Put Public Education Out Of Its Misery Already
Wouldn’t it be great if we could implement some grand scheme to ensure that all children, regardless of where they live, regardless of who their parents are, get a good education?
Those who oppose Common Core, or Race to the Top, or No Child Left Behind are often nevertheless convinced that government should carry out some other kind of school reform, possibly under the auspices of the individual states. Lately, copying Finland has been a popular idea, although their government system is also beginning to crumble.
Many believe charter schools (public schools freed from many regulations) should be given more freedom and their numbers expanded. Some libertarians argue it is ethically wrong for the government to provide universal, “free,” and compulsory education, and that education should be left to the parents. But libertarians may also feel the positive ring that “providing all children with a high-quality education” has to it.
In my forthcoming book, “Education Unchained: What it takes to restore schools and learning,” I take a different approach to the role of government in education. I demonstrate that we simply cannot reform the education of “our” children “together.”The good thing is, we could easily make changes that, within a few years, would provide virtually all children with a kind of education superior to anything that has come before. But we simply cannot do it “together.”
Government Isn’t the Answer—We Are
In fact, almost no matter what kind of government reform we carry out, the quality of education in the United States, Britain, or my native Sweden will at best remain in its current abysmal state. But most commonly the net outcome of a government reform will be that education quality deteriorates even further. Despite their enthusiasm and good will, charter schools and home schoolers today constitute not even halfway houses towards reform. They are more like a tenth of a way towards it, even though in the future both groups may become the sources of great education.
Despite their enthusiasm and good will, charter schools and home schoolers today constitute not even halfway houses towards reform.
We must snap out of it and look at education clearly. First of all, education is, or at least ought to be, the outcome we seek. Schools are, or rather should be, mere tools to provide children with education. For various reasons, though, we treat schools as if they are a goals in themselves, as if they are some kind of tribal initiation rite, a ritual everyone has to go through.
Secondly, a hidden assumption is that we “know” what good education is. No, we don’t. To begin with, we all have different ideas about what good education means. Even more importantly, we do not have a meter, an instrument in our brains that can measure quality. Instead, we measure quality by comparing things. A high-quality mobile phone from 2003 is a joke today. Few would buy a high-quality car from 1951. When the government provides us with education, identical for all, by definition we have nothing to directly compare with.
We treat schools as if they are a goals in themselves, as if they are some kind of tribal initiation rite.
We have also largely forgotten how good education used to be. In fact, just how bad schools are today, compared to the schools of old, is hard for most of us to fathom. In my book, I estimate we have lost about six years of education over twelve years for academically minded pupils, compared to the government systems of, say, Sweden in 1878 or 1968. This means for practically minded pupils the fall in quality is more than 100 percent. For these children, schools today destroy value.
Thirdly, we treat education as if the laws of nature somehow do not apply. We improve, Put Public Education Out Of Its Misery Already:
