Do Charters Make the Grade?

Over the weekend, the Columbia Missourian ran an interesting article that questioned the effectiveness of Missouri’s charter schools. Using MAP scores as a benchmark, the article suggests that the lower average MAP scores of charter school students as opposed to traditional public school students show that charter schools are doing worse in educating children. Problems abound in this analysis.

The article makes an oft-repeated mistake in education: viewing education as static, as happening in a vacuum. The static view leads one to analyze student scores as isolated events — as snapshots — and ignore the underlying trend. Only in taking a longer view of the data can we begin to see the degree of value added at each stage. Yes, the average test scores of students in St. Louis charter schools are lower than the statewide average of students in traditional public schools. But, no, it does not follow that those charter schools are worse. For starters, that claim is based on an apples-to-oranges comparison between St. Louis city charter schools and statewide public schools. Instead, it should be based on the relative performance of St. Louis charter schools as opposed to St. Louis traditional public schools — a gap which, it should be noted, has also been established and will be outlined in more detail in a forthcoming Show-Me Institute study. But charter critics still have to contend with the value-added component, something the article does not do.

So, the article fails to reject the claim that charter schools are effective. Can we actively prove the claim? As Show-Me Institute policy analyst Dave Roland writes, in the comments section of the article:

A simple comparison of MAP scores doesn’t even come close to telling the real story. None of these comparisons take account of “selection bias” in making charter and non-charter comparisons. A recent study by the Center for Research on Outcomes (CREDO) at Stanford University examined the effectiveness of charter schools in 16 states, including Missouri. The Stanford study took careful account of the prior test scores of charter school students, and every charter school student was paired with one or more similar students (aligned by race, sex, grade, poverty status, English language learner status, special education, and prior test score by subject) in schools that acted as feeders for the charter school. The study revealed that Missouri’s charter schools attracted students who were underperforming in their traditional public schools, and that this state’s charter school students were realizing larger academic gains than their counterparts in traditional public schools. The difference was small, but statistically significant.

If You Run Out of Things to Say, Just Praise the Communist Party

The above advice was given to students in China before a national exam, according to this radio program featured on the Two Million Minutes Blog.

The program reports that China is trying to incorporate more critical thinking into its school system. I don’t expect it to make progress in this area unless it mitigates the propaganda and censorship its citizens are subjected to. You can’t command students to think critically the way you can insist that they memorize the periodic table of elements. And they’re unlikely to volunteer a challenging opinion if they fear recrimination.

China’s top-down education system is good at producing high test scores, bad at inviting criticism. We should keep this in mind the next time someone calls for national standards “because the highest-performing countries have them.”

Quest to Learn in the News

Here is a Popular Science article about Quest to Learn, the game-themed charter school I wrote about last month (article link via the Quest to Learn Parents’ Blog).

I’m glad that Quest to Learn is the subject of media attention and debate. Unfortunately, this particular article leaves readers only partially informed about how Quest to Learn operates. Nowhere in the article is the word “charter” mentioned. The article lists both public and private sources of funding, but provides no information about who runs the school. The reference to “New York City education officials” may cause readers to conclude mistakenly that Quest to Learn is managed by the New York City Department of Education.

And this sentence gives an erroneous impression about Quest to Learn’s admissions (emphasis mine):

Select sixth graders can look forward to playing video games such as “Little Big Planet” and “Civilization,” as well as non-digital games ranging from role-playing scenarios to board games and card games.

It implies that Quest to Learn is exclusive, when in fact students are admitted through a lottery just like at other charters.

This isn’t the first time I’ve seen reports on charter schools that portray them as regular district schools with special powers. That was something that bothered me in Outliers, when Malcolm Gladwell didn’t identify KIPP as a charter. Perhaps this journalistic tendency can be attributed to the newness of charters, and charter school coverage will become more accurate when the schools have been around longer.

Oregon’s School Districts Can’t Keep Up With Demand for Language Immersion

While most states are giving parents a wider range of educational choices, Oregon is going in the opposite direction. From shutting down public school choice in Portland to threatening virtual schools with enrollment freezes, to holding up charter school applications, Oregon’s education policy blocks innovation at every turn. Consequently, the innovative programs that manage to survive in this hostile policy environment can’t meet parents’ demand.

An example in the news is early childhood language immersion. Several traditional districts offer immersion classes, which admit students through a lottery. Some are free; others charge tuition. There are long waiting lists, because many people who are interested don’t win a place in a class.

As you might expect in Oregon, some public school officials think choice is the culprit:

“Whenever you have choices, you have equity issues,” said Jane Stickney, deputy superintendent for West Linn-Wilsonville. “The truth is, some people will have access and some won’t. Not every school, not every kindergartner has access to this.”

When parents have choices, they don’t all do the same thing. But that’s not what makes the status quo inequitable. What’s unfair is the lack of choice for most people. Whoever has the good fortune to win a school lottery has a choice. Whoever can afford private school tuition has a choice. Other parents would like to choose language immersion for their children, but the school system doesn’t offer them any alternatives to their assigned traditional public schools. Charter schools could step in and meet the demand, if Oregon didn’t turn down one charter application after another.

Missouri’s education policy is relatively welcoming to new kinds of schools, but we still need to be vigilant to avoid Oregon’s mistakes. I hope we’ll never have to say, with regard to educational monopolies, “As goes Oregon, so goes Missouri.” (Thanks to David Stokes for informing me of the history behind that paraphrased quote.)

Pseudoephedrine and Meth: No Easy Solution

This week, Union, a town of about 8,000 people in Franklin County, became the second city in the nation to pass an ordinance requiring prescriptions for medications containing pseudoephedrine. Pseudoephedrine is the active ingredient in nasal decongestants such as Sudafed, but can also be used in the production of methamphetamine. Union’s new ordinance has renewed calls by sources such as the Riverfront Times to expand this regulation to the rest of Missouri. The Riverfront Times argues that the benefits of preventing meth production and use (assuming that the sort of regulation in question would actually accomplish that goal, which is a big assumption) far exceeds the costs of “inconveniencing consumers,” but the evidence points to costs far more complex than mere inconvenience.

No one can deny that meth production and use has a serious economic, legal, and social impact on communities. But the nasal congestion that drugs like Sudafed treat has an impact as well. Acute rhinosinusitis (or ARS, the technical term for nasal congestion lasting less than four weeks) affects approximately 32 million adults annually in the United States, or about 16 percent of the population older than 18. The effect on work and school absenteeism is predictably large, with 98 percent of workers citing minor illness such as colds and allergies (the primary causes of ARS) as a major cause of short-term absence.

ARS results in approximately $6 billion in annual costs, nearly 90 percent of which are associated with doctor or emergency room visits. In fact, ARS and other upper-respiratory illnesses are the leading cause of primary care visits after hypertension and routine checkups. Unfortunately, there is little that primary care providers can do for ARS, with treatment generally combining symptom control through over-the-counter decongestants with prescription antibiotics. Yet a recent study found that antibiotics provided little benefits for ARS, because bacterial infection complicates only 13–38% of ARS cases (compared to the 85–98 percent of cases in which antibiotics are prescribed; why doctors continue to prescribe a clearly ineffectual course of treatment is a topic for a separate post altogether).

Indeed, it appears that the only effective treatment is symptom management with decongestants, and currently decongestants containing pseudoephedrine remain the clear winner in terms of efficacy. Studies have failed to prove the efficacy of phenylephrin, the main alternative to pseudoephedrine that is used in formulations such as Sudafed PE.

So, with no effective alternative to treat nasal congestion, mandating a prescription for pseudoephedrine-based decongestants would leave ARS sufferers in a tight spot. Sufferers must opt to call out sick and stay home, find time to go to the doctor’s office (if you can get an appointment) or the emergency room, or just push through it and go to work unmedicated — and I hardly need to tell an allergy sufferer how little work generally gets done in that state.

The end results of this regulation are all unappealing: increased absenteeism, reduced productivity, or increased primary or emergency care visits. The last may not seem like such a bad thing, but hospitals and doctors, who are currently slammed by increased volume because of influenza, might have a different opinion. Increased volume leads to increased wait times for patients, keeping those with minor illnesses away from their jobs and lives (and in close proximity to contagious patients) and keeping those with serious illness from getting the treatment they need, especially since emergency rooms may be tied up by people with minor illnesses when primary care providers are booked up. And, as mentioned above, these visits already account for $5.4 billion of the $6 billion in annual costs associated with ARS; increasing the number of visits would cause those costs to balloon.

With the contagious illness season coinciding with the ARS season, we need to be empowering patients to manage their own symptoms whenever possible, rather than restricting that capability. Meth production and use certainly has its costs, but so does an overly restrictive regulation, such as Union’s. Balancing the benefits and the dangers of drugs such as pseudoephedrine is not an easy task, but an “easy,” all-or-nothing solution such as this one amounts to taking the easy way out.

Condominiums Say “No” to Clotheslines, Legislatures Interfere

Some residents of private communities have found that saving the planet conflicts with following their community rules. They want to conserve energy by hanging clothes outside to dry. But their neighbors dislike the sight of hanging laundry. At one time, people solved these dilemmas by moving west. Nowadays, they call their state legislators.

I hope Missouri won’t join the states that have enacted laws overriding private community clothesline bans. People joined these communities voluntarily, and they knew the rules up front. It’s not okay to ask the state to change the terms of your contract once you’ve already signed.

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