Charter Schools I: Preliminaries & MonopoliesShare
A look at the monopoly argument for charter schools.
In November of 2016, president elect Trump selected Betsy DeVos as his Secretary of Education. While this appointment seems to have changed her mind about Common Core, DeVos has remained committed to expanding charter schools. Charter schools operate outside of the public-school system but are funded with public money. They can be privately owned and run as for-profit business. As might be suspected, they tend to be rather controversial.
Before discussing charter schools, I need to present the biasing factors in my background. Like most Americans, I attended public schools. Unlike some Americans, I got a very good public education that laid the foundation for my undergraduate and graduate education. Both of my parents were educators; my father taught math and computer science and my mother had a long career as a guidance counsellor. I ended up going to a private college and then to a public graduate school. This led to my current career as a philosophy professor at a state university. I belong to the United Faculty of Florida, the NEA and the AFT. As such, I am a union member. As might be suspected, my background inclines me to be suspicious of charter schools. As such, I will take special care to consider the matter fairly and objectively.
As with most politically charged debates, the battle over charter schools tends to be long on rhetoric and short on reasoned arguments. Devoted proponents of charter schools lament the ruin of public education, crusade for choice, and praise the profit motive as panacea for the woes of the academies. Energized enemies of charter schools regard them as plots against public good and profiteering at the expense of the children.
While there is some merit behind these rhetorical stances, charter schools should neither be accepted nor rejected based on mere rhetoric or ideological stances. As liberals and conservatives have both noted, there are serious problems in the American education system. Charter schools have been advanced as a serious proposal to address some of these problems and are worthy of objective consideration. I will begin with what can be called the monopoly argument in favor of charter schools.
Proponents of charter schools often assert that the state holds a monopoly on education and employ arguments by analogy to show why this is a bad thing. For example, the state monopoly on education might be compared to living in an area with only one internet service provider. This provider offers poor service, but residents are forced by law to pay for it and competition is forbidden. While this is probably better than not having any internet access at all, it is certainly a bad situation that could be improved by competition. If the analogy holds, then poor quality education could be improved by legalizing competition.
This analogy can also be used, obviously enough, to argue that people who do have children in school should not be forced to pay into the education system. This would be, to stick with the analogy, like making people who have no computers (including tablets and phones) pay for internet access they do not use. This is, however, another issue and I will return to the matter of charter schools.
While the analogy does have some appeal, the state does not have a monopoly on education. There are, obviously enough, private schools that operate without public money. These provide competition to public schools, thus showing that there is not a monopoly. By going through the appropriate procedures, anyone with the resources can create a private school. And anyone with the resources to afford a private school can attend. As such, there is already a competitive education industry in place that provides an alternative to public education. There is also the option of home schooling, which also breaks the alleged monopoly.
Supporters of charter schools can counter that there is a monopoly without charter schools. To be specific, without charter schools, public schools have a monopoly on public money. Charter schools, by definition, break this monopoly by allowing public funds to go to schools outside the state education system.
This can allow privately owned charter schools to enjoy what amounts to state subsidies, thus making it easier to start a privately-owned charter school than a privately funded private school. Those who are concerned about state subsidies might find this sort of thing problematic, perhaps because it seems to confer an unfair advantage over privately funded schools and funnels public money into private hands.
Supporters can counter these criticisms by turning them into virtues. Public money spent on charter schools is good exactly because it makes it easier to fund competing schools. Private schools without public funding need to operate in a free market—they must compete for customer money without the benefit of the state picking winners and losers. As such, there will not be very many privately funded schools. Charter schools benefit from the largesse of the state, although they do need to attract enough students. But this is made easier by the fact that charter school education is subsidized by public money.
As such, charter schools would break the public-school system’s monopoly on public money, although there is not a monopoly on education (since privately funded schools exist). The question remains as to whether or not breaking the funding monopoly is a good thing or not, which leads to the subject of the next essay in this series, that of choice.