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Pseudo Studies and Push Polls

Teachers unions turn to “facts” as they desperately cling to their monopolistic, anti-privatization narrative.

Last Thursday the “non-partisan” Center for Tax and Budget Accountability rolled out a report that slammed vouchers, claiming that there is “no statistical evidence proving that students who use vouchers perform better than their public school counterparts.” The “study,” as reported by WRTV in Indianapolis, included Indiana’s program with three long-running and popular school choice programs in Milwaukee, Cleveland and Washington, D.C.

Turns out the “study” is about as “non-partisan” as a Colts fan who has ten grand riding on the home team. Its many flaws are documented meticulously by Cato Institute policy analyst Jason Bedrick. For example, CTBA tries to make its case using statistics from 2008-2009 rather than later – and less friendly – data. It also does something blatantly dishonest by stating that Indiana’s scholarship tax credit law has had a negative fiscal impact on the state. CTBA deceptively focuses exclusively on a reduction in revenue to the schools without acknowledging a corresponding reduction in expenses. As Bedrick notes, “The average scholarship is worth barely $1,000, so every student who switches out of a district school to accept a scholarship saves the state a lot of money. In a forthcoming report for the Friedman Foundation for Educational Choice, using highly conservative assumptions, I calculated that the Indiana School Scholarship Tax Credit saved the state approximately $23.2 million in 2014-15.” And this example is just the tip of a rather massive iceberg.

At the end of the WRTV piece, there is a tag line: “RTV6’s Eric Cox reported that CTBA claims to be a bipartisan research group.” The reporter said that he couldn’t find anyone at the press conference to counter CTBA’s allegations. Perhaps a quick phone call to the Friedman Foundation – located in Indianapolis – would have given balance to the story. Also, if the station had bothered to dig a few inches below the surface, it would have learned that the CTBA board is packed with – no surprise – union leaders, including Illinois Federation of Teachers president Daniel Montgomery, as well as its Director of Governmental Relations, Jim Reed and Illinois AFL-CIO president Michael Carrigan.

A similarly scurrilous bit of advocacy dressed up in scientific clothes – this one fortunately lacking media coverage – appeared on the National Education Association website. “Where’s the Accountability? Ignoring Poor Track Record, Lawmakers Push Voucher Expansion” makes claims similar to CTBA’s. Milwaukee Teachers’ Education Association president Bob Peterson states, “Since the voucher program in Wisconsin started in 1990, over $1.4 billion of public taxpayer dollars have gone to private schools. At the same time, we’ve seen massive cuts to public education statewide.” So what? If half the kids leave a public school system and half the money leaves too (actually, voucher money never equals the actual cost per student), there is still the same amount of money per student left in the public schools. NEA president Lily Eskelsen García adds to the money libel, “Buzzwords such as ‘choice’ and ‘freedom’ are used only to mask what vouchers actually are – a shameful, unacceptable waste of taxpayer dollars.”

The union leaders would do well to read a study which examines the fiscal impact of 10 of the 21 school voucher programs nationwide. Jeff Spalding, director of fiscal policy at the Friedman Foundation, found a savings in participating states of $1.7 billion from 1991-2011. If choice were universal, and not limited to the 300,000 or so students who participate at this point (about one half of one percent of all students), the $1.7 billion savings would skyrocket.

Then there is a memo put out by “Third Way,” allegedly a centrist outfit whose raison d’être is providing solutions neither left nor right, but moderate. Really? There is nothing at all moderate about, “Should a New No Child Left Behind Include Vouchers?” In fact, the writers quite immoderately inform us that vouchers aren’t successful, escape accountability, wreak havoc on school district budgets, etc.

The Third Way information is bunkum. In a recent report, Friedman Foundation senior fellow Greg Forster looked at not one or two, but 12 empirical studies that “examine academic outcomes for school choice participants using random assignment, the ‘gold standard’ of social science. Of these, 11 find that choice improves student outcomes—six that all students benefit and five that some benefit and some are not affected. One study finds no visible impact. No empirical study has found a negative impact.” And at the same time, the taxpayers are shelling out fewer education dollars.

Regarding accountability, vouchers create a situation whereby schools are accountable to parents, at least the lucky ones who get to choose the school their child goes to. Currently in most places, parents are forced to send their kid to the public school down the street that’s accountable to no one. Monopolies never have to be successful because they’re, well, monopolies.

The “wreaking havoc” argument is just plain silly. As Bedrick writes,

Third Way laments that school choice could ‘destabilize district financial planning.’ It is telling that they don’t point to a single example. Even more telling, their concern assumes that there would be a mass exodus from the public schools if families were given the option to leave and take the funds dedicated to their child with them. As David Boaz once observed, ‘Every argument against choice made by the education establishment reveals the contempt that establishment has for its own product.’

And finally we have yet another anti-choice broadside on the NEA website. The teachers union is giddy that “Voters Rank Top Problems Facing Education. Lack of School Choice Isn’t One of Them.” First, they really don’t deal with privatization at all and their questions are so loaded that a Polling 101 student could see right through them. For example, the main question on charters reads,

As you may know, the vast majority of charter schools are taxpayer-funded schools that are privately managed by for-profit companies or non-profit organizations. They operate independently of the public school system and are not required to follow some of the laws and regulations that public schools are required to follow. From what you’ve heard, do you favor or oppose charter schools?

A bit of a leading question, no? Even with the biased wording, responders were still favorably inclined to charter schools by a 52-38 margin, and 10 percent were agnostic. This same poll found that just 10 percent believed that lack of school choice was the biggest educational concern in the country. Given the way the questions were worded, I’m surprised that even 10 percent said that lack of choice was the #1 problem. Additionally, it should come as no surprise that the Center for Popular Democracy, one of the groups that conducted the survey has American Federation of Teachers president Randi Weingarten on its board of directors.

In a much more honest poll – using objective, non-leading questions – Education Next found in 2014 that the public favors universal vouchers by a 50-39 margin and charter schools 54-28.

The teachers union monopoly and its favored one-size-fits-all education model are running out of gas and desperation is setting in. Their anti-choice push polls and bogus studies are as real as a Potemkin village and the American public is on to them. Choice is here. It’s successful. It’s growing. Deal with it.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Pseudo Studies and Push Polls

Teachers unions turn to “facts” as they desperately cling to their monopolistic, anti-privatization narrative.

Last Thursday the “non-partisan” Center for Tax and Budget Accountability rolled out a report that slammed vouchers, claiming that there is “no statistical evidence proving that students who use vouchers perform better than their public school counterparts.” The “study,” as reported by WRTV in Indianapolis, included Indiana’s program with three long-running and popular school choice programs in Milwaukee, Cleveland and Washington, D.C.

Turns out the “study” is about as “non-partisan” as a Colts fan who has ten grand riding on the home team. Its many flaws are documented meticulously by Cato Institute policy analyst Jason Bedrick. For example, CTBA tries to make its case using statistics from 2008-2009 rather than later – and less friendly – data. It also does something blatantly dishonest by stating that Indiana’s scholarship tax credit law has had a negative fiscal impact on the state. CTBA deceptively focuses exclusively on a reduction in revenue to the schools without acknowledging a corresponding reduction in expenses. As Bedrick notes, “The average scholarship is worth barely $1,000, so every student who switches out of a district school to accept a scholarship saves the state a lot of money. In a forthcoming report for the Friedman Foundation for Educational Choice, using highly conservative assumptions, I calculated that the Indiana School Scholarship Tax Credit saved the state approximately $23.2 million in 2014-15.” And this example is just the tip of a rather massive iceberg.

At the end of the WRTV piece, there is a tag line: “RTV6’s Eric Cox reported that CTBA claims to be a bipartisan research group.” The reporter said that he couldn’t find anyone at the press conference to counter CTBA’s allegations. Perhaps a quick phone call to the Friedman Foundation – located in Indianapolis – would have given balance to the story. Also, if the station had bothered to dig a few inches below the surface, it would have learned that the CTBA board is packed with – no surprise – union leaders, including Illinois Federation of Teachers president Daniel Montgomery, as well as its Director of Governmental Relations, Jim Reed and Illinois AFL-CIO president Michael Carrigan.

A similarly scurrilous bit of advocacy dressed up in scientific clothes – this one fortunately lacking media coverage – appeared on the National Education Association website. “Where’s the Accountability? Ignoring Poor Track Record, Lawmakers Push Voucher Expansion” makes claims similar to CTBA’s. Milwaukee Teachers’ Education Association president Bob Peterson states, “Since the voucher program in Wisconsin started in 1990, over $1.4 billion of public taxpayer dollars have gone to private schools. At the same time, we’ve seen massive cuts to public education statewide.” So what? If half the kids leave a public school system and half the money leaves too (actually, voucher money never equals the actual cost per student), there is still the same amount of money per student left in the public schools. NEA president Lily Eskelsen García adds to the money libel, “Buzzwords such as ‘choice’ and ‘freedom’ are used only to mask what vouchers actually are – a shameful, unacceptable waste of taxpayer dollars.”

The union leaders would do well to read a study which examines the fiscal impact of 10 of the 21 school voucher programs nationwide. Jeff Spalding, director of fiscal policy at the Friedman Foundation, found a savings in participating states of $1.7 billion from 1991-2011. If choice were universal, and not limited to the 300,000 or so students who participate at this point (about one half of one percent of all students), the $1.7 billion savings would skyrocket.

Then there is a memo put out by “Third Way,” allegedly a centrist outfit whose raison d’être is providing solutions neither left nor right, but moderate. Really? There is nothing at all moderate about, “Should a New No Child Left Behind Include Vouchers?” In fact, the writers quite immoderately inform us that vouchers aren’t successful, escape accountability, wreak havoc on school district budgets, etc.

The Third Way information is bunkum. In a recent report, Friedman Foundation senior fellow Greg Forster looked at not one or two, but 12 empirical studies that “examine academic outcomes for school choice participants using random assignment, the ‘gold standard’ of social science. Of these, 11 find that choice improves student outcomes—six that all students benefit and five that some benefit and some are not affected. One study finds no visible impact. No empirical study has found a negative impact.” And at the same time, the taxpayers are shelling out fewer education dollars.

Regarding accountability, vouchers create a situation whereby schools are accountable to parents, at least the lucky ones who get to choose the school their child goes to. Currently in most places, parents are forced to send their kid to the public school down the street that’s accountable to no one. Monopolies never have to be successful because they’re, well, monopolies.

The “wreaking havoc” argument is just plain silly. As Bedrick writes,

Third Way laments that school choice could ‘destabilize district financial planning.’ It is telling that they don’t point to a single example. Even more telling, their concern assumes that there would be a mass exodus from the public schools if families were given the option to leave and take the funds dedicated to their child with them. As David Boaz once observed, ‘Every argument against choice made by the education establishment reveals the contempt that establishment has for its own product.’

And finally we have yet another anti-choice broadside on the NEA website. The teachers union is giddy that “Voters Rank Top Problems Facing Education. Lack of School Choice Isn’t One of Them.” First, they really don’t deal with privatization at all and their questions are so loaded that a Polling 101 student could see right through them. For example, the main question on charters reads,

As you may know, the vast majority of charter schools are taxpayer-funded schools that are privately managed by for-profit companies or non-profit organizations. They operate independently of the public school system and are not required to follow some of the laws and regulations that public schools are required to follow. From what you’ve heard, do you favor or oppose charter schools?

A bit of a leading question, no? Even with the biased wording, responders were still favorably inclined to charter schools by a 52-38 margin, and 10 percent were agnostic. This same poll found that just 10 percent believed that lack of school choice was the biggest educational concern in the country. Given the way the questions were worded, I’m surprised that even 10 percent said that lack of choice was the #1 problem. Additionally, it should come as no surprise that the Center for Popular Democracy, one of the groups that conducted the survey has American Federation of Teachers president Randi Weingarten on its board of directors.

In a much more honest poll – using objective, non-leading questions – Education Next found in 2014 that the public favors universal vouchers by a 50-39 margin and charter schools 54-28.

The teachers union monopoly and its favored one-size-fits-all education model are running out of gas and desperation is setting in. Their anti-choice push polls and bogus studies are as real as a Potemkin village and the American public is on to them. Choice is here. It’s successful. It’s growing. Deal with it.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

 

Fifty States of Right-to-Work?

Elected officials, the courts and John Q. Public are supporting worker freedom these days; teachers unions and other public employee unions are on the run.

Last Monday, Illinois governor Bruce Rauner issued an executive order that, if it stands, will absolve state workers from paying forced dues to a union. As The Wall Street Journal reports, Rauner declared that Illinois’s contracts with public unions “violate the First Amendment by forcing workers to associate with the union against their will.” Rauner instructed all state agencies to keep the workers’ dues in escrow, pending the outcome of a federal court lawsuit that he filed the same day.

Needless to say, the unions and their friends in Springfield aren’t doing cartwheels over his right-to-work (RTW) directive. Even prior to the order, the teachers unions had targeted the recently elected governor. Two weeks ago, Chicago Teachers Union boss Karen Lewis attacked Rauner, accusing him of being (Wisconsin governor) “Scott Walker on steroids.” Also before the announcement, local teacher union lobbyist Matthew Johansson declared that the governor is trying to “destroy us.”

After the announcement, Illinois Education Association president Cinda Klickna said that the attack on “fair share is extremely serious and will be monitored very carefully.” She added, “This attack is clearly intended to weaken the unions that fight for the middle class and for the students who attend our schools. We can’t let that happen.” The Illinois Federation of Teachers referred to the action as a “blatant abuse of power.”

The reality – beyond the union harrumphing and all-around hysteria – is this: In 26 states and D.C., workers are forced to pay unions as a condition of employment. The unions call this “fair share” because they say all workers benefit from their collective bargaining efforts. But if a worker doesn’t want to be part of the collective, he/she still must belong because the union demands monopoly status; a worker is not allowed to bargain on his/her own or hire another party to do so.

Hence RTW is quite simply an individual-rights issue. The workers the unions refer to as “free riders” are really “forced riders.” If you were going from Point A to Point B and wanted to walk, how would you feel if someone told you that you had to take the bus … and, of course, pay for the ride to boot?

Very importantly, not only does RTW liberate workers, it has many other far-reaching benefits. After Michigan became a RTW state in 2012, the West Michigan Policy Forum reported, “… of the 10 states with the highest rate of personal income growth, eight have right-to-work laws. Those numbers are driving a net migration from forced union states: Between 2000 and 2010, five million people moved to right-to-work states from compulsory union states.”

Also, in a new economic profile, the Illinois Policy Institute’s Paul Kersey reports that RTW states are much stronger economically than their forced-dues counterparts:

  • From 2002 to 2012, states with right-to-work laws saw a 7.2 percent increase in payroll employment, compared to a 2 percent increase in other states.
  • As of September 2014, right-to-work states had an average unemployment rate of 5.5 percent, compared to 6 percent in non-right-to-work states.
  • From 2000 to 2010, right-to-work states saw population growth that was twice as fast as that in other states (13.6 percent compared to 7.3 percent).
  • Median wages in right-to-work states appear $4,345 lower than in other states. However, once you take into account cost of living and local taxes, right-to-work state wages rise. In fact, the cost of living is 16.6 percent higher in states without right-to-work laws.
  • Right-to-work economies grew by 62 percent from 2002 to 2012, compared to just 46.5 percent growth in other states.

Much to the unions’ consternation, the RTW movement is picking up momentum across the country. Politico’s Brian Mahoney reports that legislation has been introduced in New Mexico, Missouri, West Virginia and Kentucky.

The bills have already cleared committee hurdles in New Mexico and Missouri. All but the Missouri bill were introduced by Republicans; in Missouri, the measure was introduced by state Rep. Courtney Curtis, a Democrat and an African-American who would limit right to work to the construction industry to combat what he sees as bias in minority contracting. In Kentucky, right-to-work ordinances have been passed in five counties, though it isn’t clear federal law allows the adoption of right to work anywhere except at the state and territorial level. Legal challenges are already underway.

Additionally, the American people are strong supporters of RTW laws. In a poll conducted right before Labor Day last year, Gallup found that 82 percent of Americans agree that “no American should be required to join any private organization, like a labor union, against his will.” Also, as Mike Antonucci reports, by a 2-1 margin – 64 to 32 percent – “Americans disagree that workers should ‘have to join and pay dues to give the union financial support’ because ‘all workers share the gains won by the labor union.’”

Much of the recent RTW activity has been undoubtedly spurred by the June 2014 Harris v Quinn Supreme Court decision, in which SCOTUS agreed with the National Right to Work Legal Defense Foundation, ruling that homecare workers in Illinois could not be forced to join the Service Employees International Union.

And in the legal on-deck circle is Friedrichs et al v CTA, which is on a path to reach SCOTUS within a few months. This litigation has ten teachers and the Christian Educators Association International – a union alternative – taking on the California Teachers Association with a lawsuit aimed squarely at California’s “agency-shop” law, which forces teachers to pay dues for collective bargaining activities. The Center for Individual Rights is representing the teachers, with help from Jones Day, an international law firm.

So, let’s see – RTW is gaining favor in state houses, the courts and with the citizenry. And please keep in mind, no one is talking about outlawing unions; RTW is simply about making them voluntary associations, just like every other organization in the U.S. Really nothing controversial, unless you are a wolf that preys on workers … all the while pretending to be a shepherd.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.