New research by Harvard professor David J. Deming studied the crime rates of young adults who participated in a random lottery at the middle or high school level. The lotteries decided whether students were able to attend a school of their choice or whether they were forced to attend their assigned public school. Students who won the lottery committed significantly fewer crimes as young adults than those who lost it. So here is another in the long list of educational outcomes improved by market freedoms and incentives.

Send this to a friend who is still on the fence about the merits of educational freedom.

Cato adjunct scholar John H. Cochrane has a terrific piece in the Wall Street Journal today on the Obamacare vs. religious freedom brouhaha. In particular, though it’s not Cochrane’s main point, I thought this was spot-on:

Our nation is divided on social issues. The natural compromise is simple: Birth control, abortion and other contentious practices are permitted. But those who object don’t have to pay for them. The federal takeover of medicine prevents us from reaching these natural compromises and needlessly divides our society.

For those of you who don’t follow education very closely this might seem like a fairly novel point. Unfortunately, this also probably seems novel for many who do follow education, even many who do so professionally. But it shouldn’t, because unlike in health care, government has been the dominant provider of education for well over a century, and social conflict and division have been its constant companions.

Welcome to our war-torn world, health care. Better bring a helmet.

Today the Obama administration will announce, according to early press reports, that ten states (of eleven that applied) will be receiving waivers from key provisions of the No Child Left Behind Act. That’s right, the 2002 education law passed by Congress and signed by President Bush that absurdly insisted that all children will be proficient in mathematics and reading by 2014. Now President Obama, unilaterally, is telling states that they can forget all that as long as they adopt — or at least have “plans” to adopt — reforms to his liking, such as national curriculum standards and teacher evaluations based on student standardized testing progress.

At this point, it is almost impossible to keep track of the federal savaging of the Constitution in supposed service of education. First there was the federal expenditure of money, allowed by none of the enumerated powers, largely starting in the 1960s. Then there was the growing attachment of controls to that money — again, with no Constitutional authority — culminating in NCLB. Now there is the blatant disregard for the separation of powers by a President who just decided he didn’t like waiting for Congress to reauthorize the law, and a Congress that exhibits no spine whatsoever when it comes to this power grab because, well, no one seems to like NCLB.

Within this fiasco is all the evidence anyone should need to see why the Feds must be extracted from education. While Washington can drop humongous sacks of taxpayer dough on states and districts, and impose lots of bureaucratic rules and regulations, it can’t actually make education much better. Indeed, the whole point of NCLB was to end decades of Washington spending billions for no return. And what happened? Exactly what state, district, and school-level bureaucrats and unions expected: “accountability” swerved off the road before the 2014 deadline. It took longer than expected — it was a slightly more nerve-wracking game of political chicken than usual — but in the end the entrenched interests won because they’re the most motivated to bring the political pain. After all, their very livelihoods are at stake.

Aside from desegregation — which it has Constitutional authority to compel — the federal government has done no meaningful good in education. Why? Because the special interest-driven reality of politics ensures it can’t do any good. Yet we not only let it continue to trample the Constitution by meddling in education, we are allowing it to shred the Constitution into ever-smaller bits in order to “fix” the destruction it has wrought. And for this, all who turn a blind eye to the Constitution in the name of “the children” are to blame.

The media tide of the past two days has carried in a great flood of stories on science, technology, engineering and math (STEM) education. ABC, NBC, AP, Reuters, the Christian Science Monitor, Politico, the Detroit News, and others joined in. This torrent of attention is due to a White House science fair at which the president announced several initiatives to boost student achievement in those fields. Details are scant, but based on the administration’s press release it seems that $100 million or so would go to encourage particular kinds of teacher’s college programs. Various extracurricular STEM programs funded by non-profit foundations were also touted in the release.

The obvious irony in the president’s plan to tweak teachers’ college programs is that those programs are themselves a key part of the problem. The nation’s state school monopolies typically require most or all of their teachers to either have a degree from a government-approved college of education or to be pursuing such a degree during evenings and weekends. Few of those studying or working in STEM fields are willing to sit through a teachers’ college program—with good reason. Not only are these programs often pointless according to their own graduates, they are not associated with improved student performance. They are a requirement without a function–at least without a function that benefits students. The one thing they do accomplish is to erect a barrier to entry that protects incumbent teachers from competition, allows the specter of “teacher shortages” to be floated at regular intervals, and thus to justify above market wages [state school teachers receive compensation that is roughly $17,000 per year higher than their private sector counterparts].

As a result, many of the most promising teaching candidates in these fields are weeded out from the start. President Obama’s plans to “improve” this barrier to entry into the profession amounts to reupholstering the deck chairs on the sunken Titanic.

But how to ensure that only effective teachers lead the nation’s classrooms given that the government certification process is not just useless but counterproductive? Here, again, there is irony. Somehow, in the thousands of different fields in which scientists and engineers work every day, the competent are distinguished from the incompetent. And somehow, those who underperform are either helped to improve or cut loose to seek work in a field (or with an employer) to which their talents are better suited. It is ludicrous to suggest that managers can effectively evaluate the work of the scientists and engineers they employ in every field _​except_​education.

The media would do us all a favor if they would look past the Obama administration’s marshmallow launcher for a moment and contemplate the effect that our massive barrier to entry into the teaching profession has on recruiting scientists and engineers.

One of the first things you learn when you start to study the comparative performance of school systems is this: on average, Catholic schools are much more educationally effective and vastly more efficient than state-run schools. And then you learn that their impact goes beyond the three R’s. I wrote a little about these facts a few years ago, while I was with the Mackinac Center for Public Policy, and my Mackinac friends have resurrected the post for Catholic Schools Week. I’ve appended an excerpt below, but you can read the whole thing here.

When state-run public schooling was first championed in Massachusetts in the early 1800s, it was under the banner of “the common school,” and it was touted more for its predicted social benefits than its impact on mathematical or literary skills. The leading common school reformer of the time, Horace Mann, promised, “Let the Common School be expanded to its capabilities, let it be worked with the efficiency of which it is susceptible, and nine tenths of the crimes in the penal code would become obsolete; the long catalogue of human ills would be abridged.”

Having experienced more than a century-and-a-half of a vigorously expanding public school system, Americans are no longer quite as sanguine about the institution’s capabilities. Nevertheless, there is still a widespread belief that government schools promote the common good in a way independent private schools never could.

Is that belief justified? Scores of researchers have compared the social characteristics and effects of public and private schooling. They have found little evidence of any public-sector advantage. On the contrary, private schools almost always demonstrate comparable or superior contributions to political tolerance, civic knowledge and civic engagement. One group of private schools stands out as particularly effective in this regard: those run by the Catholic Church.

Home schooling is the most dynamic and innovative segment of K‑12 education. But even with technological advances, co-ops and hybrid schooling, taking on that level of individual responsibility for a child’s education is difficult.

One particularly difficult problem for home school families in Virginia and elsewhere is competitive sports, particularly in high school.

A private non-profit organization, the Virginia High School League, governs high school sports for public schools in Virginia and determines eligibility for participation. Home-school and private-school parents pay taxes for the public schools, but their kids are banned from participating in local high school sports run through the government schools.

For private school kids, that’s not typically a major problem; they have enough students to field teams and schools for their own league. But home-schoolers, especially in rural areas, don’t have those numbers. And that means they are out of luck.

There’s a bill being heard today (HB 947) that would prohibit public schools from joining an association with a blanket ban on home school student participation, and let each school district decide whether to allow them to try out for a team.

The Virginia PTA seems horrified that the home-school rabble might be included, proclaiming that “participation on athletic teams is a privilege that should be reserved for the public school students.” They have told members to call their representatives to say, “public school is your choice and team sports are a privilege you earned and expect them to protect.” Funny, I thought government school were supposed to be open to everyone … we certainly all pay a lot of money for them.

It’s always messy when the government runs things they shouldn’t – there is never a perfect solution – but it does seem odd and unfair for a private organization to ban a segment of Virginia’s children from joining a team in the local public school their parents support with their taxes.

Team sports shouldn’t be run through government schools in the first place, but if they are, they shouldn’t exclude children because their parents have taken full responsibility for their child’s education and shouldered its full cost.

College prices truly are ridiculous. But someone needs to tell President Obama that the root problem isn’t the colleges, which he is expected to announce today will be the targets of proposed sanctions should they raise prices too fast. No, the problem, Mr. President, is a federal government that wants to play Santa Claus by giving everybody, no matter how poorly qualified or unmotivated, money for college.

As I itemized in How Much Ivory Does This Tower Need? What We Spend on, and Get from, Higher Education, total aid in the form of federal grants and loans (I didn’t even get into tax credits and deductions) ballooned from inflation-adjusted $29.6 billion in 1985 to $139.7 billion in 2010. That is mammoth, and it probably helped not just colleges to enrich themselves, but enrollment to expand from 8.9 million full-time equivalent students in 1985 to 15.5 million in 2010.

But that latter part is good, right? Doesn’t that giant enrollment increase mean we’ve been “educating ourselves to a better economy,” to steal a favorite Obama administration catch phrase?

It might, if all those people were attaining important skills and graduating. But they haven’t been. You can get more details in my paper — and yes, some of the following stats are probably somewhat low because they’re for first-time, full-time students — but the higher ed outcomes appear dismal no matter what:

• The most recent six-year graduation rate for students in four-year programs was 57.3 percent
• The most recent three-year graduation rate for students in two-year programs was a minute 27.5 percent
• Roughly a third of people who manage to get bachelor’s degrees are in jobs that don’t require them, up from about 11 percent in 1967
• According to recent research by Richard Arum and Josipa Roksa, 45 percent of students learn nothing in their first two years of college, and 36 percent nothing in four years
• Between 1992 and 2003, the percentage of bachelor’s holders proficient in prose literacy dropped from 40 to 31 percent, and in document literacy from 37 to 25 percent, on the National Assessment of Adult Literacy

What does all this — and more that’s in the paper — tell us? That millions of the people taxpayers are sending to college are getting little if anything out of it, while the colleges rake in heavy dough. But that means the root problem isn’t the colleges — they are just taking the people government sends them — it is the federally dominated funding system that insists on giving dollars to almost any warm body that declares it wants to experience ivy-covered walls and frat parties.

In light of this depressing reality, if the president really wants to rein in costs he will call for significanlty reducing student aid, both the amount available to individual students, and the numbers of students eligible.

That, though, will probably not happen. Not only did the president talk up keeping aid cheap and casting an even wider net in his State of the Union, but taking the right course — cutting aid — means taking the politically tough course. And neither this president, nor almost anyone else in Washington, has ever signalled real willingness to do that. It’s just much easier to keep giving money away.