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1. Private School Chains in Chile: Do Better Schools Scale Up?

Author:
Gregory Elacqua, Humberto Santos, Dante Contreras, and Felipe Salazar
Publication Date:
08-2011
Content Type:
Working Paper
Institution:
The Cato Institute
Abstract:
There is a persistent debate over the role of scale of operations in education. Some argue that school franchises offer educational services more effectively than do small independent schools. Skeptics counter that large, centralized operations create hard-to-manage bureaucracies and foster diseconomies of scale and that small schools are more effective at promoting higher-quality education. The answer to this question has profound implications for U.S. education policy, because reliably scaling up the best schools has proven to be a particularly difficult problem. If there are policies that would make it easier to replicate the most effective schools, systemwide educational quality could be improved substantially.
Topic:
Development, Education, and Governance
Political Geography:
United States, Latin America, and Chile

2. Federal Higher Education Policy and the Profitable Nonprofits

Author:
Vance Fried
Publication Date:
06-2011
Content Type:
Working Paper
Institution:
The Cato Institute
Abstract:
Undergraduate education is a highly profitable business for nonprofit colleges and universities. They do not show profits on their books, but instead take their profits in the form of spending on some combination of research, graduate education, low-demand majors, low faculty teaching loads, excess compensation, and featherbedding. The industry's high profits come at the expense of students and taxpayer.
Topic:
Economics, Education, Markets, Privatization, and Governance

3. The Other Lottery: Are Philanthropists Backing the Best Charter Schools?

Author:
Andrew J. Coulson
Publication Date:
06-2011
Content Type:
Working Paper
Institution:
The Cato Institute
Abstract:
The central problem confronting education systems around the world is not that we lack models of excellence; it is our inability to routinely replicate those models. In other fields, we take for granted an endless cycle of innovation and productivity growth that continually makes products and services better, more affordable, or both. That cycle has not manifested itself in education. Brilliant teachers and high-performing schools can be found in every state and nation, but, like floating candles, they flicker in isolation, failing to touch off a larger blaze.
Topic:
Economics, Education, and Markets

4. Behind the Curtain: Assessing the Case for National Curriculum Standards

Author:
Neal McCluskey
Publication Date:
02-2010
Content Type:
Working Paper
Institution:
The Cato Institute
Abstract:
The argument for national curriculum standards sounds simple: set high standards, make all schools meet them, and watch American students achieve at high levels. It is straightforward and compelling, and it is driving a sea change in American education policy.
Topic:
Development, Education, and Culture
Political Geography:
United States and America

5. The Effects of Teachers Unions on American Education

Author:
Andrew J. Coulson
Publication Date:
02-2010
Content Type:
Journal Article
Journal:
The Cato Journal
Institution:
The Cato Institute
Abstract:
Public school employee unions are politically partisan and polarizing institutions. Of the National Education Association's $30 million in federal campaign contributions since 1990, 93 percent has gone to Democrats or the Democratic Party. Of the $26 million in federal campaign contributions by the American Federation of Teachers, 99 percent has gone to Democrats or the Democratic Party (Center for Responsive Politics 2009). Perhaps not entirely coincidentally, conservatives and Republicans have often accused these unions of simultaneously raising the cost and lowering the quality of American public schools. Many advocates of charter schools, vouchers, and education tax credits have cited union political influence as the greatest impediment to their chosen reforms. But in academic circles, scholars have sometimes disagreed on the unions' impact on wages and educational productivity. The purpose of the present review is to summarize, and attempt to reconcile, the empirical research on the actual impact teachers unions have on American education.
Topic:
Education and Reform
Political Geography:
America

6. The Making of Americans: Democracy and Our Schools

Author:
Neal McCluskey
Publication Date:
02-2010
Content Type:
Journal Article
Journal:
The Cato Journal
Institution:
The Cato Institute
Abstract:
Historian David Tyack breaks educational progressives into two types: pedagogical and administrative (Tyack 1974). The former are champions of “child-centered” instruction in the classroom, while the latter want centralized, government control of the schools.
Topic:
Education
Political Geography:
America

7. They Spend WHAT? The Real Cost of Public Schools

Author:
Adam B. Schaeffer
Publication Date:
03-2010
Content Type:
Working Paper
Institution:
The Cato Institute
Abstract:
Although public schools are usually the biggest item in state and local budgets, spending figures provided by public school officials and reported in the media often leave out major costs of education and thus understate what is actually spent.
Topic:
Economics, Education, Government, and Monetary Policy

8. Do Vouchers and Tax Credits Increase Private School Regulation?

Author:
Andrew J. Coulson
Publication Date:
10-2010
Content Type:
Working Paper
Institution:
The Cato Institute
Abstract:
School voucher and education tax credit programs have proliferated in the United States over the past two decades. Advocates have argued that they will enable families to become active consumers in a free and competitive education marketplace, but some fear that these programs may in fact bring with them a heavy regulatory burden that could stifle market forces. Until now, there has been no systematic, empirical investigation of that concern. The present paper aims to shed light on the issue by quantifying the regulations imposed on private schools both within and outside school choice programs, and then analyzing them with descriptive statistics and regression analyses. The results are tested for robustness to alternative ways of quantifying private school regulation, and to alternative regression models, and the question of causality is addressed. The study concludes that vouchers, but not tax credits, impose a substantial and statistically significant additional regulatory burden on participating private schools.
Topic:
Education, Government, and Markets
Political Geography:
United States

9. Markets vs. Monopolies in Education: A Global Review of the Evidence

Author:
Andrew J. Coulson
Publication Date:
09-2008
Content Type:
Working Paper
Institution:
The Cato Institute
Abstract:
Would large-scale, free-market reforms improve educational outcomes for American children? That question cannot be answered by looking at domestic evidence alone. Though innumerable “school choice” programs have been implemented around the United States, none has created a truly free and competitive education marketplace. Existing programs are too small, too restriction laden, or both. To understand how genuine market forces affect school performance, we must cast a wider net, surveying education systems from all over the globe. The present paper undertakes such a review, assessing the results of 25 years of international research comparing market and government provision of education, and explaining why these international experiences are relevant to the United States.
Topic:
Economics, Education, Government, and Markets
Political Geography:
United States

10. Dismal Science: The Shortcomings of U.S. School Choice Research and How to Address Them

Author:
John Merrifield
Publication Date:
04-2008
Content Type:
Working Paper
Institution:
The Cato Institute
Abstract:
Pressing questions about the merits of market accountability in K-12 education have spawned a large scholarly literature. Unfortunately, much of that literature is of limited relevance, and some of it is misleading. The studies most widely cited in the United States used intense scrutiny of a few small-scale, restriction-laden U.S. programs—and a handful of larger but still restriction-laden foreign school choice expansions—to assert general conclusions about the effects of "choice," "competition," and "markets." The most intensely studied programs lack most or all of the key elements of market systems, including profit, price change, market entry, and product differentiation—factors that are normally central to any discussion of market effects. In essence, researchers have drawn conclusions about apples by studying lemons.
Topic:
Economics, Education, and Markets
Political Geography:
United States