Should O’Fallon, Mo., Keep Its Elected City Treasurer?

There’s an interesting little story over in the Suburban Journals about an upcoming vote to abolish the office of city treasurer in O’Fallon and replace it with an appointed position. The effect would not be that dramatic, because most of the duties of that office were already reallocated during a prior reorganization, but clearly the elected treasurer still has some authority over the city’s funds — and gets paid $11,000 a year while doing the part-time job. So, should voters give all the authority in that position to an appointed city finance officer, who would report to the city manager, who, in turn, is responsible to the mayor and board?

I don’t know the answer to that, but I guess I would recommend keeping the position as it is, if anyone asked me — which nobody (yet) has. However, I think it is a tough call. I have considered this issue in my testimony to charter commissions in Jefferson and Franklin counties. Which positions should be elected, and which appointed? The guidelines I have come up with are that if an official either makes important policy decisions or serves as a check on the power of other officials, that position should probably be elected. If an official simply exercises authority dictated by state or local law, without much discretion and without serving as a check on other officials, that position should probably be appointed. Examples of the former include prosecuting attorney, assessor, auditor, treasurer, and election clerk. Examples of the latter include recorder of deeds, coroner, circuit clerk, and collector of revenue.

So, how does this apply to O’Fallon? Well, as I said, it’s a tough call. The above examples were for counties, not suburbs (even large ones) like O’Fallon. As far as I know, there is only one other city in Missouri with an elected treasurer, and that is because St. Louis ain’t in a county. The city manager system works well for suburbs like O’Fallon, and in cases where it does not work, that has nothing to do with having too few elected officials. But I do like counties and larger cities to have at least one independent fiscal officer, be it an auditor, assessor, or treasurer. So, I think O’Fallon will be just fine with whatever the voters decide. Saving $11,000 a year would be nice, but having an independent elected official managing the money is also good government.

The really big question here is whether or not a minor vote like this on an obscure special election day (Feb. 2) would be enough to convince a certain Show-Me Institute employee who lives in O’Fallon that his vote might actually count enough for him to go and actually cast it.

Great Questions About High-Speed Rail at the Columbia Daily Tribune

Today’s Columbia Daily Tribune has a terrific editorial asking a lot of tough questions about the value of high-speed rail for Missouri. Questions like: Will anyone ride it? What about the operating costs? Will more subsidies be required? And where the hell was I?

All good questions, and all answered (except the last one) in Randal O’Toole’s new Show-Me Institute study about high-speed rail in Missouri. Check out both the article and the study, and thanks to Combest for the original link.

Intellectual Property Vs. Clever Parody

The Post-Dispatch has a story about a college freshman from Ladue and the very small clothing line he came up with two years ago as a parody of “The North Face.” Apparently, the legal department at The North Face is taking issue with his business all of a sudden.

Certainly, there is a trade-off between protecting intellectual property and permitting free expression. Absent any copyright protection, an entrepreneur can spend an entire life building good faith in a brand only to have fly-by-night startups capitalize on it by selling under the trusted name. However, the case of Jimmy Winkelmann — the parody clothing line’s creator — is clearly not in need of the intellectual property adjuvant. Even if each respective clothing line were displayed on adjacent shelves at Macy’s, I doubt anyone would confuse the brands “The North Face” and “The South Butt,” despite the obvious satirical similarity.

But they aren’t even on adjacent shelves. According to the article, the Ladue Pharmacy on Clayton Road is the only store that stocks the clothing. We don’t need intellectual property rights to protect The North Face from a joke competitor. In fact, I tend to agree with Al Watkins, attorney for “The South Butt,” when he says of “The North Face” (quoted in the article):

“I don’t think they have any grounds to stand on,” Watkins said. “They’re just being bullies.”

It’s Ridiculously Hard to Start a Charter School in Oregon

This article about a proposed Spanish-immersion charter school (linked to by the Panama City Renaissance School Blog) illustrates how outrageous the charter application process is in Oregon.

First, let’s look at Missouri’s charter school law. I wouldn’t say that it’s easy to get charters approved in Missouri, but at least the requirements for proposals are reasonable. Applications must include a description of curriculum, a financial plan for three years, an admissions policy, and so on. The school board of the traditional district in which a proposed charter would operate is able to file objections with the state board of education.

Now, how does Oregon compare? Potential charters have to apply to their local school boards, which then make the decision themselves. The school boards don’t just get to object — it’s entirely in their hands. School boards can turn down applications for all kinds of reasons; one objection cited against a Spanish-immersion charter was “lack of community support.” Needless to say, it’s difficult to rally a community around a not-yet-existent school that’s forced to constantly go back to the drawing board and change its plans.

And by “change its plans,” I mean change even the minutest details. After prolonged back-and-forth with the school board, the Spanish-immersion charter intends to use Singapore Math. I love Singapore Math, so I commend them for that decision — but how can any charter proposal go through when the school board quibbles about every textbook choice? A charter should demonstrate that it has a curriculum in place, and I would be sympathetic to denying a charter if an application made no mention of instructional materials. Listing textbooks, though, should be enough. A charter shouldn’t have to switch from one book to another to please a school board.

And, once the school board approves a proposal, the work has only begun:

The next step is for the district and charter school to negotiate a contract, which the school board will approve.

After that tortuous approval process is complete, the charter is supposed to contract with the very district it will be competing against.

Great Op-Ed About Our Government by David Steelman

David Steelman, the former state rep., and his wife, Sarah, our former state treasurer, are both great friends and supporters of the Show-Me Institute. A few days ago, John Combest linked to an op-ed by David that had been published in the Columbia Daily Tribune, a piece I think would be well worth your time to read. I enjoyed the entire thing, but especially the history involved with this paragraph:

Nassim Taleb, today’s most effective free-market philosopher, points out that of the 500 largest American corporations that existed in 1947, only seven still belonged in Standard & Poor’s 500 just 50 years later. Most had shrunk or collapsed. Yet during this period, when big could and did fail, America’s economic growth was so dynamically powerful it pushed the world to more prosperity and greater freedom. Entrepreneurs filled the void left by failed behemoths. Taleb also points out, unfortunately, that entrepreneurial geniuses cannot compete and therefore cannot innovate if government has a policy to not let the big boys fail — a policy common in communist and socialist regimes.

Ideas Don’t Come From Washington, But Money Does

The following excerpt comes from an article in the Christian Science Monitor about Arne Duncan’s approach to education policy:

Indeed, the practice of finding and highlighting innovative solutions that exist somewhere outside Washington seems to be at the core of Duncan’s approach. It’s the rationale for the $5 billion “Race to the Top” stimulus money, which he hopes to use to reward schools that are centers of successful innovation.

The “Race to the Top” would reward innovation if it gave schools money for implementing programs that the schools came up with on their own. Administrators would think, “We need to create something innovative to get the money.” They would experiment, and the best ideas would earn “Race to the Top” dollars.

That’s not how the “Race to the Top” actually works. Duncan has decided in advance which practices he prefers, and he intends to use the “Race to the Top” money to induce schools to conform.

An extended school year is one such favored policy:

“Our school calendar is based upon the agrarian economy and not too many of our kids are working the fields today,” Education Secretary Arne Duncan said in a recent interview with The Associated Press.

National standards are another:

“We need national standards, and assessments to measure them,” Duncan said. “The idea of having 50 states designing their own standards is crazy.”

Duncan is right when he says the best ideas often don’t come from Washington. Unfortunately, schools sometimes ignore good ideas when Washington pays them to follow the crowd.

No Good Deed Goes Unpunished in Michigan, the Literal Nanny State

Lisa Snyder watches her neighbors’ children for less than an hour every day while they wait for the school bus. She is a stay-at-home mom and she does not accept any money in exchange for doing this. According to the Department of Human Services in Michigan, however, she is running an illegal daycare center. Department officials have notified Snyder that she needs to get a license in order to continue this informal babysitting, or she’ll go to jail for 90 days or pay a $1,000 fine. Even if it is raining or snowing, and even if the arrangement has been agreed upon by the parents, the DHS says that it is illegal for the children to come into Snyder’s home (or even into her garage).

Snyder’s story is getting a lot of attention in the national media. “The Today Show” and Fox News have both reported on it.

By requiring licenses, the government is telling individuals that it knows better than they do. It’s paternalism in another form. The parents in Snyder’s neighborhood know her very well, so they are in a much better position to determine whether her home is a safe environment for their children.

Furthermore, having a daycare license does not ensure that a person is fit to supervise children. Earlier this year, for example, a woman running a licensed daycare in Arkansas accidentally placed windshield wiper fluid in her refrigerator and later served it to children! As a parent, I would much rather leave my kids under the supervision of a person like Lisa Snyder than a person who can’t tell the difference between wiper fluid and Gatorade. The Department of Human Services would feel differently, apparently.

Daycare licensure requirements do not result in better outcomes (e.g., fewer ER visits), nor do they improve the general welfare. In this case, all the involved parties (i.e., Snyder, parents, and children) are happy with their current arrangement. If the DHS gets its way, the parents will either have to stay home from work or pay a licensed daycare provider to watch their children.

Professional licensing has many negative consequences, which contributors to this blog have discussed extensively. The Show-Me Institute has produced scholarly work on this subject, as well.

Incentives for Teachers: Empirical Evidence

Alex Tabarrok is blogging about merit pay for teachers. An experiment in India found that incentives for teachers have a significant, positive effect on students’ test scores.

One of the most interesting results of this study is that incentives created a spillover effect. The teachers facing incentives were rewarded if students did well in two subjects, but the benefits weren’t limited to those subjects. This is good news, showing that a little incentive can go a long way. It also indicates that the test score gains reflect real learning rather than cheating, for if teachers were to artificially inflate scores in hopes of a reward, they would have no reason to distort scores in subjects that are unrelated to the incentive.

How do incentives for one subject improve test scores in a separate subject? It could be that students are taking the skills they learned in reading or math class and applying them in other areas; students who are well-prepared in math can go farther in science, for example.

The spillover could also be because of another effect of merit pay: Incentives change the way people view their profession. When teachers are paid according to a set schedule, they may feel, “I’m just like any other teacher with the same amount of experience. We all do the same work, and we earn the same amount. I don’t need to try to be exceptional.”

But when teachers are rewarded for student achievement, they think, “My students’ success depends on my individual effort and creativity. I don’t have to wait years for a pay raise; I can get one immediately if I bring achievement up far enough. We earn bonuses because outstanding teachers are valuable, and I want to be outstanding.” This attitude can motivate teachers across all subjects, not just in the areas linked to a monetary incentive.

For more about why I like merit pay for teachers, see this recent post.

Support Us

The work of the Show-Me Institute would not be possible without the generous support of people who are inspired by the vision of liberty and free enterprise. We hope you will join our efforts and become a Show-Me Institute sponsor.

Donate
Man on Horse Charging