Yesterday afternoon, U.S. Secretary of Education Arne Duncan came to campus to speak about education policy under the Obama administration. I won’t bother attempting to recount everything that Duncan said– for a comprehensive summary, you can check out the Daily Princetonian’s article on the event. Rather, I would like to provide a critical analysis of the vision of the American education system that Duncan presented, which, we infer, is indicative of the viewpoint of President Obama himself. For conservatives, Secretary Duncan’s talk had a lot of positive aspects, but also left much to be desired.
Let’s start with the good. Duncan was unflinchingly honest in his portrayal of the abysmal state of public schools in the United States today. He framed this problem as one that has moral, economic, and national security dimensions. His frank acknowledgement of the educational challenges we face as a nation represents the first step along the path to reform. Duncan’s favorable assessment of efforts to inject accountability and competition into schools through initiatives such as Race to the Top should also resonate strongly with conservatives.
While Duncan was admirably candid about the condition of our education system, however, he hesitated to explain just how this dire situation had arisen. He seemed to imply that achievement gaps and dropout factories came out of nowhere, when, in fact, they are the inevitable product of the way public education in the U.S. is structured. Similarly, he expressed shock at state codes prohibiting merit pay for teachers, and district policies that forbid after school tutoring programs, wondering aloud how it is that such laws came to exist. The obvious culprits, of course, are the teachers unions.
It is not surprising that Duncan– who, after all, serves in a Democratic administration– would be reluctant to criticize teachers unions. It was disappointing, however, to hear him actually praise unions as a force for change in education while disparaging efforts to rein in their disproportionate political influence. Additionally, while Duncan resisted the familiar liberal habit of suggesting more government intervention as the solution, he did heap praise on the recent federal takeover of the student loan industry (for a description of the drawbacks of this so-called “reform,” see this column published in the Daily Princetonian last spring).
Taking on the entrenched interests who stand in the way of education reform is certainly a step in the right direction, but what I’d really like to see is for politicians to start talking about vouchers. Encouraging higher standards within public schools is all well and good, but such efforts are unlikely to prove sustainable in the long run. Once the pressure is off, it will be all too easy for teachers and administrators to fall back into the dysfunctional routine of the old status quo. If parents are empowered to make decisions about their children’s education, however, market incentives will drive schools to develop systems that encourage excellence in teachers and students without inflating costs. By subsidizing privately-run educational institutions, we can maintain our commitment to providing all of America’s children with educational opportunities while getting the government out of the business of running schools itself, a task for which it is clearly unsuited.
Implementing a vouchers plan on a national scale is still a pipe dream, and is sure to remain one so long as the Democrats control the White House and the Senate. But Secretary Duncan’s vociferous advocacy of education reform makes future progress toward this goal more probable by shifting the debate. It is the duty of Republicans in the House of Representatives, as well as prospective presidential contenders, to offer an even stronger alternative that takes education out of the dominion of bureaucrats and teachers unions and puts it under the control of families and communities.