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                  GOVERNMENT SCHOOLS IN CRISIS
                      by George L. O'Brien
                  edited by Geoffrey Erikson

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The tax-supported "public school" system is in trouble. There are
chronic problems with discipline, mounting violence, declining test
scores, and administrative costs spiralling out of control. Government
schools continue to graduate functional illiterates, and U.S. public
school students' math skills are now among the worst in the
industrialized world.

How bad is it? The U.S. has 27 million illiterates as well as 40 to 50
million people who can barely read at the fourth-grade level. The U.S.
is also among the worst industrialized countries in the areas of math
and science. More than half of all 18-year-olds cannot find Britain or
France on a map.

The defenders of the government schools claim the problem is a lack of
money. However, in real terms, spending on education has actually risen
over the last 40 years. The U.S. ranks near the top in the world in per
student spending -- more than either the Germans or the Japanese. The
cost per student in government schools is nearly twice that of a typical
private school, yet the results are distinctly inferior.

There is so much dissatisfaction with government schools that many
parents are paying to send their children to private schools. This is
after having already paid for government schools through their taxes. It
is a ringing testimony to the failure of one of this country's most
ambitious social experiments.

ORIGINS OF PUBLIC SCHOOLS
The "public schools" movement began in the 1830's, led by Horace Mann.
Supposedly, the goal was to ensure that every child would have access to
an education. However, from the beginning there was another agenda, and
that was to control what was being taught so as to create so-called
"model citizens."  Public schools meant taking control of education
from the parents and placing it in the hands of social engineers and the
government.

Was there ever a popular outcry for government schools? The answer is
no. Basically, the demand for government schools came from elites in
response to two perceived threats to their notion of society: 1) the
rise of the "common people" who were becoming politically active; and
2) the influx of immigrants.

These political and intellectual elites promoted what was then
considered an un-American value system in the government schools: Blind
obedience to authority; conformity; equating patriotism to loyalty to
government; externally imposing ranking of people in a military-like
hierarchy; and perpetuating the myth that knowledge is a scarce
commodity to be obtained only from an elite educational priesthood.

Many parents resisted these attempts by government bureaucrats to impose
alien values on their children. Most ethnic groups also came to resent
the way the elites tried to undermine and usurp their parental authority
-- the most obvious example being the Catholics who felt the need for
their own schools.


THE ROLE OF DECENTRALISM
Fortunately, the full impact of the government schooling system was
mitigated by the decentralism of the 19th century. Virtually every
school had its own autonomous school board. These local school boards
had the power to hire and fire teachers at will based on their own
judgements. However, after the turn of the century, during the
"progressive era," there began a concerted attempt to destroy the system
of local control through the "unified schools" movement. It took 50
years before most of the country was subjected to unified schools, which
may be why the real decline was delayed until after World War II.

The idea behind unified schools was that they would be able to offer a
wider variety of courses because of "economies of scale."   However, the
real goal seems to have been to remove control of the schools from the
parents and place it in the hands of the "professionals" in the school
bureaucracies.

At the same time, there began the movement to require teachers to attend
specialized teachers' colleges" and the dictating of mandatory state
certification. The criteria for hiring was now graduation certificates
from teachers' colleges, rather than demonstrated skill in teaching. In
many states, local school boards were actually forbidden from conducting
their own testing of teachers.

Once the parents lost control of the schools, the schools quickly became
laboratories for social engineering experiments. Educational fads such
as "progressive education" were imposed on the helpless children in vain
attempts to use behaviorist psychology to remodel children into some
vision of "proper" citizens. Everything from sex education, to
politically-correct textbooks, to forced bussing, all became methods of
molding children into some ideal image. The legacy of Horace Mann would
be the tyranny of government control and bureaucratic manipulation.

MONEY AND POWER Centralization took another giant step in the 1950's as
funding of schools began to be moved to the state governments. The
primary result of this was an explosive growth in the size and power of
the school bureaucracies. According to Steve Buckstein of the Cascade
Policy Institute, the Portland, Oregon schools district has 600
employees in its central office, or roughly one central office employee
for every 92 students. By comparison, the Portland-area Catholic school
system with 11,500 students has only five central office employees, for
a ratio of about one central office employee for every 2,300 students.
The government-run schools have 25 times as many people in their central
office.

Ending the linkage between parents and the schools also removed all
barriers to the takeover of the schools by the teachers' unions: the
National Education Association and the American Federation of Teachers.
These unions have made it virtually impossible to fire incompetent
teachers. They have forbidden wage differentials for outstanding
teachers or higher pay to attract teachers in subjects where there is a
scarcity, such as math and science. In addition, since the
administrators are also members of the unions, it has became virtually
impossible to reduce the size of the bureaucracy.

The state school bureaucracies have transformed areas such as curriculum
into a political battlefield. State textbook selection has led to fierce
struggles between various special-interest groups. Choosing history and
social science texts is an area of constant conflict. In the area of
biology, small segments of the religious right have forced the 荘dumbing
down鋳 of science textbooks, while the denizens of political correctness
have made history and social science texts nearly worthless.

Government control of schools has had a disastrous effect on racial
minorities such as blacks. Brown v. Board of Education outlawed
segregation in public schools, however, in place of parental control a
new set of controls and forced bussing was substituted, which without
question failed. It ignored the unique problems of each child and was
detrimental to the education of all. Not surprisingly, in recent years
it has been racial minorities who have led the fight to overturn these
rulings. In cities such as Chicago, it has caused many black parents to
put their children into private and Catholic schools.

Another failed social experiment had to do with IQ tests and special
"tracking."  As John Gatto (New York State Teacher of the Year in 1991)
put it:

"David learns to read at age four; Rachel, at age nine: In normal
development, when both are age 13, you can't tell which one learned
first -- the five-year spread means nothing at all. But in school I will
label Rachel "learning disabled" and slow David down a bit too.

"I adjust David to depend on me to tell him when to go and stop. He won't
outgrow that dependency. I identify Rachel as discount merchandise,
special education.  After a few months she'll be locked into her
place."

Stereotyping of students using standardized tests can create enormous
problems when dealing with racial minorities.

Other experiments have included using psychoactive drugs to counter
"hyperactivity in children" without the permission or even the knowledge
of the parents. What is especially ironic is that studies now indicate
that many hyperactive children are likely to grow up to be successful
entrepreneurs.

A related problem includes the inability to expel disruptive or
undisciplined students, because the state pays for warm bodies rather
than educational results. It is not a coincidence that crime is a big
problem in many inner-city government schools, but not a problem in the
non-government schools.

The net result has become a disaster of epic proportions. While it is
true that there are some government schools which continue to be
effective, they are generally in small suburban school districts (where
parents have some elements of control), or they are "magnet schools"
which are chosen rather than assigned. A greater and greater number of
parents are searching for alternatives, even though few can really
afford the extra cost.

RESISTANCE TO CHOICE
Educationists and their unions have resisted parents' desires for choice
with everything they can muster. Tactics include using the state to
decide what constitutes a school, imposing expensive rules and
regulations on non-government schools, and using truancy laws to harass
home schoolers. Creative alternatives such as Marshall Fritz's Academy
for Self-Government face enormous hurdles just to survive.

The central struggle, of course, is money. As long as the government
schools take so much money from parents in taxes, it is hard for parents
to afford to send their children to non-government schools. Attempts to
change this through tax credits and vouchers have resulted in vicious
counter-attacks from the NEA among others. As Gatto put it:

"School has become too vital a jobs project, contract giver, and
protector of the social order to allow itself to be 'reformed'.  It
has political allies to protect its marches."

CONCLUSION
Education choice involves returning control of education to the parents
rather than the bureaucracies. History has shown that the system of
centralizing control has resulted in poor results and a massive waste of
resources.

The battle cry for choice in education is central to bringing about a
free society. Government schools are not simply another "black hole" for
tax dollars, but an institution which does actual harm to our children.

The only way the U.S. will get quality education will be when control is
returned to the parents who can have a real choice, versus the sterile
monopoly of the government schools. Creative proposals such as the
California Education Choice Initiative (which will be on the ballot in
November 1993) will eventually be passed as more and more people
understand why the current system will not be fixed -- the sooner the
better.

                        RECOMMENDED READING

Dumbing Us Down (Gatto).......................................   $9.95
The Exhausted School (Gatto)..................................  $10.95
Inside American Education (Sowell)............................  $24.95
Education: Assumptions Versus History (Sowell)................   $8.95
Public Schools Monopoly (Boaz預udio cassette)................   $10.95
Education in a Free Society (Liberty Press)..................    $3.00



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