Concentrated Animal Blogging Operations

CAFOs are a major issue in rural Missouri. They are probably the main reason why some rural counties are interested in enacting planning and zoning mandates, which rural areas have long resisted — and which, frankly, are not germane within rural areas, for the most part.

Until CAFOs, at least. This weekend’s Joplin Globe had an opinion piece about CAFOs, which I found to have an informative point of view. Contrary viewpoints, which are more free-market-oriented, have been argued in the comments section.

Please tee off on this subject., yourselves, in our own comments area.

The Promise and Performance of Charter Schools

Caroline Hoxby, Ph.D., the Scott and Donya Bommer Professor of Economics at Stanford University, spoke about "The Promise and Performance of Charter Schools" on May 5, 2009, in a lecture cosponsored by the Show-Me Institute and Saint Louis University's John Cook School of Business. Hoxby is also a senior fellow of the Hoover Institution, the director of the Economics of Education Program at the National Bureau of Economic Research, and Senior Fellow of the Stanford Institute for Economic Policy Research.

The embedded video below is a playlist consisting of five separate parts. After each individual part has finished playing, the playlist should automatically load the subsequent part until the sequence has finished.

You may also choose to view any individual part on its own:
Part 1 (9:22) | Part 2 (9:20) | Part 3 (9:13) | Part 4 (9:57) | Part 5 (10:01)

During Hoxby's trip to Saint Louis, she also spent a few minutes speaking with the Show-Me Institute about some of the key points contained in her lecture. In this interview, Hoxby explains the benefits of charter schools, outlines the challenges that charter schools currently face, points out the reasons for success in many charters, and more.

The embedded video below is a playlist consisting of two separate parts. After the first part has finished playing, the playlist should automatically load the second part.

You may also choose to view either individual part on its own:
Part 1 (9:08) | Part 2 (7:59)

This same interview can also be viewed in seven separate sections, each addressing a different educational question:

What are the benefits of charter schools?
What are the challenges that charter schools face?
How do traditional public schools and charter schools compare?
What are the reasons that some charter schools succeed?
What constitutes adequate funding for public schools?
What are the current barriers to school choice in the United States?
How does collective bargaining affect quality teacher retention?

Georgia House Passes School Choice Bill

More and more states are taking action to rescue children from failing public schools. From a WMGT article:

Parents will now have more say in where their kids can go to school in the fall. That’s because of a recent bill that passed in the Georgia house. House Bill 251 makes it easier for parents to transfer students to the school of their choice.

The article also includes video of the TV station’s news clip about this bill, so be sure to head over there to watch.

Shopping for Favorable Treatment

While I have written recently about one aspect of corporate welfare, the St. Joseph News-Press has a story today that illustrates yet another reason why these sorts of policies are ill-advised.

Rock Port, Mo., currently has only one grocery store — the aptly-named Rock Port Market. A group of developers thinks the time is ripe to add some competition into the mix, and is planning to build a new 10,000 square foot supermarket. But, rather than simply bearing the costs of their project, the developers have asked the city to establish a TIF district that would benefit their new venture. The owners of the Rock Port Market correctly point out that granting the TIF district would give the new business an unfair advantage, because the existing grocery store would have to shoulder expenses that the new store does not have to bear.

This is, in fact, a fundamental problem with corporate welfare schemes. The government creates a set of benefits that are only available to some market competitors, which inherently disadvantages all those who are ineligible for the benefits. A far wiser policy would be to establish even-handed rules so that ventures will succeed or fail based solely on their own ability to serve their customers, not because they received (or were denied) a competitive advantage by the government.

Springfield Pension Problems Make the Wall Street Journal

The pension problems in Springfield were discussed in depth in the Wall Street Journal the other day. Richard C. Dreyfuss, an actuarial expert who authored a study of Missouri’s largest public pensions for the Show-Me Institute, went to Springfield a few weeks ago to discuss his recent paper before a group there.

Perhaps the most insightful line in the article is about the meeting where Springfield’s pension reps, after meeting with a Prudential salesman, decided it was a great idea to put a ton of money into Manhattan real estate — and I don’t mean Manhattan, Kan.:

The Springfield fund’s board members in attendance — one policeman, two firemen, one retired fireman, three citizens and two City Hall officials — were generally impressed, meeting minutes show. Ron Hoffman, the retiree, noted Prudential’s decades of experience: “The more history you have, the smarter you are going to be,” he said, according to the minutes. By a vote of 6-2, with one not voting, the board chose to invest its entire real-estate allocation — $12 million — with Prudential.

As the article describes, the real estate deal has not gone so well. I’m surprised Prudential didn’t try to sell Springfield on another monorail.

Why Teachers Should Love Charter Schools

As Milton Friedman pointed out in Capitalism and Freedom, teachers have a lot to gain from a competitive education market. First of all, they can earn more money when schools compete. Talented teachers, teachers who are knowledgeable about subjects like math and science, and teachers who are willing to work extra hours or teach disadvantaged students will earn more in a competitive system.

This New York Times article provides a good example. It reports on a a new charter school set to open this year in New York that will pay teachers $125,000, plus bonuses based on performance. This doesn’t look like the typical teachers’ union contract:

To make ends meet, teachers will hold responsibilities usually shouldered by other staff members, like assistant principals (there will be none). There will be no deans, substitute teachers (except for extended leaves) or teacher coaches. Teachers will work longer hours and more days, and have 30 pupils, about 6 more than the typical New York City fifth-grade class. […]

Teachers will not have the same retirement benefits as members of the city’s teachers’ union. And they can be fired at will.

These teachers won’t have the same free time or job security as their counterparts in the traditional district, but they also won’t have to wait decades for a good salary.

And the benefits of competition aren’t just about money. It’s important to match teachers with the right schools. For instance, someone who’s enthusiastic about elementary language immersion probably shouldn’t be teaching at the environmental sciences high school. Precise matching is possible when specialized schools compete; it’s harder within a district that assigns teachers by seniority and students by street address.

In addition, teachers should feel respected and supported by the administration they work with. Too often, teachers in district schools are told that they can’t expand successful initiatives or try anything new. (That was the response to the first KIPP classroom.) We’ll see that less often in a more competitive system, because teachers will be free to take their good ideas and leave for competing schools.

Tax Cuts Provide Better Stimulus Than Government Spending

It would have been impossible to predict in advance how the Missouri General Assembly finally decided to distribute the stimulus funding that the state received from the federal government. Although legislators ultimately decided to spend the stimulus to bolster various budget shortfalls, and on large-scale capital projects, the state House proposal to use a portion of the funds to provide Missourians with a tax cut deserved more consideration. Dismissing such an idea out of hand would ignore the tradeoffs present in any policy decision. Ideas need to be vetted instead of cast aside. In this way, we do justice to the legitimate discussions of economic policy.

Every dollar spent as part of the stimulus package is a dollar of debt that will have to be repaid by future taxpayers. (We accept here that the objective of the stimulus package is to increase economic activity.) Whether each dollar is well-spent or poorly spent does not change the fact that the spending creates additional debt. If the dollar is spent well by government officials, and promotes economic activity that stimulates our economy and encourages job growth, the value of the present spending may arguably outweigh the harm of the future debt. In such cases, government investment would yield returns in the form of greater future productivity. Transportation infrastructure is probably the best example of this — and, not surprisingly, is the least controversial part of the stimulus plan. In contrast, poorly spent dollars do not generate increases to economic activity, and so such a plan would fail to meet its primary goal: to stimulate the economy. It is more likely that, in such an instance, the present value of the dollar would be outweighed by the future burden of the debt.

At the state level, the American Recovery and Reinvestment Act provided federal monies that inside-the-box thinking maintained should be used by state governments to preserve state services. The mantra heard during Missouri’s debate was that the General Assembly needed to allocate the funds in order to educate kids, provide health care services, or otherwise choose the best use for all of us.

Reasonable people can disagree with the mantra. Such disagreement does not mean that these people are greedy folks who or are unwilling to pay their fair share of taxes. Rather, the premise underlying this reasoning — that government needs to decide what is in society’s best interest — is fatally flawed. We do not accept this premise.

Some legislators proposed creative plans with respect to the federal funds. However, the fundamental question should have been whether monies returned to Missourians would yield better outcomes than monies spent by the legislature, or whether the General Assembly knows better than the citizens how to spend the money.

What if the General Assembly had spent more money on K–12 education? Now, if these dollars translated into higher academic performance, this spending might be justified. However, research overwhelmingly shows that the marginal effect of an extra million dollars or so of educational funding does not result in improved performance. We would be left with an expenditure by the General Assembly that would yield no tangible return. Suppose instead that the legislators had returned the money to Missourians through a widespread tax cut. At minimum, these recipients would spend or save. Whatever they do, however, citizens would use the funds to make themselves as happy as possible, pursuing their own ends. Because legislators are not omniscient, we do not believe that the camp arguing “we have to spend federal monies” can begin to come close to obtaining such a result.

It is important to point out that it would be challenging to implement any plan to return the funds to Missourians, because they correspond with future tax liabilities. Unfortunately, there is no way of knowing the future tax burden of each Missourian. An ideal transfer would be proportionate to each recipient’s future tax liabilities, but absent an omniscient redistributor, the state could have simply chosen to return such funds to the federal government. If the funds were not allocated to Missouri by federal authorities in the first place, the result would come close to mimicking an omniscient redistributor, because Missouri’s portion of the future tax liability would ideally disappear.

However, the federal government has already committed to spend this money — if not in Missouri, then elsewhere. So, simply sending the funds back to Washington would leave Missourians worse off, because not only would they no longer have that money in their pockets, they would also see no reduction in their future tax liability. Even if the funds were distributed to Missouri taxpayers in a less than ideal fashion, a reasonable case could be made in favor of turning such funds over to Missourians rather than returning them to the federal government.

The legislative discussions of how to spend money that is not intended for a tax cut were a case study in logrolling politics. One late April proposal aimed to take stimulus money that had been originally planned for ethanol subsidies in rural areas and instead devote it to mass transit subsidies in urban areas. Determining which subsidy would have been better for Missouri is beside the point, because that move, and dozens of others like it, reveal that it is unreasonable — we might even say impossible — to expect that our legislators have the ability to know which public expenditure constitutes the best use for the money. Political power, influence, lobbying, and fighting for individual constituents will determine how the stimulus money gets spent — not some idealized dream of wise men having the ability to predict the future and put politics aside for the good of the state.

Joseph Haslag is executive vice president of the Show-Me Institute, a Missouri-based think tank, and a professor in economics at the University of Missouri–Columbia. David Stokes is a policy analyst at the Show-Me Institute.

 

The Difference Between the Public and Private Sectors

Jonathon Braden at the Columbia Daily Tribune‘s Homeroom blog reports on Sylvan Learning Center closings in Columbia and Jefferson City. This is a feature of private-sector education that we might not notice when times are good, but that’s apparent during recessions: Private schools and tutoring centers that can’t attract enough students end up closing. Public schools don’t. There are budget cuts, teachers are laid off, summer school is canceled — but the school stays.

I think that difference explains away the “mystery” set forth in this piece at TCSDaily. Why has state spending on education failed to make things better? The answer is not educational “fads” or teachers who are “nitwits,” as the article suggests. You can find them in private schools as well as in other sectors, so their existence can’t account for the inefficient use of public education funds. The problem is that the traditional districts have no mechanism to get rid of them, and no incentive to support the best teachers and expand practices that work.

Any organization contains some good and some bad. Private tutoring centers have to identify and reward the good — otherwise, they go out of business. Traditional districts that aren’t threatened by an exodus of students have no incentive to distinguish the good from the bad. If they expand their worst practices and ignore the best ideas, they’ll still get money to keep doing the same thing.

Somebody at SLPS Gets It!

Or, at least, someone doing marketing for them has read the writing on the wall. I just watched the elementary school commercial for SLPS, which is available on the district’s website. It touts “magnet schools and choice schools.”

I’m not thrilled about the magnet schools’ complex, racially biased admissions process, but I love choice schools. Parents should have the option to choose schools within the traditional district, and I’m sure many will. SLPS needs to recognize this and focus on offering attractive choices for parents. It needs to move away from the “one address, one school” model that determines which school you attend based on your street rather than on your preferences. And it needs to  learn from charter schools, and try to understand why parents like them so much.

One positive development is the SLPS virtual school, which opened in 2008 to students throughout the St. Louis area — including those who attend charters. It would be interesting if many students attend charters during the school day, then go back to SLPS for online classes after school.

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