Big Shock! Nationalization Sparks Culture War

August 19, 2011

Paul the psychic octopus sez: “Toldja so!”

(Guest post by Greg Forster)

With the shooting war that’s emerging betweeen Arne Duncan and Rick Perry over national control of education, some of the people who helped facilitate the movement toward nationalization are now saddened to see that creating a giant lever in DC that has the power to impact every school in the nation leads directly to a vicious, snarling political war over education policy, such that education can’t be discussed and debated dispassionately because culturally aliented partisans who don’t trust each other are all too busy trying to be the first person to seize the lever.

Surely no one could have predicted this unforeseeable outcome! Oh, wait.

National control over curriculum creates a single lever you can pull to move every school in America. Would conservatives trust progressives, and would progressives trust conservatives, not to try to seize control of that lever to inculcate their religious and moral views among the nation’s youth? And if you don’t trust the other side not to try to seize the lever, is there any reasonable alternative to trying to seize it first?

And this would not be just a single conflict that would happen and then be over. Like the Golden Apple or the One Ring, national curriculum and testing will continuously generate fresh hostility and cultural warfare as long as they exist. And once you forge this ring, there’s no Mount Doom to drop it into.

See also. Plus Neal here. Not to mention Neal’s eternal platonic beauty queens.

The whole idea of “high standards” is now irreversibly associated with nationalization. Now that the standards people – most of them, anyway – have been foolish enough to start it, this war over nationalization is going to have to be fought to its conclusion before we can circle back and talk about “high standards” in any other context.


Rational Optimism on K-12 Reform

August 18, 2011

(Guest Post by Matthew Ladner)

Matt Ridley’s The Rational Optimist powerfully makes the case that market exchange is the driving force of human progress. Starting his argument in the far gone reaches of prehistory, Ridley builds a persuasive case that so long as people are out there developing new products and services, grinding on problems, that the human condition continues to improve. Government can certainly do things to speed things along (by perserving property rights) or slow things down in a variety of idiotic ways, but progress has proven to be robust in liberal market based societies. For instance, despite the collapse of a market bubble, horrible policy decisions by the Federal Reserve, Hoover starting a global trade war, too many policy mistakes by the Roosevelt administration to count and the onset of a World War, the average American was still better off in material terms in 1939 than they had been in 1929.

The reason why was simple- through all of the turmoil, there were still people out to make a buck grinding on problems. Technology continued to evolve and improve despite bipartisan political blunders of truly epic scale. Along the way, Ridley helpfully demolishes the conservative meta-narrative of decline from an imagined lost golden age. We live in an age of wonders compared to that of our ancestors. The problems we face are largely either overblown (global warming) or else getting substantially better at an unprecedented pace (global poverty).

Ridley’s journey through history and prehistory imparts a perspective on our struggles over education reform. Progress occurs in unpredictable ways and at its own pace. The key in the long run is to have a large group of people grinding away on a problem. Along the way, there are innumerable failures and false starts, but as long as people are out there trying to build a better product, sooner or later, they succeed and establish the next baseline for the next innovation.

In a primordial JPGB post in 2008, I wrote:

Our students need a market for K-12 schools. The market mechanism rewards success and either improves or eliminates failure. This has been sorely lacking in the past, and will be increasingly beneficial in the future. The biggest winners will be those suffering most under the status-quo.

New technologies and practices, self-paced instruction and data-based merit pay for instructors, may hold enormous promise. Before the current era of choice based reforms, they didn’t fit the 19th Century/unionized model of schooling, so they weren’t seriously attempted. Bypassing bureaucracy, a new generation has begun to offer their innovative schools directly to parents. Some have already succeeded brilliantly. Some states have been much keener than others to allow this process. Expect the laggards to fall in line eventually. We can hardly continue to cower in fear that someone somewhere might open a bad school when, in reality, we are surrounded by them now.

A market system will embrace and replicate reforms which work, and discard those that fail to produce. A top-down political system has failed to perform this task. Where bureaucrats and politicians have failed miserably, however, a market of parents pursuing the interests of their children will succeed in driving progress.

This process is underway but it is proceeding at a maddeningly gradual pace, from the perspective of an individual lifetime. Some problems take more than a lifetime to solve. Consider the struggle to end slavery and provide equal rights for African Americans. Lyndon Johnson’s signature on the Civil Rights Act came at the cost of hundreds of thousands of lives sacrificed over a period of centuries.

Milton Friedman, the originator of harnessing the power of markets to improve education, lived to see only the faint outline of his vision come into practice. Incremental victories such as lifting charter school caps and creating new voucher and tax credit programs are hard fought and to be celebrated, but in the long run the important thing is that we now have people working on new school models and the delivery mechanisms to allow educators to build them and parents to choose them for their children.

It took the charter school movement 20 years to come up with the idea of hybrid education. It’s no accident that it happened out among the charters. Both districts and pre-existing private schools suffer from far too much “that’s not how we do things around here” inertia. Jay covered this quite well-philanthropists should build new, don’t reform old.Hybrid learning may prove to be the next big thing, or something else might. As long as people are trying to build a better mousetrap and have the means to get it into the market, our future will be brighter than our present.


Carr Makes It 19-0

August 17, 2011

This finding’s been replicated more often than Picard’s Earl Grey.

(Guest post by Greg Forster)

Still clearing the backlog: I haven’t had a chance yet to tout this new empirical study of Ohio’s EdChoice voucher program, by my old colleague Matt Carr, finding that – guess what, you’ll never believe this – vouchers improve outcomes at public schools!

Building on a large body of previous studies, this makes it nineteen (19) high-quality empirical studies finding school choice improves public schools and zero (0) studies finding it harms public schools.

Interestingly, Carr finds the positive impact is concentrated among the highest and lowest performing students. Since EdChoice is a failing schools voucher, you might expect schools to respond by improving service to those “bubble” students who are near the state proficiency cutoff. However, Carr finds the opposite.

Matt hypothesizes – plausibly enough – that schools are responding by improving services to the students who are most likely to use the voucher to leave. Low-performing students have the most obvious motivation to seek better services, while high-performing students are the most likely to have actively involved parents.

I do have one quibble with the study. Matt writes that his study “provides an analysis of a voucher program that has not yet been rigorously studied for its competitive effects on traditional public schools.”

Oh, really?


The Rebels in the Hills Throw the Capital into Disarray

August 17, 2011

(Guest Post by Matthew Ladner)

Libya? Well yes at the moment but also NCLB as the Department has decided to allow states to retroactively “reset” their proficiency goals.

Over at Eduwonk, Andy grouses that if you have your attorneys study the fine print, it is actually 92 percent proficiency, and not 2014. He may be right, but the state departments of education either don’t agree or don’t realize it. The AMO charts I have seen all end with 100 percent proficiency in 2014.

McNeil and Klein write:

By letting a state retroactively revise its proficiency targets so that schools do better under the law, the department is setting a precedent that it’s willing to use any loophole or technicality to, depending on your perspective, help states out or avoid making tough decisions against states. This, too, despite vows in June that the Education Department would “enforce” the law.

After a similar faceoff with Idaho chief Tom Luna, the department also let that state keep its proficiency targets level, too, because Idaho hadn’t taken advantage of the three-years-in-a-row allowance.

Department officials say they want to give states breathing room until the details of the package come out next month. But one question I have is: If states can just go back and redo their proficiency targets so schools keep making AYP, why apply for a waiver, especially if you have to adopt reforms prescribed by the Obama administration?

Why indeed? State officials seem likely to draw the conclusion that the Department is profoundly reluctant to employ their only real weapon (withdraw of federal funds) in pursuit of a goal which Secretary Duncan has (correctly) described as utopian. A great loophole hunt may be silly, but it beats having states simply drop their cut scores or openly defy federal law while still taking federal money.

Let’s see what happens next…


Podcast on Power

August 16, 2011

(Guest post by Greg Forster)

Still catching up on a travel backlog – in case you missed it, here’s my latest pod-type casting module over the inter-net system of tubes via Heartland. Main topic: the delicate balance between truth and power, and how the late unpleasantness shows the dangers to which some education reformers are already succumbing as they displace the minions of the blob as gatekeepers to the center of the conversation. Our old friend Jack Jennings, aka the human torch, also makes an appearance!


Central Planning Conservatives and DC Edu-Punditcrats

August 15, 2011

Colin Farrell ET host Mary Hart and actor Colin Farrell, winner Best Performance by an Actor in a Motion Picture - Musical Or Comedy for "In Bruges," backstage with Entertainment Tonight at the 66th Annual Golden Globe Awards held at the Beverly Hilton Hotel on January 11, 2009 in Beverly Hills, California.  (Photo by Kevork Djansezian/Getty Images) *** Local Caption *** Mary Hart;Colin Farrell

The Wall Street Journal had an excellent piece by Charles Dameron chronicling the “crony capitalism problem” of newly announced Republican presidential candidate, Gov. Rick Perry of Texas.  The piece describes a $200 million slush fund that the governor along with the leaders of the state house and senate have to “invest” taxpayer money in high tech start-ups in Texas:

The Emerging Technology Fund was created at Mr. Perry’s behest in 2005 to act as a kind of public-sector venture capital firm, largely to provide funding for tech start-ups in Texas. Since then, the fund has committed nearly $200 million of taxpayer money to fund 133 companies. Mr. Perry told a group of CEOs in May that the fund’s “strategic investments are what’s helping us keep groundbreaking innovations in the state.” The governor, together with the lieutenant governor and the speaker of the Texas House, enjoys ultimate decision-making power over the fund’s investments.

The piece goes on to document the extremely cozy relationship between the recipients of these funds (who have a proclivity for declaring bankruptcy) and Rick Perry’s campaign coffers.  But the real problem of having the government fund businesses is not the actuality or appearance of conflicts of interest, as the WSJ article seems to suggest.  The real problem is the hubris of thinking that a handful of government leaders can identify the “right” businesses to which capital should be allocated.  Why should they think that they are smarter with public dollars than the market investing private dollars?  In short, crony capitalism is an example of the errors of central planning.

The WSJ piece on Rick Perry is quite damaging, but ultimately we may have to sift through a set of candidates (from both parties) to see who has the least extensive and dangerous central planning fantasies.

I’ve often wondered why people are seduced by the thought that they know best which firms should receive investments or which standards should be used in all schools or which teaching methods are most effective for all children.  The obvious answers are that people desire power or money, both of which can be grabbed by the successful central planner.

But there is another explanation for the tendency toward central planning that deserves our attention — youth.  Young, smart people have an amazing abundance of confidence in their own abilities to identify the right way for others to act combined with an amazing shortage of disappointing experiences where that central planning has utterly failed.   And, for better or worse, young people tend to play a very large role in policy-making.

I notice the youthful dangers of central planning every time I visit Washington, DC.  Just sitting in a restaurant I often overhear some twenty-something describe (in some detail) how to restructure energy policy, deliver health care, promote virtue through the tax code, or reshape the nation’s schools.  These twenty-somethings are usually congressional staffers or think-tank wonks.  And I am just as likely to hear this central planning hubris from someone working for a Republican member of Congress or a conservative think tank.

I’ve never believed that teachers should determine education policy,that soldiers should determine military strategy, or that doctors should determine health policy, but there is something to be said for the wisdom of experience in policy-making.

Look at the folks who populate the DC education punditocracy.  Very few of them have actually ever done anything — except dream up what others should do and persuasively write about it.  They’ve worked in administrations, written policy briefs, and attended a whole lot of catered lunches, but they know remarkably little about the world.  Most have never had a regular (non-policy) job.  They don’t even know the world through scholarly inquiry, since almost none of them have ever conducted their own original empirical analyses of policies.  They read studies that others conduct, talk with each other, and write about what they think should be done.  The know about as much about policy as Entertainment Tonight hosts know about great acting.  They’ve seen other people do it and then talk about it all the time.

In short, I have no idea why we ever listen to many of these DC edu-punditcrats.  They may write very well (and often) and read a lot, but they don’t actually have any expertise.  And, given their youth and inexperience, they are very often tempted to engage in dangerous central planning fantasies.

Plenty of good-old-boys out in the hinterland engage in central planning like Rick Perry’s crony capitalism.  But their motivation to do so tends to be more cynical and obvious.  The straightforward desire for money and power is easier to detect and check.  The youthful central planning of the DC edu-punditcrats, on the other hand, is harder to contain because its practitioners enthusiastically believe in what they are doing.  They are ET Hosts who think their performances are Oscar-worthy.


Arne Duncan, Suuuuuuuuuper Geeeeeeenius!

August 12, 2011

(Guest post by Greg Forster)

Before he goes ahead with the plan to set himself up as America’s first one-man legislature, Arne Duncan might want to read this detailed, devastating takedown by Rick Hess.

This is pretty much what I was trying to get at in the comments earlier this week, except a whole lot better both on substance and humor value. I couldn’t stop laughing, and I also couldn’t stop crying.

(Although I do think I should get points for working in an Iron Chefs reference.)

If Duncan doesn’t pick up the clue Rick is putting out on the table for him, here’s how his tenure might be remembered:

 


Indiana Families Line Up for Vouchers

August 12, 2011

(Guest post by Greg Forster)

Catching up with a travel backlog: my Friedman Foundation colleague Paul DiPerna hit the HuffPost yesterday to let you know how the new voucher program is doing in Indiana:

In just a month’s time, some 2,200 students have already applied for scholarships to transfer to private schools for the 2011-2012 school year. Most of these kids have tried the public schools for at least one year, but they are now looking for a school that is better tailored to meet their needs.

I believe that’s easily the fastest takeup rate in the first year of a school choice program.


Emanuel Chooses a School as a Father Rather than a Mayor

August 10, 2011

(Guest Post by Matthew Ladner)

Choice for me but not for thee, episode 5,486.

It’s easy to send a torpedo slamming into the USS Rahm below the waterline on this, but for the record, I think Emanuel should make schooling decisions as a father, rather than as a Mayor or the leader of the Chicago Public Schools. I also however think that if choice is good for his family it is also good for all families. Morality is best when private matches public.

I wouldn’t put my children in CPS, neither would you. Barack Obama also of course chose an elite private school for his daughters. They made the right decision as fathers, hopefully they will come around as leaders.

Others already have done so.

Back in 2006, we parental choice supporters in Arizona were thrilled when Janet Napolitano became the first Democratic governor to sign a new parental choice law.

Since 2006, it has become old hat.

Since 2006, Democratic governors have signed 9 private choice expansions, including a new voucher program in Oklahoma last year and a new tax credit in North Carolina this year.  This comes in addition to widespread and growing support for charter schools, which to its credit includes the administration.

Jay has correctly noted in the past that the idea that parents should have the ability to choose schools is now only a debate over the degree to which this should happen, within the bounds of respectable opinion. Oh sure, there are plenty of Ravitch-zombies out there crying in their beer, but the reason these people are angry is precisely because serious people have tuned them out.

Many great things that have happened over the last two years. It is worth noting however that the average low-income child in this country is attending a school almost entirely dictated by their zip code. That average low-income child finds themselves being taught by a teacher who will neither be rewarded for excellence, nor will be dismissed for ineffectiveness. Mayor Emanuel obviously didn’t want this for his own children (who would?) and I hope, that as the leader of the Chicago Public Schools, he will do everything in his power to see that those less fortunate than himself also enjoy expanded opportunities.


Nationalization Chickens Come Home to Roost

August 9, 2011

(Guest post by Greg Forster)

He who sleeps with dogs gets fleas. Conservatives who spent the last year pooh-poohing concerns about federal government coercion lying behind the “voluntary” “state-driven” adoption of Common Core, and stigmatizing as “paranoid” those of us who sounded the alarm, are now shocked and saddened to discover that – hold on to your hats! – the federal government is gearing up to use the ridiculous and unobtainable NCLB 100% proficiency requirement as a bludgeon to force the last remaining holdout states to bow down and adopt Common Core.

I am shocked – shocked! – to discover that nationalization is going on in here!

If it’s too much to ask that they come out and admit that it was always a bad idea to sign on to an agenda that was obviously being driven by nationalizers, much less that they apologize to those of us whom they smeared and laughed at along the way, could we now at least ask for a moratorium on the silly “we can quit any time we want!” argument?

I mean the assertion that once states have been forced to sign up for Common Core, the fact that they remain signed up rather than dropping out somehow counts as evidence that they’re really “voluntarily” on board. Leave aside the fact that it basically boils down to saying it’s OK for state political leaders to be prostitutes and destroy children’s lives for money as long as they then come out after the fact and admit openly that that’s what they were doing all along. Does anyone really think that strongarming is something that happens only once? I mean, if your corner grocery gets a visit from Guido and Rocco and immediately thereafter signs up as a member of the Legitimate Businessmen’s Neighborhood Business Protection Society, does its membership count as “voluntary” because it stays in the society year after year even though Guido and Rocco never set foot in the place again?

Suppoose the LBNBPS people swear – cross their hearts and hope to die – that they’ve fired Guido and Rocco and have gone totally legitimate? Would anyone believe them? Would businesses feel free to leave?

I get the sense that conservatives who like Common Core want a do-over. They want to disengage from their former allies among the nationalizers and reposition themselves as champions of high state standards.

Fine! Step one to getting a do-over is to actually do it over.

Common Core is irreversibly associated with nationalization. It already was before the latest word about NCLB waivers; that news doesn’t create, but merely confirms, the permanent link between CC and nationalization of education.

You want genuinely state-driven common standards? Create some.