Speed Gibson

It's July: no politics until August.
Roll out those lazy, hazy, crazy days of summer!

20/20: Stupid in America

I hope you saw that this John Stossel program, pre-empted by sports locally, was broadcast at 12:35 AM this morning. I stayed up, watching it as I recorded it. It was well worth it, possibly Mr. Stoseel's best work to date.

I also was pleased to see that ABC did not pull Stossel's punches. He says from the beginning that American students aren't making the grade because the public schools are failing them, then spends the rest of the hour showing why.

Even suburban schools are labelled as failures, even though 57% of us give our districts an A or B rating. That's only because we don't know what we don't know says the frequently quoted education reformer Kevin Chavous. "Right!" says Stossel, who then shows what happened when the same test was given to Belgian and New Jersey students. The Belgians, who spend less than we do, scored 76% vs 47% at an above average New Jersey, also above the national average.

Stossel then makes another key point. American fourth graders test above average againt the (free) world, but at the end, we rank 25th. Draw your own conclusion.

The money question took up another segment. The Kansas City billion dollar failure was featured as you might expect, but also school administrators who clearly think we need to dramatically raise education spending even more. Finally, examples of private and charter schools are given, where grades are up even though expenses are half or even a third of the average public school.

Choice was the next subject. In most countries that outperform us, education funds are attached to the student. Call them vouchers if you like. Schools that don't perform to parents' expectations - close! But here in America, the non-privileged get no choice. Your zip code picks your school. One interesting anecdote was about the new South Carolina Governor. He, too, theoretically had no choice, but some of the more well-to-do schools came to him and his wife offering waivers for their children to attend their schools. They eventually opted for a private school. The point is, the parents couldn't choose, but the schools could.

Finally, there are the unions. I don't think Stossel went out of his way to make them look bad, even thuggish. He didn't have to. First, Stossel showed the five foot long flowchart of the dozens of steps required to fire an incompenent teacher, even a sex offender. But when Randy Weingarten, President of the New York City teachers union said to John, "... those folks who like to say [we're a unionized monopoly], they really don't care about kids." I like to keep it civil here on my blog, but this is one case where, given the contemptuous look on her face as she said it, a b****-slap is in order for this h*.

Stossel finishes up by returning to choice, citing the success that vouchers have brought to Milwaukee, both public and private. But according to the teacher whose lawsuit cost Floridians their bite at this apple recently, "Competition is not for children, it's not for human beings, it's not for public education, it never has been [false! -SG], and it never will be." But Stossel ends on a high note, saying with examples, imagine all the ideas that could come forward when we do finally give parents the freedom to choose.



Chris (mail) (www):
There are those who WILL mischaracterize Stossel as being “anti-education.” This label is inaccurately conveyed, as it should be labeled “pro-education reform”. So to use “anti-education.” and denominate those is misinforming.

The “War on Public Education” is a straw man. There has never been such a war. Any time spent defending against it is time that diverts much-needed time and energy away from the real issues. If there’s no war, then what’s the fuss? Who are these imaginary soldiers? They are simply observers, who pointedly remind us of the many facets of public education which can use serious reform. They however, are very interested in the views and observations of intelligent peers who can contribute to the debate in a constructive way. Part of the debate is calling a spade a spade, shining a light on egregious examples of the misdeeds of public educators, their union, administrators, and aspects of the system itself.

Yes, there are many public schools where excellence is part of the daily culture, where students are given the best chances to lead productive lives after graduation. There are countless public educators who nobly fight the good fight against ignorance and poverty, and who, despite terrible obstacles, defeat these foes daily.

It should not be offensive to truly dedicated teachers and administration to point out the ugly truth where it may lie. These blemishes aren’t just isolated in a system that is by far mostly good; they are endemic. Some examples of serious issues, in need of reform: teacher unions, political activism, teacher certification, mediocrity, opposition to competition, home schooling opposition, zero tolerance, and lack of accountability.

There are four kinds of teachers and administrators staffing public schools. First, there are dedicated teachers and administrators who are effective. Second, there are dedicated folks who aren’t. Third, there are people for whom “it’s just a job,” lastly, and most seriously, there are incompetent teachers and administrators.

Members of the first group should take no offense at any criticisms of the other three groups; they should be leading the charge for reform. The second group, (due to curriculum or techniques), can be retrained, the third group needs to be weeded out, and last group need to be fired, period.

These reforms along with tax credits and free market choice will provide the best environment. True competition can cure most of these ills.

Don’t fall for the ‘We are Great!’ mantra.
1.14.2006 9:58am