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There they go again.
 
          Supporters of the public school status quo continue to bleed ink because, they say, these schools can't compete fairly with nonpublic schools because of the supposed lack of a "level playing field."
 
         Without fail, their complaint has to do with limitations that are placed on public, but not nonpublic, schools.  Far more important, however, is the real lack of a level playing field, one that they, again without fail, do not mention - funding.  Schools can live with or without regulations, as some do in each category.  What no school can do without is money in at least in some minimally adequate amount.
 
         Currently, in round numbers, the nation's public schools receive about $500,000,000,000annually  (that's billion) to educate some 50,000,000 students.  That's an average of $10,000 per student per year. Expenditures, of course, vary widely from district to district, ranging as high as $45,000 annually per student.  If the proponents seeking equity for both public and nonpublic schools really mean what they say, why don't they advocate providing $10,000 to educate every nonpublic school pupil?  Or, at least some reasonably adequate proportion thereof?
 
         Obviously they are not sincere.  To the contrary, they begrudge any money going to educate nonpublic students (though their parents should pay public school taxes).  They used to say no public money should go to nonpublic schools but it was all right for people to do that with their own money.  Now that more sources are doing that, many public advocates have no shame and even sometimes say that if anyone has any dollars to contribute to educate they all should go to the public system as well.  Can you imagine doctors in public hospitals saying patients in private hospitals should get no care?
 
         An objective observer might reasonably conclude that those complaining about a tilted field are either hypocritical phonies who are engaged in dishonest special pleading or they really believe what they say, which indicates an inability to reason objectively.
 
         But, to return to the regulations of which they complain, let it first be said that they do indeed have a point, the public schools are burdened with too many unrealistic and unreasonable restrictions.  These show an almost complete lack of confidence in their ability to do their job if allowed freedom, and an attempt to prevent them from doing any wrong.  State and federal legislators and regulators seem to be incapable of recognizing that, to the degree you make it difficult for people to do wrong you make it difficult for them to do right.
 
         Having said this, however, what is the source of virtually all of these laws and restrictions?  Why from the very public school establishment that objects to them.  If you don't believe that, take them at their word and try to repeal some of those restrictions such as, say, the blizzard of various certifications that apply to educators.  These did not arise because of public demand or taxpayer concerns.  They were promoted by educators themselves, educators who fight tooth and nail in opposition to any attempt to repeal them, although study after study for decades have proven conclusively that, at best, they are ineffective and at worst, more commonly, they are downright harmful.
 
         Occasionally elements of the establishment are at odds about a law.  For example, teacher unions favor laws mandating collective bargaining for teachers, including the right to strike if they can get it, while school boards oppose such measures.  Even in such circumstances, though, the struggle is within the establishment.  Thus, even with their arguments about regulations, the complainers ignore their own role in creating and continuing the problem.
 
         Accepting their claims that these restrictions keep the public schools from being as effective as they might otherwise be, to which there is some truth, look at how they propose to resolve the problem.
 
         Saying that regulations prohibit public schools from succeeding, an excuse for failure, they propose placing the same burden on nonpublic schools.  In other words, rather than give the public schools the flexibility they see in the nonpublic sector, let's make the latter be similarly ineffective.  If we can't succeed you shouldn't be able to do so either.
 
         Brilliant!!

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         "Education needs more than dollars...We are not going to succeed in making it that much better, nor succeed in solving the major problems facing us, without substantial innovations. Without such innovation new billions poured into the system will simply strengthen and confirm outworn policies." p. 71, John W. Gardner, No Easy Victories, NY:  Harper Colophone Books, 1969

        (Trillions of dollars and nearly 40 years later, still true. - DWK)

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Copyright 2006 David W. Kirkpatrick
108 Highland Court,
Douglassville, Pennsylvania 19518-9240
Phone: (610) 689-0633