Discussion: (26 comments)
Comments are closed.
The public policy blog of the American Enterprise Institute
I am actually reluctant to comment on Slate’s trolling-masquerading-as-analysis piece “If You Send Your Kid to Private School, You Are a Bad Person.” And I certainly don’t want to spend much time refuting writer Allison Benedikt’s fact-free, data-free “argument”: If more upper-middle class and wealthy parents — a.k.a. Slate readers, I guess — sent their kids to their local public schools, the US education system would suddenly improve.
1. So I asked AEI’s Michael McShane for his two cents:
Because public schools are by and large residentially assigned, the rich have their totally awesome (and essentially private due to the home price in the school’s catchment area) public schools and poor people are trapped in failing schools because they can’t move away. That’s what leads to Balkanization. You choosing to send your kids to a suburban public school does nothing for the kids in SouthEast.
Private schools, especially with public support, break the connection between residence and schooling, which holds more potential for desegregation and a mixing of students from different background than residential assignment of public schooling.
2. Aren’t the “bad people” — to use Allison Benedikt’s language — here the ones who would trap lower-income and poor kids in their local education monopoly? Or as Alex Tabarrok puts it: “Barricading parents into the poor schools their government offers them is like barricading people into communist East Germany.”
Tabarrok also notes that merely having more activist parents inside a school monopoly might not change much without competition: “When you complain of delay where is your voice more likely to be heard; at a restaurant or at the department of motor vehicles? It’s the threat of exit that makes people listen.”
3. Oh, by the way, do we have any data on the educational impact of helping lower-income and poor kids escape the public education monopoly? Like, say, data from the District of Columbia Opportunity Scholarship Program? Well, the US Education Department’s OSP study found the program, McShane points out, “produced $2.62 in benefits for every dollar spent on it. In other words, the return on public investment for the private-school voucher program during its early years was 162 percent.” What’s more, “The OSP increased the high-school graduation rate of students by 12 percentage points if they were lucky enough to win the annual scholarship lottery.”
4. One more from McShane:
It’s also a proud tradition in America (since Pierce v. Society of Sisters in 1925) to recognize that children are not instruments of the state. They do not exist to promote the goals of the government or the community, they (and their parents) are free to (within limits) to be educated as they best see fit. Obviously this person has no idea about the anti-Catholicism and anti-immigrant racism that lead people to make the same argument that she is making, albeit 100 years ago.
Choice won’t fix everything wrong with America’s school, but choice and competition create the environment where change is possible.
Comments are closed.
1150 17th Street, N.W. Washington, D.C. 20036
© 2015 American Enterprise Institute for Public Policy Research