Jay Greene: "The Dangers of a High-Regulation Approach to School Choice"

The Dangers of High Regula2on for School Choice

By Jay P. Greene

Presented to OCPA December 3, 2015

The High Regula2on Model • Choice programs should not allow private schools to use their regular admissions standards and procedures. Instead, they should be required to accept all applicants or use a loNery if over-­‐subscribed.

• Par2cipa2ng schools should be required to accept the voucher amount as payment in full even though that amount is almost always less than their regular tui2on, less than their cost to educate each student, and far less than what is provided to students in tradi2onal public schools.

• Choice programs should focus on low-­‐income students in low-­‐ performing public schools.

• Par2cipa2ng private schools should be required to administer and report results from the state achievement tests.

• PorPolio manager should ensure quality.

Do state funds require accountability to the state for performance?

• The vast majority of government programs do not

require accountability to the government for performance (e.g. food stamps, Social Security) • Even in the area of educa2on, government funds do not typically require accountability for performance. (e.g. pre-­‐school and higher ed) • We trust that the private interests of program par2cipants are aligned with the public interest in providing them with the benefit

What Does High Regula2on Do?

• Drive away quality supply (e.g. LA) • Undermine school mission, autonomy, and effec2veness – can’t select students for mission – payment in full restricts supply and underfunds schools – State test changes curriculum and priori2es • Bad poli2cal strategy – programs for the poor are poor programs – charters over vouchers – concedes bargaining chips before nego2a2ons

High Regula2on is Central Planning Built Around Test Scores • Test scores are not strong indicators of quality – usually levels, not VAM – even VAM weakly connected to later life outcomes – 8 rigorous choice studies show disconnect between VAM and aNainment (Angrist et al; Dobbie and

Fryer; TuNle et al; Booker et al; Wolf et al; Cowen et al; Peterson and Chingos; Beauregard)

• Test scores only par2ally capture what schools do (other subjects, untested material, values and character)

What to do?

• Remember mo2va2on for choice reform is a belief in the benefits of parental control and deregula2on. Don’t kill pa2ent to save it.

• Equity should be judged against status quo • Be humble about the ability and benevolence of regulators and their tools • Light regula2on does not mean no regula2on • Compromise if you must, but don’t concede bargaining chips before nego2a2ons • Red line – No state test requirement