To help kick off “Education Nation” — what NBC is calling an education-intensive week of news programming — Matt Lauer sat down with President Obama on this morning’s Today show. As expected, it was all talk, no real reform.
The interview started with a discussion of “Race to the Top,” the President’s $4.35 billion mechanical rabbit designed to make states run to implement “reforms” the President likes. Lift caps on charter schools. Adopt national curriculum standards. Things like that. As his administration has done for months, the President spared no superlative prasing the thing, saying it is “the most powerful tool for reform that we’ve seen in decades.”
Uggh. RTTT did very little of substance, and even if the reforms seemed promising in theory we have absolutely no evidence of actual, positive effects on learning.
But the reforms don’t seem promising. Sure, RTTT got some states to lift caps on charter schools and eliminate some barriers to evaluating teachers using student test scores. For the most part, though, RTTT just prodded states to promise to plan to make reforms, and even things like lifting charter caps do little good when the problems go much deeper. Indeed, the only thing of real substance RTTT has done is coerce states into adopting national curriculum standards, pushing us a big step closer to complete federal domination of our schools. That’s especially problematic because special interests like teacher unions love nothing more than one-stop shopping.
But isn’t the President taking on the unions?
Hardly. While he has lightly scolded unions for protecting bad teachers, he has given them huge money-hugs to sooth their hurt feelings. Moreover, perhaps to further heal their emotional ouchies, on Today he offered union-hack rhetoric about teachers, going on about how they should be “honored” above almost all other professions, and how selfless and hard working they are.
Now, lots of teachers work hard and care very much about kids, but shouldn’t individual Americans get to decide how much they want to honor a profession, and how much they are willing to pay for the services of a given professional? Of course they should — who’s to say definitively whether a good teacher is more valuable than, say, a good architect? — but when government controls education, it decides what teachers “should” get paid.
Unfortunately, the President chose to seriously inflate how long and intensively teachers work, saying they work so hard they are downright “heroic.” No doubt many do work very long hours, but research shows that the average teacher does not. A recent “time diary” study found that during the school year teachers work only only about 7.3 hours on weekdays– including work on and off campus — and 2 hours on weekends. That’s 18 fewer minutes per day than the average person in a less “heroic” professional job. Oh, and on an hourly basis teachers get paid more than accountants, nurses, and insurance unerwriters.
Most troubling in the Today interview, though, was the President’s failure to even mention school choice — giving parents, not politicians, control of education money — as even a potential means for reforming education. He did, though, fully embrace his own educational freedom: When asked whether the DC public schools were good enough for his kids, he said no. That’s why they go to private school.
Here’s where we see the injustice of Obama’s and other like-minded people’s “reform” offerings. Rather than giving real power to the parents and kids public education is supposed to serve, they insist on keeping them subject to the authority of politicians and politically potent special interests. They refuse to let all parents make the same choice the President has made, and they continue to force all Americans to hand huge sums of money over to government schools. Indeed, at the same time the President’s kids were heading off to private school, he was letting die an effective, popular, school-choice program in DC, a program that enabled poor families to make the same kinds of choices the President did.
But educational freedom isn’t just — or even mainly — about equality. It is the key to unleashing systemic accountability and innovation, two essential things the President at least says he likes. Unfortunately, he has embraced at best a third-measure for getting these critical things, throwing his support behind charter schools.
The root problems with charter schools are that they are still public schools, and they are largely under the control of the districts with which they want to compete. So if they ever start taking big chunks of kids from the traditional public schools — if they ever impose real accountability by providing real competition — they’ll just be crippled or crushed.
The President suggested, though, that the main value of charters is not accountability, but that they can test new things. But letting a few government schools be a little different from the others won’t produce meaningful, constant, powerful innovation, especially if charters are kept from truly competing for students. Let parents take their education dollars to any school they wish, with no government thumbs on the scale, in contrast, and soon all schools will either have to get better, or go out of business.
Unfortunately, it seems that freeing all parents to pursue the education that’s best for their kids is a reform much too far for this President. Nothing, it appears, can be allowed to truly challenge the government schools.
