Posts tagged ‘vouchers’

January 22, 2013

School Choice for Kids? Ravitch and NEA Say No

Larry Sand President California Teachers Empowerment Network

Larry Sand President California Teachers Empowerment Network

Widely discredited ex-reformer and teachers union try to deny families a fundamental right.

Diane Ravitch has yet again exposed herself as an unserious spokesperson for the sclerotic anti-education reform movement. This crowd is made up of people – typically special interests – bureaucrats, teachers unions, etc. – who desperately cling to the ridiculous notion that children are best served if they are forced to go to the school nearest their home, no matter how lousy it may be. And Part 2 of this bad scenario is that the same folks insist that we throw endless piles of cash at that school even though tripling funds for education in the last 40 years has had no effect on improving it.

In a recent op-ed in the Milwaukee Journal Sentinel, Ravitch did her darndest to make the case for maintaining the top-down, one-size-fits-all, centrally planned, expensive, bureaucratically bloated, failing school system that so many families in Milwaukee seek to escape. She claims that,

Milwaukee has had voucher schools since 1990, longer than any school district in the nation. Students in the voucher schools perform no better than those in the public schools.

Milwaukee has had charter schools for about 20 years. Students in the charter schools do no better than those in the public schools.

Ravitch, of course, is famous for never letting facts get in the way of her agenda. In a rebuttal in the same newspaper, researchers Patrick Wolf and John Witte say,

…students participating in the Milwaukee Parental Choice (“voucher”) Program graduated from high school and both enrolled and persisted in four-year colleges at rates that were four to seven percentage points higher than a carefully matched set of students in Milwaukee Public Schools. Using the most conservative 4% voucher advantage from our study, that means that the 801 students in ninth grade in the voucher program in 2006 included 32 extra graduates who wouldn’t have completed high school and gone to college if they had instead been required to attend MPS.

While the charter school data isn’t quite as dramatic as the voucher figures, studies show that charters also do a better job of educating kids in Milwaukee. Very importantly, Wolf and Witte point out,

Average per-pupil taxpayer costs of students in MPS were $15,969 in fiscal year 2011 compared to just $9,718 for independent charter schools and less than $6,442 per voucher student. Economist Robert Costrell determined that the operation of the voucher program alone saved the public over $52 million in fiscal year 2011.

So even if Ravitch is right, that school choice in Milwaukee makes no difference academically, isn’t it preferable to get the same results while spending a whole lot less? Maybe one day Ravitch will take a stab at answering that question, but I’m not holding my breath.

The National Education Association also needs to be taken to the woodshed. Those oh-so-clever folks at union-central have a page on their website which they call “Five Talking Points on Vouchers.” It begins,

What have you got against private school vouchers?” your brother-in-law demands over Sunday dinner. Ah, if he only knew the facts. Next time someone puts you on the spot, use these talking points to debunk the most popular voucher claims.

The “facts” according to the NEA are:

NEA: There’s no link between vouchers and gains in student achievement.

Truth: Greg Forster at the Friedman Foundation examined all available empirical studies and found that,

Ten empirical studies have used random assignment, the gold standard of social science, to examine how vouchers affect participants. Nine studies find that vouchers improve student outcomes, six that all students benefit and three that some benefit and some are not affected. One study finds no visible impact. None of these studies finds a negative impact.

NEA: Claiming that private schools have autonomy, they say that, “Vouchers undermine accountability for public funds.”

Truth: What NEA doesn’t tell you is that in many places public schools have no accountability at all. If a public school fails, what happens? Typically the school doesn’t “go out of business” the way private schools do. Instead, reacting to heavy pressure from the teachers unions, state legislatures will keep the failing schools afloat and demand that taxpayers pony up more money because “we owe it to the children.

NEA: Vouchers do not reduce public education costs.

Truth: This is an outrageous lie. As shown above, charters in Milwaukee do the job for 60 cents on the dollar and vouchers for about 40 cents on the dollar. Granted these numbers are specific to Milwaukee, but there is little difference on the national level.

NEA: Vouchers do not give parents real educational choice.

Truth:  They give everyone involved a choice. The claim here is that private schools “discriminate.” Okay, so what? If a certain school won’t accept little Johnny because he has an asthmatic condition that the school doesn’t have the medical wherewithal to deal with, a parent will have to go find a private school that is more suitable. Yes, in a free system of school choice, schools and parents can pick and choose each other without coercion.

NEA: The public disapproves of vouchers.

Truth: Because of intense propaganda by teachers unions and other special interests, the public has been skeptical of vouchers, but that is changing. According to the Center for Education Reform, there are now 21 states that have voucher programs. And very importantly, once a state institutes school choice, it doesn’t change back to a non-choice policy. (Choice does well elsewhere. France and Canada have partial choice set-ups, while 90 percent of Chilean students utilize such a system. And Sweden has free choice for every child in the country.) Additionally, researcher Herbert Walberg recently wrote,

In big cities, as many as 80 percent of public school parents say they would send their children to parochial or independent schools if they could afford tuition. Scholarships for poor families are heavily oversubscribed, as are charter schools, which are government-funded but run by private boards.

As we head into National School Choice Week, it is important to listen to the voices of those families who are desperately trying to get a better education for their children. And for Ravitch and her union buddies – history will relegate them to the dustbins they so richly deserve. It can’t happen too soon.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

National School Choice Week will be celebrated Jan. 27-Feb.2 this year.

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May 17, 2012

NEA: Poverty Pimp #1

The teachers union not only plays the poverty card, but by battling reforms, ensures that the impoverished will remain that way.

Larry Sand President California Teachers Empowerment Network

No Education Reform Without Tackling Poverty, Experts Say,” is the title of an article on the National Education Association website. Experts? A trip into the weeds leads to something called the Center on Poverty, Inequality and Public Policy at Georgetown University. Its main benefactor is none other than the Open Society Foundations run by former Nazi sympathizer, rabid America hater and megalomaniac, George Soros, a man who once said he saw himself as “some kind of god, the creator of everything.” Expecting anything without an agenda from this bunch would be foolish.

The NEA’s “experts” claim that pouring money into education will eradicate poverty is wrong on all counts. For example, they state that children would be better educated by attending a “high quality pre-school.” Yet Head Start, according to Reason’s Lisa Snell, U. of Arkansas Professor Jay Greene and others, has been a bust.  In 2010, Lindsey Burke at the Heritage Foundation wrote,

Taxpayers have been on the hook for more than $100 billion for the Head Start program since 1965. This federal evaluation, which effectively shows no lasting impact on children after first grade and no difference between those children who attended Head Start and those who did not, should call into question the merits of increasing funding for the program, which the Obama administration recently did as part of the so-called “stimulus” bill.

So, $100 billion later, children are no better off attending a preschool, but what’s important to the unions is that more adults are employed. And that means more dues for them to spend on their progressive political agenda which favors causes that have nothing to do with education – e.g. abortion on demand, same-sex marriage, income redistribution, and nationalized health care. In 2010-2011, NEA spent $133 million in lobbying and gifts to further its progressive agenda.

Also, with all the union kvetching, one might assume that we stint on education spending. In fact, in the U.S. since 1970, education spending has increased 150 percent. Compared to other countries around the world, we are number four in spending after Luxembourg, Switzerland and Norway. Yet,

The three-yearly OECD Programme for International Student Assessment (PISA) report, which compares the knowledge and skills of 15-year-olds in 70 countries around the world, ranked the United States 14th out of 34 OECD countries for reading skills, 17th for science and a below-average 25th for mathematics.

Thus the problem is not the amount of money we spend, but how it’s spent. Charter schools typically lead to better educated kids and save us money at the same time. Inner city charter school operators like Eva Moskowitz and Geoffrey Canada and the KIPP schools do a far better job – with fewer tax dollars – than traditional public schools. Even taking the superstars of the movement out of the mix, charter schools outperform traditional public schools. As Jay Greene writes, “Charter Benefits Are Proven by the Best Evidence.”

But no, the NEA doesn’t back charters. And the reason it doesn’t has nothing to do with education; it’s because charters are individually run and therefore very hard to unionize. In fact, only 12 percent of the nation’s 5,500 or so charters are unionized.

If the teachers unions were really serious about improving education and eradicating poverty, they would support the ultimate in school choice – voucher systems. A voucher would give a kid a chance to opt out of a failing public school and use his education dollars to pay for a private school of his choice. This would level the playing field for poorer families. However, the unions can’t abide vouchers because public schools would lose students to private schools, which are not unionized.

Eliminating the twin evils of tenure and seniority would go a long way to improving the current teaching force, by ceding more power to individual school districts. Bad teachers should be fired and the good ones should get raises. Better teachers can also handle slightly larger classes, thereby reducing the overall number of teachers we need.

But saving the taxpayers money, leveling the playing field for the poor, ceding power to local education agencies and thus having fewer dues-paying members are solutions nowhere to be found in the union playbook.

The nation’s education woes began about forty years ago – right at the time the NEA became a major force in education. Certainly other social trends have contributed to the educational morass we find ourselves in, but the National Education Association, the nation’s #1 poverty pimp, is the main reason for it – all the time using young children as pawns while vigorously pursuing its political agenda. Despite all the warm and fuzzy platitudes they spew, it is obvious that the teachers unions are not terribly interested in the education of our children or helping them get out of poverty.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

January 24, 2012

Exposing a 40 Year Education Crime: Why California Needs School Choice

Busting LAUSD and every other school district in the state for negligence should help kids, but it’s anyone’s guess as to when. In the meantime, giving families more educational options would be a great help, but don’t hold your breath, California.

President California Teachers Empowerment Network

With National School Choice Week underway, we see many positive things happening across the country. In states like New Jersey and Louisiana, governors are taking the lead in proposing ways to break the devastating monopoly that government run schools – their educrat leaders, corrupt and/or inept school boards and the powerful teachers unions — have held for far too long.

As an example of Big Education gone bad, I write in City Journal about a crime that has been perpetrated on the children of California for 40 years and the lawsuit that addresses it:

For nearly 40 years, the Los Angeles Unified School District has broken the law—and nobody seemed to notice. Now a group of parents and students are taking the district to court. On November 1, a half-dozen anonymous families working with EdVoice, a reform advocacy group in Sacramento, filed a lawsuit in Los Angeles Superior Court against the LAUSD, district superintendent John Deasy, and United Teachers Los Angeles. The lawsuit in essence accuses the district and the union of a gross dereliction of duty. According to the parents’ complaint, the district and the union have violated the children’s “fundamental right to basic educational equality and opportunity” by failing to comply with a section of the California Education Code known as the Stull Act. Under the 1971 law, a school district must include student achievement as part of a teacher’s evaluation. Los Angeles Unified has never done so: the teachers union wouldn’t allow it. To continue reading “A 40-Year Shame,” go to http://www.city-journal.org/2012/cjc0119ls.html

However the above case is decided, there will undoubtedly be lawsuits, union pushback, teacher dissatisfaction and who-knows-what-else as the various special interests scramble to do what is best for themselves. And as always, children’s needs are left out of the equation.

One way to transcend big government-union school domination would be to develop a system of universal school choice, including vouchers and tax credits. To that end, Alan Bonsteel and I passionately make the case for choice in an op-ed published in the Los Angeles Daily News this past Friday.

As we honor National School Choice week beginning Sunday, one fact stands out: 2012 marks the year when there can be no turning back in school choice reforms.

Last July, The Wall Street Journal dubbed 2011 “The Year of School Choice” because of legislation that had been passed all over our nation. For example, North Carolina and Tennessee eliminated caps on charter schools. Maine passed its first charter school law. Twelve states either adopted new voucher programs or expanded existing ones. After first turning its back on the popular D.C. Opportunity Scholarship program, Congress reconstituted funding for it.  To continue reading “School Choice Reforms are More Vital Than Ever,” go to http://www.dailynews.com/opinions/ci_19779002

While it would undoubtedly be a boon to education and save taxpayers money, school choice at this time is an extremely tough political sell in the Golden State. The entrenched special interests in California are in control and to make the needed changes will entail a long, bloody struggle. As such, taxpayers and parents must take the lead and force change via the initiative process.

In a future post, I will examine what options families in California do have if they want to remove their children from failing schools.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

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