The For-Profit Boogieman

November 4, 2015


Check it out, he’s even GREEN! What more proof do you need?

(Guest Post by Greg Forster)

OCPA’s Perspective carries my column on the blob’s hypocritical allergy to profit in education:

A typical post from the blog of the Oklahoma Education Association (OEA) provides a window into this mindset. Posted near Christmas, it darkly warns that instead of Santa, a “sinister sleigh” was approaching Oklahoma, “being pulled by those whose intent is to devalue public education and then turn education into for-profit businesses…Alas, their motives are far from good. The bottom line for them is profit. Profit made at the expense of our children’s education.”

The great irony is that this educational blob is itself dependent upon profit in numerous ways. It’s a story as old as history: “It’s different when we do it.” In fact, the problem is not the existence of profit, but how the profit is made and who – government or parents – has the authority to decide when it’s being made at the expense of education.

I go over the various ways in which the teacher and staff unions are dependent on profit, culminating with this:

My favorite example comes from education labor reporter Mike Antonucci. He pointed out that teacher-union conventions – where rhetoric about the evils of profit is always abundant – are in fact a big business. Any large gathering of people is an advertising opportunity, and the unions have never been in the least shy about monetizing that opportunity. Try to reserve an exhibit booth at the next big union convention by paying only what it costs to provide the booth; if they turn you down, ask them how they justify such profiteering!

As always, your comments are welcome!

Huckabee Sinks to a New Low (Yes, It’s Possible)

March 6, 2015

Shameless Huckabee

(Guest post by Greg Forster)

Over on Hang Together, I declare shenanigans. Everybody grab a broom!

Welcome to Weimar!

November 14, 2014


(Guest post by Greg Forster)

It’s been a while since we had a post on union goons shutting down debate by force. It happened again yesterday at AEI.

In other news, the central bank has spent years flooding the economy with cheap money, and fascist imagery is now cool and transgressive.

Willkommen . . . bienvenue . . . welcome!

Responding to the President on Choice Media

February 24, 2014


(Guest post by Greg Forster)

Recently, the president claimed that “every study” shows voucher programs aren’t highly effective. Choice Media has posted a short clip in which a legend in the field (Paul Peterson), the leader of voucher research conducted by the president’s own department of education (Pat Wolf), and a modest chorus in the background (yours truly) contest the president’s claim.

Jeb Bush Drops School Choice – I Wonder Why

August 19, 2013

(Guest post by Greg Forster)

Jeb Bush’s big speech about education reform has made it onto NRO this morning. He does not include school choice as one of the four key components of education reform. I can’t imagine why Jeb would no longer view school choice as having been an important part of the Florida formula for success. Oh, wait, yes I totally can.

I am for standards. But choice must succeed before standards can succeed. By dropping school choice from his list of must-have reforms, Jeb is undermining the necessary path to success for standards.

Granted, he does turn aside at one point, under his section on digital learning, to tangentially mention school choice. But then, weirdly, he immediately feels the need to insist that “accountability is the cornerstone of reform.” Why is he suddenly going back to the subject of accountability when he’s already discussed that in a previous section? It’s a total non sequitur for him to bring it back up here – unless, that is, he shares my view that school choice is ultimately at odds with the technocratic, “trust us, we’re experts” spirit of Common Core.

He also asserts CC won’t hurt school choice – but his own defensive rush to demand that “accountability is the cornerstone of reform” after merely mentioning school choice undermines confidence in that assertion.

If anyone wants to contest my read of this speech I would request their responses to two questions: Why isn’t school choice one of Jeb’s four must-have reforms? And why does he suddenly rush to insist that “accountability is the cornerstone of reform” right after working in an anodyne mention of school choice?

One last point: We who prioritize school choice did not pick this fight. It was the CC crowd who came out with guns blazing, demanding that all schools must be judged on their yardstick (not parents’ yardsticks) and spitting on anyone who questioned their orthodoxy. We did not pick this fight. But we will not roll over just because the CC folks have all the money and power. A decade ago, the unions had all the money and power. We survived them, and we’ll survive Common Core as well, because we’re right.

I Recant! Common Core for All!

June 27, 2013

Greg loves CC cropped

(Guest post by Greg Forster)

Just like Jay did a little more than a year ago, I am recanting my opposition to Common Core. I’m all for it! Never mind everything we said about how there’s no one best way to teach children, and even if there were, we don’t know what it is yet; never mind everything we said about how unions would inevitably get control of the standards or how they would reignite the culture wars; never mind everything we said about how the standards are already being set too low, how they’re being put together by people with conflicts of interest, how they’re being illegally pushed from Washington.

Never mind all that. I’m all for Common Core. Why? Because Common Core is good for school choice!

Yes, I just wrote a big post about why Common Core is bad for school choice. I take it all back. Every word of it.

As Matt has just pointed out, 2013 is turning out to be the third big year in a row for school choice. Now here’s the thing. Back when 2011 was a big year for school choice, you heard about it everywhere. I mean every-frikkin-where. And don’t get me wrong, that was sweet. But 2012 and 2013 have been good years for choice, and for some reason, nobody’s noticing.

What gives? Well, for years we’ve been saying that “vouchers make the world safe for charters.” Whenever vouchers get on a roll, the unions have to train all fire on vouchers – leaving charters to slip through with less opposition. Meanwhile, mushy-middle politicians, academics and journalists can triangulate by opposing vouchers but supporting charters. It was Jay’s idea originally, but I wrote about it at some length in the Freedom and School Choice book a while back.

It would appear that just as vouchers make the world safe for charters, Common Core makes the world safe for vouchers. Everyone is so busy running around fighting over Common Core – especially the unions – that voucher supporters seem to have a freer hand. A while back, Jay wrote that one reason Common Core is a problem is “because it is a gigantic distraction from other productive reform strategies….Common Core is consuming the lion’s share of reform oxygen and resources.” But it’s also consuming the anti-reform oxygen and resources!

And when money and muscle cancel out, there’s nothing left to determine the outcome but the merits – a debate we’ve already won.

So lock the government collar around my neck and break out the Gates Foundation checkbook, because starting now I’m all for Common Core.

PS Yes, that is St. Milton watching over me in the background.

DFER and the Miniature Machiavellis

April 29, 2013

Democrats for Education Reform (DFER) has done much to advance progress in education, but I am disappointed to report that in a recent series of events DFER has acted as if they have no shame.  I literally mean NO SHAME in the sense that they are not ashamed of doing something that is wrong, that they know to be wrong, and that they persist in doing anyhow.

I am referring to the series of blog posts and mass emails in which DFER Indiana is attempting to support Common Core by demonstrating that some of the opponents of Common Core hold positions on non-educational issues, like abortion, that DFER’s target audience might find objectionable.  These posts make no effort to defend Common Core substantively.  In fact, they contain virtually nothing about education policy.  The essence of their argument is that you should support Common Core because you really wouldn’t like some of the people who oppose Common Core.

When I wrote a post last week mocking DFER Indiana director, Larry Grau, for making this type of argument I assumed that he had acted without the knowledge and support of the national DFER organization.  So I contacted a long-time friend at DFER national to alert him to Grau’s actions and to see if he could convey to Grau the foolishness of this type of non-substantive, ad hominem attack.

I was shocked to discover that DFER National was not only aware of Grau’s campaign, but was fully supportive of it.  Sure it is wrong, I was told, but this is the sort of thing that works.  Stating the case and arguing the merits doesn’t carry the day, I was told, you need to engage in this type of manipulative trick.  Relying on logical arguments, evidence, and research is just naive.  The only regret DFER National expressed is that Grau’s attack didn’t gain enough attention.  My DFER contact wanted more critiques of Grau to get more people talking about it.

I’ve never seen so much cynicism so candidly expressed.

I wish I could say that this cynical embrace of shallow, non-substantive, and ad hominem attacks is unique to DFER, but it is actually wide-spread in the education policy world.  Advancing one’s political agenda with a callous indifference for the truth is the operating principle of most organized interest groups, including the teacher unions.  But you can also see it when the Gates Foundation makes non-falsifiable claims and spins their own research.  You can see it when Diane Ravitch repeatedly and falsely claims no academic benefits of choice in Milwaukee or DC.  You can see it in the obsession among attention-starved education policy advocates with Twitter.  You can see it when folks abuse language with weasel words, passive voice, and mindless jargon for supposed marketing advantages.

In fact, I have heard several Foundations candidly express disinterest in funding education research because they would rather invest those dollars in more advocacy.  Systematic analysis of 990 tax forms shows that Foundations actually are shifting more and more money toward advocacy.  I’ve been forced to endure sessions with marketing consultants at ed reform conferences where these charlatan Svengalis tell us that it is all about “messaging.”

It isn’t all about “messaging.”  Ultimately, it’s about understanding the truth as best as we can perceive it.  We need honest and high-quality research to improve our understanding of the truth about effective policy.  Yes, we need to communicate our understanding of the truth clearly and concisely, but it does no one any good to make stuff up, distort the truth, or cynically distract people from substantive arguments with ad hominem and “guilt by association.”

These Miniature Machiavellis may think they can twist the truth tactically to achieve a  greater policy objective, but they have no appreciation for how long-term policy change actually happens.  Real and enduring change happens because people come to a new consensus about facts and evidence.  This is achieved with substantive arguments and quality research, not by manipulative tactics.

The advance of Civil Rights occurred because of eloquent and substantive arguments by people like Martin Luther King, Jr about human dignity and equality.  It was helped by social science research about how separate could not be equal, which informed the Court’s reversal in Brown v. Board of Education.

Even the progress that’s been made in expanding choice in education has been achieved to a large degree because of a growing consensus among researchers that choice is generally effective and desirable, which has then influenced elite opinion to the point where both party’s platforms embrace the notion of parental choice.  This research took place over the last two decades before the rise of “The Twidiocracy.”  It took patience.  It took discipline on the part of funders and the earlier generation of advocates to stay focused on the search for solid evidence.

It is not too late for education reform to return its focus to substantive arguments and quality research.  The first step is for funders to scale back significantly on their giving to advocacy groups.  Most of these groups are completely ineffective anyway, consuming virtually all of their resources to engage in manipulative tactics noticed only by other advocacy groups inside some tiny and inconsequential bubble.  Second, Foundations need to increase funding for quality research.  Yes, research has sometimes over-promised, under-delivered, and cost too much.  But we can work on controlling inefficiencies there while advancing the search for truth.  Of course, the effective marketing of research findings and substantive arguments is important, but at the core there has to be a grounding in truth.  Messaging without truth is the same as having no real message.

In sum, Foundations need to step back from the focus on prevailing in the next session’s legislative battle and start taking a longer term view of what it really takes to win.  That requires the courage and patience not to expect quarterly or annual metrics of progress, which only encourage the shallow and near-sighted tactics of the Miniature Machiavellis.   If Foundations only wished to reproduce the scheming and superficiality of 18th century French courtiers, then they have succeeded.  If they wish to produce real educational progress, then they need to change course.


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