Louisiana, more than one in 10 public-school students attend them. In some big cities, those numbers are even larger: 45 percent in Washington, D.C., 37 percent in Philadelphia, and 15 percent in Los Angeles. Nationwide, charter enrollment tripled between 2005 and 2017, with the number of charter students growing from 2 percent to 6 percent of all public-school students. …one in three charter students is African American.

Here are the results.

As you can see, charter schools are attracting more students because parents want better outcomes.

Our analysis shows that student cohorts in the charter sector made greater gains from 2005 to 2017 than did cohorts in the district sector. The difference in the trends in the two sectors amounts to nearly an additional half-year’s worth of learning. The biggest gains are for African Americans and for students of low socioeconomic status attending charter schools. …The average gains by 4th- and 8th-grade charter students are approximately twice as large as those by students in district schools.

Here are the relevant charts from the study.

Here’s a chart showing that charter schools produce bigger gains in both math and reading, whether looking at students in 4th grade or 8th grade.

The next chart shows that black student are big beneficiaries when they can choose something other than a traditional government school

Last, but not least, our final visual looks at the gains for disadvantaged students.

This is all good news.

But there’s also some bad news.

Joe Biden wants to curry favor with teacher unions and that means he has come out against charter schools and other reforms that threaten the existing education monopoly.

This puts him to the left of Obama on this issue (as is the case on many issues). Heck, he’s also to the left of the Washington Post.

So if Biden wins, this could be very bad news for poor kids that don’t have any other educational alternatives.

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Way before we had a pandemic, I wasn’t a fan of the government school monopoly.

To paraphrase Winston Churchill, never have so many taxpayers paid so much money into a system that produced such mediocre results for so many people.

Now that we have a pandemic, the argument against government-run schools is even stronger. Simply stated the government monopoly is too politicized and too inflexible – and that means the the gap between government schools and private schools (and homeschooling) will be larger than ever.

Today, I want to show how the system is driven by bad ideology and bad incentives.

Let’s look at a recent announcement from the government schools where I live in Fairfax, VA. The bureaucrats don’t like when parents utilize private tutors because they would rather have all students fall behind than have some succeed.

Across the country, many parents are joining together to engage private tutors (who are often school teachers) to provide tutoring or home instruction for small groups of children. While there is no systematic way to track these private efforts, it’s clear that a number of “pandemic pods” or tutoring pods are being established in Fairfax County. …these instructional efforts are not supported by or in any way controlled by FCPS… While FCPS doesn’t and can’t control these private tutoring groups, we do have concerns that they may widen the gap in educational access and equity for all students.

Mike Gonzalez had the same reaction. He, too, was surprised that the bureaucrats would openly state their ideological desire for universal mediocrity.

There are similar problems in other communities surrounding Washington, DC.

In his column for the Washington Examiner, Tim Carney explains how government school bureaucracies – including where he lives in Montgomery County, Maryland – care more about preserving the flow of tax dollars than educational success for kids.

Because public schools will be offering a vastly inferior service this year (remote-only learning), the allies of public schools and their teachers’ unions worry about parents pulling their children into private schools — and so they are trying to take away some of the private schools’ advantage. …after Gov. Larry Hogan struck down a county order barring private schools, one public school teacher wrote a public Facebook post nearly admitting as much: “MCPS parents… Please keep your kids enrolled in MCPS! Loss of funding will be devastating, not only this school year, but in the years to come, when we need to try to increase funding again.” …The public school superintendent in Falls Church City, a small, wealthy municipality just outside of D.C., wrote a similar note warning against “Pandemic Flight.” …Peter Noonan..warned parents that “disenrolling from FCCPS [will] have consequences. FCCPS receives funding from the local Government, the State Government, and the Federal Government based on the numbers of students we have enrolled. If there is an exodus of students from FCCPS, the funding of our schools will decrease.” Notice what’s missing in this letter? Any suggestion that your children will learn just fine through the public schools’ online learning system. …public school administrators know that they are offering an inferior product… Sadly, rather than wanting what’s best for their students, they ask parents to do what will bring more taxpayer money for their schools.

For what it’s worth, I also think teacher unions and school bureaucrats also don’t want parents to experience even a year of private schooling or homeschooling, lest they learn that there are better long-run options for their kids.

P.S. My criticism of the government school monopoly does not in any way imply that teachers are bad people (like all professions and groups, some will be good and some will be bad). It simply means they are in a bad system. Indeed, one of the benefits of school choice is that good teachers will flourish thanks to competition and innovation.

P.P.S. Yes, we have strong evidence from some states and localities in America that school choice produces better educational outcomes. But I always remind people that there’s also global evidence from SwedenChileCanada, and the Netherlands showing good results when competition replaces government education monopolies.

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One month ago, I wrote that expanded school choice might be a silver lining to the dark cloud of corornavirus.

This issue is getting more heated, as this Reason video explains.

When I’ve written in the past about the issue of school choice, I’ve focused on the superior educational outcomes of private schools (and homeschooling as well) compared to the subpar performance of government schools.

Let’s revisit the topic, looking specifically at the debate over whether schools should reopen.

  • Some people argue that children will suffer long-term harm because of diminished educational outcomes if schools are closed.
  • Others argue that there may be additional infections if schools are opened, risking the lives of children or members of their families.

At the risk of sounding like a mealy-mouthed politician, both sides are right.

Simply stated, there are potential downsides regardless of which option is selected.

And it’s quite likely that the right approach for some families will be the wrong approach for other families.

This is a very powerful argument for the kind of decentralized decision-making that is only possible with school choice.

  • Some parents may want a traditional in-a-classroom experience for their children.
  • Some parents may want a blended in-person/online approach for their kids.
  • Some parents may want education for their kids to be entirely online.
  • Some parents may want to choose homeschooling for their children.
  • Some parents may want to experiment with new approaches such as pod teaching.

And the only way to satisfy these disparate desires is to break the government’s monopoly on education.

Let’s look at some recent analysis.

Writing for National Review, Cathy Ruse and Tony Perkins explain why we need alternatives to a one-size-fits-all government monopoly.

…the great American entrepreneurial spirit is awakening as parents are forced to rethink education for their children. And that is to the benefit of children and the nation. …There is no better time to make a change than right now, when public education is in chaos. Parent resource groups are forming to help families make an exit strategy and find the best education option for their children. Today, there are more options than ever. …Homeschooling continues to be a growing trend… “Hybrid homeschooling” is a new option, where children are homeschooled part of the week and learn in a more traditional school setting with other students for the rest. The most exciting new parent solution is the “pandemic pod,” a return to where families in one neighborhood or social circle hire a teacher to instruct their small group of children. …The last piece of the puzzle to set families truly free to make the best education decisions for their children is for states to set free public-education funds. …Imagine the possibilities if the primary educators of children — their parents — were given the freedom to spend that money to acquire the best education for their child. ..Let’s rethink, not rotely reopen. If there ever was a time when parent power could defeat the power and monopoly of the education elites, that time is now. Let freedom ring! 

J.D. Tuccille discussed the options, including homeschooling, in a column for Reason.

Chicago Public Schools became the latest large school district to opt for online-only lessons in the fall. …it leaves a lot of Chicago families unhappy and—like their counterparts around the country—heading for the exits, in search of options that better suit their needs now and in the future. …That leaves even many families favoring online classes as dissatisfied as those preferring in-person learning—and not just in Chicago. Across the country, there has been a surge in interest in traditional alternatives such as private schools as well as homeschooling, microschools (which essentially reimagine one-room schools for the modern world), and learning pods (in which families pool kids and resources). …the lines are blurry among the various categories of DIY education. But why shouldn’t they be blurry? Families aren’t interested in imposing rigid models on their kids; they’re trying to educate their children and adopting whatever tools and techniques get the job done. …Now, “23 percent of families who had children attending traditional public schools say they currently plan to send their children to another type of school when the lockdowns are over,” according to some admittedly unscientific polling… “Notably, 15 percent of respondents said they would choose to homeschool their children when schools reopen.”

As you might expect, the unions representing teachers from government schools have a much different perspective.

As the Wall Street Journal recently explained in an editorial, they’re using the crisis as an excuse to demand more money.

…teachers unions seem to think it’s…an opportunity…to squeeze more money from taxpayers and put their private and public charter school competition out of business. …an alliance of teachers unions and progressive groups sponsored what they called a “national day of resistance” around the country listing their demands before returning to the classroom. They include…canceling rents and mortgages, a moratorium on evictions/foreclosures, providing direct cash assistance… Moratorium on new charter or voucher programs and standardized testing…federal money to support the reopening funded by taxing billionaires and Wall Street” …If there’s a silver lining here, it’s that Americans are getting a closer look at the true, self-interested character of today’s teachers unions. …The proper political response should be to give taxpayer dollars to parents to decide where and how to educate their children. If parents want to use the money for private schools that are open, or for new forms of home instruction, they should have that right.

By the way, it’s not just that teacher unions want more money.

They also deliver an inferior product.

And a politicized product as well. Read this thread to be horrified about what is being “taught” to children trapped in government schools.

Let’s close with a very appropriate cartoon.

P.S. School choice doesn’t automatically mean every child will be an educational success, but evidence from SwedenChileCanada, and the Netherlands shows good results when competition replaces government education monopolies.

P.P.S. Getting rid of the Department of Education would be a good idea, but the battle for school choice is largely won and lost on the state and local level.

 

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The coronavirus has been horrible news, most obviously because of death and suffering. But the disease has also wreaked havoc with the economy and given politicians an excuse to push counterproductive policies.

But if you want to find a silver lining to that dark cloud, the virus may be putting pressure on America’s government school monopoly. For instance, John Stossel explains that it may lead to more homeschooling.

Given the large amount of evidence showing superior outcomes for home-schooled students, this is definitely a much-needed bit of good news.

Matthew Hennessey, in a column for the Wall Street Journal, also opined about how the coronavirus may produce a permanent expansion of home schooling.

Most students will return to traditional classrooms when the crisis passes. But some families—perhaps many—will…decide that homeschooling is not only a plausible option, but a superior one. …An economy of high-quality online educational materials has sprouted in the past decade. All you need is a laptop, headphones and a quiet corner of the house, and your kid can study everything from calculus to ancient Greek. …Education has managed to stave off innovation for a variety of reasons. Inertia is one—most people have a hard time reimagining something as basic as school. …Teachers unions are politically strong and uninterested in anything that threatens their power. But now the pandemic…can shake up the established order… If more Americans come to see the viability and value of home education, it could be a silver lining in a very dark cloud.

Private schools also provide a superior alternative to the government’s monopoly system.

That was true before the coronavirus, and it’s even more true today. This report from the New York Times has some details.

Public schools plan to open not at all or just a few days a week, while many neighboring private schools are opening full time. …the ways in which private schools are reopening show it can be done with creative ideas…reopening plans are just another way the pandemic has widened gaps in education. Private schools were able to offer much more robust online learning last spring, and research suggests that school closures have widened achievement gaps. …Independent schools don’t have all the same regulations for the curriculum or facilities that public schools have, and teachers generally aren’t unionized.

Writing for Reason, Corey DeAngelis highlights the more competent response of private schools.

A nationally representative survey conducted by Ipsos Public Affairs found that private and charter schools were substantially more likely to continue providing students with meaningful education services during the lockdown than traditional public schools. …Private and charter schools were about 20 percent more likely to introduce new content to their students during the lockdown. …Another national survey…found…students were more than twice as likely to connect with their teachers each day, and about 1.5 times as likely to attend online classes during the closures. …Parents of children in private and charter schools were at least 50 percent more likely to report being “very satisfied” with the instruction provided during the lockdown than parents of children in traditional public schools. …Private schools can adapt to change more effectively because they are less hampered down by onerous regulations than their government-run counterparts. …Private and charter schools know that their customers—families—can walk away and take their money with them if they fail to meet their needs.

Unsurprisingly, defenders of the status quo often claim that the government monopoly does a poor job because of inadequate money.

This is utter nonsense. I periodically share a chart put together by the late Andrew Coulson which shows how per-pupil spending in government schools has skyrocketed (with zero improvement in educational outcomes).

Perhaps even more relevant, it costs more, on average, for kids to attend government schools than it does for them to attend private schools.

And that assumes government schools are actually being honest about their true costs.

Yet that doesn’t seem to be the case. Researchers who have investigated the numbers have discovered pervasive under-counting (or non-counting) of big expenses such as building costs and pension obligations).

Adam Schaeffer narrated a video on this topic about ten years ago. Here’s a screenshot of the official numbers from various local governments compared to the actual costs.

What’s the bottom line? Instead of throwing good money after bad by rewarding under-performing government schools with bigger budgets, the right answer is comprehensive school choice.

P.S. School choice doesn’t automatically mean every child will be an educational success, but evidence from SwedenChile, Canada, and the Netherlands shows good results when competition replaces government education monopolies.

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Today is Thomas Sowell’s 90th birthday. The man is a living legend.

I’ve cited his great work many times, and I definitely urge people to read what Walter Williams just wrote about his long-time friend.

And I also recommend this Mark Perry column, which contains 15 of Sowell’s most insightful quotes, as well as two videos of Sowell in action.

Sowell continues to amaze with prodigious productivity. His 56th book, Charter Schools and Their Enemies, goes on sale today.

And he summarizes some of his arguments on that issue in this recent column in the Wall Street Journal.

New York’s charter school students are predominantly black and Hispanic, and live in low-income neighborhoods. In 2019, most students in the city’s public schools failed to pass the statewide tests in mathematics and English. But most of the city’s charter school students passed in both subjects. Such charter school results undermine theories of genetic determinism, claims of cultural bias in the tests… In 2013, a higher percentage of the fifth-graders in a Harlem charter school passed the mathematics test than any other public school fifth-graders in the entire state of New York. …In a number of low-income minority communities in New York City, charter school classes and classes in traditional public schools are held in the same buildings, serving the same communities. Some of the contrasts are almost unbelievable. In 28 classes in these buildings, fewer than 10% of the students reached the “proficient” level on statewide tests. All 28 classes were in traditional public schools. All charter school classes at the same grade levels in the same buildings did better—including six grade levels where the charter school majorities reaching the “proficient” level ranged from 81% to 100%.

Sounds like great news.

But there’s a dark lining to this cloud.

Competition from charter schools is an existential threat to traditional public schools in low-income minority communities… Teachers unions and traditional public school administrators have every reason to fear charter schools. In 2019 there were more than 50,000 New York City students on waiting lists to transfer into charter schools. …Among the ways of blocking students from transferring into charter schools is preventing charter schools from getting enough classrooms to put them in. …In cities across the country, public school officials are blocking charter schools from using school buildings that have been vacant for years to prevent transfers into charter schools from taking place. …In some places, vacant school buildings have been demolished, making sure no charter schools can use them. …anti-charter-school tactics by public school officials, politicians and teachers unions call into question pious statements by them that what they are doing is “for the sake of the children.” …their actions show repeatedly that protecting their own turf from the competition of charter schools is their top priority.

This is disgusting.

Union bosses, education bureaucrats, and captive politicians are sacrificing the hopes and dreams of minority children in order to preserve their monopoly system.

Even the NAACP has chosen to put leftist ideology above the best interest of black kids.

As did Barack Obama, even though he sent his own kids to an elite private school (Elizabeth Warren also is a reprehensible hypocrite on this issue).

Here’s some data on school enrollment in New York City and the rest of the state. As you can see, most whites have escaped the NYC government system, with more than 50 percent in private schools.  For many black families, though, their only affordable option is charters, and 20 percent of black kids are benefiting from this possibility.

Sadly, expanding charters is very difficult because of teacher unions and their political allies. They benefit if they keep kids trapped in a crummy system.

Needless to say, this also explains why it is so difficult to get school choice, which is an even better option.

P.S. If you want to learn more about school choice, I recommend this video.

P.P.S. It’s uplifting to see very successful school choice systems operate in nations such as CanadaSwedenChile, and the Netherlands.

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If I had to identify the most economically destructive part of Senator Elizabeth Warren’s agenda, I’d have a hard time picking between her confiscatory wealth tax and her so-called Medicare-for-All scheme.

The former would dampen wages and hinder growth by penalizing saving and investment, while the latter would hasten America’s path to Greece.

By contrast, it’s easy to identify the most ethically offensive part of her platform.

Just like President Obama, she’s a hypocrite who wants to deny poor families any escape from bad government schools, even though her family has benefited from private education.

To make matters worse, she’s even lied about the topic.

Corey DeAngelis of the Reason Foundation has been on top of this issue. I recommend his article. And if you like exposing dishonest politicians, here’s a very snarky PG-13-rated tweet.

The Washington Free Beacon has some additional details.

Sarah Carpenter, a pro-school choice activist who organized a protest of Warren’s Thursday speech in Atlanta, told Warren that she had read news reports indicating the candidate had sent her kids to private school. Though Warren once favored school choice and was an advocate for charter schools, she changed her views while seeking the Democratic presidential nomination. …Warren denied the claim, telling Carpenter, “My children went to public schools.” …however, …Warren’s son, Alex Warren, attended the Kirby Hall School for at least the 1986-1987 school year… The college preparatory school is known for its “academically advanced curriculum” and offers small class sizes for students in grades K-12. …Carpenter pressed Warren to reconsider her education plan, which would place stringent regulations on both charter and private schools. She told the candidate that she simply didn’t have the resources to exercise the same choices for her children that Warren appears to have made for her son.

Moreover, private schools are a family tradition, as the Daily Caller revealed.

Sen. Elizabeth Warren, a Democrat representing Massachusetts, has a granddaughter who rubs shoulders with the children of movie stars at the trendy Harvard-Westlake School in Los Angeles, California. Tuition at Harvard-Westlake costs $35,900 each year. There’s also a $2,000 fee for new students. Harvard-Westlake offers a bevy of amazing opportunities for students including study-abroad programs in Spain, France, China, Italy and India. There’s also the Mountain School, “an independent semester program that provides high school juniors the opportunity to live and work on an organic farm in rural Vermont.”

If you want to learn more about Warren’s disingenuous posture, I also recommend this article by Chrissy Clark of the Federalist.

Anyhow, what makes her hypocrisy especially odious is that she was semi-good on the issue. At least back before political ambition caused here discard her moral compass.

Education Week looked at Warren’s record and confirmed she used to be sympathetic to school choice, albeit only for parents who wanted to choose among various types of government schools.

Massachusetts Sen. Elizabeth Warren’s education..plan’s contention that the nation must “stop the privatization and corruption of our public education system” and keep money from being “diverted” away from public schools through vouchers. …supporters of school choice cried foul. They pointed to what Warren and her daughter Amelia Warren Tyagi wrote in The Two-Income Trap, a book they authored in 2003, as evidence that she once backed a voucher system for parents seeking education options for their children, but has now abandoned that position for political expediency and to please teachers’ unions. …In 2003, Warren and Tyagi wrote that while…many schools might technically be public, they said, many parents effectively paid tuition for good public schools through their ability to purchase a home in their attendance zones. …So how to solve it? “A well-designed voucher program would fit the bill neatly,” the two authors stated, adding that “fully funded” vouchers would “relieve parents from the terrible choice of leaving their kids in lousy schools or bankrupting themselves to escape those schools.” …Essentially, what Warren and Tyagi wanted was an open enrollment system of public schools.

So why has her position “evolved”?

She’s decided that getting to the White House is more important than the best interests of poor children. The Daily Caller reports on Warren’s kowtowing to union bosses.

Democratic Massachusetts Sen. Elizabeth Warren is pledging to crack down on school choice if elected, despite the fact that she sent her own son to an elite private school, publicly available records show. The 2020 presidential candidate’s public education plan would ban for-profit charter schools…and eliminate government incentives for opening new non-profit charter schools, even though Warren has praised charter schools in the past. …Warren has pledged to reduce education options for families, but she chose to send her son Alexander to Kirby Hall, an elite private school near Austin. Tuition for Kirby Hall’s lower and middle schools — kindergarten through eighth grade — is $14,995 for the 2019-2020 school year. A year of high school costs $17,875. …“I do not blame Alex one bit for attending a private school in 5th grade. Good for him,” said Reason Foundation director of school choice Corey DeAngelis, who first flagged Alexander’s private schooling Monday. “This is about Warren exercising school choice for her own kids while fighting hard to prevent other families from having that option.” …Warren’s crackdown on elite charter schools would leave elite private schools like Kirby Hall unscathed, while greatly eliminating charter schools as a parallel option for lower-income families.

It’s important to note that this is an issue where honest people on the left are on the right side.

Here’s a recent editorial from the Washington Post.

…when it comes to education, Ms. Warren has a plan that seems aimed more at winning the support of the powerful teachers unions than in advancing policies that would help improve student learning. …Ms. Warren took a page from the union playbook in calling for a clampdown on public charter schools. In addition to banning for-profit charter schools (which make up about 15 percent of the sector), she would subject existing charters to more scrutiny and red tape and make it harder for new charters to open… Ms. Warren’s change of heart (which started in 2016, when she opposed a referendum that would have lifted caps on charter schools in Massachusetts), along with the silence of other Democrats who once championed charter schools (New Jersey Sen. Cory Booker and former vice president Joe Biden come to mind), is no mystery. The teachers unions wield outsize influence in the Democratic Party, and they revile the mostly non-unionized charter sector. …The losers in these political calculations are the children whom charters help. Charters at their best offer options to parents whose children would have been consigned to failing traditional schools. They spur reform in public school systems in such places as the District and Chicago. And high-quality charters lift the achievement of students of color, children from low-income families and English language learners. Research from Stanford University’s Center for Research on Education Outcomes found, for example, that African American students in charter schools gained an additional 59 days of learning in math and 44 days in reading per year compared with their traditional school counterparts. More than 3.2 million children already attend charter schools, and 5 million more would choose a charter school if one could open near them.

And Jonathan Chait of New York magazine is certainly not a conservative or libertarian, but he’s part of the honest left. As you might imagine, he’s also disappointed that Warren chose union bosses over poor children.

To be fair, there are plenty of other folks on the left who have sold their souls to the National Education Association and American Federation of Teachers – including, most disappointingly, the NAACP.

P.S. Some Republicans are hypocrites on the issue as well.

P.P.S. Speaking of hypocrites, President Obama’s Secretary of Education sent his kids to private schools, yet he fought to deny that opportunity to poor families. The modern version of standing in the schoolhouse door.

P.P.P.S. If you want to learn more about school choice, I recommend this column and this video.

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School choice is based on the simple premise that we’ll get better results if school budgets are distributed to parents so they can pick from schools that compete for their kids (and dollars).

The current system, by contrast, is an inefficient monopoly that largely caters to the interests of teacher unions and school bureaucrats. Which is why more money and more money and more money and more money and more money (you get the point) never translates into better outcomes.

This is why even the Washington Post has editorialized for choice-based reform.

A few years ago, I shared a bunch of data showing that school choice boosts academic results for kids.

As part of our recognition of National Education Week, let’s augment those results with some more-recent findings.

There’s new evidence, for instance, that Florida’s choice system is producing good results.

…new evidence from the Urban Institute, which…examined a larger data set of some 89,000 students. The researchers compared those who used school vouchers to public-school students with comparable math and reading scores, ethnicity, gender and disability status. …High school voucher students attend either two-year or four-year institutions at a rate of 64%, according to the report, compared to 54% for non-voucher students. For four-year colleges only, some 27% of voucher students attend compared to 19% for public-school peers. …About 12% of voucher students attended private universities, double the rate of non-voucher students. …Voucher students who entered the program in elementary or middle school were 11% more likely to get a bachelor’s degree, while students who entered in high school were 20% more likely. …High schoolers who stayed in the voucher program for at least three years “were about 5 percentage points more likely to earn a bachelor’s degree, a 50 percent increase.”

A column published by the Foundation for Economic Education notes the positive outcomes in Wisconsin.

Private schools and independent public charter schools are more productive than district public schools, …according to report author Corey DeAngelis… DeAngelis compares the productivity of schools in cities throughout Wisconsin based on per-pupil funding and student achievement. Wisconsin’s four private-school parental choice programs currently enroll over 40,000 students combined, and more than 43,000 students are enrolled in charter schools. …Compared to Wisconsin district public schools, private schools participating in parental choice programs receive 27 percent less per-pupil funding, and charter schools receive 22 percent less. Yet these schools get more bang for every education buck, according to DeAngelis: “I find that private schools produce 2.27 more points on the Accountability Report Card for every $1,000 invested than district-run public schools [across 26 cities], demonstrating a 36 percent cost-effectiveness advantage for private schools. Independent charter schools produce 3.02 more points on the Accountability Report Card for every $1,000 invested than district-run public schools [throughout Milwaukee and Racine], demonstrating a 54 percent cost-effectiveness advantage for independent charter schools.”

A study looking at 11 school choice programs found very positive results.

Today 26 states and the District of Columbia have some private school choice program, and the trend is for more: Half of the programs have been established in the past five years. …a new study from the Department of Education Reform at the University of Arkansas shows…that voucher students show “statistically significant” improvement in math and reading test scores. The researchers found that vouchers on average increase the reading scores of students who get them by about 0.27 standard deviations and their math scores by about 0.15 standard deviations. In laymen’s terms, this means that on average voucher students enjoy the equivalent of several months of additional learning compared to non-voucher students. …“When you do the math, students achieve more when they have access to private school choice,” says Patrick J. Wolf, who conducted the study with M. Danish Shakeel and Kaitlin P. Anderson. …The Arkansas results aren’t likely to change union minds because vouchers are a mortal threat to their public-school monopoly. But for anyone who cares about how much kids learn, especially the poorest kids, the Arkansas study is welcome news that school choice delivers.

Even if choice is just limited to charter schools, there are positive outcomes, as seen from research on Michigan’s program.

Charter students in Detroit on average score 60% more proficient on state tests than kids attending the city’s traditional public schools. Eighteen of the top 25 schools in Detroit are charters while 23 of the bottom 25 are traditional schools. Two studies from Stanford’s Center for Research on Education Outcomes (2013, 2015) found that students attending Michigan charters gained on average an additional two months of learning every year over their traditional school counterparts. Charter school students in Detroit gained three months.

Back in 2016, Jason Riley of the Wall Street Journal shared some evidence about the benefits of choice.

Barack Obama…spent his entire presidency trying to shut down a school voucher program in Washington, D.C., that gives poor black and brown children access to private schools and, according to the Education Department’s own evaluation, improves their chances of graduating by as much as 21 percentage points. …Democrats continue to throw ever-increasing amounts of taxpayer money at the problem in return for political support from the teachers unions that control public education. …Harvard professor Martin West describes some of the more recent school-choice research. Students at Boston charter high schools “are more likely to take and pass Advance Placement courses and to enroll in a four-year rather than a two-year college,” writes Mr. West. Attending a charter middle school in Harlem “sharply reduced the chances of teen pregnancy (for girls) and incarceration (for boys),” and “a Florida charter school increased students’ earnings as adults.” Mr. West concludes that “attending a school of choice, whether private or charter, is especially beneficial for minority students living in urban areas.”

A study by the World Bank found big benefits from choice in Washington, D.C., with minorities being the biggest beneficiaries.

This paper develops and estimates an equilibrium model of charter school entry and school choice. In the model, households choose among public, private, and charter schools, and a regulator authorizes charter entry and mandates charter exit. The model is estimated for Washington, D.C. According to the estimates, charters generate net social gains by providing additional school options, and they benefit non-white, low-income, and middle-school students the most. Further, policies that raise the supply of prospective charter entrants in combination with high authorization standards enhance social welfare. …In order to quantify the net social gains generated by charter schools, we run a counterfactual consisting of not having charters at all in 2007. …charter students who switch into public schools outside Ward 3 experience lower proficiency, quality and value added than before. Proficiency losses are quite severe at the middle school level and for poor black students, who on average lose 6.4 and 5.3 percentage points out of their baseline average proficiency… On average all student groups lose welfare due to the loss of school options, but losses are the greatest for those previously most likely to attend charters. Middle school students, who gain much from the quantity and quality of options offered by charters, are particularly hurt. Further, poor blacks in middle school experience a loss of about 15 percent of their baseline welfare. …The 25 percent of students most hurt by charter removal are non-white, have an average household income of $27,000 and experience an average welfare loss equivalent to 19 percent of their income. …total social benefits fall by about $77,000,000 when the 59 charters are removed.

This map from the study is worth some careful attention.

It reveals that the rich and white families who live in northwestern D.C. don’t have any big need for choice. It’s the poor families (mostly black) elsewhere in the city who are anxious for alternatives.

(Which is why the NAACP’s decision to side with unions over black children is so reprehensible.)

The good news is that there’s ongoing movement to expand choice in some states.

The Wall Street Journal opined about significant progress in Florida.

With little fanfare this autumn, another 18,000 young Floridians joined the ranks of Americans who enjoy school choice. More than 100,000 students, all from families of modest means, already attend private schools using the state’s main tax-credit scholarship. But the wait list this spring ran to the thousands, so in May the state created a voucher program to clear the backlog. …This is a huge victory for school choice. The first cohort of voucher recipients is 71% black and Hispanic, according to state data. Eighty-seven percent have household incomes at or below 185% of the poverty line, or $47,638 for a family of four. The law gives priority to these students… Mr. DeSantis’s opponent, Democrat Andrew Gillum, said he would wind down the scholarships. CNN’s exit poll says 18% of black women voted for Mr. DeSantis… That’s decisive, since the Governor won by fewer than 40,000 ballots.

The final passage is worth emphasis. Reformers can attract votes from minority families who are ill-served by the government’s education monopoly,

Parents in low-income communities aren’t stupid. Once they figure out that government schools are run for the benefit of unions rather than children, they will respond accordingly.

And here’s some positive news from Tennessee.

Governor Bill Lee fulfilled a campaign promise on Friday when he signed a school voucher bill into law. …its passage is a big victory for the Governor and even more for Tennessee children trapped in failing public schools. Beginning in the 2021-22 school year, the measure will provide debit cards averaging $7,300 each year for low-income families to use for education-related expenses. The money can pay for private-school tuition, textbooks or a tutor, among other things. The program is capped at a disappointingly low 15,000 students. Participation is also restricted to only two of the state’s 95 counties—Shelby and Davidson… This is where the need is greatest, given that these two counties have the most failing public schools.

To be sure, the union bosses are fighting back.

Over the years, we’ve seen setbacks in states where we hoped for progress, such as Colorado and Pennsylvania.

Let’s close with this very simple message…

…and this very persuasive video.

P.S. There’s also evidence that school choice is better for children’s mental health since it’s associated with lower suicide rates. That’s a nice fringe benefit, much like the data on school choice and jobs.

P.P.S. Getting rid of the Department of Education would be a good idea, but the battle for school choice is largely won and lost on the state and local level.

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I’ve shared some amazing stories about leftist hypocrisy over the years.

But if there was a first prize for statist hypocrisy (especially if timing is part of the contest), then the winner might be Dan McCready, a wannabe Congressman from North Carolina.

The Daily Caller has some of the jaw-dropping details.

McCready…is running against Republican state Sen. Dan Bishop in the Sept. 10 special election for North Carolina’s 9th Congressional District…during a candidate forum the Fayetteville NAACP hosted “…politicians like state Sen. Bishop,” McCready said at the event,… “They don’t believe in public schools. They do anything they can to conduct a war on schools.” …Despite McCready’s accusations that his political opponents lack faith in public schools, he has enrolled some of his own four children, ages 2 to 8, in a Charlotte-based private school with a tuition rate close to $18,000 per student.

Then again, maybe McCready’s hypocrisy isn’t so unusual. Rich politicians in Washington, including Barack Obama and Bill Clinton, routinely send their kids to private school while fighting to deny school choice for others.

Why?

To be fair, it’s not that they don’t like kids from poor families. The problem is that they put the interests of teacher unions ahead of the interests of those kids. Public Choice 101.

That’s despicable.

And what’s equally despicable is that the NAACP, where McCready was speaking, also opposes school choice – even though minority children suffer the most because of the failed government school monopoly.

Why?

Because they’re also bought off by the teacher unions.

I’ll close by directing your attention to this column about the empirical evidence for school choice.

P.S. It’s also uplifting to see very successful school choice systems operate in nations such as CanadaSwedenChile, and the Netherlands. And India doesn’t have school choice, but it’s a remarkable example of how private schools are the only good option for poor families that want upward mobility.

P.P.S. The Washington Post provides an example of honest and decent leftism, having editorialized in favor of poor children over teacher unions.

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Bernie Sanders is a delusional hard-core statist, but that’s part of what makes him attractive for some voters.

Simply stated, they think he’s authentic rather than a finger-in-the-wind politician.

But I’m not so sure that’s true.

I pointed out in 2015 that he’s not even true to his socialist ideology. Rather than promoting government ownership, central planning, and price controls, he has behaved like a conventional left-wing politician. Indeed, there was almost no difference between his voting record and those of Barack Obama and Hillary Clinton.

Whether that’s good or bad is a matter of judgement, of course.

Today, though, I want to highlight something that’s unambiguously bad. He’s decided that currying favor with union bosses at the National Education Association is so important that it’s okay to trap kids from poor families in failing schools. And that, to me, makes him a political hack rather than an honest leftist.

Check out these excerpts from a story in the New York Times.

Senator Bernie Sanders took aim at charter schools on Saturday… In a 10-point plan, Mr. Sanders…said that, if elected, he would…forbid…federal spending on new charter schools as well as…ban…for-profit charter schools — which account for a small proportion of existing charters. “The proliferation of charter schools has disproportionately affected communities of color,” Mr. Sanders wrote… Mr. Sanders of Vermont would also require that charter schools be subject to the same oversight as public schools… Parts of the plan focused on educators, declaring Mr. Sanders’s support for a $60,000 baseline for teachers’ starting salaries as well as unionization efforts by charter schoolteachers.

By the way, I’m not a big fan of charter schools. It would be far better to have true school choice and allow parents to pick high-performing private schools.

But charter schools are definitely a better option if the only other choice is a failing government school. Especially since pouring more money into a broken system doesn’t work. Regardless of whether it’s a Democrat plan to waste money or a Republican plan to waste money.

This assumes, however, that the goal is to help children get a good education so they have a better chance for a good life.

That’s not what motivates Bernie Sanders. Like many Democrats, his main goal is to appease the teacher unions. And that means protecting and preserving the privileges and perks of union members and the government’s education monopoly.

Disgusting.

P.S. It’s even more nauseating that the NAACP has betrayed the interests of black people by rejecting school choice (I much prefer the views of Walter Williams and Thomas Sowell).

P.P.S. Just like it’s disgusting that Obama’s Secretary of Education chose private schools for his kids (as did Obama) while fighting against school choice for poor families.

P.P.S. On an uplifting note, Fran Tarkenton, the former Georgia Bulldog (he also played a bit in the NFL) used a sports analogy to explain the benefits of school choice.

P.P.P.S. It’s also uplifting to see very successful school choice systems operate in nations such as Canada, SwedenChile, and the Netherlands. And India doesn’t have school choice, but it’s a remarkable example of how private schools are the only good option for poor families that want upward mobility.

P.P.P.P.S. The Washington Post provides an example of honest and decent leftism, having editorialized in favor of poor children over teacher unions.

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In June 2017, I shared an image and made the bold claim that it told us everything we needed to know about government.

In July 2017, I shared a story and similarly asserted that it told us everything we needed to know about government.

In that grand tradition of rhetorical exaggeration, here’s a court case that tells us everything we need to know about government.

…a lawsuit arguing that Detroit students were being denied an education had been dismissed. …With the help of a public interest law firm, a handful of Detroit students charged in federal court that educational officials in Michigan — including Gov. Rick Snyder — denied them access to an education of any quality. …Student cannot be expected to learn when they are simply “warehoused for seven hours a day” in “an unsafe, degrading, and chaotic environment” that is a school “in name only.” …almost 99 percent of the students are unable to achieve proficiency in state-mandated subjects. Last year, the state moved for dismissal, arguing that the 14th Amendment contains no reference to literacy. …U.S. District Judge Stephen Murphy III agreed with the state. Literacy is important, the judge noted. But students enjoy no right to access to being taught literacy. All the state has to do is make sure schools run. If they are unable to educate their students, that’s a shame, but court rulings have not established that “access to literacy” is “a fundamental right.”

I’m not a lawyer, so maybe the judge made the right decision. Indeed, I suspect it probably was the right outcome since a decision in favor of the suit may have resulted in some sort of judicial mandate to squander more money on failed government schools. And we have lots of evidence that additional funding would mean throwing good money after bad.

But I still feel great sympathy for the students and their parents. They are stuck with rotten schools that cost a lot of money.

They have been betrayed by government incompetence. Both Thomas Sowell and Walter Williams have explained how the system is rigged to benefit teacher unions rather than kids.

And even though most of the victimized children are minorities, the NAACP sides with the unions. Shame. The failed government school monopoly serves the interests of insiders, not students.

The only solution is school choice, as explained in this video.

P.S. Needless to say, the federal government shouldn’t play a role. Bush’s no-bureaucrat-left-behind plan didn’t work, and neither did Obama’s Common Core boondoggle. The best thing that could happen in Washington would be the abolition of the Department of Education.

P.P.S. There’s a lot we could learn about school choice and private schooling from SwedenChile, India, Canada, and the Netherlands.

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Canada is a surprisingly pro-market country, with relatively sensible policies involving spending restraint, welfare reform, corporate tax reform, bank bailoutsregulatory budgeting, the tax treatment of saving, and privatization of air traffic control.

And we should add education policy to the mix.

There are four comparatively admirable features of Canadian schooling. First, as explained by the Vancouver-based Fraser Institute, the central government has no role.

…the Canadian educational system is much more decentralized than in the United States. One of the starkest illustrations of the different models at work between the two countries, is the fact that Canada has no federal role, no federal ministry or department, and no federal cabinet position for K-12 education at all. …in Canada, this vital aspect of society is under the exclusive control and authority of the provinces. Furthermore, in many provinces the delivery responsibilities are decentralized to local and regional boards of education.

Too bad we can’t say the same in the United States.

Second, Canadian taxpayers don’t spend as much money.

Adjusting for differences in currencies, in 2010 the United States (public and private) spent $11,826 per student on K-12 education. In contrast, the comparable figure for Canada was only $9,774… the United States spent about one-fifth (21%) more per student in 2010 for primary and secondary education, and…that difference arises from the higher level of government spending.

The sad news is that the United States has the ignoble distinction of having the highest level of per-student spending. Yet we certainly don’t get better results.

Especially compared to Canadians, which is the third admirable feature north of the border.

…on most international tests, Canada performs at least as well as, and often much better than, the United States. For example, the OECD administers the Programme for International Student Assessment (PISA), which in 2006 gave U.S. students a science score of 489, compared to Canada’s 534 and the OECD average of 500.

So why is Canada getting better results with less money?

There are probably several answers, but one reason is a Canadian version of school vouchers, which is the fourth positive attribute of the Canadian education system.

Five provinces in Canada make provision for funding qualifying independent schools. These are Quebec and the four western provinces: Manitoba, Saskatchewan, Alberta, and British Columbia. …Funding percentages vary across the five funding provinces. None offer funding toward the purchase or construction of capital assets. Funding is generally calculated as a percentage of the amount given to the local school district for the operational (recurrent) expenses of educating a student. Funding is generally paid directly to the independent school on a per-student basis.

The money follows the students, which means parents in the more enlightened provinces have a real choice.

Interestingly, even researchers from the Canadian government confirm that kids in private schools receive superior education.

Private high school students score significantly higher than public high school students on reading, mathematics, and science assessments at age 15, and have higher levels of educational attainment by age 23. …In the reading test, private school students outperformed their public school counterparts by 0.081 log points, or about 8% (Table 5). The gaps were slightly larger in the mathematics and science tests. By age 23, 99% of private school students had graduated from high school, about 3 percentage points above the figure for public school students. The private school advantage was more evident in postsecondary outcomes (measured at age 23)—postsecondary attendance (11.6 percentage points), university attendance (17.8 percentage points), postsecondary graduation (16.2 percentage points), university graduation (13.9 percentage points), and graduate or professional studies (8.1 percentage points).

Private schools produced better results even after adjusting for the quality of students.

…private high school attendance was positively associated with postsecondary attendance and graduation outcomes. Specifically, postsecondary attendance and graduation outcomes were 5- to 9-percentage-points higher among private high school students. …It is well documented that private high school students generally outperform their public school counterparts in the academic arena.

Parents seems to recognize where they can get the best education for their kids. The Fraser Institute tracks enrollment patterns and an ever-increasing number of children are attending independent schools.

So what’s the bottom line? Simply that what we see in Canada augments evidence from SwedenChile, and the Netherlands about the benefits of breaking up state-run education monopolies. And we can give India honorary membership in this club since so many parents have opted for private schooling even though there’s no choice program.

P.S. Canada used to have the world’s 5th-freest economy, but it has dropped to the 11th-freest. Still a relatively good score, but Prime Minister Justin Trudeau has the country moving in the wrong direction.

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I wrote yesterday about the global evidence showing that more money does not improve the lackluster performance of government schools.

Those results are not surprising because we see the same thing in the United States. More money is good for the education bureaucracy, but it doesn’t lead to better student outcomes.

Now let’s focus on the solution to this problem. Simply stated, we need to break up the government education monopoly and unleash market forces.

Previous columns have looked at the success of school choice in SwedenChile, and the Netherlands.

Now let’s look at India, another country where private education has experienced amazing growth. I’m actually in that country for some speeches on regulatory reform (specifically, how India can improve its Doing Business score) and I’ve taken advantage of this situation to learn about the amazing developments in education.

We’ll start with some excerpts from a remarkable story in the Hindustan Times.

Between 2010-11 and 2015-16, student enrollment in government schools across 20 Indian states fell by 13 million, while private schools acquired 17.5 million new students, according to a new study that offers insights into India’s public-school education crisis. Average enrollment in government schools–where teachers are paid, on average, salaries that are four times those in China–declined from 122 to 108 students per school over five years, while it rose from 202 to 208 in private schools… Why are students opting out of India’s government schools, which educate the poorest and most vulnerable students until the age of 14 for free, and migrating to fee-charging private institutions in such large numbers? …private schools offer better value for money and better teaching than government schools.

Yet you won’t be surprised to learn that teachers in the government schools are lavishly compensated.

India’s government teachers earn more than…their counterparts in private schools… Teacher salaries in of teachers in Uttar Pradesh are four to five times India’s per capita gross domestic product (GDP) and more than 15 times the state’s, according to a 2013 analysis by Amartya Sen and Jean Dreze. This is much higher than the salaries paid to teachers in OECD countries and India’s neighbours.

Much of the data in that story was taken from a 2017 study published by a German think tank.

Here are some of the other findings from that report.

Official data show a steep growth of private schooling and a corresponding rapid shrinkage in the size of the government school sector in India, suggesting parental abandonment of government schools. …affordability is an important factor behind the migration towards and growth of private schools. The main reason for the very low fee levels in private schools is their lower teacher salaries, which the data show to be a small fraction of the salaries paid in government schools; this is possible because private schools pay the market-clearing wage…whereas government schools pay bureaucratically determined minimum-wages. Private schools’ substantially lower per-student-cost combined with their students’ modestly higher learning achievement levels, means that they are significantly more cost-effective than government schools.

The study is filled with extensive data.

But rather than quote long passages, here are two charts that caught my eye. First, we see better performance in private schools.

Given these impressive results, the logical response would be for India to scrap government schools and adopt a nationwide system of school choice.

But there’s a very powerful interest group standing in the way. As you can see from this second chart, government teachers are grossly overpaid and they will fight to the death to maintain the status quo.

Now let’s look at some of the findings from a report prepared by Ernst & Young on elementary and secondary education in India.

Once again, we see that parents are voting with their money to send their kids to private schools. Why? Because even though government schools are “free,” parents actually want their kids to get a good education.

…one of the most striking trends in Indian school education is the increase of private sector participation with an estimated 3 lakh private schools with 40% of the total student enrollment. Private enrollment in elementary schools is approximately 35% and over 50% at the secondary level. …private schools deliver higher quality education as gauged by educational outcomes such as performance on board exams and evidence from standardized assessments.

And here are some charts from the report, starting with a look at the share of kids in private schools.

And here’s some additional evidence that private schools generate better student outcomes.

What makes these results especially amazing is that the government has created all sorts of barriers to private schools.

I wrote about this in 2013, but the E&Y report quantifies how politicians and bureaucrats are trying to stifle competition.

Let’s take a look at some more research.

The Centre for Civil Society also has a must-read report on private education in India.

We’ll start with an excerpt that reinforces the fact that parents are voting with their scarce funds because they want a better future for their children.

Private fee charging schools are loved and loathed in equal measure in India: loved in the sense of being sought after by parents for their children’s education and often reviled by the press/ public/ authorities… The emptying of government schools…is largely the result of an exodus of students from government schools and migration toward private schools… The evidence suggests that most private schools in India can be considered ‘low fee’ in the precise sense that their fee is below the government’s… This evidence discredits the oft-repeated belief that much of private schooling in India is elite and exclusive.

Here’s data showing that the private schools cost less.

And here’s data showing that private schools deliver better results.

Finally, let’s look at a study by the World Bank that measures inputs and outputs to determine “value for money” (VFM).

PPE in MP government school system is Rs 9384 per annum and in private schools Rs 3700 per annum. Thus, government schools’ PPE is 2.5 times private schools’ PPE. However, the learning units are higher in private schools: 58% of private school students and 28% of government students of class 5 could read a class 2 level text in 2014-15. Thus government schools’ learning output is just about half that in private schools. Putting the output and expenditure items together, we find that the cost per unit of achievement is Rs 338 in government schools and Rs 63 in private schools, implying that private schools are 5.3 times as cost effective as public schools, or that government schools are one fifth as efficient in producing output as private schools. …When home background is strictly controlled for, the raw public-private learning gap greatly falls but is usually not eliminated. … if only 25% of the raw public-private achievement gap of MP is attributed to superior private school quality (e.g., lower teacher absence rates), then private schools are 3.25 more efficient than government schools, rather than 5.3 times. …In summary, there is very low VFM from government expenditure on education, in terms of producing the valued outcome of ‘learning’ among students. The private schooling sector gets significantly higher VFM.

And here are a couple of visuals from the report.

We’ll start with a look at enrollment patterns (a “lakh” = 100,000), further confirming that an ever-growing number of parents would rather pay for a private school than send their kids to a “free” government school.

And here’s some data starkly showing how government teachers are vastly overpaid.

All of which reinforces the “value for money” argument that the private schools get far more bang for the buck.

Let’s conclude with a video. One of the world’s experts on private education in the developing world is James Tooley and his interest was triggered by what he saw in India.

Here he discusses developments in India and other developing nations.

P.S. For those interested in more information about India, I wrote last year about how excessive government is stifling the nation’s economy. Indeed, the country is ranked a lowly #95 in the latest iteration of Economic Freedom of the World. This is very unfortunate because India should be a rich country. Indian-Americans, for instance, are the most successful immigrant group in America.

P.P.S. But it will be hard for Indians in India to achieve similar success since the government keeps imposing bad policies such as “demonetization.”

P.P.P.S. India is also home to the most perverse example of how handouts encourage bad behavior.

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I’ve written several times about how dumping more money into government schools is not a recipe for improved education.

Indeed, I would argue that this chart is the most powerful image I’ve ever seen. More and more money gets plowed into the system (even after adjusting for inflation!), but the only effect is that school systems hired more bureaucrats.

There hasn’t been any positive impact on student test scores.

It’s especially depressing when you compare the United States with other developed nations. We spend more than other countries, on a per-student basis, yet our test scores are below average.

Politicians periodically admit there is a problem, but their solutions – such as Bush’s no-bureaucrat-left-behind scheme and Obama’s common-core boondoggle – simply squander money and rearrange the deck chairs on the Titanic.

Let’s examine whether this pattern is true in other nations. I already shared some research showing that big spending increases in Indonesia didn’t have a positive impact.

Now let’s look at multi-country analysis. We’ll start by looking at a study by a scholar from the World Bank and Harvard’s Kennedy School.

Cross national data show no association between the increases in human capital attributable to rising educational attainment of the labor force and the rate of growth of output per worker. This implies the association of educational capital growth with conventional measures of TFP is large, strongly statistically significant, and negative. …Three causes could explain why the impact of education varied widely across countries and fell short of what was hoped. First, the institutional/governance environment could have been sufficiently perverse that the educational capital accumulation lowered economic growth. Second, perhaps the marginal returns to education fell rapidly as the supply expanded while demand for educated labor was stagnant. Third, educational quality could have been so low that “years of schooling” have created no human capital.

Here’s some statistical analysis from Professor Garett Jones of George Mason University.

Between the 60’s and the 90’s every country in this sample boosted its average years of education–it was a golden age of alleged human capital investment.  Some nations boosted schooling more, some less. How did that turn out? …The trendline points down slightly, but for the time being let’s just call it a draw.  It’s a well-known fact that countries that started the 1960’s with high education levels grew faster…, but this graph is about something different.  This graph shows that countries that increased their education levels did not grow faster.

And here’s his graph.

This data clearly shows that dumping more money into education doesn’t work.

So perhaps the problem is the way the money is getting spent, not the amount.

That’s why the moral of the story is that we need to break up government school monopolies and harness the power of the market by giving parents and students genuine school choice. For what it’s worth, there’s strong evidence that choice produces good outcomes in the limited instances where it is allowed in the United States.

P.S. There’s also strong evidence for school choice from nations such as SwedenChile, and the Netherlands.

P.P.S. Needless to say, eliminating the Department of Education is part of the solution.

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Whenever I discuss education policy with one of my leftist friends, it usually follows the same script.

They’ll ask whether I want good education for kids. I’ll say yes. They’ll then say we should devote more money to government schools.

I then show them this powerful chart and point out that we’ve been following their approach for 40-plus years and that it hasn’t worked.

None of them has ever had an effective or coherent response.

I then point out that the United States spends far more than other developed nations, on a per-pupil basis. Yet our national test scores are dismal compared to other developed nations.

Once again, none of them has ever had an effective or coherent response.

The simple reality if that giving more money to government schools is a foolish gesture.

Today, we’re going to look at some additional evidence.

Research from the World Bank pours cold water on the notion that more money for teachers leads to better outcomes for students.

…countries sometimes implement large increases in public-sector salaries to attract higher-quality applicants to government jobs and to better motivate existing employees. …understanding the extent to which unconditional pay increases make incumbent public-sector workers more motivated and productive is a key consideration in evaluating the cost effectiveness of such salary increases. …In this paper, we provide experimental evidence on the impact of a large unconditional salary increase on the effort and productivity of incumbent public employees. Our study was conducted in the context of a policy change in Indonesia that permanently doubled the base pay of eligible civil-service teachers… The reform moved teacher salaries from the 50th to the 90th percentile of the college-graduate salary distribution. Civil-service teachers in Indonesia also enjoy generous benefits and high job security, and quit rates were very low even before the pay increase. Thus, the teachers in our study are typical of public-sector employees in many low- and middle-income countries, who hold highly coveted jobs and enjoy a significant wage premium relative to their private-sector counterparts.

So what were the results of this experiment? The good news, as you might expect, is that teachers were quite happy.

The experiment significantly improved measures of teacher welfare: At the end of two and three years of the experiment, teachers in treated schools had higher income, were more likely to be satisfied with their income, and were less likely to report financial stress.

But for those of us who actually want better education for children, the results were not very satisfactory.

…despite this improvement in incumbent teachers’ pay, satisfaction, …the policy did not improve either their effort or student learning. Teachers in treated schools did not score better on tests of teacher subject knowledge, and we find no consistent pattern of impact on self-reported measures of teacher attendance. Most importantly, we find no difference in student test scores in language, mathematics, or science across treatment and control schools. …Finally, we use the school-level random assignment as an instrumental variable for being taught by a certified teacher in a given year, and find no improvement in student test scores from being taught by a certified teacher (relative to students in control schools taught by similar “target” teachers). These effects are also precisely estimated…our results are consistent with other studies finding no correlation between teacher salaries in the public sector and their teaching effectiveness (Muralidharan and Sundararaman 2011, Bau and Das 2017), and with studies finding that contract teachers who are paid much lower salaries than civil-service teachers are no less effective (Muralidharan and Sundararaman 2013, Duflo, Dupas, and Kremer 2015, Bau and Das 2017).

Indonesia is not similar to the United States, so some people will want to dismiss these finding.

But the authors note that U.S.-focused studies have reached the same conclusion.

Our results are consistent with prior studies finding no correlation between in creases in teacher pay and improved student performance in the US (Hanushek 1986; Betts 1995; Grogger 1996).

If giving teachers more money doesn’t work, is it possible that spending more money on facilities will help?

Let’s look at another academic study, published in the Journal of Public Economics, for some insight. Here’s the approach used by the scholars.

In this paper we provide the most comprehensive assessment of achievement effects from school facility investments initiated and financed by local school districts. The first part of the analysis examines the impact of nearly 1400 capital campaigns initiated by 748 school districts in the state of Texas over a 14-year period. …We examine the impact of capital campaigns on student outcomes using information on all tested students in the state over this time period, which includes all 3rd through 8th graders and 10th or 11th graders that take the state’s high school exit exam.

And here are the very disappointing results.

…the second part of the study directly measures the effect of capital investment on students actually exposed to it by analyzing more than 1300 major campus renovations. Controls for lagged individual test scores permit us to address changes in student composition resulting from capital investment, analogous to “value-added” models of teacher effectiveness. With or without this adjustment, we find no evidence of achievement effects of major campus renovations, even for renovations that appear to have generated large improvements in school facility conditions. Our estimates are sufficiently precise such that we can rule out positive effects larger than about 0.02 for math and 0.01 for reading for the first four years following a campus renovation.

By the way, I’m not arguing that pay and facilities are irrelevant. I think the takeaway from these studies is that more money doesn’t help when the underlying structure of the education system is faulty. So long as we have a centralized monopoly, more money isn’t going to help.

Unfortunately, American politicians are part of the problem.

Under President George W. Bush, the federal government spent more money on education and grabbed more control of the sector as part of the so-called No Child Left Behind initiative. That didn’t yield good results.

Under President Barack Obama, the same thing happened. Thanks to Common Core, the federal government spent more money on education and grabbed more control of the sector. That didn’t yield good results.

Indeed, a report last year for the National Center for Policy Analysis notes the dismal impact of the federal government.

Over the years, federal funding of primary and secondary education has increased, while students’ academic performance has flatlined. For instance, the high school reading and math scores on the National Assessment of Education Progress show that student performance has remained flat for the past 20 years… education reform initiatives by several administrations produced, at best, minimal improvements in student performance at a high price to taxpayers. Given its track record, the federal government should get out of the education business. Federal education reforms have failed to achieve their goals and failed to have a positive impact on education performance.

Amen. The Department of Education in Washington should be eliminated. It’s part of the problem.

Let’s close with a Reason video that looks at some absurd examples of how taxpayer money is wasted by the government school monopoly.

P.S. Let’s close with a bit of humor showing the evolution of math lessons in government schools.

P.P.S. If you want some unintentional humor, the New York Times thinks that government education spending has been reduced.

P.P.P.S. And you’ll also be amused (and outraged and disgusted) by the truly bizarre examples of political correctness in government schools.

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The story of the private sector is that competition generates ever-more output in ways that bring ever-higher living standards to ever-greater numbers of people.

By contrast, the story of the government is inefficiency and waste as interest groups figure out how to grab ever-larger amounts of unmerited goodies, often while doing less and less.

In some cases, where government is doing bad things (stealing property, subsidizing big corporations, fleecing poor people, etc), I actually favor inefficiency.

Sadly, the government seems to be most inefficient in areas where we all hope for good results. Education is a powerful (and sad) example.

A story in the LA Weekly is a perfect illustration of this phenomenon.

A little more than a decade ago, something unexpected happened. The district’s enrollment, which peaked in 2004 at just under 750,000, began to drop. …Today, LAUSD’s enrollment is around 514,000, a number that the district estimates will fall below half a million by 2018.

Anyone want to guess whether this means less spending?

Of course not.

L.A. Unified’s costs have not gone down. They’ve gone up. This year’s $7.59 billion budget is half a billion dollars more than last year’s. …Today, the district has more than 60,000 employees, fewer than half of whom are teachers. …LAUSD’s administrative staff had grown 22 percent over the previous five years. Over that same period of time, the number of teachers had dropped by 9 percent.

If these trends continue, maybe we’ll get an example of “peak bureaucracy,” with a giant workforce that does absolutely nothing!

Based on his famous chart, the late Andrew Coulson probably wouldn’t be too surprised by that outcome.

There’s also lots of waste and inefficiency when Uncle Sam gets involved. With great fanfare, President Obama spent buckets of money to supposedly boost government schools. The results were predictably bad.

It was such a failure than even a story in the Washington Post admitted the money was wasted (in other words, there wasn’t enough lipstick to make the pig look attractive).

One of the Obama administration’s signature efforts in education, which pumped billions of federal dollars into overhauling the nation’s worst schools, failed to produce meaningful results, according to a federal analysis. Test scores, graduation rates and college enrollment were no different in schools that received money through the School Improvement Grants program — the largest federal investment ever targeted to failing schools — than in schools that did not. …The School Improvement Grants program…received an enormous boost under Obama. The administration funneled $7 billion into the program between 2010 and 2015… Arne Duncan, Obama’s education secretary from 2009 to 2016, said his aim was to turn around 1,000 schools every year for five years. ..The school turnaround effort, he told The Washington Post days before he left office in 2016, was arguably the administration’s “biggest bet.”

It was a “bet,” but he used our money. And he lost. Or, to be more accurate, taxpayers lost. And children lost.

Some education experts say that the administration closed its eyes to mounting evidence about the program’s problems in its own interim evaluations, which were released in the years after the first big infusion of cash. …Smarick said he had never seen such a huge investment produce zero results. …Results from the School Improvement Grants have shored up previous research showing that pouring money into dysfunctional schools and systems does not work.

Indeed, I’ve seen this movie before. Many times. Bush’s no-bureaucrat-left-behind initiative flopped. Obama’s latest initiative flopped. Common Core also failed. Various schemes at the state level to dump more money into government schools also lead to failure. Local initiative to spend more don’t lead to good results, either.

Gee, it’s almost as if a social scientist (or anybody with a greater-than-room-temperature IQ) could draw a logical conclusion from these repeated failures.

And, to be fair, some folks on the left have begun to wake up. Consider this recent study by Jonathan Rothwell, published by Brookings, which has some very sobering findings.

…the productivity of the education sector depends on the relationship between how much it generates in value—learning, in this case—relative to its costs. Unfortunately, productivity is way down. …This weak performance is even more disturbing given that the U.S. spends more on education, on a per student basis, than almost any other country. So what’s going wrong? …In primary and secondary public education, where price increases have been less dramatic, there has been a decline in bureaucratic efficiency. The number of students for every district-level administrator fell from 519 in 1980 to 365 in 2012. Principals and assistant principals managed 382 students in 1980 but only 294 in 2012.

The conclusion is stark.

Declining education productivity disproportionately harms the poor. …unlike their affluent peers, low-income parents lack the resources to overcome weak quality by home-schooling their children or hiring private tutors. Over the last 30 to 40 years, the United States has invested heavily in education, with little to show for it. The result is a society with more inequality and less economic growth; a high price.

Incidentally, even private money is largely wasted when it goes into government schools. Facebook’s founder famously donated $100 million to Newark’s schools back in 2010.

So how did that work out? As a Washington Post columnist explained, the funds that went to government schools was basically money down the toilet.

It is a story of the earnest young billionaire whose conviction that the key to fixing schools is paying the best teachers well collided with the reality of seniority protections not only written into teacher contracts but also embedded in state law.

But there is a bit of good news. Some of the money helped enable charter schools.

there is a more optimistic way to interpret the Newark experience, much of which has to do with the success of the city’s fast-growing charter schools. …The reasons are obvious. Unencumbered by bureaucracy and legacy labor costs, charters can devote far more resources to students, providing the kind of wraparound services that students like Beyah need. An analysis by Advocates for Children of New Jersey noted “a substantial and persistent achievement gap” between students at charter and traditional public schools: “For example, while 71 percent of charter school students in Newark passed third-grade language arts tests in 2013-14 — higher than the state average of 66 percent — only 41 percent of students in Newark traditional public schools passed those tests.”

The Wall Street Journal also opined about this topic.

‘What happened with the $100 million that Newark’s schools got from Facebook’s Mark Zuckerberg?” asks a recent headline. “Not much” is the short answer. …The Facebook founder negotiated his gift with New Jersey Gov. Chris Christie and then-Mayor Cory Booker in 2010, and it flowed into Newark’s public-school system shortly thereafter. The bulk of the funds supported consultants and the salaries and pensions of teachers and administrators, so the donation only reinforced the bureaucratic and political ills that have long plagued public education in the Garden State.

The editorial explains that this isn’t the first time a wealthy philanthropist squandered money on government schools.

In 1993, philanthropist Walter Annenberg sought to improve education by awarding $500 million to America’s public schools. …But the $1.1 billion in spending that resulted, thanks to matching grants, accomplished little. An assessment by the Consortium on Chicago School Research on the schools that received funds reached a dismal conclusion: “Findings from large-scale survey analyses, longitudinal field research, and student achievement test score analyses reveal that . . . there is little evidence of an overall Annenberg school improvement effect.” The report did not explain why the campaign failed, but the reason is fairly obvious: The funds wound up in the hands of the unions, administrators and political figures who created the problems in the first place.

Fortunately, not all rich people believe in wasting money. Some of them actually want to help kids succeed.

In 1998, John Walton and Ted Forstmann each gave $50 million to fund scholarships for low-income children to attend private schools. More than 140,000 students have attended schools with graduation and college matriculation rates that exceed 90% instead of going to the failing schools in their neighborhoods. Earlier this summer, hedge-fund manager John Paulson pledged $8.5 million to the Success Academy charter-school network, where 93% of students are proficient in math, compared with 35% of their traditional public-school peers. His gift will allow more such schools to open. The financier Stephen Schwarzman and his wife, Christine, a former attorney, donated $40 million to help endow the Inner-City Scholarship Fund, which provides financial aid to needy children attending Catholic schools in the Archdiocese of New York.

Which is a good segue into the real lesson for today about the type of reforms that actually could boost education.

I’ve shared in the past very strong evidence about how school choice delivers better education results.

Which is what everyone should expect since competition is superior to monopoly.

Well, as explained in another Wall street Journal editorial, it also generates superior results at lower cost. Especially when you factor in the long-run benefits.

…a study shows that Milwaukee’s landmark voucher program will save taxpayers hundreds of millions of dollars. …the Wisconsin Institute for Law and Liberty, a nonprofit that advocates for limited government and education reform, decided to look at the relative cost and benefits of choice schools. And, what do you know, it found that students participating in Milwaukee’s voucher program will provide the city, state and students nearly $500 million in economic benefits through 2035 thanks to higher graduation and lower crime rates. …More education translates into higher incomes, more tax revenue and a lower likelihood of reliance on government welfare or other payments. Meanwhile, greater economic opportunity also prevents young adults from turning to crime.

Wow. It’s not just that it costs less to educate children in private schools. There’s also a big long-run payoff from having more productive (and law-abiding) citizens.

That’s a real multiplier effect, unlike the nonsense we get from Keynesian stimulus schemes.

P.S. School choice doesn’t automatically mean every child will be an educational success, but evidence from SwedenChile, and the Netherlands shows good results after breaking up state-run education monopolies.

And there’s growing evidence that it also works in the limited cases where it exists in the United States.

P.P.S. Or we can just stick with the status quo, which involves spending more money, per student, than any other nation while getting dismal results.

P.P.P.S. This is a depressing post, so let’s close with a bit of humor showing the evolution of math lessons in government schools.

P.P.P.P.S. If you want some unintentional humor, the New York Times thinks that education spending has been reduced.

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While I have great fondness for some of the visuals I’ve created over the years (especially “two wagons” and “apple harvesting“), I confess that none of my creations have ever been as clear and convincing as the iconic graph on education spending and education outcomes created by the late Andrew Coulson.

I can’t imagine anyone looking at his chart and not immediately realizing that you don’t get better results by pouring more money into the government’s education monopoly.

But the edu-crat lobby acts as if evidence doesn’t matter. At the national level, the state level, and the local level, the drumbeat is the same: Give us more money if you care about kids.

So let’s build on Coulson’s chart to show why teachers’ unions and other special interests are wrong.

Gerard Robinson of the American Enterprise Institute and Professor Benjamin Scafidi from Kennesaw State University take a close look at this issue.

…education is important to the economic and social well-being of our nation, which is why it is the No. 1 line item in 41 state budgets. …Schools need extra money to help struggling students, or so goes the long-standing thinking of traditional education reformers who believe a lack of resources – teachers, counselors, social workers, technology, books, school supplies – is the problem. …a look back at the progress we’ve made under reformers’ traditional response to fixing low-performing schools – simply showering them with more money – makes it clear that this approach has been a costly failure.

And when the authors say it’s been a “costly failure,” they’re not exaggerating.

Since World War II, inflation-adjusted spending per student in American public schools has increased by 663 percent. Where did all of that money go? One place it went was to hire more personnel. Between 1950 and 2009, American public schools experienced a 96 percent increase in student population. During that time, public schools increased their staff by 386 percent – four times the increase in students. The number of teachers increased by 252 percent, over 2.5 times the increase in students. The number of administrators and other staff increased by over seven times the increase in students. …This staffing surge still exists today. From 1992 to 2014 – the most recent year of available data – American public schools saw a 19 percent increase in their student population and a staffing increase of 36 percent. This decades-long staffing surge in American public schools has been tremendously expensive for taxpayers, yet it has not led to significant changes in student achievement. For example, public school national math scores have been flat (and national reading scores declined slightly) for 17-year-olds since 1992.

By the way, the failure of government schools doesn’t affect everyone equally.

Parents with economic resources (such as high-profile politicians) can either send their kids to private schools or move to communities where government schools still maintain some standards.

But for lower-income households, their options are very limited.

Minorities disproportionately suffer, as explained by Juan Williams in the Wall Street Journal.

While 40% of white Americans age 25-29 held bachelor’s degrees in 2013, that distinction belonged to only 15% of Hispanics, and 20% of blacks. …The root of this problem: Millions of black and Hispanic students in U.S. schools simply aren’t taught to read well enough to flourish academically.  …according to a March report by Child Trends, based on 2015 data from the National Assessment of Educational Progress (NAEP), only 21% of Hispanic fourth-grade students were deemed “proficient” in reading. This is bad news. A fourth-grader’s reading level is a key indicator of whether he or she will graduate from high school. The situation is worse for African-Americans: A mere 18% were considered “proficient” in reading by fourth grade.

But Juan points out that the problems aren’t confined to minority communities. The United States has a national education problem.

The problem isn’t limited to minority students. Only 46% of white fourth-graders—and 35% of fourth-graders of all races—were judged “proficient” in reading in 2015. In general, American students are outperformed by students abroad. According to the most recent Program for International Student Assessment, a series of math, science and reading tests given to 15-year-olds around the world, the U.S. placed 17th among the 34 Organization for Economic Cooperation and Development countries in reading.

This is very grim news, especially when you consider that the United States spends more on education – on a per-pupil basis – than any other country.

Here’s a table confirming Juan’s argument. It lacks the simple clarity of Andrew Coulson’s graph, but if you look at these numbers, it’s difficult to reach any conclusion other than we spend a lot in America and get very mediocre results.

Juan concludes his column with a plea for diversity, innovation, and competition.

For black and Hispanic students falling behind at an early age, their best hope is for every state, no matter its minority-student poverty rate, to take full responsibility for all students who aren’t making the grade—and get those students help now. That means adopting an attitude of urgency when it comes to saving a child’s education. Specifically, it requires cities and states to push past any union rules that protect underperforming schools and bad teachers. Urgency also means increasing options for parents, from magnet to charter schools. Embracing competition among schools is essential to heading off complacency based on a few positive signs. American K-12 education is in trouble, especially for minority children, and its continuing neglect is a scandal.

He’s right, but he should focus his ire on his leftist friends and colleagues. They’re the ones (including the NAACP!) standing in the proverbial schoolhouse door and blocking the right kind of education reform.

P.S. This is a depressing post, so let’s close with a bit of humor showing the evolution of math lessons in government schools.

P.P.S. If you want some unintentional humor, the New York Times thinks that education spending has been reduced.

P.P.P.S. Shifting to a different topic, another great visual (which also happens to be the most popular item I’ve ever shared on International Liberty) is the simple image properly defining the enemies of liberty and progress.

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I’ve explained many times that an economy’s wealth and output depend on the quantity and quality of labor and capital and how effectively those two factors of production are combined.

Let’s look today on the labor portion of that formula. And since I’ve already expressed my concerns about the quantity of labor that is being productively utilized, now let’s focus on the quality of labor. In other words, we’ll look at the degree to which the workforce has the skills, knowledge, and ethics to be productive.

This is why education is very important, but also why we have big reasons to be concerned in the United States. Consider, for instance, the late Andrew Coulson’s famous (and discouraging) chart. It shows that politicians routinely increase the amount of money that’s being spent (on a per-student basis, American schools get more funding than any other nation), yet student test scores are both mediocre and flat.

But that’s just part of the story. We also have the national disgrace of substandard education for minority communities.

Here’s some of what Walter Williams wrote about the scandalous failure of government schools to produce quality education for minority children.

According to the National Assessment of Educational Progress, sometimes called the Nation’s Report Card, nationally, most black 12th-graders’ test scores are either basic or below basic in reading, writing, math and science. “Below basic” is the score received when a student is unable to demonstrate even partial mastery of knowledge and skills fundamental for proficient work at his grade level. “Basic” indicates only partial mastery. Put another way, the average black 12th-grader has the academic achievement level of the average white seventh- or eighth-grader. …In terms of public policy, what to do? …Many black parents want a better education and safer schools for their children. The way to deliver on that desire is to offer parents alternatives to poorly performing and unsafe public schools. Expansion of charter schools is one way to provide choice. The problem is that charter school waiting lists number in the tens of thousands. In Philadelphia, for example, there are 22,000 families on charter school waiting lists. Charter school advocates estimate that nationally, over 1 million parents are on charter school waiting lists.

The above excerpt from Walter’s column is scandalous.

The excerpt that follows is nauseating.

The National Education Association and its political and civil rights organization handmaidens preach that we should improve, not abandon, public schools. Such a position is callous deceit, for many of them have abandoned public schools. Let’s look at it. Nationwide, about 12 percent of parents have their children enrolled in private schools. In Chicago, 44 percent of public-school teachers have their own children enrolled in private schools. In Philadelphia, it’s also 44 percent. In Baltimore, it’s 35 percent, and in San Francisco, it’s 34 percent. That ought to tell us something. …Politicians who fight against school choice behave the way teachers do. Fifty-two percent of the members of the Congressional Black Caucus who have school-age children have them enrolled in private schools.

By the way, what happens when ordinary black children have a chance to escape the government’s monopoly school system?

Thomas Sowell has opined on the amazingly positive results that occur when black children have this opportunity.

We keep hearing that “black lives matter,” but they seem to matter only when that helps politicians to get votes… What about black success? Does that matter? Apparently not so much. We have heard a lot about black students failing to meet academic standards. So you might think that it would be front-page news when…ghetto schools not only meet, but exceed, the academic standards of schools in more upscale communities. …Only 39 percent of all students in New York state schools who were tested recently scored at the “proficient” level in math, but 100 percent of the students at the Crown Heights Success Academy school scored at that level in math. Blacks and Hispanics are 90 percent of the students in the Crown Heights Success Academy. The Success Academy schools in general ranked in the top 2 percent in English and in the top 1 percent in math. …Black students in these Success Academy schools reached the “proficient” level more than twice as often as black students in the regular public schools. What makes this all the more amazing is that these charter schools are typically located in the same ghettos or barrios where other blacks or Hispanics are failing miserably on the same tests. More than that, successful charter schools are often physically housed in the very same buildings as the unsuccessful public schools.

But Prof. Sowell echoes the point Prof. Williams made about poor children being trapped in bad schools because of limits on school choice.

If black success was considered half as newsworthy as black failures, such facts would be headline news — and people who have the real interests of black and other minority students at heart would be asking, “Wow! How can we get more kids into these charter schools?” …minority parents have already taken notice. More than 43,000 families are on waiting lists to get their children into charter schools. But admission is by lottery, and far more have to be turned away than can be admitted. Why? Because the teachers’ unions are opposed to charter schools — and they give big bucks to politicians, who in turn put obstacles and restrictions on the expansion of charter schools. …If you want to understand this crazy and unconscionable situation, just follow the money and follow the votes. Black success is a threat to political empires and to a whole social vision behind those empires. That social vision has politicians like Bill de Blasio and Hillary Clinton cast in the role of rescuers and protectors of blacks.

Notwithstanding everything written up to this point, the purpose of today’s column isn’t to argue in favor of school choice.

Yes, that’s critical for the nation and vitally important for minority advancement.

But I want to focus instead on the question of why school choice hasn’t become the civil rights issue of the 21st century. And to be even more specific, I want to explore the scandalous decision by some people at the NAACP to betray black children.

The Wall Street Journal opined about this topic today.

The outfit that helped end segregation in public education now works to trap poor and minority kids in dysfunctional schools. Last month the National Association for the Advancement of Colored People introduced a resolution at its national convention in Cincinnati calling for a moratorium on charter schools… The resolution must be formally adopted at a board meeting later this year.

Here’s some very relevant data.

Some 28% of charter-school students are black, which is almost double the figure for traditional public schools. A report last year from Stanford’s Center for Research on Education Outcomes found that across 41 urban areas black students in charters gained on average 36 extra days in math learning a year and 26 in reading… Black students in poverty notched 59 more days in math. This is the definition of “advancement.” …A 2013 poll of black voters in four southern states by the Black Alliance for Educational Options found that at least 85% agreed that “government should provide parents with as many choices as possible.” …Another sign of support is the hundreds of thousands of black students nationwide who sign up for lotteries for a seat at a charter.

The conclusion is very unflattering.

The group’s real motive is following orders from its teacher-union patrons. …The National Education Association dropped $100,000 in 2014 for a partnership with the NAACP.

Jason Russell of the Washington Examiner was similarly scathing about the NAACP’s actions.

One of the few education reforms that has actually succeeded in helping African-American students get a better education is school choice, especially the growth of public charter schools. So it didn’t make much sense, to put it kindly, when the NAACP approved a resolution calling for a moratorium on new charter schools. …Jacqueline Cooper, president of the Black Alliance for Educational Options, told the Washington Examiner that…”The fact that the NAACP wants a national moratorium on charter schools, many of which offer a high-quality education to low-income and working-class black children, is inexplicable,”…Shavar Jeffries, president of Democrats for Education Reform, also criticized the NAACP in a statement. “The public charter school moratorium put forward at this year’s NAACP convention does a disservice to communities of color,” Jeffries said. …Steve Perry, founder and head of Capital Preparatory Schools,…said the national group is “out of touch even with their own chapters … This is more proof that the NAACP has been mortgaged by the teachers union and they keep paying y’all to say what they want to say.”

Since this has been a depressing topic, let’s end with an uplifting video from Reason TV about the success of various models of charter schools.

P.S. Even though I’m not partisan, I understand that coalition politics are important. Reagan, for instance, had his three-legged stool of small-government libertarians, social conservatives, and military/foreign policy hawks. All three groups were united in the belief that their respective goals could be advanced by Reagan, even if they bickered with each other about the relative importance of various issues and occasionally had fights with each other (one of my first battles in Washington was advocating for a sequester during Reagan’s second term over the objections of the hawks, a battle that was repeated back in 2013).

With this in mind (and especially since the teacher unions bring a lot of campaign money to the table), I definitely understand why Democratic politicians are willing to sacrifice the interests of black families and their children by opposing education reform. I even partially understand why the NAACP feels pressure to accommodate the demands of teacher unions (and I fully understand, from the perspective of coalition politics, why the NAACP made absurd accusations against the Tea Party).

But surely there must be a point where coalition politics has to take second place and the interests of black families should be in first place (an issue addressed in another great video from Reason).

P.P.S. Some folks on the left are willing to break ranks. Jonathan Alter wrote about charter schools for the Daily Beast. Here are some excerpts.

…the backlash against education reform among liberals who should know better has been disheartening. …the top quintile of charters—the highly effective ones run by experienced and widely-respected charter operators—not only beat traditional public schools serving students in the same demographic cohorts, they often outperform them by 20, 30, or even 50 points on many metrics.

He cites New Orleans as an example.

New Orleans is a good example of where charters, which now educate 95 percent of New Orleans public school students, are working. A decade ago, New Orleans had the worst schools in the country…The results in New Orleans are impressive. Over the last decade, graduation rates have surged from 54 percent to 73 percent, and college enrollment after graduation from 37 percent to 59 percent. (There’s also a new emphasis on helping those who attend college to complete it.) Before Katrina, 62 percent of schools were failing. Today, it’s 6 percent. The biggest beneficiaries have been African-American children, who make up 85 percent of New Orleans enrollment. The high school graduation rate nationally for black students is 59 percent. In New Orleans, it’s 65 percent, which is also much higher than the state average. Test scores are still low overall, but thousands more African-American students are taking the ACTs and doing better on them.

And even Newark.

In Newark, where 25 percent of students attend charter schools, the percentage of African-Americans choosing charters is closer to 50 percent in some grade levels. Contrary to the claim that charters succeed only by “skimming” or “creaming” the students from more stable and middle-class families, Newark’s charters enroll a higher percentage of poor students than district schools.CREDO numbers show Newark charter school students gaining the equivalent of more than five months per year in performance in reading and math—a huge advantage over their counterparts in district schools. The percentage of black students in Newark who are doing better than the state average for African-Americans has more than doubled.

I guess this means I’ll have to add Mr. Alter to my collection of honest leftists.

As for the NAACP, I can’t even imagine how the advocates of the resolution can look at themselves in the mirror.

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Our friends who believe in big government have this funny habit of self-exempting themselves from the bad policies that they impose on the rest of the population.

Statists are very opposed to so-called tax havens, for instance, because they don’t want there to be any constraints on the ability of governments to impose higher tax burdens. Yet it’s quite common to discover that these folks who want higher taxes for you and me have decided to protect their income and assets by utilizing low-tax jurisdictions.

Another example is that leftists are big advocates of one-size-fits-all, substandard government schools and they vociferously fight against school choice proposals that would help low-income families obtain better opportunities for their kids.

Yet these fans of monopoly government schools routinely make sure their children are in private schools. President Obama is the most high-profile example of this form of hypocrisy.

And so is his Secretary of Education.

The Wall Street Journal opines on this example of rank hypocrisy.

Arne Duncanthe Education Secretary continues to fight vouchers for private schools. So it’s worth noting that he has decided to send his own children to a private school in Chicago. …where tuition runs about $30,000 a year. That’s also where Barack and Michelle Obama sent their children before moving to Washington and sending Sasha and Malia to the tony Sidwell Friends. Mr. Duncan’s choice is all the more striking since he used to run the Chicago public schools.

I suppose you have to give Duncan credit for wanting good things for his kids, and he obviously had first-hand knowledge that the government schools in Chicago aren’t very good.

What’s nauseating, though, is how he doesn’t want poor families to have similar options.

He…stood aside in 2009 when Illinois Sen. Dick Durbin managed to kill the Opportunity Scholarship Program in Washington until Speaker John Boehner and the Republican Congress revived it. The Education Secretary was also a muted voice when the Obama Justice Department filed a lawsuit aimed at scuttling Louisiana’s innovative voucher program. And he was silent again when the Colorado Supreme Court recently invoked a leftover of 19th-century bigotry—its anti-Catholic Blaine amendment—to stop students from receiving vouchers for private schools.

By the way, you probably won’t be surprised to learn that another prominent Chicago leftist also has rejected government schools for his own children.

Here are some blurbs from a 2011 report in the Washington Post.

Chicago Mayor Rahm Emanuel…has decided to send his children to a private school… Emanuel…served in the White House as President Obama’s chief of staff… The decision where to send your children to school is certainly a personal one, even for public officials. But it is worth publicly noting what public officials…choose to do with their own children when given the chance.

What’s really worth publicly noting is that these politicians don’t want other families to have any escape options from failed government schools.

That’s what makes them hypocrites.

Even more important, that’s what makes them immoral. Sort of like modern-day equivalents of George Wallace, standing in the schoolhouse door to deny opportunity to the less fortunate.

And why do politicians behave so reprehensibly? For the simple reason that they want to curry favor with the unions that represent teachers.

Which makes this excerpt from a Chicago Tribune story especially remarkable. It seems that teachers from Chicago’s government schools also want better options for their own kids.

…a Thomas B. Fordham Institute study found that 39 percent of CPS teachers sent their own kids to private schools.

Sauce for the goose obviously isn’t sauce for the gander.

P.S. On the issue of government schools, I suppose we can paraphrase Winston Churchill and note that never have so many paid so much to achieve so little.

P.P.S. There’s also a strong argument that government schools are a form of child abuse because of bizarre political correctness.

P.P.P.S. Shifting from the immoral to the inane, I probably shouldn’t move to Pennsylvania. At least not if I want to keep my current license plate.

Why? Because bureaucrats in the Keystone State are on the lookout for plates with…gasp!…anti-government messages.

In addition to outright vulgarity and racism, some states prohibit messages on vanity license plates that can be viewed as “anti-government.” In Pennsylvania, for example, where five state employees in Harrisburg get to decide what’s allowed on vanity plates…“ENDFED,” a reference to libertarian-led efforts to shut down the Federal Reserve Bank, is…on the do-not-license list.

I’m not sure why expressing an opinion on monetary policy is considered vulgar or offensive.

But if that’s what Pennsylvania bureaucrats think, then I hope they don’t know about my video on the Federal Reserve. Between that and my seditious license plate, they’d probably arrest me just for simply driving through the state!

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No other nation in the world spends as much on education as the United States.

According to our leftist friends, who prefer to measure inputs rather than outputs, this is a cause for celebration. I guess it shows we have the best intentions. Or maybe we love our kids the most.

For those who prefer to focus on outputs, however, it’s very difficult to be happy about the results we’re getting compared to all the money that’s being spent. Heck, in some cases it’s almost as if we’re getting negative results when you compare inputs and outputs.

To paraphrase what Winston Churchill said about the Royal Air Force in World War II, never have so many paid so much to achieve so little.

Now we have more evidence that American taxpayers are paying a lot and getting a little (though I have to admit that non-teaching education bureaucrats have been big winners).

The Washington Post reports on some new research to see how America’s young adults rank compared to their peers in other nations.

The results aren’t encouraging.

This exam, given in 23 countries, assessed the thinking abilities and workplace skills of adults. It focused on literacy, math and technological problem-solving. The goal was to figure out how prepared people are to work in a complex, modern society. And U.S. millennials performed horribly. That might even be an understatement… No matter how you sliced the data – by class, by race, by education – young Americans were laggards compared to their international peers. In every subject, U.S. millennials ranked at the bottom or very close to it, according to a new study by testing company ETS.

There were three testing categories and Americans didn’t do well in any of them.

…in literacy, U.S. millennials scored higher than only three countries. In math, Americans ranked last. In technical problem-saving, they were second from the bottom. “Abysmal,” noted ETS researcher Madeline Goodman. “There was just no place where we performed well.”

Here’s the comparative data on literacy.

Here’s how Americans did on numeracy (which may explain why there’s considerable support for the minimum wage).

Last but not least, millennials didn’t exactly do well in problem solving, either (which may explain their bizarre answers to polling questions).

By the way, the researchers also sliced and diced the data to get apples-to-apples comparisons.

Yet even on this basis, there’s no good news for America.

U.S. millennials with master’s degrees and doctorates did better than their peers in only three countries, Ireland, Poland and Spain. …Top-scoring U.S. millennials – the 90th percentile on the PIAAC test – were at the bottom internationally, ranking higher only than their peers in Spain.  …ETS researchers tried looking for signs of promise – especially in math skills, which they considered a good sign of labor market success. They singled out native-born Americans. Nope.

At some point, we need to realize that decades of additional spending and decades of further centralization have not worked.

Maybe, just maybe, it’s time to shut down the Department of Education on the federal level and to encourage school choice on the state and local level.

After all, we already have good evidence that decentralization and competition produces better test scores. There’s also strong evidence for school choice from nations such as Sweden, Chile, and the Netherlands.

P.S. We’re never going to solve this problem by tinkering with the status quo. That’s like rearranging the deck chairs on the Titanic. This is why Bush’s no-bureaucrat-left-behind scheme didn’t work. And it explains why Obama’s Common Core is flopping as well.

P.P.S. Moreover, it will probably require big reform to deal with the brainless types of political correctness that exist in government schools.

P.P.P.S. If you want more evidence that the problem isn’t money, check out this research on educational outcomes in various cities. Or look at this data from New York City and Washington, DC, both of which spend record amounts of money on education.

P.P.P.P.S. I can’t resist sharing this correction of some very shoddy education reporting by the New York Times.

P.P.P.P.P.S. On the bright side, the inadequacies of government-run schools helped give birth to the home-schooling movement, which then led to this humorous video. And the political correctness that infects government schools results in a bizarre infatuation with gender performance, which helped lead to this funny video. And this bit of satire on the evolution of math training in government schools also is quite amusing.

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I like to think that I occasionally put together interesting and persuasive charts on fiscal policy.

For instance, I think it’s virtually impossible to make a credible argument for tax hikes after looking at my chart showing how easy it is to balance the budget with modest spending restraint.

But I’ll freely confess that no chart of mine can compare to this powerful image created by my Cato colleague, Andrew Coulson, which shows how spending and staffing for the government school monopoly have exploded while enrollment and performance have been stagnant.

As far as I’m concerned, no honest person can look at his chart and defend the current system.

But some folks may need some more evidence about the failure of government schools, so let’s look at stories from both ends of America.

We’ll start on the east coast. Writing for the Daily Caller, Eric Owens reports that bureaucrats in a New Jersey town are being handsomely rewarded for not educating students.

Only 19 students in the public school system in Paterson, N.J. who have taken the SAT scored high enough to be considered college ready, local Fox affiliate WWOR-TV reports. At the same time, 66 employees in the Paterson school district each soak taxpayers for salaries of at least $125,000 per year, the Paterson Press reports. …Paterson is no tiny town. It is, in fact, the third-largest city in New Jersey. The population is roughly 146,000 people. …The city boasts some 50 public schools altogether. There are over 24,000 total students in all grades.

But the folks in Paterson can be proud of their government schools. After all, they’re doing much better than Camden.

In December 2013, Camden’s then-new superintendent of public schools announced that only three — THREE! — students in the entire district who took the SAT during the 2011-12 academic year scored high enough to qualify as college-ready.

Last but not least, the story notes that the school district has concocted a clever strategy to avoid any more embarrassing stories.

You’re probably wondering whether this means school choice? Rigorous standards? Better discipline?

Nope, nope, and nope. Remember, we’re dealing with government bureaucracy.

Back in Paterson, school officials say they have cleverly dealt with their nearly complete failure to prepare students for college entrance exams by no longer using the SAT to assess student achievement.

I actually hope this is a joke, though there’s no indication in the story to suggest the reporter is being satirical.

So we have bureaucrats getting vastly overpaid in exchange for not educating kids.

Now let’s travel to the west coast, where Los Angeles schools also have overpaid officials who do a crummy job of educating students, but they have figured out very novel ways of squandering tax dollars.

As Robby Soave reports in Reason, the LA school district first tried a failed scheme to give every student an iPad, which led to predictable fraud and misuse with no accompanying educational benefit. Now they want to double down on failure with a new proposal that gives various schools the option of which bit of high-tech gadgetry to mis-utilize.

Who could be against choice? That’s the argument Los Angeles school district administrators are now employing to push their latest round of expensive technology upgrades. Schools will be given the choice to receive Chromebooks instead of iPads—and some schools will get laptops, the most expensive option of all.  …The idea is to eventually place such a device in the hands of every child in the district.

Needless to say, there’s no strategy for avoiding the mistakes that plagued the earlier scheme.

The problem administrators encountered when rolling out the iPad plan, however, was that kids kept losing or breaking the devices. What happens then? Do parents pay, or does the district? Do kids get a replacement? Teachers also struggled mightily to incorporate the technology into their lesson plans, and concerns about kids using iPads for unsanctioned purposes caused headaches. The initial iPad deal unravelled after allegations of an improper relationship between then District Superintendent John Deasy, Apple, and curriculum company Pearson.

The reporter is understandably skeptical about what will happen next.

I have little reason to believe that the individual schools will be more responsible stewards of the taxpayer’s money than the district was. Indeed, 21 schools decided to go with an even more expensive option: laptops. Steve Lopez of the LA Times argued persuasively in October that the iPad fiasco was a costly diversion from the district’s real problems. Schools can’t even find the money for math textbooks, but administrators want to force unneeded technology on them and impose computerized tests. The district should prioritize basic instruction before deciding to purchase thousands of fancy gadgets.

Gee, it’s almost enough to make you think that government schools don’t work very well and that we should instead allow parents to have real choice over how to best educate their children.

P.S. You won’t be surprised to learn that Obama’s silly common core proposal appears to be driving some of these bad results.

P.P.S. Though remember that Bush’s no-bureaucrat-left-behind scheme was also a flop.

P.P.P.S. School choice doesn’t automatically mean every child will be an educational success, but evidence from SwedenChile, and the Netherlands shows good results after breaking up state-run education monopolies.

And there’s growing evidence that it also works in the limited cases where it exists in the United States.

P.P.P.P.S. Or we can just stick with the status quo, which involves spending more money, per student, than any other nation while getting dismal results.

P.P.P.P.P.S. This is a depressing post, so let’s close with a bit of humor showing the evolution of math lessons in government schools.

P.P.P.P.P.P.S. If you want some unintentional humor, the New York Times thinks that education spending has been reduced.

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I don’t like coerced redistribution. When the government uses the threat of force to take from Person A to give to Person B, it simultaneously reduces Person A’s incentives to produce while also luring Person B into dependency.

But not all coerced redistribution and government intervention is created equal.

I don’t like welfare programs, for instance, in part because taxpayers are writing huge checks to support a plethora of programs, but also because there is very strong evidence that the modern welfare state has caused more poverty.

Nonetheless, I understand that there are well-meaning people who support these programs. Their motives are pure in that they simply want to alleviate perceived suffering. And since they’ve never learned about the adverse indirect effects of government intervention and presumably haven’t given any thought to the ethics of government coercion, I don’t think of these people as being bad or immoral. Just uninformed.

But there are some forms of redistribution and intervention that are so self-evidently odious and corrupt that you can’t give supporters the benefit of the doubt. Simply stated, there’s no justifiable argument for using government coercion to hurt poor people in order to benefit rich people.

Let’s look at two examples.

First, the Export-Import Bank is a quintessential example of corporate welfare. The program forces taxpayers to guarantee the contracts of big corporations and foreign buyers, and there’s now a fight over whether it should be extended.

Needless to say, ordinary voters don’t want their money being used enrich big companies.

So if you were one of the beltway insiders who benefited from this corrupt institution, how would you try to get the program extended? Would you be upfront and argue that big companies like Boeing deserve tax dollars? Would you argue that politicians are really smart and wise and that they should interfere with the free market?

That would be the honest way of supporting the Ex-Im Bank. But you won’t be surprised to learn that advocates instead have resorted to lies. Here are some excerpts from a Reuters story.

The U.S. Export-Import Bank has mischaracterized potentially hundreds of large companies and units of multinational conglomerates as small businesses, a flaw in its record keeping that could undermine the export lender’s survival strategy. …A comparison of some 6,000 businesses characterized by Ex-Im as “small” with information supplied by corporate data collector Dun & Bradstreet, which Ex-Im also uses to vet applicants, and other sources turns up some 200 companies that appear to be mislabeled and many more whose classification is uncertain.

Um… I would say they lied rather than characterize it as a “flaw in its record keeping.” But let’s set that aside and look at some of the “small businesses” that had their snouts in the Ex-Im trough.

…analysis showed companies owned by billionaires such as Warren Buffet and Mexico’s Carlos Slim, as well by Japanese and European conglomerates, were listed as small businesses and Ex-Im acknowledged errors in its data in response to those findings.  …A division of Austria’s Swarovski jewelers shows up, as does North Carolina’s Global Nuclear Fuels, which is owned by General Electric and Japan’s Toshiba and Hitachi. …The list of small businesses in Texas, for example, includes engineering and construction company Bechtel, which has 53,000 employees.

Gee, Warren Buffet and foreign conglomerates don’t exactly sound like my idea of small businesses.

Hopefully this will provide more ammunition of those fighting to wean big companies from the public teat.

Bank officials and supporters have used the Ex-Im’s support for American small business as a first line of defense against a campaign by conservatives to shut it down as an exponent of “crony capitalism.” …“Rarely does Ex-Im miss a (public relations) opportunity to claim that it primarily helps small business, but Ex-Im is again playing fast and loose with the facts,” said Representative Jeb Hensarling, a Texas Republican who chairs the House Financial Services Committee. “The bulk of Ex-Im’s help indisputably goes to large corporations that can finance their own operations without putting it on the taxpayer balance sheet.”

For our second example, we have the absolutely horrifying spectacle of the Obama Administration trying to shut down Wisconsin’s school choice system.

Why? Well, because currying favor with union bosses is more important than improving educational opportunities for students from disadvantaged communities.

George Will explains what’s happening in his Washington Post column.

It is as remarkable as it is repulsive… Eager to sacrifice low-income children to please teachers unions, the Justice Department wants to destroy Wisconsin’s school choice program. Feigning concern about access for disabled children, the department aims to handicap all disadvantaged children by denying their parents access to school choices of the sort affluent government lawyers enjoy. …Wisconsin’s school choice program was pioneered by an American hero, Mississippi-born Annette Polly Williams, who died Nov. 9 at age 77. During her three decades in Wisconsin’s legislature, she overcame the opposition of fellow Democrats to offering education choices to low-income parents. At the end of her life, however, she saw an African American attorney general, serving an African American president, employing tortured legal reasoning in an attempt to bankrupt private schools that enlarge the education options of disadvantaged children. …Closing the voucher program is the obvious objective of the teachers unions and hence of the Obama administration. Herding children from the choice schools back into government schools would swell the ranks of unionized teachers, whose union dues fund the Democratic Party as it professes devotion to “diversity” and the downtrodden.

By the way, you probably won’t be surprised (given the White House’s cavalier approach to the rule of law) to learn that the Obama Administration is using is utterly nonsensical legal theory.

…federal lawyers argue that because public funds, in the form of tuition vouchers empowering parents to make choices, flow to private schools, the schools become “public entities.” …this is like arguing that when food stamps are used for purchases at Wal-Mart, America’s largest private employer ceases to be private — it becomes an extension of the government. Inconveniently for the Justice Department, the U.S. Supreme Court has said the fact that a “private entity performs a function which serves the public does not make its acts state action.”

The preposterous legal reasoning is a farce, but that doesn’t get me overly upset.

What does bother me is the way the White House is acting like the modern-day equivalent of George Wallace, standing in the schoolhouse door to prevent low-income (and largely minority) students from getting an opportunity for better education.

I guess that a black President (who sends his own kids to private school) consigning black children to the back of the proverbial bus shouldn’t surprise me too much. After all, some divisions of the NAACP also have decided that being politically allied with union bosses is more important that educational opportunity for minority kids.

But that doesn’t make it morally acceptable. Put yourself in the shoes of a low-income parent. Wisconsin’s school choice programs gives you some hope that your kids can break free of poverty. Imagine what it feels like, then, when some of the politicians who claim to be on your side then decide that your children are expendable pawns. How disgusting.

Since we’re talking about things that are disgusting, let’s shift back to the Ex-Im Bank. I’ve actually had some Republican types tell me that corporate welfare is okay because it “helps to offset” some of the redistribution from rich to poor.

I confess that I’m dumbstruck by such arguments. It’s sort of like hearing someone say it’s okay to murder, rape, and steal because other people are doing it.

This is why it’s not easy being a libertarian. Yes, we believe in small government for utilitarian reasons such as faster growth, higher living standards, and more jobs. But we’re also motivated by morality, by the belief that there’s right and wrong and that good people should strive to uphold the former and fight the latter.

That’s not a popular view in Washington, which is best characterized as an incestuous racket for the benefit of interest groups, politicians, cronyists, lobbyists, bureaucrats, contractors, and other insiders.

P.S. On a completely separate (and non-political) issue, I can’t resist seeking some sympathy after what happened to me this morning. I took two of my cats to the vet for their spay and neuter appointments. Some of you pet owners already know that most cats don’t like car rides, so you might have some inkling of what I’m about to report.

In happier times

About five minutes into the drive, one of the cats vomits in the little cat carrier. That obviously wasn’t a happy development, particularly since it left me with an unpleasant choice of enduring a very unpleasant smell or having the window open and enduring a very bitter chill. But then, a few minutes later, the other cat…um, how should I phrase this…loses control of her bowels.

Which means that the next 20 minutes was almost as unbearable as watching a state-of-the-union address. I was running late for the appointment, so I couldn’t stop someplace and try to deal with the mess. And the two cats kept moving around in their carrier, making things worse. Trying to breathe through my mouth, even with the window down, was at best a pitiful attempt to mitigate my suffering.

An utterly miserable situation. Almost 1/10th as bad as an IRS audit.

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I’ve posted hundreds of charts over the past several years, including on favorite topics such as tax code corruption and counterproductive government spending.

But arguably the most powerful and compelling chart I’ve ever shared is on the topic of education. Prepared by my Cato colleague, Andrew Coulson, it shows that massive increases in spending and bureaucracy (which accompanied increasing federal involvement and intervention) have had zero impact on educational performance.

Keep that chart in the back of your mind as we consider what George Will has to say about President Obama’s scheme – known as Common Core – to expand federal involvement and intervention.

We have several excerpts, beginning with this passage outlining some of his concerns.

Common Core…is the thin end of an enormous wedge. It is designed to advance in primary and secondary education the general progressive agenda of centralization and uniformity. …proponents of the Common Core want its nature and purpose to remain as cloudy as possible for as long as possible. Hence they say it is a “state-led,” “voluntary” initiative to merely guide education with “standards” that are neither written nor approved nor mandated by Washington… Proponents talk warily when describing it because a candid characterization would reveal yet another Obama administration indifference to legality.

Will then notes that we’ve been sliding down the slippery slope of centralization and Washington control.

The 1965 Elementary and Secondary Education Act (ESEA), the original federal intrusion into this state and local responsibility, said “nothing in this act” shall authorize any federal official to “mandate, direct, or control” schools’ curriculums. The 1970 General Education Provisions Act stipulates that “no provision of any applicable program shall be construed to authorize any” federal agency or official “to exercise any direction, supervision, or control over the curriculum, program of instruction” or selection of “instructional materials by any” school system. The 1979 law creating the Education Department forbids it from exercising “any direction, supervision, or control over the curriculum” or “program of instruction” of any school system.

And Common Core is just the latest example.

…what begins with mere national standards must breed ineluctable pressure to standardize educational content. Targets, metrics, guidelines and curriculum models all induce conformity in instructional materials. Washington already is encouraging the alignment of the GED, SAT and ACT tests with the Common Core. By a feedback loop, these tests will beget more curriculum conformity. All of this will take a toll on parental empowerment, and none of this will escape the politicization of learning like that already rampant in higher education.

If this sounds familiar, it’s probably because you’re aware of other slippery slope examples, such as the tiny income tax in 1913 that has morphed into the internal revenue code monstrosity of today.

Returning to the topic of education, Will warns that the one-size-fits-all approach will undermine the innovation and experimentation needed to figure out how best teach kids.

Even satisfactory national standards must extinguish federalism’s creativity: At any time, it is more likely there will be half a dozen innovative governors than one creative federal education bureaucracy. And the mistakes made by top-down federal reforms are continental mistakes.

I particularly like his warning about “continental” mistakes. You get the same problem with global regulation, by the way.

The bottom line, as Will explains, is that Common Core is yet another example of a failed approach.

What is ludicrous is Common Core proponents disdaining concerns related to this fact: Fifty years of increasing Washington input into K-12 education has coincided with disappointing cognitive outputs from schools. Is it eccentric that it is imprudent to apply to K-12 education the federal touch that has given us HealthCare.gov? …Opposition to the Common Core is surging because Washington, hoping to mollify opponents, is saying, in effect: “If you like your local control of education, you can keep it. Period.”

You won’t be surprised to learn that Cato Institute experts are among the leading opponents of Common Core. Here’s what Andrew Coulson, in a column warning about the negative impact on private schools, has written.

…the Common Core–aligned tests create a powerful incentive for schools to teach the same concepts in the same order at the same time. This would make it all but impossible for schools to experiment with new ways of tailoring education to meet the needs of individual children — they will instead have to resort to expecting that all children who happened to be born in the same year progress at the same rate across subjects.

And another Cato scholar, Neil McCluskey, points out that other education experts also think Common Core is a dud.

The Common Core is opposed by scholars at leading think tanks on the right and the left, including the Heritage Foundation, the Hoover Institution, the Brookings Institution and the Cato Institute. My research has shown that there is essentially no meaningful evidence that national standards lead to superior educational outcomes. Hoover Institution Senior Fellow Eric Hanushek, an education economist and supporter of standards-based education reform, has reached a similar conclusion, recently writing: “We currently have very different standards across states, and experience from the states provides little support for the argument that simply declaring more clearly what we want children to learn will have much impact.” Hanushek’s conclusion dovetails nicely with Common Core opposition from Tom Loveless, a scholar at the left-leaning Brookings Institution. In 2012, Loveless demonstrated that moving to national standards would have little, if any, positive effect because the performance of states has very little connection to the rigor or quality of their standards, and there is much greater achievement variation within states than among them. In fact, Loveless has been one of the clearest voices saying the Core is not a panacea for America’s education woes, writing: “Don’t let the ferocity of the oncoming debate fool you. The empirical evidence suggests that the Common Core will have little effect on American students’ achievement. The nation will have to look elsewhere for ways to improve its schools.”

We started this post with a very powerful chart, so let’s end with another chart.

It’s not as visually compelling, but it shows that the United States already spends more on education than another other nation.

But if you look at the data is this post, you’ll see that American students are lagging behind their counterparts in other developed nations.

Maybe, just maybe, it’s time to put kids first. Perhaps we should discard the Bush-Obama approach of centralization and spending and instead choose a better path.

In other words, let’s learn from Chile, Sweden, and the Netherlands.

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You would think the bureaucrats who run government schools would want to focus on the basics, such as teaching reading, writing, and arithmetic.

After all, no nation spends more per pupil on education than the United States. And based on some Cato Institute research, I suspect the OECD estimate of about $15,000 per student is a low-ball estimate of the burden on American taxpayers.

So what do we get for all this money? To be blunt, the results are miserable, with Americans ranking well below average compared to our overseas competitors.

Here are some comparisons on both literacy and numeracy from the Organization for Economic Cooperation and Development. You’ll have to click the images to get an enlarged view. But maybe you won’t want to do that since it’s depressing to see that Americans are near the bottom for math skills and well below average for verbal skills.

OECD NumeracyOECD Literacy

Geesh, this is embarrassing. I like Slovaks, but I don’t want Americans to be less intelligent. I also like Belgians, but why are they kicking our tail? And I really like Estonians, but they’re putting us to shame.

So how is the education establishment dealing with these dismal results?

Well, they keep asking for more money. But as this remarkable chart from the Cato Institute illustrates, throwing more money at the system is a great way of building bureaucracy. But it sure doesn’t do much for kids. Education spending Cato chart

So you could say this is a form of child abuse. But that would trivialize the plights of kids who are grossly mistreated. So let’s say that the sub-par education provided by government schools is a form of child victimization. Or mistreatment. Or some word that signifies how they are not well served by the government’s education monopoly.

But let’s also remember that sub-par education is not the only bad thing that happens in government schools.

We also have amazing (in a bad way) episodes of intrusive and abusive political correctness.

Here’s a story from Massachusetts about a student being punished for doing the right thing.

It’s tough for Eleanor Cox to talk about how heartbroken her daughter Erin is over the punishment she received for doing what she thought was right. …Two weeks ago, Erin received a call from a friend at a party who was too drunk to drive. Erin drove to Boxford after work to pick up her friend. Moments after she arrived, the cops arrived too and busted several kids for underage possession of alcohol. A North Andover High School honor student, Erin was cleared by police, who agreed she had not been drinking and was not in possession of alcohol. But Andover High told Erin she was in violation of the district’s zero tolerance policy against alcohol and drug use. In the middle of her senior year, Erin was demoted from captain of the volleyball team and told she would be suspended from playing for five games. …the parents of Erin’s teammates have started a petition to support her.

I’m dismayed, of course, that the school wants to punish someone who didn’t do anything wrong, but what really irks me is that the school wants to regulate and control behavior that takes place off school property and outside of school hours.

To be blunt, it’s none of their you-know-what business. Parents should have primary responsibility for their kids and law enforcement has a role if they’re breaking the law.

Let’s now travel down south and read part of a report about how some mindless school bureaucrats punished an autistic student because he drew a picture of a bomb and brought the drawing to school.

…it all started when her son had made the hand-drawn picture of the bomb during the weekend at home. Parham said Rhett is a fan of the video game Bomber Man and drew the cartoon-ish like explosive. She told FOX Carolina on Monday that her son took the picture to Hillcrest Middle School, and that’s where problems arose. Parham said she was told that her son showed the picture to some older children, who reported him to school administration. …She said her son was suspended indefinitely by the school.

Fortunately, the government backed down after the story generated some unfavorable attention for the bureaucratic drones.

But we should ask ourselves why it even got to that stage. And perhaps get some counseling for the little brats who snitched on him. Sounds like they’re future IRS agents in training.

Sadly, this is just part of a pattern we’ve seen in government schools, with bureaucrats hyperventilating over normal kid behavior. Here are some other examples.

Now ask yourself to key question: Do we want to maintain and perpetuate a failed government school monopoly, or should we implement school choice to get better results and less political correctness?

Heck, we should be able to reform our schools if there’s already choice in countries such as Chile, Sweden, and the Netherlands.

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I’m a big fan of school choice. If we bust up the government education monopoly and create a competitive education market, we’ll get a much better education system at much lower cost.

This isn’t just idle theorizing. The evidence shows that competition produces better results.

That will be especially good news for children from poor and minority neighborhoods, as even the Washington Post has admitted.

There’s even good evidence for school choice from other nations, such as Chile, Sweden, and the Netherlands.

And since we’re looking at international evidence, it’s worth noting that America spends more per student than any other nation, yet gets very mediocre results.

However, there’s also a non-educational argument for busting up the government school monopoly. Simply stated, we have to rescue kids from brainless school bureaucrats who impose crazy forms of anti-gun political correctness.

What am I talking about? Well, check out these excerpts from a Fox News report.

Natural Born Killers

Two seventh-grade students in Virginia Beach, Va., were handed long-term suspensions Tuesday that will last until the end of the school year for playing with an airsoft gun in one of their front yards while waiting for the school bus. WAVY-TV reports that 13-year-old Khalid Caraballo and Aidan Clark will face an additional hearing in January to determine if they will be expelled for “possession, handling and use of a firearm” because the guns were fired at two others playing in Caraballo’s yard. …Khalid claims he never took the toy gun to the designated bus stop or Larkspur Middle School, according to the report. Two other students who fired guns were also suspended.

Your eyes are not deceiving you. The kids were punished for playing with toy guns while on private property.

Yet apparently school bureaucrats don’t think their power is limited by school boundaries.

A neighbor saw Khalid shooting the airsoft gun in his yard and called 911, telling the dispatcher, “He is pointing the gun, and it looks like there’s a target in a tree in his front yard,” the station reported. …The school’s so-called “zero-tolerance” policy on guns extends to private property, according to the report.

At least one of the parents has the right view of things.

If you outlaw Zombie Hunters, only outlaws will have Zombie Hunters

Khalid’s mother, Solangel Caraballo, said it’s ridiculous that her son and his friends were suspended because they were firing the airsoft gun on private property. “My son is my private property. He does not become the school’s property until he goes to the bus stop, gets on the bus, and goes to school,” Caraballo told the station.

Now let’s add some important caveats. Even though the toy guns only shoot little plastic pellets, it seems that the boys may have shot at some kids who weren’t part of their play. That’s something that should be punished.

And it’s also possible that the boys are troublemakers and the school was simply using this episode as an excuse to get rid of them.

So maybe there’s some sort of “rough justice” happening behind the scenes. Simply stated, there’s probably a back-story.

But there’s no question that we’re seeing a bad trend.

It’s almost to the point where sending your kids to a government school could be considered a form a child abuse.

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School choice should be a slam-dunk issue. There’s very powerful evidence that we can provide superior education for lower cost if we shift away from monopoly government schools to a system based on parental choice.

Yet some leftists oppose this reform, even though poor and minority kids would be the biggest beneficiaries. Here’s some of what I wrote last year about how the left deals with this issue.

…the school choice issue exposes the dividing line between honest liberals and power-hungry liberals. Regardless of ideology, any decent person will favor reforms that enable poor kids to escape horrible government schools. Lots of liberals are decent people. The ones who oppose school choice, by contrast, are…well, you can fill in the blank.

The Washington Post, to its credit, belongs in the “decent” category. Here’s some of the paper’s editorial on school choice in Louisiana.

Nine of 10 Louisiana children who receive vouchers to attend private schools are black. All are poor and, if not for the state assistance, would be consigned to low-performing or failing schools with little chance of learning the skills they will need to succeed as adults. So it’s bewildering, if not downright perverse, for the Obama administration to use the banner of civil rights to bring a misguided suit that would block these disadvantaged students from getting the better educational opportunities they are due.

The editorial eviscerates the nonsensical data that the Obama Administration is using as it puts the interests of powerful teacher unions above the needs of disadvantaged children.

The government argues that allowing students to leave their public schools for vouchered private schools threatens to disrupt the desegregation of school systems. …Since most of the students using vouchers are black, it is, as State Education Superintendent John White pointed out to the New Orleans Times-Picayune, “a little ridiculous” to argue that the departure of mostly black students to voucher schools would make their home school systems less white. …The government’s argument that “the loss of students through the voucher program reversed much of the progress made toward integration” becomes even more absurd upon examination of the cases it cited in its petition. …a school that lost five white students through vouchers and saw a shift in racial composition from 29.6 percent white to 28.9 percent white. Another school that lost six black students and saw a change in racial composition from 30.1 percent black to 29.2 percent black. “Though the students . . . almost certainly would not have noticed a difference, the racial bean counters at the DOJ see worsening segregation,”… The number that should matter to federal officials is this: Roughly 86 percent of students in the voucher program came from schools that were rated D or F. Mr. White called ironic using rules to fight racism to keep students in failing schools; we think it appalling.

Not only appalling, but also hypocritical. The President is sending his children to an ultra-expensive private school, but doesn’t want poor families to have any choice to get a good education.

Unfortunately, though, it is not a surprise from an administration that…has proven to be hostile — as witnessed by its petty machinations against D.C.’s voucher program — to the school choice afforded by private-school vouchers. …Louisiana parents are clamoring for the choice afforded by this program; the state is insisting on accountability; poor students are benefiting. The federal government should get out of the way.

Kudos to the Washington Post for urging a withdrawal of federal intervention. Now if we can get the Post to apply the same federalism lesson to Medicaid, transportation, and other issues, we’ll be making real progress.

For more information on the overall issue of school choice, I strongly recommend this video from the Center for Freedom and Prosperity Foundation.

By the way, don’t believe propaganda from politicians and union bosses about “underfunded” schools. The United States spends more per capita than any other country.

This isn’t an issue of money. The problem is that monopolies don’t deliver good results. Particularly monopolies controlled by self-serving union bosses that use political muscle to protect undeserved privileges.

P.S. Not surprisingly, Thomas Sowell nails this issue, as does Walter Williams, with both criticizing the President for sacrificing the interests of minority children to protect the monopoly privileges of teacher unions.

P.P.S. Chile has reformed its education system with vouchers, as have Sweden and the Netherlands, and all those nations are getting good results.

P.P.P.S. There are some other honest and sincere liberals on this issue.

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I don’t write or speak about education very much, but, when asked, I explain that America has a very costly and inefficient government school monopoly.

Education spending Cato chartThe strongest piece of evidence is an amazing chart put together by a Cato colleague. It shows that education spending has skyrocketed while educational performance has stagnated.

One of my favorite soundbites, when discussing this issue, is that the U.S. spends more per capita than any nation other than Switzerland, but we get very sub-par results for all that money.

According to new data, though, I can no longer make that assertion. I’d like to say it’s because we now get above-average results, but the real reason is because we’ve now surpassed Switzerland to become the biggest spenders on education.

But we still get a crummy return on all that money that is spent.

Here are the key findings from an OECD study, as reported by the AP.

The United States spends more than other developed nations on its students’ education each year… Despite the spending, U.S. students still trail their rivals on international tests. …brand-new and experienced teachers alike in the United States out-earn most of their counterparts around the globe.

Now let’s look at some of the grim details.

…the United States spent $15,171 on each young person in the system — more than any other nation covered in the report. That sum inched past some developed countries and far surpassed others. Switzerland’s total spending per student was $14,922… The average OECD nation spent $9,313 per young person. …The United States routinely trails its rival countries in performances on international exams despite being among the heaviest spenders on education. U.S. fourth-graders are 11th in the world in math in the Trends in International Mathematics and Science Study, a separate measure of nations against each other. U.S. eighth-graders ranked ninth in math, according to those 2011 results. The Program for International Student Assessment measurement found the United States ranked 31st in math literacy among 15-year-old students and below the international average. The same 2009 tests found the United States ranked 23rd in science among the same students, but posting an average score. …The average first-year high school teacher in the United States earns about $38,000. OECD nations pay their comparable educators just more than $31,000. …The average high school teacher in the United States earns about $53,000, well above the average of $45,500 among all OECD nations.

Here’s the chart from the OECD study showing per-student spending.

OECD Education Spending Rankings

So we spend more, pay more to our bureaucrats, yet we get worse results. Not exactly a ringing endorsement of the education monopoly.

Oh, by the way, I wouldn’t be surprised if the numbers are even worse than we think. Check out this Cato video, which reveals that politicians and bureaucrats hide the real cost of their inefficient and wasteful monopoly.

One reason the system is so expensive is that we squander so much money on bureaucratic overhead. But I guess we need all those paper pushers so we can stop little kids from engaging in terrorist behavior.

But you have to give the teacher unions credit for chutzpah. One of the union bosses actually had the gall to ignore the actual findings in the study and to assert that taxpayers aren’t doing enough!

“When people talk about other countries out-educating the United States, it needs to be remembered that those other nations are out-investing us in education as well,” said Randi Weingarten, president of the American Federation of Teachers, a labor union.

Not that I can blame union bosses and other defenders of the status quo. They’ve got a great scam going, so why not blatantly prevaricate in hopes that the gravy train will continue.

What makes this situation so tragic is that we have strong proof that we could get much better outcomes by shifting to a system of school choice.

But that’s a difficult fight. The teacher unions understandably want to preserve their undeserved privileges. What really irks me, though, is that some people side with the unions for political purposes, even though it means they deliberately sacrifice the best interests of children. That’s a harsh accusation, I realize, but I think it describes both President Obama and the NAACP.

All the more reason to get government out of the education business.

Though this is not just an issue of government inefficiency. Other nations have government-run education systems and they spend less and produce better results.

In a few cases, such as Sweden and the Netherlands, It’s quite likely that school choice helps to explain better outcomes. But what about other nations? Is there something about the American system that makes it especially wasteful?

P.S. This is a depressing post, so let’s close with a bit of humor showing the evolution of math lessons in government schools.

P.P.S. If you want some unintentional humor, the New York Times thinks that education spending has been reduced.

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I give up.

I’ve been having some fun over the past couple of years by mocking education bureaucrats for absurd examples of anti-gun political correctness.

I have made fun of teachers and other bureaucrats when they wet their pants about tiny Lego guns. I laugh at them when they go after little kids for half-eaten pop tarts that ostensibly have gun shapes. And I abuse them for getting their panties in a wad about pencils, fingers, and…um…well, air.

I’m even willing to enjoy a laugh when idiot bureaucrats bust a 5-year old girl because her pink bubble blower vaguely resembles a gun. Or when they nail a little boy for toy army men.

But in recent months, the exercise has become a chore because I’ve slowly come to realize that bureaucratic stupidity is becoming the rule rather than the exception.

And now I think it’s time to throw in the towel and give up. Why? Because there’s really no hope for government schools when you come across a news report about some moronic paper pushers in Nebraska who wanted a deaf boy to change his sign-language name because it requires his hand to vaguely resemble a gun.

Deaf Child

A clear and present danger?!?

Hunter Spanjer says his name with a certain special hand gesture, but at just three and a half years old, he may have to change it. “He’s deaf, and his name sign, they say, is a violation of their weapons policy,” explained Hunter’s father, Brian Spanjer. Grand Island’s “Weapons in Schools” Board Policy 8470 forbids “any instrument…that looks like a weapon,” But a three year-old’s hands? “Anybody that I have talked to thinks this is absolutely ridiculous. This is not threatening in any way,” said Hunter’s grandmother Janet Logue. …”We are working with the parents to come to the best solution we can for the child,” said Jack Sheard, Grand Island Public Schools spokesperson. That’s just about all GIPS officials will say for now.

The good news is that it appears the bureaucrats have backed off following a public outcry.

But it’s nonetheless outrageous that people like Jack Sheard get our tax dollars and then even contemplate making life harder for a deaf kid.

I realize it’s a gross exaggeration to say that all public school teachers are bad and that all government schools are a failure, but we’re getting closer and closer to the point where the presumption should be that good parents send their kids to private schools whenever that’s a feasible option.

And from a policy perspective, we need to bust up the government school monopoly and implement school choice. And not because suburban kids are being victimized by political correctness. That’s a nuisance, not a crisis. It’s far more important to have competition in education to rescue the kids trapped in failed inner city schools.

We now have lots of good data on the benefits of school choice.  There’s also strong evidence for school choice from nations such as SwedenChile, and the Netherlands.

So next time we see a news report about bureaucrats running amok and ruining the education system, our energies should be focused on promoting school choice, not attacking political correctness.

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I expressed pessimism a few days ago about the possibility of replacing the corrupt internal revenue code with a flat tax. Either now or in the future.

But that’s an exception to my general feeling that we’re moving in the right direction on public policy. I’ve shared a list of reasons to be optimistic, even on issues such as  Obamacare and the Laffer Curve.

Education is another area where we should be hopeful. Simply stated, it’s increasingly difficult for defenders of the status quo to rationalize pouring more money into the failed government education monopoly. To paraphrase Winston Churchill, never has so much been spent so recklessly with such meager results.

That’s true regardless of whether Democrats are throwing good money after bad or whether Republicans are throwing good money after bad.

Fortunately, a growing number of people are realizing that the answer is markets and competition. School Choice CartoonThat’s one of the reasons why we’re seeing progress all over the country. Policy makers have implemented varying degrees of school choice in states such as Indiana, Louisiana, Wisconsin, Colorado, Florida, Arizona, and even California.

Is this having a positive impact on educational outcomes and other key variables? The answer, not surprisingly, is yes.

Here are some of the details from a new study published by the Friedman Foundation for Educational Choice.

This report surveys the empirical research on school choice. …the empirical evidence consistently shows that choice improves academic outcomes for participants and public schools, saves taxpayer money, moves students into more integrated classrooms, and strengthens the shared civic values and practices essential to American democracy.

The data on academic outcomes surely is the most important bit of information, so let’s specifically review those findings.

Twelve empirical studies have examined academic outcomes for school choice participants using random assignment, the “gold standard” of social science. Of these, 11 find that choice improves student outcomes—six that all students benefit and five that some benefit and some are not affected. One study finds no visible impact. No empirical study has found a negative impact.

And since I want to reduce the burden of government spending, let’s see whether school choice is good news for taxpayers.

Six empirical studies have examined school choice’s fiscal impact on taxpayers. All six find that school choice saves money for taxpayers. No empirical study has found a negative fiscal impact.

Here’s the breakdown of the studies for all the variables.

School Choice Studies

As you can see, it’s a slam dunk, much as a survey of tax research found that nearly 90 percent of academic studies concluded that class-warfare tax policy is destructive.

Some of the tax research was inconclusive, but not a single study supported the notion that higher tax rates are good for growth, much as this new research from the Friedman Foundation didn’t uncover a single study that found negative results from school choice.

So with lots of positive research and no negative research, why would anybody oppose school choice? Unfortunately, politicians like Barack Obama and groups such as the NAACP side with teacher unions, putting political power ahead of progress and opportunity for kids.

P.S. Here’s a video explaining why school choice is better than a government-run monopoly.

P.P.S. There’s also strong evidence for school choice from nations such as Sweden, Chile, and the Netherlands.

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