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.

Handle Stimulus Funds With Care

The Columbia Missourian has an op-ed from the Show-Me Institute’s Joe Haslag and David Stokes. It addresses the question of what legislators should have done with the federal stimulus money coming to Missouri.

Haslag and Stokes recommend using the funds as an opportunity to reduce taxes, rather than increase spending. I enjoyed the piece — it makes a good case for something I briefly blogged about before.

Choice Allows Schools to Better Meet Individual Student Needs

Public education didn’t work for me.

The schools I attended were “great,” or so I’m told. My elementary and middle schools were heralded as model schools of the district and the region, and each produced impressive student results as measured by test scores. My high school was ranked by Newsweek as one of the top 300 schools in the country and produced respectable graduation and college enrollment rates, as well as enviable advanced placement scores.

I started out well enough, but by the time I entered high school, I was of that breed of students that elicit a teacher’s dread. “Over”-intelligent, undermotivated, rebellious, and insufferable. I never credited my progressively worsening underachievement with a specific flaw of the institutions; the system just wasn’t a good fit for me. In it, I felt restrained by the slow pace of the teaching, and repressed by rules that I saw as limiting creativity and independent learning. When I finally left during my junior year of high school to enroll in the University of Missouri’s excellent Center for Distance and Independent Study, my effort improved, “outside” learning accelerated, and I was able to grow — both intellectually and as a person — far more than I could have while “trapped in the system.”

My rambling boils down to a simple observation. School choice proponents and critics alike spend a great deal of research and time arguing about school choice and how it affects students in poorly performing schools. It’s important to remember that improving school choice will afford students from all types of educational backgrounds the opportunity to determine the type of institution that would serve as their very best fit. The society as a whole could be improved if we simply cared that students get the specific education they need for the specific growth they seek.

The Post-Partisan Age of School Choice

Over at Cato@Liberty earlier today, Andrew Coulson commented on how school choice is becoming an increasingly post-partisan issue, as politicians from both sides of the aisle increasingly realize that allowing parents to choose the best schools for their children results in both better opportunities and better actual educational outcomes:

Christopher J. Christie just decisively won New Jersey’s Republican gubernatorial primary, but had to veer away from his middle-of-the-road plan and venture into some traditionally conservative territory to do it, according to news accounts. Will that be a problem for him in the general election? Not necessarily. As NorthJersey.com’s Charles Stile observes, Christie’s ardent support for private school choice is not the polarizing stance it once was: these programs “once championed by conservative ideologues, are being embraced by urban Democrats.”

As we’ve been saying at the Center for Educational Freedom for some time now, the post-partisan age of school choice is well within sight, and draws closer every day. The last politicos to see that will find themselves on the wrong side of history, and the wrong side of voters in both parties.

We’ve seen this same phenomenon in Missouri, with prominent Democrats like Kevin Chavous (who is a partner at a law firm with offices in St. Louis and Kansas City) and Rodney Hubbard leading the charge to bring real educational choice to Missouri’s children.

Here’s an interview with Chavous, in which he explains how school choice became such an important issue for him while serving on the D.C. City Council:

And here’s part two:

Followup Articles on Pork ‘N Earmarks

Two more articles about what makes an earmark, what defines pork, and when are they justified, are in the Missouri media. Dave Catanese has an interview over at KY3 with Rep. Roy Blunt on the subject (link via Combest), and the Columbia Daily Tribune had a story a few days ago about the Jeff City legislative process used to spend the stimulus funds. I particularly recommend the interviews with two former Missouri legislators at the end of the KY3 story.

It is pretty clear that the stimulus money turned Jeff City’s budget process into something a little more like Washington’s. That was probably unavoidable. When you tell legislators to spend a lot of money quickly, it is not going to be pretty. I don’t mean this as a criticism of the people in Jeff City, but I certainly look forward to the return of the old ways next year, when the General Assembly doesn’t have hundreds of millions to throw around. We had considered in the past doing a report on pork spending by the General Assembly, but we never did, because, frankly, there is not a lot of pork or earmarking in Jeff City. The stimulus money changed that, but hopefully only for one year. Former Sen. Wayne Goode put it well:

“The way it works in Missouri, is that you always need a majority vote somewhere — either in committee or on the floor. It doesn’t really work like it does in Congress. The process is tighter, more structured on the state level.”

I am excited to see these discussions taking place in the public, media, and campaign spheres. I applaud everyone participating in the conversation about how our governments decide to spend what they spend. The budget process in Missouri needs to remain much stricter than it is in D.C., and more of our elected officials in both parties need to swear off both earmarks (which I am defining as spending items put into place after the committee process has ended) and pork (which I am defining as using general tax dollars to benefit very limited interests).

Term Limits

I’ve heard good arguments on both sides of the term limits debate. The opposing side contends that voters should be able to elect the candidate they prefer, even if that person has already served a few terms. Arbitrary limits could make politicians less responsive to voters if they know they won’t be up for reelection. And term limits haven’t transformed politics into the honest and impartial process some hoped they would.

People in favor of term limits counter that politics works to the advantage of incumbents. Term limits give other people a chance to be elected. Term limits also reduce the returns to bribery and corruption, because any politician whose vote is bought will be out of office in a few years. And term limits can keep politicians from getting too comfortable and insulated from the real world.

Those arguments all have some merit — unlike the arguments against term limits put forth in this article. Here’s why the Speaker of the Missouri House of Representatives opposes term limits:

Over time, Richard said, lawmakers develop the institutional knowledge and personal fortitude to become powerful enough to stand up to the executive branch and the hordes of lobbyists who try to influence legislation.

The longer you wield political power, the more personal fortitude you develop? Tell that to Lord Acton!

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