Competing Philosophies on Education
First, I am no expert on issues of education, and I am sure that several of the readers have more insight and experience than myself. Two topics that are of interest to me are the current debate over voucher programs and the different approaches on how to make for a quality education. The two certainly tie into each other on both sides of the argument.
Regarding vouchers, it makes sense that a lot of parents want to send their children to private schools. Catholic schools and private schools in general tend to have far higher rates of graduation and students going on to college. School is where a child spends the most time, besides perhaps the home, growing up, and the schools are where the mind and character of many youth are formed. The desire to instill good values in children leads many to send their children to private schools, often at great personal cost and sacrifice. In some areas, public schools are very good while in others the quality or morals in the school system are wanting. The geographic differences play no small part in how parents are likely to perceive what is best for their children.
Part of the reason there is such marked difference between some public school systems and others is due to the level of funding. Counties with high property values and thereby high property taxes tend to have more well-funded schools than even other areas within the same state. Sufficient funding has some obvious positive impacts on education quality, such as teacher to student ratios, quality facilities, opportunities for field trips to broaden horizons, acquiring computers and other materials and attracting and retaining quality and experienced educators. Others minimize the importance of high funding, pointing constantly to D.C. as the paramount example of the highest funds per capita and lowest student performance combination in the country. They assert accountability is far more important than funding. While I would agree you cannot simply “throw money at the problem,” sometimes, money is the problem. Conversely, in certain cases, there are some individuals who get into teaching for the wrong reasons, are not good at educating, or simply have students that they are not reaching in the environment in which they teach. The voucher issue ties back in at this point as these two philosophies come to a head.
On the one hand, vouchers allow parents to take their children out of a “failing” school, that is, to the parents’ estimation either educationally and/or morally deficient for their children. Some voucher proponents also add that with vouchers, administrators are given private-sector like competition driven accountability, forcing administrators to run a tight ship, fire poor educators and spend money wisely. They believe this will increase educational quality in the public schools and lower property taxes. Another subgroup of voucher proponents are primarily concerned with having some control over the who, where, how, and what of their child’s educational formation. To their credit, I would say that I believe parents have the paramount responsibility for their child’s formation and any time someone else lays their hands on that responsibilty of formation, it is important to afford the parent some degree of control as to what that influence and/or impact will be.
On the other hand, critics of voucher programs tend to fall into several subgroups as well. First, there are those who believe it violates the separation of church and state. Over 95% of vouchers go to support students sent to religious schools, they contend, therefore, it is a governmental support of religion, a financing of indoctrination. They have concern as well over how much money is devoted to education and the formation of other people’s children with government, (and as taxpayers, their own), money. The courts have ruled so far that vouchers are Constitutional so long as they have some secular purpose, (such as buying math books or computers, as opposed to funding the Church’s renovation), the parents are the ones choosing the school and not the state, and there is no “excessive entanglement,” that is great degree of required supervision by the government over how the money gets spent. I have little love for the merits of the “preserve the separation” subgroup’s arguments as I believe they reflect a broader general hostility towards religion and believe freedom of religion means freedom from religion, and mean to secularize all areas of public life. Ultimately, I believe it is the parents, and not the government, who is acting in sending children to private schools and vouchers allow free exercise rather than endorsement of religion.
A second subgroup is concerned with the financial reality vouchers have upon the public schools. The more children who leave the public school system and enter private schools, the more money that is channeled from public to private. In some cases, this may require the layoff of public school teachers, administrators and other staff. Eventually, the fear is also that such funding decreases will exceed the marginal overhead that is cut by the students’ departure and decrease the quality of public education. I have not seen compelling statistics either way on this argument, but it stands to reason that to some degreee, this argument is correct. Voucher propenents are not generally inclined to disagree but counter that this is a good thing because it weeds out through competition the “failing” teachers, the “failing” schools and redirects both funds and children to programs that are more capable. Generally, the same push for private sector driven competition is pushed along the same vein through standardized testing that tiese government funding to educational achievement. That would be worth at least another long post on its own, so I won’t take that up here.
I am curious though as to how our educator readers of this blog feel about these issues and whether I have done a correct outline of the issues as they see them. I believe there is one public and one private school teacher who visit this site, as well as another public school system employee.