“No country which is now developed has done so without providing high quality public education”.—Atishi Singh
“(I envision) A system of general instruction, which shall reach every description of our citizens from the richest to the poorest. . . If a nation expects to be ignorant & free, in a state of civilisation, it expects what never was & never will be. An educated citizenry is a vital requisite for our survival as a free people.”—Thomas Jefferson
“For Jefferson, there was one step crucial to creating a genuine natural aristocracy. The poor and rich had to have equal access to a good education.”—Fareed Zakaria
“I can no longer support a party that seeks to measure educational success on the basis of how many children leave public schools.”—Senator James Jeffords of Vermont, on announcing his decision to leave the Republican party in 2001.
I vividly remember the moment I knew I was in deep trouble. It was the fall of 1970. I was shuffling out of calculus class where I’d just been slapped in the face with the results of our midterm exams. It not only confirmed that there was a lot of calculus I didn’t know, but that most of the stuff I thought I knew was also wrong. I was as panicked as an eighteen-year-old could get.
But it was about to get worse. At that moment, I overhead two classmates who were walking out of the room ahead of me. “Man,” one of them said. “Can you believe how easy this class is?”
“I know,” the other replied. “We haven’t had a thing we didn’t cover in high school.”
I nearly fainted. Both were from an upper-middle class suburb of Kansas City, and had obviously gone to a school way more affluent than mine.
So maybe I should say a few words about West Platte High School in Weston, Missouri—my hometown. We had 39 kids in my graduating class. Math was pretty straight forward. Algebra your freshman year, geometry sophomore year, Algebra II as a junior, and finally trigonometry when you were a senior. Nobody thought about calculus.
But because of an overly-optimistic college enrollment process, and the fact that I had decent high school grades, I was thrown into an accelerated calculus class—Math 199 (I was also tossed into a similar advanced Chemistry class where I also struggled, but that’s a different story). I felt like I was running a race through quicksand while the rest of the class was sprinting away.
In the end, of course, it all worked out. I made it through Calculus 199, as well as the second semester 200 class. I found my footing, pulled my grades up, and was able to go to medical school, the one thing I really wanted to accomplish.
How did I do it? For the same reason I struggled early on—my high school background.
West Platte was an incredibly safe place. No one carried guns. I had teachers who cared about me. Hard work and perseverance were valued every bit as much as intellectual ability. The school was basically a “classless” society. Yes, there were a tiny fraction of kids we considered “rich” and an equal number who lived in poverty. But for the most part, we were all “salt of the earth” as the quaint expression goes—small farmers, blue collar workers, and shop keepers. We worked hard, we endured, we stuck it out. It turned out that was way more important in the long run than whether we left home knowing how to calculate area under a curve.
But today, public schools such as mine are under assault all across the country. In state after state, teachers are denigrated by politicians, funds are being syphoned off to private schools (many with dubious academic goals), and the financial strength of well-to-do neighborhoods creates growing inequality in what students can hope to experience.
Bluntly stated, some private schools raise millions of dollars to build fine arts centers, while similar public schools hold fund raisers to pay for textbooks.
Many parents demand the right to micromanage their kids’ education, insisting on what should or shouldn’t be taught. Don’t say gay, don’t say anything about reproduction, don’t talk about climate change, don’t mention race, don’t even think about evolution—as if education was no different from ordering a Big Mac from a McDonalds Drive-Thru.
Never mind whether those kids will be able to get a decent job, think for themselves, or compete worldwide. It’s more important to make sure there are things they’ll never learn.
I’m going to be blunt. Public education built this country. Jefferson was right—destroy public education and you will eventually destroy the nation. But today, that concept has been lost in what can only be described as a blind pursuit of “choice.”
Parents want to “choose” what their kids learn and don’t learn, where they attend, who their kids see and don’t see, what they can deny and what they can ignore.
In the process, they’re cutting off opportunities for other kids, as well—the same kids their own children will one day work with, and either succeed or fail with.
I don’t care what your thoughts on “choice” happen to be, you can’t keep your kids inside intellectual and emotional bubble wrap forever.
Unfortunately, this basic message seems to have been lost on many parents. Instead, they’re demanding that tax payer dollars be diverted away from public schools to private institutions that are often religious, unaccredited, for-profit, or in some cases, all three. Schools that can refuse children with learning and/or physical disabilities. Schools that can kick a student out on a whim. Schools that can pass over kids who have difficulty keeping up. Schools that can permanently expel students because of their beliefs.
This was the last thing Jefferson, or any of our other founding fathers, wanted.
Take Florida for example. Its Governor Ron DeSantis recently signed into law a bill that could potentially divert billions of dollars away from public schools to private institutions. What are these schools like? Almost all are based on either religious ideology, investor profit, or lack accreditation. How many private Florida schools don’t fit at least one of these categories? Less than 3%.
When the Civil Rights Act of 1965 was passed the number of private schools (many called themselves “academies”) exploded. Most were grounded in religious fundamentalism, but their real underlying purpose was clear. They intended to resegregate white kids from schools that had been integrated. An added affect was often to incorporate racism, anti-science, and Christian nationalism into the curriculum. Over the years, their numbers have only grown.
So let’s take a minute to discuss religious schools. The largest number are run by the Catholic Church and have been around for years. Some are educationally strong, and some aren’t. But they don’t play by the same rules as public schools. They don’t need to meet the same accreditation requirements, or pay their teachers accordingly. Step out of line, and you could well find yourself on the street.
One of my son’s best friends had a younger brother who was a gifted student. After college, he took a job as a speech teacher at a Catholic high school in an affluent part of town. He coached the school’s debate team to multiple state championships. He was admired and recognized by everyone for his teaching excellence.
That is, until the school found out that he was gay and living with another man. Just like that, he was gone. Across the country, similar stories abound with regard to both students and teachers whose sexuality, speech, and lives aren’t in line with local Catholic values.
Believe me, I’m not trying to offend Catholic readers. If you wish your children to experience this sort of education, fine. But please don’t ask me to pay my tax dollars to support you.
Another family I know inquired of a different private Christian school (this one non-Catholic) about enrolling a troubled son. The parents felt that the school’s discipline might be helpful to the child’s future. The school’s Principal, however, reacted as if she’d been insulted. “We don’t run a reform school here,” she said. “If students cause problems, we expel them. If you think this might happen, I suggest you look elsewhere.”
Much has been made about differences in educational outcomes between private and public schools. Early on, voucher programs that shifted a small number of students from certain poor performing inner city public schools into private schools showed improvements. This caused many to jump on the voucher bandwagon.
But when such programs were expanded to basically allow all students to use vouchers in private schools, any improvement vanished. Some students (and private schools) did worse than public schools. When implemented on a broad scale, the magic of vouchers disappeared.
The only thing that changed was the dollars being drained from public schools—and the students who attended them.
Let’s face it. “Choice” in a market-driven society favors those most skilled in marketing, window dressing, and profit-taking. A wide-spread “rob-public-schools-to-pay-for-private-schools” program will lead to a proliferation of heavily marketed, often for-profit schools. Many will lack accreditation. Many will promote a rigid ideology over a broad-based education. Many will ban a wide range of books. Many will promote quack pseudoscience that will poorly equip students for the future. Many will be implicitly—if not overtly—biased against certain races, religions, and people. All of them will compete ferociously for student dollars—and some will make out like bandits.
And it will all be paid for by money that should be going to public schools. In that case, we can replace Jefferson’s dream of universal education with the phrase “buyer beware.”
What about transportation? Few private schools have buses, etc. Even if you’re a gifted kid that’s been suddenly handed a voucher, how do you use it if private schools are miles away, and your parents are working, absent, or don’t have a car?
Virtually every parent in America wants their child to get the best education possible. Many have been led to believe that simply putting the word “private” in front of a school’s name makes it better. We now know it doesn’t. Improving education will take more than handing out vouchers and dumping schools into a free-market free-for-all measured by dubious outcomes. It will require recognition and support of teachers, who along with police officers, are among the most undervalued and underpaid workers in the country. It will require better training for all educators.
For a second, let’s take a look at one of the most successful educational systems in the world—Finland. What’s different about it?
For a start, for-profit private schools are banned. Any remaining private schools must adhere to the same curricula as public schools. Teachers are held to the same training standards (at least a Master’s degree to start) and the same pay scale as teachers in public schools.
The result? Fewer than 2% of Finnish kids attend private schools—and as a nation, they have some of the best educational outcomes in the world—a lot better than ours, where over 10% of American kids go to private schools.
What about that kid in Calculus class I described earlier? What if I’d been offered a voucher when I was starting high school? Private schools were miles away, and I couldn’t have gone. And what if I had? What if I’d somehow wound up in an exclusive Kansas City prep-school full of wealthy kids? Could I have even adjusted to such an environment? Would I have left with my sanity intact? Who knows.
Sorry, but I’ll take my small-town public school any day.
Once again, this is not to say there is no role for private education in the future. But any move in that direction must be carefully targeted and well thought out. For-profit schools must be excluded. Both funding and teaching must be balanced. When you rob Peter to pay Paul, everyone loses.
The massive shift of funds from public schools to private schools will hurt America’s poorest students and represent just one more tax break for wealthy families. In Arizona, where a voucher plan was recently put into place, over half of the students who took the vouchers were from upper middle-income families, and already attending private schools.
“Choose” to starve public schools, and you’ll pay a lot more down the road—in “choosing” to build new prisons.
The conservative economist Milton Friedman once said “There is no greater threat to a free society than for corporations to act with any sense of social responsibility other than to make as much money for their shareholders as possible.” Is this really the vision we want for education?
Make no mistake, Capitalism and the Free Market have worked great in most areas of the economy—selling cheeseburgers, apartment buildings, haircuts, and automobiles. But in areas such as healthcare, it’s been a disaster.
While the free market has been a boon for health insurance companies and Wall Street-owned medical corporations, it’s given the rest of us out-of-control costs, millions of uninsured, and the worst health care outcomes in the developed world. How about roads and highways? America would be crazy to get rid of public highways, let companies build private ones, then hand out vouchers for us to “choose” a road.
Use “choice” to turn education over to the same forces that have perverted our country’s health care, and the results for America’s future students—and for American society—will be worse. Much worse.
America must choose between the public-school vision of Thomas Jefferson and the market-driven version of “vouchers” and “choice” espoused by Friedman. The latter has the real possibility of setting our educational outcomes as far back as those in health care.
In an increasingly dangerous world, which “choice” do we really want to make?