The Educational Monopoly: Unveiling Truths and Seeking Change

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In Jay Stossel’s eye-opening editorial, “Stupid In America,” he delves into the myriad problems entrenched within the American public school system. Stossel asserts that despite a considerable surge in school spending, the trajectory of test scores remains disappointingly flat, revealing a disconcerting lack of progress since 1970. The central argument posits that the government's monopoly on K-12 education, coupled with steadfast resistance from influential entities like the teachers’ union, is a significant hindrance to meaningful reform.

Former union presidents, George Parker and Albert Shanker, make candid admissions that shed light on the union's priorities.

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Parker, during his tenure as the head of the Washington, D.C. teachers union, expressed concerns about losing teachers if students were allowed to escape failing government schools through voucher programs. Shanker's blunt declaration—only representing school children when they pay union dues—exposes a self-serving agenda within the leadership. These revelations prompt critical reflections on the true motives of those entrusted with the responsibility of shaping the education system and its impact on students.

Stossel introduces the concept of the "Blob," a conglomeration of groups resistant to change, with the teachers’ union wielding the most power. This formidable entity vehemently opposes any competitive approach, stifling the possibility of school choice for parents and students. Despite discussions of change, the outcomes remain stagnant, creating an impenetrable barrier to genuine progress. In a revealing interview with Kevin Chavous from the Center for Education Reform, the necessity of choice as an external force for systemic change becomes apparent.

The addition of competition to public education, as advocated by Chavous, emerges as a potential catalyst for positive transformation.

Dr. Ben Chavis, former principal of the American Indian Public Charter Schools, underscores the importance of competitiveness for schools to adapt and improve. The idea is straightforward: empowering parents through choice leads to localized enhancements in education. The ensuing competition benefits both competitive and public schools, creating incentives for improved quality care and academic performance.

Challenging the prevailing belief, Jay Greene dismantles the narrative that public schools need more funding to enhance test scores and overall performance. Public K-12 spending, approaching $10,000 per pupil, has doubled in three decades, surpassing inflation rates. Total school spending now exceeds $500 billion, surpassing national defense and even Russia's entire GDP. Greene dispels the myth of underpaid teachers, revealing that public elementary school teachers earn more per hour than architects or mechanical engineers.

Furthermore, Greene emphasizes the role of special interest groups, the "Blob," in perpetuating these myths to maintain their financial stake in education policy. Dr. Ben Chavis echoes this sentiment, asserting that genuine concern for children involves attaching funding to accountability rather than blindly allocating funds. Redirecting the $10,000 per pupil towards individual students based on specific criteria could drive schools to focus on students' success through healthy competition.

The revelation that the constant plea for more funding is a myth exposes a troubling reality—an entrenched monopoly governs education in the United States, delivering subpar education to public school students. The monopoly's primary concerns appear to be greed and concealing its schemes. Despite these challenges, Stossel identifies hope in leaders willing to challenge the status quo, even in the face of resistance from unions.

Expanding on this narrative, it becomes evident that dismantling the educational monopoly is not a straightforward task. The system is deeply rooted, and resistance to change is fortified by various interest groups collectively known as the "Blob." This term encompasses federations, alliances, departments, councils, boards, commissions, and panels, all converging to resist any semblance of competitive approaches. The teachers’ union, wielding significant influence, consistently votes against the idea of competition among public schools—a key element that could provide Americans with the power to choose their child's education beyond the constraints of their zip code.

Examining the dynamics of the "Blob" reveals a pattern of resistance masquerading as talks of change. Despite the rhetoric, the status quo remains unchanged, creating a seemingly insurmountable barrier to reform. In a thought-provoking video interview with John Stossel, Kevin Chavous stresses the significance of choice as an external force, arguing that public education is unlikely to change from within. Empowering parents to choose their child's school fosters competition, ultimately leading to improved education.

The concept of competition as a driving force for change finds resonance in the words of Dr. Ben Chavis, the former principal of the American Indian Public Charter Schools. Dr. Chavis asserts that without change, schools cannot compete, emphasizing the necessity of adapting to provide quality education. The crux of the matter lies in challenging the resistance posed by the "Blob" and allowing genuine competition to flourish for the benefit of students.

Contrary to popular belief, the narrative that public schools are underfunded is debunked by Jay Greene, co-author of "Education Myths." Greene exposes the fallacy by highlighting the significant increase in public K-12 spending over the past three decades. Adjusting for inflation, per-pupil spending has doubled, reaching nearly $10,000. Additionally, total school spending surpasses $500 billion, exceeding the budget for national defense and Russia's entire GDP.

Further dispelling the myth of underpaid teachers, Greene provides a comparative perspective. Public elementary school teachers earn an average of $30.75 per hour, surpassing the hourly earnings of architects ($26.64) and mechanical engineers ($29.46). This information challenges the notion that financial constraints are the root cause of the stagnation in test scores and overall performance.

The perpetuation of these myths, as Greene argues, serves the interests of special interest groups, particularly the "Blob." These groups benefit from maintaining the narrative of underfunded schools and underpaid teachers, thus preserving their financial stake in education policy. Dr. Ben Chavis echoes this sentiment, urging a shift from indiscriminate funding to a more accountable approach. Attaching funding to specific criteria such as grades, educational goals, and attendance would incentivize schools to focus on student success.

Reflecting on the implications of the myths surrounding education funding and teacher salaries, it becomes evident that these misconceptions contribute to a skewed understanding of the challenges faced by the public school system. The narrative of underfunded schools diverts attention from the need for genuine accountability and strategic allocation of resources. By perpetuating these myths, the "Blob" maintains its influence and obstructs meaningful reforms that could enhance the quality of education.

Shedding light on the inner workings of the "Blob" reveals a complex network of entities with vested interests in preserving the status quo. Federations, alliances, and various bureaucratic bodies collectively resist any form of competition or external pressure that could challenge their dominance. The teachers’ union, as the most influential component of the "Blob," consistently opposes measures that would empower parents to choose their child's education based on merit rather than geographical constraints.

Exploring the concept of competition as a catalyst for change in education, it becomes imperative to consider the perspectives of experts and practitioners. Kevin Chavous, from the Center for Education Reform, emphasizes the transformative power of choice in forcing systemic change. The notion that public education is unlikely to change from within underscores the need for external influences, particularly through the empowerment of parents in making educational choices for their children.

Dr. Ben Chavis, drawing from his experience as the former principal of the American Indian Public Charter Schools, advocates for a competitive environment. According to Dr. Chavis, without adapting and competing, schools risk falling behind, ultimately compromising the quality of education provided. The call for change and competition aligns with the belief that genuine progress in the public school system requires dismantling the monopolistic structures upheld by the "Blob."

Delving into the impact of the educational monopoly on the quality of education, it becomes apparent that dismantling this entrenched system is crucial for fostering genuine progress. The revelation that the constant plea for more funding is a myth exposes a troubling reality—an entrenched monopoly governs education in the United States, delivering subpar education to public school students. The monopoly's primary concerns appear to be greed and concealing its schemes.

In navigating the path towards change, it is crucial to acknowledge the courage of leaders challenging the status quo, even in the face of resistance from unions. These individuals, by standing up for the education of our children, provide a glimmer of hope amidst the challenges posed by the "Blob." Supporting leaders advocating for change and withdrawing support from those obstructing it is an essential step in reclaiming power for our children's education.