Fordham vs. Fordham on Private Choice Transparency

(Guest Post by Matthew Ladner)

The Fordham Institute has a new white paper out on accountability in private choice programs.  The headline will be that Fordham supports requiring students participating in voucher and tax-credit programs to participate in state accountability testing.  Adam Emerson, the author of the study and the new charter school chief in Florida (congrats btw Adam) wrote:

Surely there are risks associated with drawing private schools into public accountability systems, but empirical evidence shows that
downsides can be mitigated if policymakers are smart about how they design results-based accountability in choice programs of this kind.

The two key words in this sentence: risk and if.

Emerson believes that the risk of self-defeating homogenization of the school offerings available to parents can be managed by state officials being smart. Even the most insulated policymakers on the planet (say the Federal Reserve Board, which can more or less print its own budget) make decisions on far more than a technocratic basis. Even to the extent they do stick to their best judgement, they sometimes get things wrong in a spectacular fashion. Democratically elected lawmakers drift in and out of what Edmund Burke described as delegate and trustee roles of representation. The results, far from smart, are sometimes very messy and even counterproductive.

To gain an appreciation of the limited influence of technocrats in K-12 testing policy, I would suggest reading some of the Fordham Institute’s voluminous work making the case of what a complete hash a great many states have made of their testing systems for public schools. Here is a useful quote from the Proficiency Illusion:

Standards-based education reform is in deeper trouble than we knew, both the Washington-driven, No Child Left Behind version and the older versions that most states undertook for themselves in the years since A Nation at Risk (1983) and the Charlottesville education summit (1989). It’s in trouble for multiple reasons. Foremost among these: on the whole, states do a bad job of setting (and maintaining) the standards that matter most—those that define student proficiency for purposes of NCLB and states’ own results-based accountability systems.

Something far more than the I.Q. of policymakers seems to be at work here. The theme goes on in another brilliant Fordham report, the Accountability Illusion (emphasis added by yours truly):

As currently implemented, NCLB is not a discriminating system. A tremendous amount of money and energy has been spent to create the impression that there is accountability, and there are large numbers of schools throughout the United States that are in some phase of sanctions. But the accountability is not coherent. We found states where most schools failed to make AYP and others where nearly every school made it. We found demonstrably good schools that failed to make AYP far too often, and some pretty mediocre ones that slide by in some states.Thus what seems like accountability is an illusion. Good schools get sanctioned, bad schools get off, and ultimately students get shafted, since maintaining this illusion has a cost. When good schools get sanctioned, resources are wasted and we risk causing quick-fix, panic driven, counterproductive change in schools that may ultimately hurt students. When bad schools get off, their students are denied opportunities (what we unfortunately now call “sanctions”) that might lead to a better education, including the chance to attend a different school, or receive supplemental services, or simply obtain assurance that the workings of a perennially dysfunctional school will be addressed and corrected.

If those policymakers had been “smart” then thing may not have turned out this way. Many of the state testing systems that Fordham is now anxious to impose on private choice students have been previously described as costly frauds by, well, Fordham itself.

I don’t have a problem with private schools choosing to take the state test if it is done voluntarily.  Personally I wouldn’t want anything to do with a private school that lacked the self-confidence to have their own curriculum, but to each their own.  I like national norm reference testing as a light-touch method of providing transparency while leaving curricular choices up to schools.  If policymakers are so inclined, using such data to exit bottom-feeder schools could be undertaken without imposing state tests.

The whole idea of creating a parental choice program however is to provide parents with the broadest possible array of meaningfully varying options so that they can choose a great fit for the needs of their child. Accordingly, we should never make the mistake of viewing the job of a private school participating in a choice program as teaching the state’s curriculum or giving their tests. Rather their job is to satisfy the individual needs of the student to the satisfaction of parents. Parents will find schools following the state’s curriculum and giving the state’s test in abundant supply.  The whole purpose of private choice options is to create a diversity in the menu of choices available to parents and students.

It isn’t the lack of I.Q. that created the mess in state testing systems, rather the natural limitations of technocrats operating within a pluralistic democracy.   We would be wise to recognize these limits and to craft our choice programs accordingly.

11 Responses to Fordham vs. Fordham on Private Choice Transparency

  1. Ze'ev Wurman says:

    Well said!

    Fordham evolves from being a supporter of choice, to a supporter of national standardization, to a supporter of centralized command and control. Is it something in the Washington, DC, water system?

  2. The people at Fordham have no shame.
    The most effective accountability mechanism that humans have yet discovered is a policy that allows unhappy customers to take their business elsewhere. Internal accountability mechanisms will fall to the process that economists call “regulatory capture”. Insiders have superior access to information on internal processes (e.g., legislative hearings, board meetings ) and a greater stake in the outcome of policy changes. Unionized State (government, generally) enterprises begin life rather far along the road to regulatory capture.
    Homeschool. If your State imposes insurmountable barriers to homeschooling, move.

  3. jean sanders says:

    actually Fordham Institute and Education Next should have gotten this “BUNKUM” award; it went to the wrong people
    quote: “The ‘Look Mom! I Gave Myself an ‘A’ on My Report Card!’ Award
    Second Runner-up: To StudentsFirst for State Policy Report Card
    Read Review →
    First Runner-up: To American Legislative Exchange Council for Report Card on American Education:
 Ranking State K-12 Performance, Progress, and Reform
    Read Review →
    Grand Prize Winner: To Brookings Institution for The Education Choice and Competition Index
    Read Review →
    and for School Choice and School Performance in the New York City Public Schools

  4. matthewladner says:

    I only got a runner up this year? I didn’t notice, but that is a disappointing let down after my Lifetime award.

    I will have to redouble my efforts.

    • Patrick says:

      Matt, you do need to redouble your efforts. Getting a “runner up” award from an organization that believes eliminating NFL advertisements* in elementary schools will improve student performance is just not good enough. You need to win that!

      * An actual example from a real NEPC report. Yes, a plurality of the original scholarship from NEPC is about eliminating consumerism in public schools…

      • matthewladner says:

        So NFL ads rot the brains of kids, and Harry Potter books caused reading gains in Florida but not in other states. Hmmm.

  5. […] To be sure, private schools aren’t averse to oversight. It’s more about who’s providing it and who’s in charge of it: government or parents. With government at the core of Fordham’s toolkit, it ultimately will be prone to political decisions and special interests. We’ve seen how that approach has impacted our public schools. Layers and layers of bureaucracy, top-down standards, onerous reporting requirements, and tests have been foisted on public schools for decades. Do we really want the same for our private schools? Fordham once noted that sought-after accountability through state testing has been an “illusion.” […]

  6. […] Robert Enlow and Greg Forster at the Milton & Rose D. Friedman Foundation, and Matthew Ladner of former Florida Gov. Jeb Bush’s Foundation for Excellence in Education. Their arguments […]

  7. […] blogosphere caught fire almost immediately. Matthew Ladner wrote that Fordham’s toolkit betrays the Institute’s own insights about state accountability systems. Cato’s Jason Bedrick argued that Fordham is reading too […]

  8. […] With government at the core of Fordham’s toolkit, it ultimately will be prone to political decisions and special interests. We’ve seen how that approach has impacted our public schools. Layers and layers of bureaucracy, top-down standards, onerous reporting requirements, and tests have been foisted on public schools for decades. Do we really want the same for our private schools? Fordham once noted that sought-after accountability through state testing has been an “illusion.” […]

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