america's communist education model - collapse of macro policy initiatives and the rise of...

7/27/2019 America's communist education model - Collapse of Macro Policy Initiatives and the Rise of Decentralized Public E…

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The Rise of Decentralized Education Policy

Collapse of Macro Policy Initiatives and the Rise of Decentralized

Education Policy in the United States

James Keatin

June !"# "$!"




%&stract

'his paper illuminates the underlyin trend of decentralization of education(

'he potential for a mass e)odus a*ay from pu&lic education could have a

revolutionary impact on society( +ith Internet technoloy and ro*in

discontent *ith pu&lic education as a catalyst# a po*erful irreversi&le trend

to*ard home schoolin has emered( %ccordin to statistics# it is clear that

lare &ureaucratic federally manaed educational system is neither efficient nor

productive( Investin in education is &est left to parents or communities rather

than the national overnment( 'his is &einnin of the end of the socialist

education model practiced in +estern countries over the last century( It is also

the &einnin of mass customization of education(

2




%s school district consolidation persists the evidence indicates that

consolidated districts are more e)pensive to maintain# result in lo*er student

performance# and deter learnin( ,Co)# "$!$- If *e can infer a neative

relationship &et*een the consolidation of school districts and measurements of

performance and productivity then ho* much reater *ill this relationship hold

as the model is e)panded to include a nation*ide system *ith a lare

&ureaucratic command and control center such as the U(S( Department of

Education and an authoritarian policy implementation reime.

Economies of scale favor manufacturin lare /uantities of products for

mass consumption since the cost per unit decreases as fi)ed costs &ecome

marinally lo*er as a percentae of the costs incurred in producin a product(

'his economic reality cannot hold in education *here different needs and values

necessitate different educational outcomes and strateies( In simpler terms# one

size does not fit all(

'he last one hundred years has seen educational policy in the U(S( tric0lin

do*n from Ivy 1eaue university administrators and industrial oliarchs(

2riinatin from small localized one room school &uildins# pu&lic education in

the U(S( today is institutionalized# &ureaucratic# inefficient# and under

3




performin( In Decem&er "$!$ the US school system fell in educational

ran0ins *orld*ide( 3'he three4yearly 2ECD Proramme for International

Student %ssessment ,PIS%- report# *hich compares the 0no*lede and s0ills of

!54year4olds in 6$ countries around the *orld# ran0ed the United States !7th out

of 87 2ECD countries for readin s0ills# !6th for science and a &elo*4averae

"5th for mathematics(3 , 9eitvoel#"$!$- US Education Secretary %rne Duncan

said# 3'his is an a&solute *a0e4up call for %merica#3 and 3'he results are

e)traordinarily challenin to us and *e have to deal *ith the &rutal truth( +e

have to et much more serious a&out investin in education(3 ,%rmario# "$!$-

'he term investment usually means that the investor e)pects a positive

return on investment( :or the U(S( educational system# the return has &een

neative and steadily decreasin as po*er is consolidated and policy is

implemented from the top do*n( %ccordin to statistics# it is clear that lare

&ureaucratic federally manaed educational system is neither efficient nor

productive( Investin in education is &est left to parents or communities rather

than the national overnment( Statistics sho* a eneral decline in the

participation rates of the lare pu&lic education schools( ;omeschoolin is the

fastest ro*in sector in U(S( education( ,<oyd = <ichao# "$!"- %s another

alternative to the traditional model# universities are &einnin to offer online

hih school diplomas( ,Simon# "$!"-

4




Internet technoloy has finally ena&led telecommutin alternatives for

students( 2ver&urdened ta) payers no loner have to support these overnment

institutions as the Internet has vastly increased the choices availa&le( 'he failed

centralized command and control policies oriinatin from industrial titans and

ivy leaue university administrators are &ein replaced &y e)cellent

decentralized initiatives despite the most challenin circumstances(

Pu&lic education in the U(S( is almost as old as the country itself( Some

nota&le events in educational policy include the Pennsylvania Constitution of

!6>$ callin for free education of poor children and the first pu&lic hih school

openin in the U(S( in !?"$( %lthouh there *ere many landmar0 events in the

history of pu&lic education such as racial interation# ta) payer revolts# Enlish

lanuae enforcement# and policy ad@ustments# the theme throuhout the history

of the U(S( pu&lic education system has &een one of consolidation( Pu&lic

schools moved a*ay from locally controlled institutions to*ard the un*ieldy

disoranized &ureaucratic laress of today(

5




The origin of the American project of local control lies in a delierate

attempt to protect the sphere of education from eing colonized y a!

potentially tyrannical go"ernment# $itizens% organized in to&nships% &ould eest positioned to dedicate the appropriate amount of time% resources% and

energy to the education of the young# 'y cutting the ties et&een political

go"ernment and pulic education that ecame so strong in Europe% the

(nited )tates had opted for a singular departure in the construction of

education go"ernance# *et% in one of those parado+ical turns that &e often

oser"e in history% protecting the system against go"ernment y placing it

under the direct control of the people produced in time its e+act opposite#

,-eyer% 2./.0

% chorus of educators have alerted the pu&lic over the years a&out the

sustaina&ility of the educational &ureaucracy in the United States( +ashinton

D(C( schools chancellor# Michelle %( Rhee *ho also heads the oranization

Students:irst indicated that# A;avin run a lare pu&lic school system# I can tell

you that a lot of thins the District does ma0e a&solutely no sense *hatsoever(

%nd so it *as an incredi&ly frustratin environment for a hih4performin#

motivated principal or teacher to *or0 in# oftentimes(B ,'ur/ue# "$!!-

Some have one as far as to arue that the U(S( pu&lic school system has

&ecome a socialist practice( %l&ert Shan0er# *hile head of the %merican

:ederation of 'eachers &oldly proclaimed# AIts time to admit that pu&lic

education operates li0e a planned economy# a &ureaucratic system in *hich

every&odys role is spelled out in advance and there are fe* incentives for

innovation and productivity( Its no surprise that our school system doesnt

improve it more resem&les the communist economy than our o*n mar0et

1




economy(3 %lthouh these statements may seem radical to some# the *ords of

Karl Mar) illuminate the meanin of communist education *hen he said# A'he

education of all children# from the moment that they can et alon *ithout a

mothers care# shall &e in state institutions at state e)pense(B Reardless of

semantic and connotative meanins of socialism and communism# there can

little dou&t that centralized state plannin has created a massive unresponsive

pu&lic education &ureaucracy hardly fle)i&le enouh to adapt to chanes# too

lare to reconize opportunities# too &ureaucratic to &e efficient# and too slo* to

implement policy initiatives( :urthermore# the U(S( educational &ureaucracy

enforces strict teacher certification re/uirements *hich protect the &ureaucracy

from competition from uncertified &ut potentially more productive teachers(

Professor 'homas So*ell &lames the principals and teachers for

educational failure(

At the heart of the prolem of educational failure is the lo& academic uality

of the people &ho ecome teachers and principals# This lo& academic uality

has een documented y empirical research so many times% o"er so many

years% that it is incredile ho& this crucial fact gets o"erlooed again and

again in discussions of the prolems of our schools#

,So*ell#"$$"-

2ne reason &esides certification o&stacles for this lac0 of /uality personnel




in the lo*er ran0s of the pu&lic education monolith is in part due to the clear

lac0 of incentives for innovative or hihly productive teachin *hich is more of

a reflection on the policy administrators rather than the educators themselves(

Pu&lic school teachers receive salaries !>(8 lo*er than private *or0ers *ith a

similar educational &ac0round( ,<is = Rich*ine# "$!!-

Political rhetoric a&out Ainvestin in educationB has &een around for a lon

time and al*ays seems to suest that money is the pro&lem rather than a

re4enineerin of the entire educational system( U(S( Secretary of Education

%rne Duncan said( AIf *e *ant to strenthen the %merican *or0force# *e must

continue to invest in education( F 'he U(S( Department of Education is

re/uestin GH>(? &illion in discretionary fundin for "$!8# an increase of G!(6

&illion or "(5 percent from "$!"( ,ed(ov# "$!"- Statistics indicate that the

economic la* of diminishin returns ensures that every inflation ad@usted

dollar spent to improve the U(S( pu&lic educational system *ill produce

marinally lo*er returns( Educational e)penditures continue to rise &ut

performance remains averae at &est(




%fter ad@ustment for inflation# current e)penditures per student in fall

enrollment at pu&lic schools rose durin the !>?$s# remained sta&le durin the

first part of the !>>$s# and rose aain after !>>">8( 'here *as an increase of

86 percent from !>?$?! to !>>$>! a chane of less than ! percent from

!>>$>! to !>>7>5 ,*hich resulted from small decreases at the &einnin of

this period# follo*ed &y small increases after !>>">8- and an increase of 8"

percent from !>>7>5 to "$$6$?( In "$$6$?# current e)penditures per student

in fall enrollment *ere G!$#">6 in unad@usted dollars( In "$$6$?# some 55

percent of students in pu&lic schools *ere transported at pu&lic e)pense at a cost

of G?57 per pupil transported# also in unad@usted dollars(

(U(S( Department of Education# ational Center for Education Statistics# "$!!-

6




:iure ! %nnual e)penditures per student for elementary and secondary

education in selected 2ranization for Economic Cooperation and Development

,2ECD- countries# &y ross domestic product ,LDP- per capita "$$?

(Source: US Department of Education)

:iure " %nnual e)penditures per student for postsecondary education in

selected 2ranization for Economic Cooperation and Development ,2ECD-

countries# &y ross domestic product ,LDP- per capita "$$?

/.




,Source US Department of Education-

//




:iure 8

,Source httpmat(usc(eduu4s4education4versus4the4*orld4inforaphic-

/2




Educational statistics rarely define LDP althouh it is fre/uently used as a

standard of measurement( LDP measures the spendin in an economy( LDP

includes overnment spendin( 'hrouh hihly leveraed &orro*in# the

overnment can increase LDP even *hile the private sector is in decline( If the

U(S( fiscal deficits continue to rise *ith an e)pandin pu&lic de&t LDP can rise

even thouh the real economy is in decline( 'herefore# even an averae

educational performance amon industrialized nations could &e an illusion as

the /uality of U(S( LDP &ecomes more of a overnment economy *hich relies

on ta)in a declinin private sector(

:iure 7

,Source usovernmentspendin(com-

/3




<esides overnment spendin representin a&out "$ of LDP accordin to

the U(S( Department of Commerce# soarin healthcare costs reached !6(8 of

LDP in "$!$( ,'erry# "$!$- Sustaina&le U(S( LDP could &e a much smaller &ase

of comparison than assumed as even increased overnment educational

spendin also increases LDP(

ot lon after a credit ratins do*nrade on U(S( treasury &onds# the

Conressional <udet 2ffice *arnin that the U(S( could fall off a Afiscal cliffB(

,Sahadi#"$!"- Many people are still under the illusion that the overnment can

continue to support an already massive &ureaucratic pu&lic educational system

*hich already spends more per pupil than nearly every country in the *orld(

Consolidation and Demise of the State Model

7f reform is to e de8ned y something other than the amount of money

9ushed do&n the toilet% it is time to re"erse the 9o& of po&er from the top

,administrators% school districts% teachers unions% go"ernments0 to the

ottom ,students% their parents% and ta+payers &ho &ant their money spent

&isely0#

,de Ruy# "$!!-

/4




:iure 5

,Source Meratus Center at Leore Mason University-

'he United States spends more on education than nearly every other country

in the *orld# spendin an averae of G>!#6$$ per student &et*een the aes of

si) and fifteen( Even countries *ith &etter achievement records such as :inland

spend less per student(

% decade ao# some had hoped that another top do*n command and control

policy *ould revive the U(S( pu&lic educational system( 'his *as the U(S( o

Child 1eft <ehind %ct of "$$! *hich intended to close the achievement ap

&et*een lo* performin and hih performin children as *ell as ensure /uality#

/5




promote standards# and improve accounta&ility( 'en years later half of the U(S(

schools failed the federal standards in the act( ,%ssociated Press# "$!!-

%lso the failure rate in advanced placement tests continues to clim&(

,Lillum = 'oppo# "$!$-

Clearly# the financial stimulus dispersed throuhout an unaccounta&le

&ureaucracy is not improvin performance( 2ther countries spend less money

and are a&le to sho* &etter results accordin to the 2ECD( 'his comes at a time

*hen the *orld economies have &een in a lon period of contraction and

financial constraints are often the only limit to fiscal carelessness and

e)propriation of funds( If anythin# the data sho*s that smaller and leaner

pu&lic educational systems can produce &etter results than lare unaccounta&le

&ureaucracies( Decades of statistics# e)pert analysis# and failure of lare scale

reforms have demonstrated that the U(S( pu&lic educational system is neither

effective nor sustaina&le under the current model( <ut even if money *as not an

issue# there remains a /uality deficit &et*een the U(S( pu&lic schools and their

forein counterparts(

/1




The mass collection of euals% each ideally earing the same relation to the

state% must ecome an assemly of interchangeale parts# )ince statist

ideology in the (nited )tates places a hea"y emphasis on schools as placesfor reshaping indi"iduals and reforming society% the standardization of

schooling has ecome one of the most prominent features of the e+tension

of federal control

,<an0ston# "$!$-

%nother factor *hich may &e especially important in the U(S( is the

heteroeneity of the U(S( pu&lic school population( Diversity in ethnicity#

income levels# industry re/uirements# levels of productivity# and e)pectations

for education are considera&ly different amon different roups( 'his is part of

the reason for the politicization of pu&lic school reform activities and fundin

initiatives( Is the &ureaucrat in +ashinton D(C( capa&le of Areshapin

individualsB. Can even the reatest educator e)pect a policy to Areform societyB

usin an un*ieldy inefficient &ureaucracy as their tool for implementation in a

country as lare and diverse as the U(S(. If federal control results in inefficient

&ureaucracy# polarization of the reform process# and unaccounta&le

misallocation of funds then *hat is the alternative.

<raun and Lrote ,"$$$- defined decentralization as the transfer of authority

and responsi&ility for pu&lic functions from a central overnment to su&ordinate

overnments( A:ull Nscal decentralization is *elfare ma)imizin if reional

differences in the productivity of pu&lic capital are sufficiently lare(B

/




,%rcalean# # Llomm# # Schiopu# = Suede0um，"$!$- Ra@a ,"$!!- concluded

that national standards should &e determined at the institutional level *ith

districts rather than the federal overnment &ein responsi&le for monitorin

and control( :iscal decentralization has sho*n to have a positive impact on

educational spendin( ,<usemeyer# "$$? i0olai# "$$6-

'he U(S( is movin to*ard a decentralized structure larely &ecause of

policy failure and fiscal mismanaement( <ut this development may actually

improve the performance of the U(S( pu&lic school system in the lon run &y

ma0in it more efficient and responsive to demands at the local level( ;o*ever#

*ith the emerence of ne* technoloies# poor school districts *ill no loner

suffer as the overnmentOs role is diminished(

'oday# computer literacy is mainstream( Children are accustomed to usin

computers for school *or0# playin video ames# and communicatin *ith their

friends via social net*or0s and messain soft*are( +ith centralized system#

schools *ere slo* to adapt often *aitin for their ne)t handout from

+ashinton D(C( and ma)imizin their e)penditures so as to @ustify re/uests for

larer &udets( +ith the localized system# schools *ill depend more on parents

to support the school and local industry to define the direction of educational

curriculum( Schools *ill also &e empo*ered to e)pand their o*n initiatives

/




rather than *aitin for the marchin orders from the U(S( Department of

Education(

'his is not a vision of the future &ut an o&servation of *hat is already

occurrin naturally across the United States( %s money dries up and the federal

overnment loses its command and control a&ility# innovative educators are

usin human capital rather than financial capital to raise standards and optimize

the learnin e)perience *ithin tiht financial constraints( <ut this innovation is

not sproutin from the decayin remains of the last centuryOs state run

educational monopoly &ut from private enterprises /uic0 to reconize the

opportunities in providin /uality educational services(

3District administrators in close to half of all states 0no* that they are losin

students to online schools#3 says John +atson# the founder of the Everreen

Education Lroup# a Durano# Colorado &ased oranization that researches

online learnin# and an author of the 3Keepin Pace +ith K4!" 2nline

1earnin3 report# *hich trac0s annual trends in online learnin( :ollo*in the

trend# the ?$$$ student Sprinfield# 2hio pu&lic school system unveiled their

o*n virtual academy for rades K4!"(,%sh# "$!"-

Implications for ;uman Resource Development and the :uture +or0force

/6




%s the U(S( economy passes throuh a ma@or structural chane and

education underoes a rapid process of decentralization# students enterin the

university must concentrate on the applica&ility of s0ills( 'he far reachin

effects of lo&alization *ill ensure a more competitive future for people in the

U(S( and more demands &ein placed on the overall educational system( ;uman

Resource Development practitioners must adapt to ne* *or0ers enterin the

*or0force *ho do not fit the historical models( In the future# *or0ers *ill come

from diverse &ac0rounds and have more specific s0ills(

'he reatest transformation in trainin *ill ta0e place in the method of

delivery( %s more people are learnin in virtual trainin environments# the ;RD

practitioner *ill &e e)pected to have sufficient computer s0ills to implement

online trainin activities( Just as trainers in the past had to &e familiar *ith

presentation media# the practitioner of the future must &ecome accustomed *ith

online trainin methods(

'he history of top do*n authoritarian policy implementation in the U(S(

continues( Money continues to &e thro*n at pro&lems in hopes that some*here

alon the &loated &ureaucratic net*or0 *ithin the U(S( Department of

Education it *ill &e *isely spent &y someone no more accounta&le than the

leaders themselves( Even thouh the federal overnment continues to AinvestB

2.




in education even *hile receivin marinally decreasin returns# leadership has

&eun to reconize 0ey challenes in the economy and educational system(

Despite the failed policies of the past# the federal overnment continues to

understand the pro&lems &ut still relies on the old top do*n command and

control implementation approach(

'ecause &e need more high:uality training programs that gi"e students

crucial sills and prepare them for the high:sill jos that employers are

looing to 8ll% the Administration is proposing ; illion in mandatory funding

for a $ommunity $ollege to $areer <und# =ointly administered &ith the (#)#

Department of >aor% this competiti"e program &ould pro"ide funding to

de"elop ne& partnerships et&een community colleges and usinesses in

order to train and place 2 million &orers in high:gro&th industries#

,U(S( Department of Education# "$!"-

Even thouh this proram may not in itself &e successful# it does represent a

ro*in partnership &et*een &usinesses and schools( Ultimately# hih school

*ill &ecome irrelevant as community collees and universities appeal to youn

*or0ers ready to &ein their career( 'oday a hih school diploma is no loner an

advantae in the la&or mar0et( It only serves as a prere/uisite for collee

admission( 'he focus of ;RD *ill not only &e on e)istin employees &ut also in

formin partnerships *ith universities and collees(

2/




'oday# employers o to university @o& fairs to recruit employees sho*in

desira&le traits( ;o*ever# these university students are typically cut from the

same cloth *ith the same &asic s0ill &ac0round( In the future ;RD

practitioners *ill create employees as *ell as train them( ;RD practitioners

must communicate industry demands and instructional desin practices *ith

universities and community collees(

Due to &udet constraints# the hih school *ill cease to e)ist as *e no*

0no* it( If it survives# it *ill only survive in the form of a school to *or0

transitional institution similar to the Department of 1a&orOs unemployment

office( Remedial classes *ill &e offered &ut advanced students *ill &e e)pected

to move straiht to university studies &y passin tests rather than spendin time

in hih school(

Conclusion

Decades of overnment *aste have e)acer&ated the U(S( fiscal situation and

led to insolvency( Just as Europe is in the death throes of &an0ruptcy the U(S(

*ill find itself in a similar position( 'he &loated inefficient pu&lic educational

&ureaucracy *ill &ecome one of the victims of the upcomin austerity and a

painful leacy of consumerism# political apathy# and nelect( <ut this does not

22




have to &e the end of pu&lic education( It *ill &e the &einnin of a

decentralized efficient student centric educational policy(

Remnants of the centralized command and control policies oriinatin from

a time &efore empo*erin technoloies such as the Internet are &ein replaced

&y charter schools# virtual learnin# local university initiatives# home schoolin#

and partnerships &et*een educators and industry( 'he future *ill not only

involve more independent practitioners of ;RD &ut also a much more

framented and decentralized society &ased on specific s0ills and customized

solutions rather than the mass produced &ureaucratic one size fits all solutions

of today(

%s the vision of the Department Education correctly identifies

Community collees Aneed to &ecome community career centers *here people

learn s0ills that local &usinesses are loo0in for riht no*(B ,U(S( Department of

Education# "$!"- 'he U(S( Department of Education 2ranizin %ct of !>6>

prevents the federal overnment from control or direction over curriculum or

materials( 'his control has &een outsourced to private interests( 'e)t&oo0

pu&lishers and third party corporate entities# *ealthy industrialists# and ivy

leaue university administrators have &een at the helm of the national aenda

for the last one hundred years(

23




24




:inally# the one size fits all educational policy of the past has &eun to

crum&le( 'he carrot is still on the stic0 in the form of incentives danled &efore

school districts to persuade them to comply *ith overnment mandates &ut the

carrot farmOs soil has &een seriously depleted of vital minerals( 'he future

incentives *ill &e local and ;RD practitioners must reconize this

decentralization trend and prepare for a ne* eneration of employees in the

United States(

ot only *ill this trend affect the United States# the entire *orld *ill soon

reconize the destructive fallacy of imposin heavy &urdens on its citizenry

throuh ta)ation *ithout receivin reciprocal marinal &enefits( <efore the slo*

&ureaucratic machinery of overnment has time to react# parents and educators

are already positionin fortunate children ahead of the impendin collapse of

macro educational policy &y optin out of the pu&lic education systems *hich

have morphed into detention centers for children# *hich should more accurately

&e compared to prisons or day care centers rather than edcuational facilities(

25




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21

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2

http://www.msnbc.msn.com/id/40544897/ns/us_news-life/#.T402cVI84YI

http://online.wsj.com/article/SB10001424052970203687504576655352353046120.html


http://www.usatoday.com/news/education/story/2012-02-14/home-schools-secular/53095020/1


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http://www.msnbc.msn.com/id/40544897/ns/us_news-life/#.T402cVI84YI





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from httpreason(comarchives"$!!$"""losin4the4&rains4race

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