Pictured (L to R): Rick Hess, Jay Greene, Greg Forster, Mike Petrilli and Matt Ladner
(Guest post by Greg Forster)
Today, Education Week carries a joint editorial signed by nine scholars and analysists. We came together to agree that Mom and apple pie are good, Nazis and Commies are bad, and the empirical research supports the expansion of school choice:
Choice’s track record so far is promising and provides support for continuing expansion of school choice policies…Among voucher programs, random-assignment studies generally find modest improvements in reading or math scores, or both. Achievement gains are typically small in each year, but cumulative over time. Graduation rates have been studied less often, but the available evidence indicates a substantial positive impact. None of these studies has found a negative impact…Other research questions regarding voucher program participants have included student safety, parent satisfaction, racial integration, services for students with disabilities, and outcomes related to civic participation and values. Results from these studies are consistently positive…
In addition to effects on participating students, another major topic of research has been the impact of school choice on academic outcomes in the public school system…Among voucher programs, these studies consistently find that vouchers are associated with improved test scores in the affected public schools. The size of the effect in these studies varies from modest to large. No study has found a negative impact.
We have diverse viewpoints on many issues, but we share a common commitment to helping inform public decisions with such evidence as science is legitimately able to provide. We do not offer false certainty about a future none of us knows. But the early evidence is promising, and the grounds for concern have been shown to be largely baseless. The case for expanding our ongoing national experiment with school choice is strong.
This may well be the most important part:
The most important limitation on all of this evidence is that it only studies the programs we now have; it does not study the programs that we could have some day. Existing school choice programs are severely limited, providing educational options only to a targeted population of students, and those available options are highly constrained.
These limitations need to be taken seriously if policymakers wish to consider how these studies might inform their deliberations. The impact of current school choice programs does not exhaust the potential of school choice.
On the other hand, the goal of school choice should be not simply to move students from existing public schools into existing private schools, but to facilitate the emergence of new school entrants; i.e., entrepreneurs creating more effective solutions to educational challenges. This requires better-designed choice policies and the alignment of many other factors—such as human capital, private funding, and consumer-information sources—that extend beyond public policy. Public policy by itself will not fulfill the full potential of school choice.
Although I also feel particularly strongly about this:
Finally, we fear that political pressure is leading people on both sides of the issue to demand things from “science” that science is not, by its nature, able to provide. The temptation of technocracy—the idea that scientists can provide authoritative answers to public questions—is dangerous to democracy and science itself. Public debates should be based on norms, logic, and evidence drawn from beyond just the scientific sphere.
Kenneth Campbell is the president of the Black Alliance for Educational Options, in Washington.
Paul Diperna is the research director for the Friedman Foundation for Educational Choice, in Indianapolis.
Robert C. Enlow is the president and chief executive officer of the Friedman Foundation for Educational Choice.
Greg Forster is a senior fellow at the Friedman Foundation for Educational Choice.
Jay P. Greene is the department head and holder of the 21st-century endowed chair in education reform at the University of Arkansas, at Fayetteville, and a fellow in education policy at the George W. Bush Institute, in Dallas.
Frederick M. Hess is a resident scholar and the director of education policy studies at the American Enterprise Institute, in Washington, as well as a blogger for Education Week.
Matthew Ladner is a senior adviser for policy and research at the Foundation for Excellence in Education, in Tallahassee, Fla.
Michael J. Petrilli is the executive vice president of the Thomas B. Fordham Institute, in Washington.
Patrick J. Wolf is a professor and holder of the 21st-century endowed chair in school choice at the University of Arkansas, at Fayetteville.
Our color-coordinated mechanical lion battle chariots that join together into a giant robot are still under construction.
Defender of the empirical research universe!