Showing posts with label School Vouchers. Show all posts
Showing posts with label School Vouchers. Show all posts

Wednesday, June 10, 2015

By Larry Elder, Jun. 11, 2015

Barack Obama, for his own education, never set foot in a public school.

When he was 10 years of age, his mother shipped him back from Indonesia to his grandparents in Hawaii so that young Barack could get a first-class American education. He entered Punahou, the expensive and most prestigious prep school in the islands. From there, despite his admittedly indifferent grades, Obama was admitted to Occidental, an elite private college in Los Angeles. He spent two years there, after which he transferred to Columbia University, one of the private Ivy League schools. After Columbia, Obama attended Harvard Law, another private Ivy League school.

What about Michelle, then Michelle Robinson? Doesn't she often brag that she attended public schools? But her public school cheerleading requires an asterisk. True, Michelle attended a public high school. But it was Chicago's first magnet school, and admission was a selective and highly competitive process. Michelle spent close to three hours each day on a bus to escape her subpar local public school. So Michelle, in essence, attended an exclusive high school, an option available to her because of her proactive, pro-education parents and her willingness to sacrifice the time to go to and from this superior school.

What about the Obama's own children? Surely the children of a pro-public school politician would attend public schools as a seal of approval. On the contrary, the children of then-Sen. Obama attended a private school operated by the University of Chicago, where Obama had taught as an instructor in the law school. This job enabled the Obama girls to go at little or no cost to Obama.

After Obama was elected president and preparing to move to Washington, D.C., Michelle Obama engaged in a public search for an appropriate school for their children. Michelle considered public schools in D.C. "There are some terrific individual schools in the D.C. system," her husband said later.

But, come time for enrollment, the Obamas chose Sidwell Friends, a private Quaker school whose most famous recent grad is Chelsea Clinton. Annual tuition? Almost $40,000 a year, and this excludes books and other material.

Democrats, of course, argue that we need to "invest" more in education. We already spend more on education, K-12, than any other country with the exception of Switzerland, Norway and Luxembourg.

Back in 1985, a federal judge decided to take a different approach, instead of mandating cross-town busing in Kansas City. Why not make urban schools so attractive that all students, no matter their race, would want to go there? He ordered the school district to build what many called "world-class public schools."

And spend they did.

The district built 15 new schools. Then it equipped dozens of magnet schools with equipment and personnel for state-of-the-art academic, athletic and arts programs. One elementary school offered private Suzuki violin lessons for every student. A middle school hired 10 "resource teachers" to develop projects in specialty subjects. Kansas City added a Montessori kindergarten and a first-grade Spanish immersion program. Some teachers got raises, while others received reduced workloads.

At a time when most Americans didn't have a PC or an Apple Macintosh, one Kansas City high school boasted 900 top-of-the-line computers. Others had an Olympic-sized swimming pool complete with six diving boards, a padded wrestling room, a classical Greek theater, an eight-lane indoor track and a professionally equipped gymnastics center. Some of the renovations included a robotics lab, TV studios, a zoo, a planetarium and a wildlife sanctuary. Instead of using buses to bring white kids to the inner-city schools, the district hired 120 taxis.

After 15 years and $2 billion dollars, the Kansas City school district failed all of Missouri's 11 academic performance standards and became the first big-city school district to lose its academic accreditation. All that spending managed to attract several hundred white suburban students in the early 1990s, but many later left.

This brings us to vouchers, where the money follows the student -- rather than the other way around.

Urban parents want the option to remove their kid from an underperforming local government school to a better school. Polls show 80 percent of inner-city parents want vouchers. In Philadelphia, 44 percent of public-school teachers with school-age children send their kids to a private school. In Chicago, it's 39 percent. Nationwide, about 11 percent of all parents enroll their children in private schools; only 6 percent of black parents do so.

A year and a half after the Obama girls had settled into their new school, Obama was asked whether any D.C. public schools offered his daughters the same quality of education as a private school. "I'll be blunt with you," said Obama. "The answer is 'no' right now." But then he added, "Given my position, if I wanted to find a great public school for Malia and Sasha to be in, we could probably maneuver to do it. But the broader problem is for a mom or a dad who are working hard but don't have a bunch of connections." So it's who you know, how much clout you have.

Obama does not realize it, but he made an open-and-shut case for vouchers.


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Friday, February 6, 2015



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Sunday, January 25, 2015

Dem Poll: Nearly 70 Percent Support School Choice

Matt Vespa, Jan. 23, 2015, Townhall

Some Republicans in blue states, like Gov. Chris Christie, have pushed for school choice initiatives–and it has yielded exceptional political dividends. Christie cruised to re-election in 2013, netting 60 percent of the vote, along with winning pretty much winning every demographic in the state. He also doubled his support amongst African-American voters, possibly due to his support for school choice policies.

Read more: www.townhall.com


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Friday, January 16, 2015

Public Schooling’s Pluralism Problem And The School Choice Solution

Jason Bedrick, Jan. 9, 2015, CATO

In reality though, it’s the idea that so-called “public” schools are actually “public” that is only half-true. District schools are technically open to any student whose parents can afford to live in the district, but they are certainly not “intended to serve entire communities.” For example, they are not intended to serve Orthodox Jews or others like them who have a different vision of education. When everyone is forced to pay for one school system and decisions about education are made via a political process, there will be winners and losers.

Read more: www.cato.org


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Wednesday, April 23, 2014

By Larry Elder, July 25, 2013

"I think you should check out the APEX program," my high school counselor, Mrs. Workman, suggested.

APEX stood for Area Program Enrichment Exchange, and involved several L.A. area high schools, including Fairfax High. Intended for "advanced" students, the program allowed them to take courses not offered at their home school.

In my case, I had exhausted all of the Spanish courses at Crenshaw High, the predominately black inner-city school I attended. But Fairfax, predominately Jewish, had higher-level courses and would accept me.

"It'll be a way for you to continue your Spanish — where, I see from your transcript, you excel. I'd suggest you do this," she said.

"How does the program work?"

Each morning, she explained, a school bus would pick up the APEX students — by definition a group of supposedly "high-level, college-bound kids" — and bus them to their chosen school. We would attend two classes each morning at the APEX school, after which we would be bused back to Crenshaw.

"Where do I sign?"

Mrs. Workman laughed, "I expect you to do well."

About that I had little doubt. After all, I made mostly A's, and did particularly well in Spanish. I ranked sixth or seventh in a class of 250. Of course I would do well.

But I didn't.

I knew I was in for a ride when I walked into class that first day at Fairfax. The teacher greeted me in Spanish. But I noticed that everyone in the class spoke in Spanish. I don't mean the halting way I spoke, with iffy grammar and conjugation. These kids were fluent! I was shocked.

Despite the stack of Spanish course A's I had piled up since middle school, I never really thought achieving fluency in a class setting was possible — unless you lived in Mexico or Spain or had Spanish-speaking parents.

But it became clear that from the time these Fairfax kids took their first Spanish course — and, for that matter, every other course — teachers demanded far more from students than Crenshaw teachers demanded of us. The Fairfax kids also demanded more of themselves. And they were matter-of-fact about the high expectations their parents had for them.

When I came home from that first day at Fairfax, I cried.

"These A's I'd been getting," I told my mom, "were crap. Probably C's at Fairfax. It's as if I'd been playing Little League baseball — and now I'm playing against the Dodgers."

"You're right," she said, "it's not fair — but do your best. You'll rise to the occasion."

I got an F on my first test. This was followed by more F's and D's. There was a lot of oral class participation, and the teacher and students were patient as I butchered the language. They felt sorry for me.

The final exam, which accounted for most of the grade, was a written book report on "Don Quixote" — also to be given orally, without notes, while standing in front of the class. Holy bleep!

I busted my butt, worked my way through the book, and wrote and memorized my presentation. I checked and rechecked my report. Then I practiced it in front of the bathroom mirror. Never had I worked as hard on anything in school. I vowed not to be embarrassed.

I spoke third. After each student spoke, the no-nonsense teacher immediately critiqued the speech, corrected grammar and syntax, and offered ways to improve.

My turn. The walk to the front of the class took forever. "I'll show them," I said over and over. I cleared my throat and let it rip. I knew I had rocked when, after I finished, no one said anything, not even the teacher. Who was that fluent guy in Larry's body?

"Bien, senor Elder," the teacher finally said. "Muy bien."

I told my mom what happened. She didn't use the word "voucher," but she wondered why parents couldn't choose the school to which they send their kids, rather than the one — good or bad — that happens to be the closest.

"Doesn't seem right," said Mom. My Fairfax experience, she said, "shows what happens when kids are pushed. I can't do anything about this. But maybe someday you can."

Hopefully, I just did.



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