—-
Milton Friedman chose the emphasis on school choice and school vouchers as his greatest legacy and hopefully the Supreme Court will help that dream see a chance!
Best Political News of 2022
When I shared the best and worst news of 2021, I expressed happiness about how school choice is spreading across the nation.
But it’s not spreading as fast as it should because some establishment Republican state legislators would rather kowtow to teacher unions rather than promote better educational opportunities for the kids in their districts.
But parents are beginning to notice.
In a closely watched primary contest yesterday in Iowa, the Republican Chairmen of the House Education Committee (and a lackey of the teacher unions)was being challenged by a supporter of school choice.
Needless to say, it’s very difficult to defeat an incumbent politician. But, as Corey DeAngelis shared in a tweet, the challenger prevailed in a stunning outcome.
And if you peruse the press release from the American Federation for Children, that was just one of many victories in the Hawkeye State.
Indeed, it’s just one of many victories in primaries across the country.
Corey wrote an article last week for National Review, co-authored by Jason Bedrick, that analyzed primary results in other states this year.
They start with some good news.
DeSantis made school choice a centerpiece of his campaign, and voters rewarded him. In a race decided by fewer than 40,000 votes, his unusually high level of support among black women (18 percent, or about 100,000 votes), who chose him over an anti–school choice black Democrat, Andrew Gillum, proved decisive. …Republicans began wrapping themselves in the mantle of parental rights and school choice, but the fulfillment of their promises has been mixed. States such as West Virginia and New Hampshire enacted bold new education-choice policies in 2021, while Florida, Indiana, and more than a dozen other states expanded existing choice policies.
They then share some bad news.
Nevertheless, choice initiatives stalled this year in Georgia, Idaho, Iowa, Oklahoma, and Utah, with some Republicans casting the deciding votes.
But they close with the best news of all.
In recent primaries, GOP voters threw their support to candidates who supported choice, even if it meant tossing out otherwise conservative incumbents. …Representative Phil Stephenson, an incumbent backed by the teachers’ union, lost to school-choice supporter Stan Kitzman, who secured 58 percent of the vote despite spending less than half of what his opponent spent… Likewise, school-choice champions Ellen Troxclair and Carrie Isaac both defeated candidates who were endorsed by the Texas affiliate of Randi Weingarten’s American Federation of Teachers. In all, eleven of 14 Texas House of Representatives candidates endorsed by the pro-school choice Texas Federation for Children PAC won their primary runoffs. …in Kentucky, an incumbent known to be the leading opposition to school choice in the Republican caucus, Representative Ed Massey, suffered a devastating primary defeat by school-choice champion Steve Rawlings, who garnered 69 percent of the vote despite being significantly outspent. Candidates endorsed by American Federation for Children Action Fund and its affiliates won their primaries or advanced to runoffs in 38 of 48 races in Texas, Arkansas, Idaho, Georgia, and Nebraska so far this year.
Actually, the best news of all is not what happens in elections. Instead, the best news is when legislation is approved that expands school choice. Like we saw last year in West Virginia and other states.
I’ll close with some political analysis.
I’m a big fan of the no-tax-pledge organized by Americans for Tax Reform.
Why? Because it is a way of targeting politicians who are sympathetic to tax increases.
Signing the pledge does not guarantee that a candidate is good (they can vote for debt-financed spending without violating the pledge).
But a candidate who does not sign the pledge almost certainly is bad. And voters now have a way of identifying – and rejecting – those politicians.
We need something similar for school choice. Maybe that’s a pledge. Maye it’s simply endorsements by the American Federation for Children.
All that matters is that politicians learn that there are negative consequences if they side with teacher unions instead of children.
P.S. Politicians who oppose school choice often are reprehensible hypocrites, as noted by Democratic state senator Justin Wayne of Nebraska.
Educational Choice, the Supreme Court, and a Level Playing Field for Religious Schools
The case for school choice is very straightforward.
- Monopoly government school systems cost a lot of moneyand do a bad job.The interests of the education bureaucracy rank higherthan the educational needs of kids. Poor families are especially disadvantaged.
- School choice puts parents in charge. Lots of evidence, including from overseas, shows choice improves educational outcomes. And private schools cost less, so taxpayers also win.
The good news is that there was a lot of pro-choice reform in 2021.
West Virginia adopted a statewide system that is based on parental choice. And many other states expanded choice-based programs.
But 2022 may be a good year as well. That’s because the Supreme Court is considering whether to strike down state laws that restrict choice by discriminating against religious schools.
Michael Bindas of the Institute for Justice and Walter Womack of the Southern Christian Leadership Conference make the case for a level playing field in a column for the New York Times.
In 2002, the Supreme Court held that the Constitution allows school choice programs to include schools that provide religious instruction, so long as the voucher program also offers secular options. The question now before the court is whether a state may nevertheless exclude schools that provide religious instruction. The case, Carson v. Makin, …concerns Maine’s tuition assistance program. In that large and sparsely populated state, over half of the school districts have no public high schools. If a student lives in such a district, and it does not contract with another high school to educate its students, then the district must pay tuition for the student to attend the school of her or his parents’ choice. …But one type of school is off limits: a school that provides religious instruction. That may seem unconstitutional, and we argue that it is. Only last year, the Supreme Court, citing the free exercise clause of the Constitution, held that states cannot bar students in a school choice program from selecting religious schools when it allows them to choose other private schools. …The outcome will be enormously consequential for families in public schools that are failing them and will go a long way toward determining whether the most disadvantaged families can exercise the same control over the education of their children as wealthier citizens.
The Wall Street Journal editorialized on this issue earlier this week.
Maine has one of the country’s oldest educational choice systems, a tuition program for students who live in areas that don’t run schools of their own. Instead these families get to pick a school, and public funds go toward enrollment. Religious schools are excluded, however, and on Wednesday the Supreme Court will hear from parents who have closely read the First Amendment.…Maine argues it isn’t denying funds based on the religious “status” of any school… The state claims, rather, that it is merely refusing to allocate money for a “religious use,” specifically, “an education designed to proselytize and inculcate children with a particular faith.” In practice, this distinction between “status” and “use” falls apart. Think about it: Maine is happy to fund tuition at an evangelical school, as long as nothing evangelical is taught. Hmmm. …A state can’t subsidize tuition only for private schools with government-approved values, and trying to define the product as “secular education” gives away the game. …America’s Founders knew what they were doing when they wrote the First Amendment to protect religious “free exercise.”
What does the other side say?
Rachel Laser, head of Americans United for Separation of Church and State, doesn’t want religious schools to be treated equally under school choice programs.
Here’s some of her column in the Washington Post.
…two sets of parents in Maine claim that the Constitution’s promise of religious freedom actually requires the state to fund religious education at private schools with taxpayer dollars — as a substitute for public education. This interpretation flips the meaning of religious freedom on its head and threatens both true religious freedom and public education.…The problem here is even bigger than public funds paying for praying, as wrong as that is. Unlike public schools, private religious schools often do not honor civil rights protections, especially for LGBTQ people, women, students with disabilities, religious minorities and the nonreligious. …If the court were to agree with the parents, it would also be rejecting the will of three-quarters of the states, which long ago enacted clauses in their state constitutions and passed statutes specifically prohibiting public funding of religious education. …It is up to parents and religious communities to educate their children in their faith. Publicly funded schools should never serve that purpose.
These arguments are not persuasive.
The fact that many state constitutions include so-called Blaine amendments actually undermines her argument since those provisions were motivated by a desire to discriminate against parochial schools that provided education to Catholic immigrants.
And it’s definitely not clear why school choice shouldn’t include religious schools that follow religious teachings, unless she also wants to argue that student grants and loans shouldn’t go to students at Notre Dame, Brigham Young, Liberty, and other religiously affiliated colleges.
The good news is that Ms. Laser’s arguments don’t seem to be winning. Based on this report from yesterday’s Washington Post, authored by Robert Barnes, there are reasons to believe the Justices will make the right decision.
Conservatives on the Supreme Court seemed…critical of a Maine tuition program that does not allow public funds to go to schools that promote religious instruction. The case involves an unusual program in a small state that affects only a few thousand students. But it could have greater implications… The oral argument went on for nearly two hours and featured an array of hypotheticals. …But the session ended as most suspected it would, with the three liberal justices expressing support for Maine and the six conservatives skeptical that it protected religious parents from unconstitutional discrimination.
I can’t resist sharing this additional excerpt about President Biden deciding to side with teacher unions instead of students.
The Justice Department switched its position in the case after President Biden was inaugurated and now supports Maine.
But let’s not dwell on Biden’s hackery (especially since that’s a common affliction on the left).
Instead, let’s close with some uplifting thoughts about what might happen if we get a good decision from the Supreme Court when decisions are announced next year.
Maybe I’m overly optimistic, but I think we’re getting close to a tipping point. As more and more states and communities shift to choice, we will have more and more evidence that it’s a win-win for both families and taxpayers.
Which will lead to more choice programs, which will produce more helpful data.
Lather, rinse, repeat. No wonder the (hypocritical) teacher unionsare so desperate to stop progress.
P.S. There’s strong evidence for school choice from nations such as Sweden, Chile, and the Netherlands.
Free To Choose 1980 – Vol. 06 What’s Wrong with Our Schools? – Full Video
https://youtu.be/tA9jALkw9_Q
Why Milton Friedman Saw School Choice as a First Step, Not a Final One
On his birthday, let’s celebrate Milton Friedman’s vision of enabling parents, not government, to be in control of a child’s education.
Wednesday, July 31, 2019
Kerry McDonald
EducationMilton FriedmanSchool ChoiceSchooling
Libertarians and others are often torn about school choice. They may wish to see the government schooling monopoly weakened, but they may resist supporting choice mechanisms, like vouchers and education savings accounts, because they don’t go far enough. Indeed, most current choice programs continue to rely on taxpayer funding of education and don’t address the underlying compulsory nature of elementary and secondary schooling.
Skeptics may also have legitimate fears that taxpayer-funded education choice programs will lead to over-regulation of previously independent and parochial schooling options, making all schooling mirror compulsory mass schooling, with no substantive variation.
Friedman Challenged Compulsory Schooling Laws
Milton Friedman had these same concerns. The Nobel prize-winning economist is widely considered to be the one to popularize the idea of vouchers and school choice beginning with his 1955 paper, “The Role of Government in Education.” His vision continues to be realized through the important work of EdChoice, formerly the Friedman Foundation for Education Choice, that Friedman and his economist wife, Rose, founded in 1996.
July 31 is Milton Friedman’s birthday. He died in 2006 at the age of 94, but his ideas continue to have an impact, particularly in education policy.
Friedman saw vouchers and other choice programs as half-measures. He recognized the larger problems of taxpayer funding and compulsion, but saw vouchers as an important starting point in allowing parents to regain control of their children’s education. In their popular book, Free To Choose, first published in 1980, the Friedmans wrote:
We regard the voucher plan as a partial solution because it affects neither the financing of schooling nor the compulsory attendance laws. We favor going much farther. (p.161)
They continued:
The compulsory attendance laws are the justification for government control over the standards of private schools. But it is far from clear that there is any justification for the compulsory attendance laws themselves. (p. 162)
The Friedmans admitted that their “own views on this have changed over time,” as they realized that “compulsory attendance at schools is not necessary to achieve that minimum standard of literacy and knowledge,” and that “schooling was well-nigh universal in the United States before either compulsory attendance or government financing of schooling existed. Like most laws, compulsory attendance laws have costs as well as benefits. We no longer believe the benefits justify the costs.” (pp. 162-3)
Still, they felt that vouchers would be the essential starting point toward chipping away at monopoly mass schooling by putting parents back in charge. School choice, in other words, would be a necessary but not sufficient policy approach toward addressing the underlying issue of government control of education.
Vouchers as a First Step
In their book, the Friedmans presented the potential outcomes of their proposed voucher plan, which would give parents access to some or all of the average per-pupil expenditures of a child enrolled in public school. They believed that vouchers would help create a more competitive education market, encouraging education entrepreneurship. They felt that parents would be more empowered with greater control over their children’s education and have a stronger desire to contribute some of their own money toward education. They asserted that in many places “the public school has fostered residential stratification, by tying the kind and cost of schooling to residential location” and suggested that voucher programs would lead to increased integration and heterogeneity. (pp. 166-7)
To the critics who said, and still say, that school choice programs would destroy the public schools, the Friedmans replied that these critics fail to
explain why, if the public school system is doing such a splendid job, it needs to fear competition from nongovernmental, competitive schools or, if it isn’t, why anyone should object to its “destruction.” (p. 170)
What I appreciate most about the Friedmans discussion of vouchers and the promise of school choice is their unrelenting support of parents. They believed that parents, not government bureaucrats and intellectuals, know what is best for their children’s education and well-being and are fully capable of choosing wisely for their children—when they have the opportunity to do so.
They wrote:
Parents generally have both greater interest in their children’s schooling and more intimate knowledge of their capacities and needs than anyone else. Social reformers, and educational reformers in particular, often self-righteously take for granted that parents, especially those who are poor and have little education themselves, have little interest in their children’s education and no competence to choose for them. That is a gratuitous insult. Such parents have frequently had limited opportunity to choose. However, U.S. history has demonstrated that, given the opportunity, they have often been willing to sacrifice a great deal, and have done so wisely, for their children’s welfare. (p. 160).
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Voucher Programs Today
Today, school voucher programs exist in 15 states plus the District of Columbia. These programs have consistently shown that when parents are given the choice to opt-out of an assigned district school, many will take advantage of the opportunity. In Washington, D.C., low-income parents who win a voucher lottery send their children to private schools.
The most recent three-year federal evaluationof voucher program participants found that while student academic achievement was comparable to achievement for non-voucher students remaining in public schools, there were statistically significant improvements in other important areas. For instance, voucher participants had lower rates of chronic absenteeism than the control groups, as well as higher student satisfaction scores. There were also tremendous cost-savings.
In Wisconsin, the Milwaukee Parental Choice Program has served over 28,000 low-income students attending 129 participating private schools.
According to Corey DeAngelis, Director of School Choice at the Reason Foundation and a prolific researcher on the topic, the recent analysis of the D.C. voucher program “reveals that private schools produce the same academic outcomes for only a third of the cost of the public schools. In other words, school choice is a great investment.”
In Wisconsin, the Milwaukee Parental Choice Program was created in 1990 and is the nation’s oldest voucher program. It currently serves over 28,000 low-income students attending 129 participating private schools. Like the D.C. voucher program, data on test scores of Milwaukee voucher students show similar results to public school students, but non-academic results are promising.
Increased Access and Decreased Crime
Recent research found voucher recipients had lower crime rates and lower incidences of unplanned pregnancies in young adulthood. On his birthday, let’s celebrate Milton Friedman’s vision of enabling parents, not government, to be in control of a child’s education.
According to Howard Fuller, an education professor at Marquette University, founder of the Black Alliance for Educational Options, and one of the developers of the Milwaukee voucher program, the key is parent empowerment—particularly for low-income minority families.
In an interview with NPR, Fuller said: “What I’m saying to you is that there are thousands of black children whose lives are much better today because of the Milwaukee parental choice program,” he says.
“They were able to access better schools than they would have without a voucher.”
Putting parents back in charge of their child’s education through school choice measures was Milton Friedman’s goal. It was not his ultimate goal, as it would not fully address the funding and compulsion components of government schooling; but it was, and remains, an important first step. As the Friedmans wrote in Free To Choose:
The strong American tradition of voluntary action has provided many excellent examples that demonstrate what can be done when parents have greater choice. (p. 159).
On his birthday, let’s celebrate Milton Friedman’s vision of enabling parents, not government, to be in control of a child’s education.
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The Daily Hatch 
Weinberg was the last of the physics giants who produced fundamental theories validated by experiments. After half a century his Standard Model still holds, so maybe now is the fist time in physics history without scientific giants.
A tribute to him from one Astrophysics colleague who had recently joined UT Austin
https://twitter.com/MBKplus/status/1418972769509855236
His last book “Foundations of Modern Physics came out a few months ago. From the preface:
“This book treats such a broad range of topics that it is impossible to go very far into any of them. Certainly its treatment of quantum mechanics, statistical mechanics, transport theory, nuclear physics, and quantum field theory is no substitute for graduate-level courses on these topics, any one of which would occupy at least a whole year. This book presents what I think, in an ideal world, the ambitious physics student would already know when he or she enters graduate school. At least, it is what I wish that I had known when I entered graduate school.”
Does anybody have an opinion about how well he succeeded?
It is sad news that Weinberg is not with us anymore but I cannot agree with Alessandro Strumia that “Weinberg was the last of the physics giants who produced fundamental theories validated by experiments…so maybe now is the fi(r)st time in physics history without scientific giants.” Please be reminded that C. N. Yang and T. D. Lee still are healthily living.
@Ricardo: I wrote the following review on one of my piazza sites a few weeks ago. I am currently half way through the book, and I am enjoying the book, although I am familiar with most of the content already. As I indicated below it is more of a review book, than a teaching book.
Steven Weinberg had come out with a new book: Foundations of Modern Physics. I have read the first 2 chapters, and scanned the rest of the book – the book is a short 300 pages and the hardcover is about $40. The level of the book is intermediate to advanced undergraduate.
I often encounter online students who have taken several of the MIT physics MOOC’s but often feel that they either lack some background, or don’t see what they have learned (especially in the QM sequence) and how it will be applied. To many of these students my advice is usually to read the Feynman Lectures on physics, to get the big picture and for more background in QM prerequisite physics, and/or find a good textbook on modern physics.
When I was in college almost half a century ago, I remember using Leighton’s classic book Principles of Modern Physics 1959 (about 700 pages in length), and suggest students try and find a more recent book covering roughly the same material – I haven’t seen one, so let me know if you have. There seem to be many freshman/sophomore level books covering modern physics, but I don’t think these are sufficient.
Weinberg’s book is less of a textbook (while there are 25 problems at the end of the book, there are no exercises at the end of chapters, and no worked out examples). It is written in Weinberg style, few pictures or diagrams, unusual symbols ( for the atomic mass unit, usual notation is u), nice but sometimes terse arguments, and excellent content with interesting historical asides. The math level is low at the beginning (algebra – elementary calculus), and rises a little with the level of the material, but not nearly as difficult as his graduate level books.
There are seven chapters in the book:
Early Atomic Theory
Thermodynamics and Kinetic Theory
Early Quantum Theory
Relativity
Quantum Mechanics
Nuclear Physics
Quantum Field Theory
So the coverage is exactly what a student should be looking for in a modern physics book (perhaps astrophysics and cosmology are left out, because Weinberg just published a set of lectures on astrophysics, and has a whole book on Cosmology). The book seems more of a review or plug holes in background, and less of a teaching masterpiece.
I recommend that students looking for a book on this type of material take a look at the book and see if it is for them. I think students who are taking or have finished the MITx 8.04-8.06 sequence might find the book worthwhile as a review and also as filling out some material, and get a preview of quantum field theory as well.
Steven Weinberg – a great, highly creative physicist and wonderfully involved teacher of fundamental physics who shaped my own education in quantum field theory and cosmology during essential steps. I’ll miss him and his sober views very much.
Dear Wei, thank you, let me try to explain better. Historians like to choose a somehow arbitrary moment to symbolise a gradual change. If the change I mentioned will really happen, I expect they will choose this moment.
Alessandro, Glashow is still around, isn’t he? So not quite the last. As a sophomore, I attended a talk by GSW when they were here in Stockholm to collect their Nobel prize, and I understood absolutely nothing.
Btw. I learned from Lubos that Miguel Virasoro has passed away as well.
I was working at Cambridge University Press in 1995 when the first volume of his “Quantum Theory of Fields” was released. I recall speaking briefly with him on the phone about something trivial like distributing review copies, and picking up a copy of the book that had been delivered to our office. I read the first page and then put it back down—it was just a *bit* over my head…
My PhD thesis was a measurement of the Weinberg angle (sin^2\theta_W) using polarized electrons at the SLAC linear collider. Some people insisted the W stood for Weak but I always held it is W for Weinberg. I read and reread his paper A Model of Leptons many times until I could reproduce it at my defense. I wish all theory papers were as clear and understandable.
Miguel Virasoro died the same day
Amitabha: From what I understand the “Weinberg” angle was first introduced by Glashow.
Shantanu, that is funny because I was told to call it Weak Mixing Angle (and not Weinberg angle) after I gave this talk at Harvard. Glashow was in the room but he was not the one who made that comment. I made the correction with a marker on my transparencies right there. This was a while ago, but I also vaguely remember some chatter about “well if this is right it means the higgs is light”. We were, and it was.
Amitabha: This is also mentioned on Peter’s blog https://www.math.columbia.edu/~woit/wordpress/?p=17
I have also heard this mentioned in many HEP seminars I attended as a grad student.
Dreams of a Final Theory is available on Audible. It’s read by Weinberg himself. It’s written for a general audience, so even untutored but interested readers like me can understand it.
That is sad news, but it was a long life well-lived. He was an authentic giant. His book on GR is still my favorite (tied with that of Fock) and I was lucky to learn the subject in detail mostly from that. Agree also about QTF II. I wish we had made more progress in his last years for him to enjoy and contribute to. RIP.