Greeks Bearing Gifts, Bridge Sales in Brooklyn, Confederate Currency and Kentucky NAEP Scores

November 22, 2011

(Guest Post by Matthew Ladner)

So does the data in this chart look fishy to anyone but me? What about after you read this?


School Choice Champion Ted Forstmann Passes

November 21, 2011

(Guest Post by Matthew Ladner)

Ted Forstmann, co-founder of the Children’s Scholarship Fund and Wall Street pioneer, passed away after a battle with cancer. Forstmann played a big role in the early stages of the parental choice movement and will be missed.


The Miseducation of a University President

November 16, 2011

(Guest post by Jonathan Butcher)

Aesop tells us that every man carries two bags, one in front and one behind, both full of faults. The bag in front contains the faults of others, while we carry ours in the one behind. As a result, we always see someone else’s mistakes and rarely look at our own.

Writing in the Washington Post earlier this month, ASU President Michael Crow chastises universities for not being more innovative during the current financial crisis. “Their lack of creativity in adjusting to the reduction of resources has shocked governors and business leaders alike who want to see universities innovate in order to educate more students better, faster and cheaper,” said Crow.

But ASU hasn’t exactly been a model of efficiency. Across the country, colleges are hiring massive numbers of administrators and ASU is no exception — in fact, the Sun Devils are an example of this “administrative bloat.” Between 1993 and 2007, ASU increased the number of full-time administrators per 100 students more than 167 other comparable universities while the number of instructional staff and researchers actually decreased. Goldwater research finds “[n]early half of all full-time employees at Arizona State University are administrators.”

Considering these hiring practices, Crow’s warning that proposals to turn universities into businesses are “ill-conceived” is remarkable. Also “ill-conceived” are programs that would “send our kids to college in the basement with the local online university.” Yet the University of Phoenix reports that some 75 percent of higher education students today “are older…work full or part time and have family responsibilities, including financial obligations,” which means online access to college classes may be the only access they have.

ASU and other state universities should focus on core academic programs and direct spending not to administration but on practices directly tied to student instruction. In addition, Arizona colleges and universities should align tuition more closely with the actual costs of providing an education, pursue more private funding, and make themselves more financially self-sufficient.

Jonathan Butcher is education director for the Goldwater Institute.


The Dysfunction of Non-Profit Organizations

November 15, 2011

I have almost always worked for non-profit organizations.  They’ve generally been great jobs, but I can’t say that I’m impressed by how they operate.  I understand that all organizations are flawed and inefficient, multiplying the flaws and inefficiencies of the people working for them.  But non-profit organizations strike me as particularly flawed and inefficient.

At the heart of the problem is that non-profit organizations lack the discipline of the profit motive.  There are no shareholders seeking to maximize the return on their investments.  Instead non-profit organization are answerable only to a board, who must ensure that the organization has sufficient resources to work toward a mission or set of missions that the board designates.

The need to raise funds can provide discipline to a non-profit organization, but if the non-profit receives government funds or has an endowment, the financial discipline of getting donors to voluntarily pay for operations is lacking.  The only source of accountability for endowed or government-supported non-profits is from the supervision of the board.  But we all understand that monitoring costs are very high for boards that are determined to exercise an accountability function.  And over time board are quite often captured by the employees of non-profit organizations, so they rarely attempt to exercise real supervision.

Without much financial accountability what do senior managers of non-profits tend to pursue?  There are limits to their salaries, so once they have obtained as much compensation as they can reasonably expect they tend to use their autonomy to build empires.  They tend to increase the size of their organization to employ more people, have more buildings, and have their hands in more activities.  Bigness increases the status and power of the non-profit managers since they have a larger patronage machine, shiny facilities to impress others, and can intervene in more arenas.

There has been insufficient attention to the problem of gigantism in non-profit organizations.  When for-profit organizations become too large they are either broken-up by regulators with tools like anti-trust or they are divided by shareholders who recognize that the parts are worth more than the whole.  The conglomerates of the 1970s fell victim to corporate raiders who made a fortune by breaking up overly large and inefficient profit-seeking organizations.

But where are the raiders in the non-profit world?  They don’t exist.  So nothing stops government funded or endowed non-profits from getting way too big.

I’m not talking about non-profits getting so big that they possess too much power or influence.  That’s a discussion for another post.  I’m simply talking here about non-profits getting too big to efficiently pursue their mission anymore.

I’m not sure what if anything should be done about this problem.  If donors endow a non-profit understanding that they can easily suffer from gigantism, then why should anyone else care if they are wasteful with their money?    Some might say that the government should care because it granted non-profits a tax-advantage for which it should expect the efficient pursuit of the public good.  But that perspective assumes that not having your money taxed is a privilege because all money ultimately belongs to the government.  I don’t believe that.  Besides, the government is almost certainly less capable of ensuring organizational efficiency than non-profit boards and would likely be even more wasteful if it received the money instead of the non-profit.

But I can’t help being bothered by the clear dysfunction of non-profit organizations.  I just hate waste.  Perhaps the real problem is that gigantism among non-profits crowds out the possibility of more efficient operations by profit-seeking organizations.  An overly large non-profit sector grabs more talented people who could instead be working more efficiently in the private sector.  Big non-profits also compete with services provided by profit-seeking organizations but their tax-advantage allows them to do so more inefficiently.

Perhaps all organizations, non-profit or profit-seeking, should be taxed in the same way and at the same level.  If the tax burden were spread across all types of organizations, the tax rate could be lower.  And as the Al Copeland Humanitarian Award has taught us, profit-seeking individuals and organizations often do far more good in the world than do non-profits who claim to exist for the public good.

And perhaps wealthy individuals should have a clearer understanding of the tendency of non-profits toward gigantism before they endow them.  They could address this problem with spend-down requirements so that non-profit managers cannot build a permanent empire for themselves.  They could also address this by investing more of their money in profit-seeing organizations rather than giving it away, since those profit seeking organizations may end up doing more good.

It’s true that wealthy individuals can’t take it with them when they die, but they don’t have to permanently endow self-serving non-profit empires.  If they can’t think of any better way to control gigantism in non-profits, they could always just give their money to their fellow shareholders.  Yes, there are no tax-advantages for that way of disposing of one’s assets after death, but at least those wealthy individuals could know that the money was going to their business partners and hope that it would be reinvested in new, profit seeking enterprises that might make the world a better place.


True to Her Traditions – At Last

November 11, 2011

(Guest post by Greg Forster)

On Veterans Day two years ago I posted a sharp condemnation of my grad school for its contempt of the military, even in defiance of its own traditions. In the comments, I made a promise that I would be prepared to post something more cheerful for Veterans Day “when the Ivies quit spitting on the people who fight and die to preserve their right to spit on them.”

Yale is bringing back ROTC, along with Harvard and Columbia. Princeton refuses to budge. Brown is still considering its position. Cornell, Dartmouth and Penn had already brought it back before this year.

I’m not sure at what point my stated obligation to “post warm fuzzies about mom and apple pie” kicks in, and I’ll admit that I don’t think the series of events leading up to these developments generally augers well for civil/military relations. But that war is over and now is a time for reconciliation. Six of the eight Ivies now offer military training within their for-credit educational curricula. That is progress.


Vouchers and Low-Income: Reality Check

November 10, 2011

(Guest post by Greg Forster)

Have school vouchers moved away from their historic focus on low-income students? The political hacks at the Center on Education Policy think so. And as we know, whenever CEP weighs in, that’s reason enough to check the facts.

Paul DiPerna of the Friedman Foundation did a headcount and found that as of now:

  • 11 of 17 existing voucher programs have no income limits
  • 7 of these are statewide special-needs programs (FL, GA, LA, OHx2, OK & UT), 3 have geographic caps (ME, VT & OH) and one has a numeric cap (CO)
  • Of the 6 programs with income limits, 5 have limits that are above 200% of the poverty line

What do you know? CEP is right!

Of course, other kinds of limitations can be equally problematic. If our goal is to create a thriving marketplace of innovative options, the key is to provide enough students with enough choice to support new entrants – educational entrepreneurs – so we get beyond just moving kids from existing public schools to existing private schools. We don’t really have any existing programs that do that.

On the other hand, even among poorly designed programs there are better and worse forms. The income limitation was worse for educational entrepreneurship than, say, a straight numeric cap or a straight geographic limitaiton. As Milton always said, show me a program for the poor and I’ll show you a poor program. The hard reality is that lower-income people are not the population that throws its support behind truly innovative ventures. They have too much at risk. It’s the well-off, educated parents who are most likely to feel secure trying newer or more specialized schools. (Programs like EdChoice that are not “straight” geographic limitations but shift eligibility areas from year to year based on public school performance are another matter – they’re hugely problematic from this standpoint.)

The quickest way to unlock educational innovation and deliver better education to low-income students is to give vouchers to everyone. That way the innovations will, you know, actually happen.

Since I know you’re wondering, here are the tax-credit scholarship numbers for comparison purposes:

  • 3 of 10 tax-credit scholarship programs have no income limits
  • One of the three (AZ) is a statewide special-needs program
  • 6 of the 7 programs with limits have limits that are above 200% of the poverty line

Something Rotten in the State of NAEP?

November 10, 2011

(Guest Post by Matthew Ladner)

So if you measure the learning gains for children with disabilities on the four main NAEP exams for the entire period all 50 states and the DC have participated, you get the information in the above chart. Last week, the Bluegrass Institute’s Richard Innes alerted me in the comments and by email about fishy exclusion rates for children with disabilities and English Language Learners. I had only casually examined the exclusion rates, but having examined them more closely, I’m concerned.

The 2011 NAEP included standards for inclusion, which include 95% of all students selected for testing, including 85% of students with disabilities or classified as English Language Learners. One might possibly infer that some states were playing games and tricks with excluding such students in the past, and that simply listing the rates wasn’t doing the trick. This year, they listed expected standards and provided the gory details in an Appendix. On the conference call regarding the results, the NAEP team took pains to note this innovation.

So, as you can see, half of the states in the Top 10 gainers for children with disabilities just so happen to be states that violated the inclusion standards on one or more NAEP exam. Hmmm. Moreover, some of them didn’t just barely miss these standards, but instead chose to commit violence against them.

Maryland led the nation in gains among children with disabilities….or did they? Maryland’s inclusion rate for children with disabilities on the 4th grade reading test in 2011: 31%, which though completely pathetic actually beat the 30% rate for children with disabilities on the 8th grade reading test. The ELL rates were almost as bad.

The only other state to sink into the 30s? That would be second place Kentucky, which also excluded an enormous number of ELL students from NAEP examination. The math exams were better than the reading, but lo and behold- there is Maryland again falling below inclusion standards. Maryland failed to meet the 95% overall inclusion standard on 3 out of the 4 exams in 2011.

I have run the numbers for gains among children who are neither disabled nor ELL, and something real and positive is happening in Maryland: scores are up. It is however obvious that the NAEP created these standards for a reason, and have invited people to make up their own minds about whether to throw a skeptical flag in the air.

I’m throwing my flag. I don’t know if it explains all of the gains in Maryland and Kentucky, but it seems pretty obvious to me the results from those two states and perhaps others ought not to be considered comparable to the other states.

I’ve been told and I find it credible that these exclusions have only a small impact on the statewide numbers. Can we imagine however that very high exclusion rates for ELL students will not heavily bias the Hispanic number? Or that sky-high special ed exclusions won’t inflate a variety of subgroup scores? Or that excluding many of both of these subgroups won’t impact your Free and Reduced lunch eligible sample?

So given that the Congress mandated participation in NAEP as a part of NCLB, a mandate which all the federalist bones in my body find quite reasonable, perhaps it would be a jolly good idea for Congress to mandate minimum inclusion rates along with participation when reauthorization finally rolls around. Caesar’s wife must be above suspicion.


Crystal Bridges Art Museum Opening in Arkansas

November 9, 2011

The Crystal Bridges Museum of American Art (pictured above) is opening this week in Bentonville, Arkansas.  Much has already been written (see this for example) about the significance of this new museum and I doubt that I could add much to that discussion.

What I can do is highlight an artist, Thomas Hart Benton, whose work I love and is part of the Crystal Bridges collection. Benton’s work, such as Plowing it Under pictured below, was part of the Regionalist art movement in the 1930s.  As Hart described the Regionalist movement in his autobiography:

We came in the popular mind to represent a home-grown, grass-roots artistry which damned ‘furrin’ influence and which knew nothing about and cared nothing for the traditions of art as cultivated city snobs, dudes, and aesthetes knew them.  Regionalist we became and the victims thereby of a lot of odd and inaccurate definitions which the word suggested…I [became] just an Ozark hillbilly.  We accepted our roles.

It is strange that some have criticized Crystal Bridges for drawing great works of art away from big coastal cities (see this for example) to semi-rural Arkansas.  More accurately, the big coastal cities often drew great artists away from mid-America.

Thomas Hart Benton was born in Neosho, Missouri — just 40 miles from Crystal Bridges.  The city of Bentonville Arkansas was actually named after Thomas Hart Benton’s great uncle.  Benton painted and taught in New York and Paris, but eventually settled back in Kansas City.  It is entirely fitting that his work should be on display in a beautiful gallery in the heart of America.

In case you are ever in Kansas City, be sure to visit the Nelson-Atkins Museum, where you’ll find Benton’s wonderful take on the story of Persephone (pictured below).


Are Public School Teachers Underpaid?

November 7, 2011

(Guest Post by Lindsey M. Burke)

My colleague at Heritage, Jason Richwine, along with co-author Andrew Biggs of AEI, has just published a groundbreaking new paper on teacher compensation. The authors find that public school teachers “make total compensation 52 percent greater than fair market levels, equivalent to more than $120 billion overcharged to taxpayers each year.”

As Bob Costrell noted (Costrell was the discussant at the public event at AEI earlier this week to present the findings) Richwine and Biggs’ research significantly contributes to the existing literature on teacher compensation. In doing so, it shatters three myths that have driven policy in the wrong direction for decades.

Myth No. 1: Teachers are constantly tempted to leave the classroom for high-paying private sector jobs. We’re told that teachers are tempted into higher-paying professions; that it is a teacher’s sense of commitment, not high compensation, which tethers them to the classroom. Teachers, as former AFT president Sandra Feldman once argued “are being lured to other professions with handsome salary offers.” The NEA’s Kim Anderson even responded to the Richwine/Biggs study by stating that “Talented individuals turn away from this rewarding profession because they are forced to choose between making a difference in the lives of students and providing for their families.”

For the average teacher, however, this isn’t the case. Switching from a non-teaching job to a teaching job increases workers wages, on average, by 9 percent; transitioning from teaching to non-teaching, by contrast, results in a wage decrease of 3 percent. As Richwine and Biggs observe, it’s “the opposite of what one would expect if teachers were underpaid.”

Which brings us to myth number two…

Myth No. 2: Teachers are underpaid. Richwine and Biggs’ finding that teachers are paid above market value runs contrary to what we so often hear – that teachers are, to quote Sec. Duncan, “desperately underpaid.”

While it’s true that public school teachers earn less, on average, than similarly credentialed non-teachers, Richwine and Biggs note that traditional skill measures, such as years spent in school or level of degree, do not lend themselves to an accurate salary comparison of teachers to non-teachers. The “wage gap” disappears when teachers and non-teachers are compared using objective measures of cognitive ability, as opposed to years of university education.

Beyond paper qualifications, comparisons of public school teachers to their private school counterparts provides more evidence that public school teachers are compensated above market value. The authors find that “With all observable skills held constant, public-school teachers nationally earn 9.8 percent more in salaries than private school teachers.”

But it’s the benefits that are the biggest factor. Biggs notes in NRO:

“The BLS benefits data, which most pay studies rely on, has three shortcomings: It omits the value of retiree health coverage, which is uncommon for private workers but is worth about an extra 10 percent of pay for teachers; it understates the value of teachers’ defined-benefit pensions, which pay benefits several times higher than the typical private 401(k) plan; and it ignores teachers’ time off outside the normal school year, meaning that long summer vacations aren’t counted as a benefit. When we fix these problems, teacher benefits are worth about double the average private-sector level.

“Finally, public-school teachers have much greater job security, with unemployment rates about half those of private-school teachers or other comparable private occupations. Job security protects against loss of income during unemployment and, even more importantly, protects a position in which benefits are much more generous than private-sector levels.”

When considering the benefits public school teachers enjoy – job security, health benefits, and plush pension packages – the “totality of the evidence” suggests that teachers are not underpaid, and are actually, overpaid.

Myth No. 3: We aren’t attracting enough teachers. Well, myth number three is actually a half-myth. During the AEI discussion, Costrell also pointed out that the median number of qualified applicants per teaching position is 15:1. So while there is actually excess supply, there is wide variation by field. While there are only four applications for every available speech and language pathology position, there are 129 applicants for every elementary (K-6 teacher) position.

Teachers should be paid fair market wages, but the current system prevents teachers from being rewarded based on their performance.

Research shows that teacher quality is one of the most important factors in increasing student achievement. Effective teachers should be handsomely rewarded for the impact they are having on a child’s education. By reforming compensation policies in a way that accounts for the abilities of great teachers to improve student outcomes, we will ensure excellent teachers are richly compensated, and mediocre teachers have a strong incentive to improve.


The Book on Rhee’s DC tenure: Pretty Good, Let’s Move On

November 4, 2011

(Guest Post by Matthew Ladner)

I mentioned a couple of weeks ago that the 2011 NAEP would be the first real book on Michelle Rhee’s tenure running DCPS. The 2009 NAEP was a little early, and the 2013 numbers and those going forward will be owned increasingly by those in charge after Rhee, for better or worse.

So this morning I tried to devise a rough and ready analysis that would be informative (if certainly not definitive) and that I could run before making breakfast for the kids (Mrs. Ladner is off on a well-deserved vacation, daddy is gasping for air).

Here is what I came up with: Rhee took command in 2007, so I use the 2007 NAEP scores as the baseline. We all know the level of academic achievement is terrible in DC, but it was when Rhee got there as well, so I decided to focus on growth in scores.

Finally, DC has experienced a good amount of gentrification in recent years, so I chose to focus on the growth of free and reduced lunch eligible children on all four main NAEP exams (4R, 4M, 8R, 8M) for the 2007-2011 period.

Here’s what came out:

That’s pretty close to the top. Rhee’s critics will be quick to note that DC’s gains between 2003 and 2007 were also large. We of course can never know the counterfactual DC’s scores may have been due for a stall, or they may have kept up the same pace whether Rhee had shaken the District up or not. We’ll never know.

The most important point is: DC scores are still a disaster despite the large gains before, during and after Rhee. Rhee has moved on, but the rotten scores are still there.

DC policymakers, in my opinion, should now look to take a deeper dive on reform. Why does the District’s budget continue to swell when the enrollment continues to shrink? If money were allowed to truly follow the child, you’d see an even more robust charter school movement in the District.

When will the District finally clean up the special education disaster? Many blame it on the lawyers, but go and look at the scores in the post below: these guys are shooting fish in a barrel. Special needs vouchers could play an important role in a comprehensive plan to clean up the special needs mess in DC (no litigation, no ultra-Cadillac placements).

While the needle is moving in the right direction in DC, I believe that the Cool Kids came out of the experience sadder, wiser and undeterred. That’s for the best.