The Machine: The Truth Behind Teachers Unions

Published on Sep 4, 2012 by ReasonTV

Milton Friedman: Education (Part One)

If you want to change this nation in a big way then you will at the fact that in the last 40 years we have increased our educational spending every year and our test scores have dropped. The problem is not money but education competition. We don’t need to spend over $29,000 per kid in the Washington D.C. district when we could give vouchers out (under $9000 per kid) and have better results. Take a look at this article from Milton Friedman.

Milton Friedman on Vouchers

CNBC interview, March 24, 2003.

Michelle: you are the grandfather of school vouchers do you feel victorious?

Mr. Friedman: Far from victorious, but very optimistic and hopeful. We are at the beginning of the task because as of the moment vouchers are available to only a very small amount of children. Our goal is to have a system in which every family in the U.S. will be able to choose for itself the school to which its children go we are far from that ultimate result. If we had that a system of free choice we would also have a system of competition, innovation which would change the character of education. You know our educational system is one of the most backwards things in our society in the may we teach people they did 200 years ago there is a person in the front of the room there are children sitting down at the bottom and they are being talked to can you name any other industry in the U.S. which is as technologically backward I can name one and only one..the legislature for the same reason. Both are monopolies the elementary and secondary school system is the single most Socialist industry in the U.S. leaving aside the military, but aside from the military its a major socialist industry, it is centralized and the control comes from the center and the difficulty of having a monopoly in which people cannot choose has been exacerbated by the fact that it has been largely taken over by teachers unions, the national education association and the american federation of teachers and the unions. Understandably I do not blame them but they are interested in the welfare of their members not the welfare of the children and the result is they have introduced a degree of rigidity which makes it impossible to reform the public school system from within. Reform has to come through competition from the outside and the only way you can get competition is by making it possible for parents to have the ability to choose.

Michelle: Give to me a model, an example of how it would work

Mr. Friedman: Very simple, take the extreme the government says we are willing to finance schooling for every child. The government compels children. If you look at the role of government in education there are 3 different levels there is a level of compulsory the government says every child must go to school until such and such and age. That is the equivalent of saying if you are going to drive a car you must have a license. The second stage is funding not only do we require you to have an education but the government is willing to pay for that schooling. That would be equivalent to saying the government is willing to pay for your car that you drive. The third level is running the educational industry that would be the equivalent of the government manufacturing the automobile or to put it in a different image consider food stamps today. Food stamps are funds provided by the government but if that were to be runned like the schools they would say everybody has to use these food stamps at a government grocery and each person with food stamps is assigned to a particular government grocers so the only way you can get your food stamps is by going to that grocer do you think those groceries would be very good? We know what the situation is in schooling people say why now and not 50-75 years ago? Well, when I went to high school t hat was a long time ago in the 1920s there were a 150,000 school districts in the U.S and the population was half what it is now. Today, there are fewer than 15,000 school districts. So it used to be that you really did have competition cause you had small school districts and parents had a good deal of control over those school districts, but increasingly we have shifted to very large school districts, to centralized control, to a system in which the governmental officials in which the educational professionals control it and like every socialist industry it produces a product that is very expensive and of very low quality. Of course it is not uniform there are some very good schools do not misunderstand me, but there are also some very bad ones.

Michelle: I interviewed some folks who are against school vouchers and they say that if you really want to help out a school what you should do is provide high quality early childhood education, small classes, small schools, summer school available to children who want it. Put money to those items which they claim would work.

Mr. Friedman: They don’t, we have been doing that. The amount of money spent per child adjusted for inflation has something like doubled or tripled over the last 20 years. Twenty years ago we had this report A Nation at Risk that pointed out all of the difficulties I just referred to and which pointed out this was a first generation that was going to be less schooled then its parents. We are now in the next generation and will be even less well schooled. We have had every possible effort you could have from reform from within. It is not just in schools it is in any area reform has to come from outside it has to come from competition. Let me illustrate that from within the school system. the united states from all accounts ranks #1 in higher education people from all over the world regard the United States colleges and universities the best and most varied. On the other hand in every other international comparison we rank near the bottom in elementary and secondary education why the difference?…one word..choice. The elementary and secondary education the school picks the child it picks its customer. In higher education the customer picks its school, you have choice that makes all the difference in the world. It means competition forces product. Look over the rest of the economy is there any area in the u.s. in which progress has not required progress from the outside. Look at the telephone industry when it was broken down into the little bells and opened up the competition it started a period of rapid innovation and development the key word is competition and the question is how can you get competition. only by having the customer choosing.

Michelle: There is concern that money is going to religious schools. That the majority of the students in voucher programs that exist use them to attend schools with religious affiliation?

Mr. Friedman: Why? Because the vouchers are so small in some cases. It is true that of the private schools in the u.s the great bulk of them are religious. that is for one simple reason here is someone selling something for nothing somebody down the street is giving away chocolate and you want to get into the business of selling chocolate that is kind of tough isn’t it here at schools children can attend them they are not free they are paying for it in the form of taxes but there is no specific charge for going to that school somebody else is going to offer it. The churches, the religious organizations have had a real advantage in that they were the only ones around who were in a position to subsidize the education and keep the fees down low. If you open it wide the most recent case was Ohio, cleveland case. The voucher that they had had a max value of $2,500 now it is not easy to provide a decent education at $2,500 and make money at it make it pay at the same time the state of Ohio was spending something like over $7,000 per child on schooling if that voucher had been $7,000 instead of $2,500 I have no doubt that there would have been a whole raft of new private, non-profit both profit and non-profit schools. That is what has happened in Milwaukee. Milwaukee has a voucher system and today the fraction of the voucher users in Milwaukee going to religious schools is less than the fraction going to religious schools was before this system started because there have been new schools developed and some of them have been religious but many of them are not. In any event, the Supreme Court has settled that issue they have said that if it is the choice of the parent if there are alternatives available there are government schools, charter schools, private non-denominational schools, private denominational schools so long as the choice is in the hands of the parent that is not a violation of the 1st amendment.

Michelle: You have a friend and an ally in the White House when it comes to vouchers

Mr. Friedman: I should say. Mr. Bush has always been in favor. He is in favor of free choice. Remember vouchers are a means not an end the purpose of vouchers is to enable parents to have free choice and the purpose of having free choice is to provide competition and allow the educational industry to get out of the 17th century and get into the 21st century and have more innovation and more evolvement. There is no reason why you cannot have the same kind of change in the provision of education as you have had in industries like the computer industry, the television industry and other things.

Michelle: Is it refreshing to have a President that, Bill Clinton was firmly against vouchers.

Mr. Friedman: No, it is a case of circumstances when he was Governor of Arkansas he was not against vouchers. He was in favor, but when he became President he came out against vouchers. I should say he did not oppose vouchers as Governor and he did as President and that was for political reasons. People don’t recognize how powerful politically the teachers unions are. Something like a quarter of all the delegates at the democratic national convention are from the teachers union. They are probably the most powerful pressure group in the U.S… very large funds, very large number of people and very active politically.

Michelle: We talk in the office about how President Bush has some very Friedmanesq ideas.

Mr. Friedman: They are not freidmanesq they are just good ideas. I hope that is true anyway. I think very highly of President Bush and I think in these areas don’t misunderstand me that is not a blanket statement there are some things he has done that I disagree with, but taken as a whole he has been moving in the right direction of trying to move toward a smaller more limited government trying to provide more freedom and more initiative in all areas. His philosophy on Medicare is the same as his philosophy in schools.

Michelle: Is that refreshing?

Mr. Friedman: It is an interesting thing, if you look at the facts the one area the area in which the low income people of this country, the blacks and the minority are most disadvantaged is with respect with the kinds of schools they can send their children to. The people who live in Harlem or the slums or the corresponding areas in LA or San Francisco they can go to the same stores, shop in the same stores everybody else can, they can buy the same automobiles, they can go to supermarket but they have very limited choice of schools everybody agrees that the schools in those areas are the worst they are poor. Yet, here you have a Democrat who allege their interest is to help the poor and the low income people here you have to take a different point every poll has shown that the strongest supporters of vouchers are the low income blacks and yet hardly a single black leader has been willing to come out for vouchers there were some exceptions Paul Williams in Milwaukee who was responsible for that…and a few others

Michelle: Why do you think that is?

Mr. Friedman: For obvious reasons, political. It has been to the self interest to the leaders the school system as long as its governmental its a source of power and jobs to hand around and funds to dispose of. If it is privatized that disappears and the other aspect of it is the power of the teachers unions. Right now those of us that are in the upper income classes have freedom of choice for our children in various ways we can decide where to live and we can choose places to live that have good schools or we can afford to pay twice for schooling once by taxes and once by paying tuition at a private school. It seems to me utterly unfair that those opportunities should not be open to everybody at all levels of income. If you had a system the kind I would like to see the government would say we require every child to get a certain number of years of schooling and in order to make that possible we are going to provide for every parent a voucher equal to a certain number of dollars which they can use only for schooling can’t use it for anything else. They can add to it, but they cannot subtract from it. Those will be those can be used in government schools let the government run the school but force them to be in competition so that all government schools charge tuition, but can be paid for by that voucher but that same voucher can also be used in private schools of all kinds and then you would have an open the teachers union complained and they insist they are doing a good job. if they are doing a good job then why are they so afraid of some competition?

Copyright: MSNBC, Inc. 2003

Milton Friedman On Education (Part Six)

Uploaded by SatanTheMiner on Sep 2, 2007

The Machine: The Truth Behind Teachers Unions

Published on Sep 4, 2012 by ReasonTV

No one did more to advance the cause of school vouchers than Milton and Rose Friedman. Friedman made it clear in his film series “Free to Choose” how sad he was that young people who live in the inner cities did not have good education opportunities available to them.

Let us imagine we have the power to rebuild our education system from the ground up—an appropriate mental exercise as we remember the late Nobel Prize–winning economist Milton Friedman on his 100th birthday tomorrow.

If we could rebuild our education system from scratch, it’s unlikely we would create a system that assigns children to government-run schools based on their parents’ zip codes. After all, geography and income shouldn’t determine a child’s educational opportunity. If we rebuilt our education system to reflect Friedman’s philosophy, parents would be free to choose an education that best met their children’s needs, with money following the children to any schools of their choice: public, private, charter, virtual, or home school.

Friedman pioneered the idea of educational vouchers, and more than a half century later, that vision is taking hold at a rapid pace. State leaders across the country are making school choice a reality for hundreds of thousands of American families. In 2011 alone, 13 states enacted or expanded school choice programs, prompting The Wall Street Journalto deem 2011 “The Year of School Choice.”

Arizona enacted groundbreaking education savings accounts, Indiana created the largest voucher program in the country, and the highly success D.C. Opportunity Scholarship Program was reauthorized.

While school choice momentum has been building dramatically in the last two years, most children still attend assigned public schools. For too many families, school choice remains out of reach.

Poor families are most affected by this lack of choice. As Friedman noted, “There is no respect in which inhabitants of a low-income neighborhood are so disadvantaged as in the kind of schooling they can get for their children.” It is a sad statement quantified by data on low levels of academic achievement and attainment.

In Denver, just 44 percent of students graduate. In Philadelphia, a mere 46 percent of students complete high school. And in Detroit, just 33 percent of children graduate.

And if they are persistent enough to graduate, what have they learned? Nine percent of Baltimore fourth-graders are proficient in reading. Just 11 percent of their eighth-grade peers can read proficiently. A devastating 7 percent of Cleveland fourth-graders are proficient in reading. In Detroit, just 6 percent can read proficiently.

These low levels of academic achievement and attainment aren’t confined to low-income students or urban school districts. Across the country, for all children, just one-third can read proficiently. Graduation rates have hovered around 74 percent since the 1970s, and math and reading achievement has been virtually flat over the same time period. On international assessments, American students rank in the middle of the pack, outperformed in math by the Czech Republic, Slovakia, and Estonia.

Friedman had a strong belief in the power of markets to improve education, and he didn’t mince words about school choice: We will only see improvements in education, he said, “by privatizing a major segment of the educational system—i.e., by enabling a private, for-profit industry to develop that will provide a wide variety of learning opportunities and offer effective competition to public schools.”

That’s certainly going big on school choice. But what exactly did Friedman mean by “privatizing a major segment of the educational system”? Just because we have agreed to the public financing of education does not mean government should be the sole provider of that education and dictate where children go to school.

As we remember Friedman on his 100th birthday, we need to rethink what “public” education means, thinking instead in terms of educating the public, not in terms of government-run schools—that is, as publicly financed but operated by many different providers. If we consider public education in those terms, we can start to think through funding mechanisms at the state level that will bring about widespread school choice.

Today, we have a growing number of innovative school choice options—charters, vouchers, tax credits, online learning, and education savings accounts, to name a few. These options were conceived in the mind of Friedman and are being brought to life by reform-oriented governors and legislators across the country.

While these reforms have been a long time in the making, Friedman would no doubt be proud of the progress that has been made on school choice over the past few years. And thanks to his formational work, children across the country are increasingly gaining access to customized education that meets their unique needs.

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