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DOCUMENT RESUME ED 386 796 EA 027 006 AUTHOR Lieberman, Myron TITLE Public Education: an Autopsy. REPORT NO ISBN-0-674-72234-5 P

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DOCUMENT RESUME ED 386 796 EA 027 006 AUTHOR Lieberman, Myron TITLE Public Education: an Autopsy. REPORT NO ISBN-0-674-72234-5 P DOCUMENT RESUME ED 386 796 EA 027 006 AUTHOR Lieberman, Myron TITLE Public Education: An Autopsy. REPORT NO ISBN-0-674-72234-5 PUB DATE 93 NOTE 388p. AVAILABLE FROMHarvard University Press, 79 Garden Street, Cambridge, MA 02138 (paperback: ISBN-0-674-72234-5, $13.95; cloth: ISBN-0-674-72232-9). PUB TYPE Books (010) Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MFOI/PC16 Plus Postage. DESCRIPTORS Access to Education; Capitalism; *Competition; Educational Change; *Educational Economics; Educational Vouchers; Elementary Secondary Education; *Free Enterprise System; Government School Relationship; Higher Education; *Private Education; Privatization; *Public Education; School Choice ABSTRACT This book argues that public education no longer fosters in students basic skills, scientific and cultural literacy, civic virtues, and desirable habits/attitudes toward society and its institutions. The book asserts that government provision of goods and services is usually less effective and efficient than provision through a market system. It advances a market approach to education that includes a three-sector industry comprised of public schools, nonprofit private schools, and schools for profit. Following the introduction, chapter 2 describes the future context of public education, shaped by cultural and demographic changes. Conflicts of interest between producers and consumers in public education and their resolution in the private sector are discussed in the third chapter. A critique of the pub1ic-e,1Jcation information system is provided in chapter 4. The fifth cw,pter advances reasons why the market system provides a superior educational information system. The next seven chapters explore the real costs of public education, educational outcomes as an efficiency issue, the educational consequences of racial conflict, a reconsideration of cheequality of educational opportunity, the impact.of higher education on the public schools, educational research and development, and the educational agenda and its problems. The final chapter examines strategies for moving toward a market system of education. The epilogue describes several recent developments and their ramifications for the transition to a market system. Six tables are included. Each chapter contains extensive notes in the back of the book. (LMI) Reproductions supplied by EDRS are the best that can be made * from the original document. * *************************************************' 4 Asir 0\ N- V) 00 er) CI) fly a....11.1111mmallAimEmosr U DEPARTMENT OR EDUCATION "PERMISSION TO REPRODUCE THIS oat °tics of Educehonstaarch and Improvem4int MATERIAL HAS BEEN GRANTED BY EDLJCATONAt. RESOURCES INFORMATION CENTER (ERIC) Thm document has been rflPf0OoCOO SS reclOvoS from fOre owson or Orgarotafrort Of Voiding ot ;Ale 0 Minor changes have been mad* io anorove ,eptoduchon outlay Poont of vte 0 ormolon Staled In (bis (loco man) 00 nof nrICIISSfily reprSfnt otticmi ITO THE EDUCATIONAL RESOURCES 0E131 oosmon 0 00fiCy INFORMATION CENTER (ERIC)" "IMES x-fA, gaST COPY. AVAILABLE Val=f- 1/2SMIIMI=W Public Education: An Autopsy Public Education An Autopsy Myron Lieberman H R VA R D UNIVERSITY PRESS Cambridge, Nlassachusens lAnulon, England 4 Copyright C) 1993 by Myron Lieberman All rights reserved Minfrd in the United States ofAmerira Fourth Printing, 1995 First Harvard University Press paperback edition, 1995 Library of Congress Cataloging-in-Publication Data Liebernian. Myron. 19 19 Public education : an autopsy /Myron Liebermai p. cm. Includes bibliographical references and index. ISBN 0-67472232-9 (cloth) ISBN 0-674-72234-5 (pbk.) I.Public schoolsUnited States.2. EducationEconomic aspects--United States.3. PrivatizationUnited States.4. Vouchers in educationUnited States. 5. School, Choice ofUnited States.6. School improvement programsUnited States.I.Title. LA271.2.L54 1993 371' .0l '0973--dc20 92-46732 CIP Preface From my first day in the first grade in McKinley Elementary School in St. Paul. Minnesota, I attended public schools exclusively. My experience in them was extremely positive. I admired and respected my teachers ,tnd maintnined cordial relationships with them after graduation from high school, even after college in some cases. MY classmates and team- mates are still among mv friends, and our school experiences are among our most treasured memories. The fact that I later became a teacher in the St. Patd public schools reflects tny optimistic attitude toward public education until the 1980s. This book would not have been written if 1 thought that public educa- tion could function fOr most Young people today as it did for me more than sixty years ago. I deeply regret that this cannot happen and that public education cannot fnlfill the high hopes of so mans. besides myself: MY immigrant parents and the millions like them, so mans. dedicated public school teachers, principals, and board members, and countless others in all walks of life in every state. I am saddened by the anguish and the sense of loss that will eventually emergenot necessarily or primarily or even at all fiom thk hook but from the inescapable truth of the matter. The decline of public education does not negate the fact that many disiduals associated with it perform invaluable services that deserve our respect and gratittule. My analysis concerns the strengths and defi- ciencies of educational systems, not of the persons associated with them. Although these things in-e sometimes related, conclusions about a system are not automatically applicable to the individuals associated with it, (n' vice versa. I hope that readers will bear this crucial point in mind, as I have tried to do. Acknowledgments For about sixteen months, six on a resident basis as a Visiting Scholar, I received the assistance of the Social Philosophy and Policy Center, Bowl- ing Green State University, Bowling Green, Ohio. Not only was the Center's assistance essential, but it was provided in the most pleasant and straightfbrward way. If this book makes any contribution to educational policy, the Center and its staff deserve the credit for making it possible. I am solely responsible for the content of the book and hope that it justifies the generous assistance provided bv the Center. I would also like to express my appreciation to the f011owing fOr providing valuable suggestions or assistance on earlier versions of the manuscript: Joseph Alibrandi, Whittaker Corporation; Reene A. Alley, University or Akron; Joseph Bast, hleartland Institute; David I). Boaz, Cato Institute; Frederick H. Brigham, Jr., National Catholic Education Association; James M. Buchanan, George Mason University; James S. Coleman, Uni- versity of Chicago; John E. Coons, University of California; Edward Crane, Cato Institute; Anthony Downs, Brookings Institution; Antony Flew, Uni- versity of Reading; Mike Ford, Excellence Through Choice in Education I.eague (EX( EL); William.). Fowler, Jr., U.S. Department of Education; Gene Geisert, St. John's University; Susan Gonzalez-Baker, University of Arizona; Richard M. Huber. Washington, D.C.; David hnig. American Association of Colleges fOt Teacher Education; Irene hupellizzeri, New Thrk Citv Board of Edticaticm; Gtegg B. .lackson, National Resean Ii Council; I lenrv M. I.evin, Stanford University; Steplu-n Macedo, I larvard ix Acknowledgments University; John NI. McLaughlin, St. Cloud State University; Charles J. O'Malley, Charles O'Malley Associates; Aaron M. Palla1s, Michigan State University; Ellen Frankel Paul, Social Philosophy and Policy Center, Bowling Green State University; James L. Payne, Sandpoint. Idaho; Lewis J. Perelman, Washington, D.C.; Glen E. Robinson, Educational Research Service; Alexander T. Smith, University of Tennessee; Martha Turnage, Annapolis, Maryland; Richard E. Wagner, George Mason University; Max Weiner, Fordham University; Amv Stuart Wells, University of California, I.os Angeles. Needless to sav, several persons who provided assistance disagree strongly with my views. No one except me has seen the final dr,th; even persons who expressed agreement with previous drafts or portions of it mav disagree with subsequent changes they have not read. To all, and to anyone who may have been inadvertently omitted, I wish to express my deep appreciation for their assistance. Contents 1. Whv an Autopsy? 9. The Future Context of Public Education 17 3. Producer-Consumer Conflict 45 4. The Information System of Public Education 67 5. Educational Information under a Market System 94 6. The Real Costs of Public Education 114 7. Educational Outcomes as an Efficiency Issue 143 8. The Educational Consequences of Racial Conflict 171 9. Equality of Educational Opportunity Reconsidered 902 10. The Impact of Higher Education on the Public Schools 230 11. Educational Research and Development 949 12. The Educational Agenda and Its Problems 973 13. The Transition So luti(m 297 Epilogue 317 Notes 341 Index 367 xi Public Education: An Autopsy 1 Why an Autopsy? ike inchviduals, social institutions die, and their death forces us to face an uncertain future. Sometimes heroic measures can delay the end, and the exact time of death may be an arbitrary or controversial judgment. Regardless, we cannot ah,avs wait until rigor mortis sets in to consider what should be done to meet the new situation. Avoidance or denial of the unpleasant reality is often the first problem that has to be addressed. These thoughts underlie the title of this book. To be sure, an autopsy implies that the subject is dead, and I intend that
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