The Mythbusting Never Ends

January 12, 2017

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(Guest post by Greg Forster)

OCPA’s Perspective carries my latest under the somewhat discouraging title “Ed Choice Mythbusting Never Ends.” At least I’ll never be out of a job:

The funniest thing in the article is where McCloud mocks the emergence of Education Savings Accounts (ESAs) and then complains about precisely the problem ESAs solve. After making fun of the choice movement for switching from vouchers to ESAs—because apparently it’s a bad sign if you’re willing to move from a good idea to a better one—McCloud asserts that “vouchers would inflate the cost of private education.”

Indeed, vouchers do inadvertently raise private school tuition. That is one reason the movement is switching from vouchers to ESAs, which allow parents to buy education services without creating an artificial tuition floor for schools. It’s also true that even ESAs raise economic demand for education services in general—but that’s just another way of saying they empower parents to pay for those services!

McCloud’s article provides a public service in one respect: It collects almost all the school choice myths in one place. Maybe I don’t mind so much if the defenders of the status quo make my job easy after all.

As always, your thoughts are appreciated!


Nine Lemons Dancing

December 24, 2016

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(Guest post by Greg Forster)

Via Byron York, this delicious datum from the Milwaukee Journal Sentinel regarding the Milwaukee teachers’ union:

After Act 10’s passage, the 4,500-member Milwaukee union took a hard look at the local’s work and found that 85% of its time went toward litigating disputes and misconduct cases involving 2% of its members.

But remember, the unions are all about delivering a better education to your kids, rubber rooms and lemon dances are a myth, and voluntary unionism is a threat to the republic.

Merry Christmas and Happy New Year to all!


Trump and School Choice

December 14, 2016

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(Guest post by Greg Forster)

I was grateful to be included in this Washington Post article on Trump and school choice yesterday. My post on Trump’s racism and illiberalism gets a mention, but the Post is right that another division is also important:

Free-market purists believe that parents know best, that they can choose the best schools for their children without intervention, something that could force poor-quality schools to close. On the other end of the spectrum are those who believe that intensive oversight and regulation are necessary to ensure that the schools from which parents are choosing are high-quality.

As long as Mike is taking his lumps out in the wild, wild west of Arizona, maybe he could rethink which side of this unavoidable civil war – unavoidable because opponents of parent choice have made it so – he really wants to be on.

Another point: I don’t blame the Post for describing advocates of parent choice as “free-market purists” while describing opponents of parent choice more neutrally. It is we in the parent choice camp who have chosen to make deep investments in “free market” ideological rhetoric. Everything we’re saying about markets is in fact true, but it’s a bad idea for us to make “markets” and “competition” the main points in favor of choice.

This was one of the main arguments of my recent series on “the next accountability.” As I wrote at the end of the series:

Markets and competition as drivers of efficiency and performance are important. But they do not provide the moral norms and narratives needed to inform the next accountability. The best case for universal school choice does not center on them. These should be secondary, not primary themes.

We should develop ways of articulating these principles as the basis of the next accountability:

  • The purpose of education is to help children develop the knowledge, skills and virtues they need to live a good life—achieving and appreciating the true, good and beautiful—and to live as good citizens of a community where we disagree about what is good.
  • To cultivate these, we need teachers who are wise professionals (possessing the qualities they seek to instill, and guided by an independent professional ethic) and schools that are free communities (where shared purpose, not the arbitrary dictates of distant authorities, shape a shared life).
  • Teachers and schools can educate the individual student for free pursuit of the good life as he or she sees it, and also for good citizenship and respect for others’ rights in a diverse community, because of what we share in common as human beings and as fellow Americans.
  • Teachers and schools should be held accountable to do this by parents and local communities—the more local the better—because they are in the closest moral and social connection to schools, and can therefore hold them accountable in ways that support their social fabric rather than disrupting it.

Is this too much to ask of a highly polarized education reform movement, strongly committed to moral narratives that center on either markets or test scores? I’m looking forward to finding out.


Pass the Popcorn: We Were Voyagers!

December 1, 2016

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(Guest post by Greg Forster)

I am a girl who loves my island; I am the girl who loves the sea

It calls me!

I am the daughter of the village chief; we are descended from voyagers who found their way across the world

They call me!

I have delivered us to where we are; I have journeyed farther; I am everything I’ve learned and more

Still it calls me!

This delightful movie speaks, not always clearly but always movingly, to some of the central tensions of advanced modern life. We need both tradition and discovery; we need both inner-looking integrity and outward-looking responsibility. Ultimately, we need God, who alone can transcend and reconcile these contradictory needs, sweeping aside the artifical barriers we create to divide them for our own purposes.

I’m not sure what’s more amazing, that a movie this good has four directors, or that two of them are the directors of The Little Mermaid – the high water mark of the Bad Old Disney – yet the occasional intrusions of Bad Old Disney thinking are actually swept up and incorporated (probably against rather than according to the directors’ purposes) into a whole that is very much of the New Disney, the Disney that cares about the transcendent.

Only very general spoilers follow, nothing highly specific. But if you intend to see the movie, better to set this aside and come back when you’ve seen it.

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“When It’s Time to Find Home, We Know the Way”: Tradition and Discovery

Moana is raised in a closed, tradition-bound society but longs to explore and discover, which she can only do by leaving her island behind. We, living in an open, scientific society, long for stable sources of identity, meaning and purpose, which is why we like to watch movies that take place in ancient times and places, when people knew who they were.

If this had been a Bad, Old Disney movie, the lesson would have been that “tradition” is either a bad thing or, at best, something that must bow the knee to the Brave New World and the quest for knowledge and discovery that will inevitably marginalize tradition. (Remember the great modernist quip in Sleeping Beauty: “After all, this is the fourteenth century!”)

Not here. Moana discovers that her traditionalist father has withheld from her the elements of the tradition that favor exploration and discovery – he has suppressed the part of the tradition that is anti-traditionalist. She discovers that her ancestors were voyagers who explored the world and colonized the empty islands as they found them.

“We are explorers reading every sign,” sing her ancestors, but also: “We tell the stories of our elders in a neverending chain!”

“We set a course to find a brand new island everywhere we roam” but “when it’s time to find home, we know the way!”

“We know where we are, we know who we are!”

Traditions embody commitments that are not themselves traditional, or at least not tradition-bound. The village didn’t just sprout up on the island; the villagers came from somewhere.

In the Bad, Old Disney, tradition was simply a relic to be surpassed by the great voyage of discovery. Here, the voyagers have a tradition – voyaging is the tradition – and it tells them who and where they are.

Her father has suppressed all this because a new danger appeared on the ocean; like all traditionalists, he thinks safety is to be found by retreat into a closed system of tradition. But traditions themselves speak against this; they point outside themselves to the higher things that traditions exist to serve.

Traditionalists always want to burn the boats. But it was our ancestors who made them.

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“I Am Moana”: Identity and Purpose

We need tradition because we need identity (“we know who we are”). We need discovery because we need purpose, a calling to which we aspire (“it calls me”). But it’s hard to hold on to both.

Identity requires an inward movement toward integrity, in the literal sense of that term – we need wholeness, a fitting together of all our pieces into a sum greater than the parts.

Purpose requires an outward movement toward responsibility – we need to be called out of ourselves, to serve something higher than ourselves.

Identity without purpose is narcissistic. Purpose without identity destroys our humanity.

The moment of greatest crisis, which I will not reveal, comes when Moana can no longer attach the person she is to the calling for which she has been chosen. The crisis is resolved when an outward calling brings her to an inward realization of their connectedness.

As I’ve said, there’s some intrusion of the Bad, Old Disney in Moana. It comes in the form of “look inside yourself,” “follow your heart,” “be who you are on the inside,” etc.

But here, that language – which remains dangerous – is used in the service of higher things. “Look inside yourself” is playing with fire, but as Moana shows, it is (to borrow a fine phrase from Allan Bloom) fire with which we must play if we are to transcend it.

Family is part of the answer. This is one of those rare (but less rare than they used to be) Disney movies with an intact family at the center. And it is noteworthy that her father, her mother and her grandmother are all necessary to Moana’s story. Without any one of them, the story either wouldn’t happen or wouldn’t happen the way it should.

In the family, both identity and purpose are provided for. Your family loves you and wants you to be a person with wholeness, but also calls you out of yourself to the service of others – at first, the others within your family, but ultimately the community at large.

The unconditional love of the family is essential. One of the lessons of the movie is that efforts to earn love and acceptance are futile; the love and acceptance thus “earned” are not authentic love and acceptance.

However, the family is not enough. A greater love is required.

Moana’s grandmother passes on to her the suppressed part of the tradition, and clarifies for her the calling for which she was chosen, because and only because a higher power to which the grandmother is devoted has provided for her to do so.

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“The Ocean Doesn’t Help You”: The Mystery of Divine Calling

Darkness is rising and monsters have appeared because we sought to steal from the gods the power of creation itself.

To redeem the world, the ocean has chosen Moana for a high and dangerous quest. If anyone else attempts to stop her, the ocean intervenes to keep a path to her quest open for her.

Moana herself, however, the one who has been chosen for the calling, can refuse the calling if she chooses.

At first there’s no question what she will choose, because the outward calling that comes to her from the ocean connects so clearly to the inward calling she senses inside herself, that she understands to be the true center of her identity.

But then comes suffering and failure. And the ocean doesn’t help. If the ocean wants these things done, why doesn’t it help?

“The ocean doesn’t help you” says the unwise man, “you help yourself.”

That turns out to be empty. When the unwise man gets wiser, he says of his efforts to help himself: “It was never enough.”

It never is. But the ocean still doesn’t help.

At first, the divine call resolves our tensions – by its transcendent authority it supercedes and breaks down our artificial divisions between tradition and discovery, between identity and purpose. It demands both; because, and only because, it demands both with an authority higher than both, it gets both.

But then the ocean doesn’t help.

At the end of all things, Moana is left floating alone on a raft at night, in the middle of nowhere, unable to find the path to her quest.

She has been chosen for the calling, but she can refuse the calling if she chooses.

She faces the same question she thought she had left behind her: “Moana, do you know who you are?”

The divine call, coming to her from outside, has not resolved that question. She must resolve it inwardly. She must – dare I say it – look inside herself.

Not for narcissistic self-expression but to discover who it is that the ocean is really calling.

And what she discovers leads to a surprising redemption.


The Next Accountability: Choice, Polity and a New Definition of Reform

November 30, 2016

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(Guest post by Greg Forster)

Today EdChoice has released the final installment of my series on The Next Accountability. A while back Matt said he was curious how I would “land the plane” after the lofty heights to which the early installments soared – canvassing big questions about the meaning of life and the future of democratic pluralism.

Well, here’s how I land it: The next accountability should be grounded in:

  • Empowering parents through school choice and local information systems
  • Devolving polity so principals and local districts govern schools close to communities
  • Reforming our movement’s principles to describe education the right way

The last one will probably be the hardest for the movement to grasp but may be the most important in the end:

Markets and competition as drivers of efficiency and performance are important. But they do not provide the moral norms and narratives needed to inform the next accountability. The best case for universal school choice does not center on them. These should be secondary, not primary themes.

We should develop ways of articulating these principles as the basis of the next accountability:

  • The purpose of education is to help children develop the knowledge, skills and virtues they need to live a good life—achieving and appreciating the true, good and beautiful—and to live as good citizens of a community where we disagree about what is good.
  • To cultivate these, we need teachers who are wise professionals (possessing the qualities they seek to instill, and guided by an independent professional ethic) and schools that are free communities (where shared purpose, not the arbitrary dictates of distant authorities, shape a shared life).
  • Teachers and schools can educate the individual student for free pursuit of the good life as he or she sees it, and also for good citizenship and respect for others’ rights in a diverse community, because of what we share in common as human beings and as fellow Americans.
  • Teachers and schools should be held accountable to do this by parents and local communities—the more local the better—because they are in the closest moral and social connection to schools, and can therefore hold them accountable in ways that support their social fabric rather than disrupting it.

Of course, this series is only a down payment on what needs to be a long-term change in the way we think and speak about accountability. But I had a huge amount of fun writing it and I’m convinced that something like this direction is the only real hope for educational accountability after the coming collapse of technocracy.

As always, I’d love to hear your responses. Thanks for reading!


School Choice’s Time for Choosing

November 24, 2016

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“This is wheeeeeeere the party ends…”

(Guest post by Greg Forster)

The most realistic thing about fairy tales is this: You don’t realize you’re making a titanic moral choice that will determine whether you triumph or die until the moment after you have made the choice.

Betsy DeVos will likely make a very good education secretary if 1) she can prevent her department from sabotaging her and 2) she focuses on choice and puts Common Core and all associated initiatives to rest. #2 is highly likely given what was said during the campaign. #1 is always something of a crapshoot. Being a conservative cabinet secretary is an inherently dangerous undertaking.

But I’m less interested in her choices and more interested in the choices of the school choice movement.

Trump will be president. All of us who work on policy issues have to live in a world where Trump is president. It’s not necessarily a good idea for every decent person to shun him; that means government will be run by scoundrels like Trump.

Every movement needs its Vaclav Klauses as well as its Vaclav Havels – people who are willing to hold their noses and work for a corrupt regime. You simply can’t get anything done otherwise, because there are no non-corrupt regimes.

Milton went to Chile and advised Pinochet. When challenged, he said: “I gave him good advice.”

But if they forget to hold their noses, if they think the regime is good, the movement dies. And they will forget if no one plays Vaclav Havel and goes to jail for telling the truth about the regime.

My biggest fear is that the school choice issue will become tied to Trump. It can never be said too many times: Donald Trump is a notorious racist who discriminates against blacks in his businesses, said a judge of Mexican ancestry couldn’t judge him impartially, constantly flirted with the alt-right, and refused, three times, to repuidate the KKK when first asked to do so. (Just in case this is unclear, the KKK is a criminal organization that murders people and exists to make war on the US government in the name of white nationalism. If Trump wants to learn more about it, he can ask his attorney general, who had a Klan leader executed.)

We in the school choice movement have spent a generation building bridges between the conservatives and libertarians traditionally associated with the issue and progressives and ethnic minority communities. We can’t afford to throw all that away.

But in the last few years the Common Core disaster has polarized the education reform movement. CC progressives (not identical with choice-friendly progressives, although there’s overlap) have declared war on conservatives, denouncing us as racist for the crime of not being progressives.

So far that hasn’t had much effect on the choice wing of the movement’s relationships with minority communities. But we choice people increasingly feel outcast, despised, wronged by those whom we had regarded as friends and allies, but who turned on us the moment they found it expedient to do so.

The temptation will be to say “F all these progressives who stabbed us in the back for Common Core, and who now tell us we’re racist solely because we’re not left-wing extremists. Let’s go all in with someone who won’t tell us we’re evil for being conservative.”

And of course that will be the death of us. Because then we really will have turned a blind eye to racism.

We should keep the focus where it belongs: on the states. If we’re offered a big federal push to impose choice on the states, we should say “thanks, but no thanks.” On the merits, yes, and for other reasons, too.

As someone once said on this issue, you can’t shake the devil’s hand and say you’re only kidding.

We can work with Trump (on, for example, choice in DC and other federal jurisdictions) the same way we might work with any bad person who holds office. But with the demonization of conservatives in the movement and the big opportunities for choice that Trump will soon likely be offering us, the temptation will be to forget what we spent the last generation saying: That school choice will die if it doesn’t build a trans-partisan, trans-ethnic coalition.


Understanding Bigotry

November 23, 2016

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(Guest post by Greg Forster)

I am deeply impressed by, but feel the need to add something to, Neal’s very gutsy column on trying to understand what appears to be bigotry.

Neal is right that what appears to be merely bigotry is often at least mixed with other, less objectionable concerns; and sometimes what appears to be bigotry may not be bigotry at all. As Neal points out, American Protestant responses to Roman Catholic immigration were at least partly colored by the knowledge that Catholic/Protestant differences had led to extended warfare in Europe, and usually the only viable path to peace had been to separate the two populations.

I would apply this in our own day by saying that populations that appear bigoted are often just low-information voters who have tuned out the dinosaur media completely (and with very good reason!) and thus have never been told that Donald Trump is a notorious racist who discriminates against blacks in his businesses, said a judge of Mexican ancestry couldn’t judge him impartially, constantly flirted with the alt-right, and refused, three times, to repuidate the KKK when first asked to do so. They simply don’t know these things because the news sources they trust (Fox, Rush) have decided not to tell them.

In light of this, I think the following also needs to be said:

  1. The more aggressive we are in repudiating real bigotry, the more credibility we will have to discuss what may or may not be real bigotry. If more conservative and GOP leaders had done the right thing during the election and repudiated Trump as beyond the pale and unsupportable regardless of all other factors because of his shameless racism, it might be possible now to get a hearing for the case that many or even most low-information Trump voters don’t know he’s racist. I’m not optimistic about that now. It may be true – I think it probably is true – but no one will buy it.
  2. There is a heavy reckoning awaiting the conservative and GOP leaders who chose to turn a blind eye to what Trump really is, and the right-wing news sources that chose not to tell their audiences.
  3. In an email, Neal says “a lot of Americans used to fear my religion.” What does he mean, “used to”?

The Next Accountability – Individuals and Communities

November 17, 2016

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(Guest post by Greg Forster)

EdChoice has published Part 4 of my series on The Next Accountability, in which I argue that an understanding of human nature and the American experiment in freedom and diversity is needed to ground a new approach to education in a pluralistic society:

The whole beauty and glory of America is that it seeks to respect differences and protect people’s freedoms and rights without giving up this shared life. Any idiot could have created a plan for a pluralistic society in which people with different views were kept in separate cultural compartments that didn’t share a common civic identity, marketplace and justice system. In fact, such systems are not uncommon in global history. What took a world-historical level of genius (and audacity!) was to construct a social order in which diverse people would share all these things, while remaining diverse.

To create new accountability systems, we must figure out how schools fit into this tapestry of pluralistic community. Schools are educating students who come from this unique social environment, and who will, upon graduation, go out into it to live the lives schools are preparing them for.

At a time when our choice seems to be globalist technocracy or tribalistic nationalism, a recovery of this vision is more needed than ever.


Reforming School Governance

November 15, 2016

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(Guest post by Greg Forster)

OCPA’s Perspective carries my article on school governance reform:

Governance reform means changing the system’s internal decision-making and authority structures. Parental choices and academic standards enforced by tests are both ways of placing external pressure on the system to perform. We can also do a lot of good by changing the shape of the system’s own workings. School board elections, building-level autonomy, principal training, transparency measures, and breaking up our bloated school district system are all places where there’s a lot of potential improvement.

As always your comments are welcome!


With North Carolina expansions the book may be closed on 2015 private choice

September 23, 2015

(Guest Post by Matthew Ladner)

Jason has a useful rundown on the private choice action in 2015 over at Cato after North Carolina added some style points to Greg’s latest easy triumph over Jay Mathews. Very, very, very good year. It is still time to raise the bar on the bet.


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