
School Choice Is Not Enough
Conservatives must reengage with education reform, both in its structure and in the substance of what we want children to learn.
Twenty-Āfive years ago, conservative ideas had considerable traction in Kā12 education, as in such other domestic-Āpolicy realms as welfare reform and policing. Burgeoning charter schools were celebrated as a new form of public education. Choice among schoolsāas among churches, colleges, entertainmentsāwas emerging as a fundamental right of families in a free society. Vouchers were finally being triedāand generally found effective. Public educationās creaky, rule-Ābound governance structures were in some places yielding to more flexible arrangements, less dominated by adult interests and more amenable to changes that benefit students. Teach For America supplied a route into classrooms for talented college graduates seeking to sidestep the unhelpful courses, wrongheaded thinking, and widespread indoctrination of ed schools. Academic standards were rising and results-Ābased accountability for taxpayer dollars invested in education became the watchword in reform circles, even on the center-Āleftāa sharp break from the never-ending call for simply spending more money. āCharacter educationā was being taken seriously, even if widely misconstrued. And much more.
Yet no victory is ever final. The education establishmentās pushback against all of those reforms has been relentless. The systemās tendency to act like a giant rubber band, resuming its previous shape as soon as outside tension eases, is remarkable. Furthermore, in recent decades many of the aforementioned reforms, even if given conceptual life by conservatives, have been recast and transformed by progressives. Now most of the reform crowd is obsessed with social justice, racial disparities, the school-Āto-Āprison pipeline, and other shibboleths of the contemporary left.
Meanwhile, much education discourse and policy energy on the right has been reduced to a single talking point: more school choice is what America needs, with or without academic quality, with or without evidence of student achievement, and with or without the results-Ābased accountability for schools and educators that enables the āchoice marketplaceā to fulfill its public-Āinterest as well as its private-Āinterest role.
Let us be clear: we have long embraced school choice and still do. Itās faithful to Americaās commitments to freedom and to markets. Itās compatible with a society that has long taken for granted that parents will and should select just about everything else for their children, from food and clothing to friends and activities to worship and residence. It enables thoseāincluding many conservativesāwho crave robust character education and civic education for their children to seek out schools that provide it. For these and many other reasons, choice is essential to a vibrant education system that meets the variegated needs of an increasingly diverse societyāand itās made impressive gains. Choice must remain at the top of the policy agenda.
Yet one theme that emerged from the hot-off-the-presses book that we edited, How to Educate an American: The Conservative Vision for Tomorrowās Schools, is that choice is no cure-Āall. Choice does not assure that children will acquire the citizenship, self-Ādiscipline, and historical understanding that make them good parents, astute voters, and considerate neighbors. Schools of choice are not always good schoolsāand not all parents are skillful at distinguishing those that are. Thousands of kids, sadly, do not have functional parentsāor, sometimes, other adults in their livesāto make informed choices on their behalf.
A single-Āminded focus on choice also tends to neglect the huge fraction of American children who remain in traditional, district-Āoperated schools, including many who live in small towns and rural communities where those schools have functions that go well beyond teaching the young. Itās true that many traditional schools are academically mediocre, that they neglect key elements of a great education, and that theyāve largely had their policies, practices, pedagogies, and curricula driven from the left. But theyāre the schools that most young Americans attend, and itās fruitlessābloodless, tooāto assume these schools will just evaporate.
Here we face educationās version of some larger debates now underway within conservative circles, debates that include the extent to which market forces and market-Ābased reformsāin all sorts of policy realmsāare up to the challenges America faces today, especially in the parts of the nation that feel left behind.
We surely see a major continuing role for market-Ābased reforms within Kā12 education. It seems to us self-Āevident that Americans who care about kids and about education should continue to push for plenty more girls and boys to be given āexit permitsā from bad schools and for many more of the schools they opt into to deliver the quality education they deserve. Robust school choice is, we believe, necessary for a well-functioning education system. Indeed, thereās some evidence that competition from choice also puts healthy pressure on the traditional parts of that system to improve. But itās simply not sufficient. Whatās needed is both more quality choice and a renewed and sophisticated effort to improve the outcomes for youngsters who remain in those traditional settings. Which means that conservatives shouldnāt shy away fromāor despair at the prospects forādebates on how to effect such improvements.
To the contrary. We and the other authors of our new book believe that conservatives must reengage with earnest efforts at education renewal. They should engage personally when possibleāin legislative committees, on state boards of education, on local school boards, and more. And they should speak up, as do we, for a trifecta of essential education emphases in the years to come.
First, let us refocus on preparing young people for informed citizenship. Not just civic activism, not just protest, not just the odd community-Āservice project, but the totality of informed citizenship for a democratic republic that values its pluribus but also requires a lot of unum. We need to stop viewing education reform in purely utilitarian termsāgiving people stronger skills so that they are better prepared to earn a living and make the country prosperousāor just to get them through the college door. Nobody is saying those things arenāt important. As with academic standards, choice, and accountability, theyāre necessary but insufficient to ensure either the well-Ābeing and successful functioning of citizens in our republic or the well-Ābeing and successful functioning of the republic itself.
Second, let us restore character, virtue, and morality to the head of the education table where they belong. No human attribute matters more than good character, and nothing is more important for schools to do than to foster such character. We can seeāaround the planet, not just at homeāthe harm done by political leaders who lack character, by business leaders who lack virtue, by celebrity figures who lack moralityāand by a citizenry that too often doesnāt seem to care all that much, or perhaps canāt tell the difference. While we can also see hopeful signs of renewed attention to character (and, often, religious faith) in pursuit of usefulness to mankind as well as basic integrity and decency, that renewal hasnāt reached very far into our institutions of formal education.
Third and finally, let us build an education system that confers dignity, respect, and opportunity upon every youngster, including those who donāt go to college as well as those capable of zipping through it. Committed as we are to a solid, shared core in everyoneās curriculum, we mustnāt suppose that everyone is headed to the same destination or moving at the same speed. This is compatible with choice, tooāa choice of pathways into adulthood as well as the velocity at which one will arrive there. While students should be encouraged as early as middle school to consider an array of career options, certainly by the midpoint of high school itās important to open multiple pathways for themāand to make clear that these have equal merit. America has for too long overemphasized college-Āfor-Āall at the expense of high-Āquality career education and other honorable alternatives, thereby robbing many people of the dignity, respect, and āneedednessā that make for a healthy society.
Supplying knowledge. Forging citizens. Forming strong character. Bestowing dignity. Placing those obligations front and center is what we conservatives need to accomplish for the sake of our children and the society they will inhabit.
Thatās how to educate an American.
This essay is an excerpt from How to Educate an American: The Conservative Vision for Tomorrowās Schools, edited by Michael J. Petrilli and Chester E. Finn, Jr., Templeton Press, 2020.