It’s not exactly breaking news that America’s public schools are failing academically.
There have been encouraging stories of charter schools and other schools of choice successfully raising achievement levels for underprivileged students previously deemed uneducable.
But our schools are still producing a generation of students lacking basic computational or literacy skills, much less an understanding of government, culture, or science. That is, unless you count gender ideology and slanted anti-American interpretations of history.
Twenty-three public schools in Baltimore this year had zero students rated proficient in math and several more had only one or two. Baltimore spends $21,000 per student yearly, but it’s unfair to pick on Baltimore. Neither its spending levels nor the dreadful outcomes distinguish it from many other urban school districts.
Many Americans are aware and concerned. We even know a lot about what works (school level control and accountability) and what doesn’t (more money, more administrators). Yet at every turn, efforts at system reform have been stymied by…teachers’ unions.
Until the 20th century, Americans would have been astonished to see a critical policy debate dominated by a public union. Such unions didn’t even exist until President Kennedy approved collective bargaining for federal employees in 1962. Until then, union bosses and government leaders had been skeptical of the notion.
Franklin Roosevelt said, “The process of collective bargaining…cannot be translated into public service.” AFL – CIO President George Meany agreed that “it is impossible to bargain collectively with the government.”
They were saying that true collective bargaining is a two-way negotiation to divide the profits generated by an enterprise, in which unions must limit their demands so their companies remain viable.
But as Philip Howard explains in his new book on public unions, government by design doesn’t generate any profit. Any concessions made to government unions come at the expense of taxpayers, who are seldom represented in the negotiations.
After decades of “negotiating” with friendly politicians whom they help elect, government employees have gained immense wealth and influence. It hasn’t turned out so well for the rest of us.
For example, government unions were effectively able to dictate health policy, including shutdowns and mandates, during COVID, as CDC e-mails subsequently revealed.
Worse, teachers’ unions demands that public schools close and stay closed during COVID prevailed despite overwhelming evidence that it was unhelpful. Millions of students will endure permanent educational scars from the union intransigence.
Union participation in policy making goes far beyond healthcare. Government unions work hard and successfully to boost virtually all tax and spend proposals, especially at the state and local levels. After all, tax revenues pay their salaries.
Unions have also been successful in thwarting the growth of charter schools in the three decades of their existence. This is a particularly impressive display of raw political power since charter schools have proven themselves many times over to be academic successes serving those students who need it most.
Moreover, there is no coherent argument that charter schools harm public schools because they are public schools, albeit usually without mandatory unionization, but still with long waiting lists.
Union workers are notoriously difficult to fire, thanks to the work rules they write for themselves. California is able to terminate only about one of each 100,000 teachers annually for poor performance. Derek Chauvin, the murderer of George Floyd, was a known bad cop with multiple citizens’ complaints, but was protected by union work rules from losing his job.
All these instances and many more are the result of unions essentially dictating the terms of their employment. Citizens’ interests are secondary. Government has been rendered nearly inoperable for everyday Americans.
Although government unions seem to have a vice-like hold on their privileges, there may be a solution this time. Article 4 of the U.S. Constitution requires that every state “shall be guaranteed a republican form of government,” meaning that policy decisions can be made only by elected officials and may not be delegated.
State and local officials must reclaim their authority either by challenging union-made policies in courts or simply by refusing to comply with them on constitutional grounds.
The framers of the Constitution would be honored if we used their great gift to make government work again.
Dr. Thomas Patterson, former Chairman of the Goldwater Institute, is a retired emergency physician. He served as an Arizona State senator for 10 years in the 1990s, and as Majority Leader from 93-96. He is the author of Arizona’s original charter schools bill.
Governor-elect Katie Hobbs reaffirmed that she will hold to her campaign promise to abolish Arizona’s universal school choice program.
Arizona's historic school choice program will likely be short-lived. Governor-elect @katiehobbs promised in her education plan to undo universal school choice. pic.twitter.com/20VtV70qv9
Hobbs issued the remarks last week in an interview with Arizona PBS, about two weeks after appointing two longtime teachers’ union lobbyists to her transition team. Marisol Garcia is a longtime lobbyist for and the current president of the Arizona Education Association (AEA); Stephanie Parra was a former lobbyist for the AEA, is a registered lobbyist for her nonprofit “All in Education,” and serves as a Phoenix Union High School District board member.
“I can tell you that the voucher scheme that we have set up is going to end up as an Alt-Fuels 2.0,” stated Hobbs. “It’s going to bust our budget. We can’t afford to do more.”
I’m pleased to announce my full administration transition team made up of public service, business, labor, & advocacy leaders from both sides of the aisle.
I look forward to working with these outstanding local leaders as we build an administration that works for all Arizonans. pic.twitter.com/mfejYSvYpX
In a video shared within an AEA meeting reviewing the upcoming legislative session on Wednesday, Hobbs pledged to be the biggest ally of public schools in the state’s history.
“I’m ready to get to work as the most pro-public education governor in Arizona,” said Hobbs.
Garcia expressed confidence that Hobbs would be an ally to their teachers’ union. She also said that she and the AEA were completely against the state’s school choice program, the Empowerment Savings Account (ESA) Program.
“We have always been against any sort of vouchers, not just expansion but vouchers in essence,” said Garcia.
In September, Garcia stated that it wasn’t possible to support both public schools and private schools when it comes to funding.
“Funding AZ public schools & then being pro private schools vouchers is hypocritical,” wrote Garcia. “Union members have ALWAYS been against vouchers. They hurt our communities & funnel tax payer $ to private companies.”
Such a BAD take Paul. Funding AZ public schools & then being pro private schools vouchers is hypocritical. Public schools take every single student, ALL of them. Union members have ALWAYS been against vouchers. They hurt our communities & funnel tax payer $ to private companies. pic.twitter.com/ALLPI5Rj3Z
Hobbs has been forthright about her opposition to universal school choice. Her education plan published through her campaign revealed that she would scale back the program to bolster public school funding.
Hobbs declared that universal school choice was an “attack” on public schools, reflecting an intent to eventually “do away with” them. Hobbs also claimed that the ESA Program lacked any accountability and oversight.
About 32,000 children applied for the ESA Program, according to the Arizona Department of Education. Students may qualify for up to $6,500 each — totaling about $208 million.
Save Our Schools Arizona (SOSAZ), an activist group opposed to universal ESAs, attempted to reverse the universalization through a ballot measure. In September, SOSAZ overreported its signature count to qualify for the ballot — something hawkeyed pro-school choice parents discovered immediately. However, Hobbs delayed counting the signatures for about five days.
If you’re confused about the Arizona Empowerment Scholarship Account (ESA) program expansion to all Arizona K-12 students, you’re not alone. The recent passing of HB 2853, gives parents and guardians who opt out of the public-school option, a portion of taxpayer funds to use for tutoring, private school tuition, home schooling, and special-needs therapies. Much of the confusion comes from advocates for and against this expansion by complicating the issue with opposing scenarios.
I believe both sides of the debate must begin under the auspices of Arizona law. Specifically, the Parents’ Bill of Rights, which states: “All parental rights are reserved to a parent of a minor child without obstruction or interference from this state, including the right to direct the education, upbringing, moral or religious training and make all health care decisions for their minor child.”
Opponents to Arizona’s ESA program expansion, like Save Our Schools and teachers’ unions, who have tried and failed to get enough signatures to stop HB 2853, feel parents are unqualified and can’t be trusted with these taxpayer funds to direct the education of their children. The Democrats of Greater Tucson take that mistrust of parents to a heinous level in a recent post. They write “With no accountability protocols, this creates an opportunity for extremist-xenophobic-homophobic-white nationalist-MAGA groups to develop their own little Hitler Youth Academies to indoctrinate impressionable minors.” The four false cheering points of the anti-ESA crowd can be easily debunked with facts:
ESAs don’t siphon funds away from public schools: The inconvenient truth as explained by the Goldwater Institute is the “ESA program now gives back nearly $1,000 per child to the public school system each time a student switches to an ESA from a public school. This is because ESA students forfeit their funding from several pots of state taxpayer funded money (such as the ‘Classroom Site Fund’ and ‘Prop 123’ add-on revenues) when they leave their district or charter school, and all of that money gets redistributed back to the public school system instead. (For instance, for the 2022-2023 school year alone, the Classroom Site Fund raised $945 million dollars, with every one of Arizona’s 1.1 million public school students getting almost $900 each from it. ESA students, on the other hand, completely give up their claim to those dollars and instead send them back to their public-school peers, who end up with more money per pupil than they had before.” Read more here.
ESAs do have monetary accountability and transparency: According to the Arizona Department of Education’s 2022/2023 ESA Handbook, when an Account Holder enters into an ESA contract with the Department, the Account Holder is required to report all expenses made with ESA funds. To maintain ESA program eligibility, debit card receipts must be submitted in the quarter that the transaction occurred. Complete invoices or receipts must be included when submitting expenses or making payments in the “Class Wallet” platform. All required credentials must be included when submitting debit card receipts or reimbursements.
Parents can’t spend the ESA money on anything they want: The Arizona Department of Education’s 2022/2023 ESA Handbook is quite clear on their “Spending and Program Requirements” in Chapter 2. There are twenty-one out of seventy pages in this handbook explaining what is approved and unapproved spending. For instance, if your child needs a computer for online classes, you would think that is an approved expenditure, but it’s not.
ESAs have academic accountability and transparency: I find the teachers’ union claim to the contrary laughable after the Arizona Department of Education’s recent release of the state’s assessment data. Overall, only 41% of students passed the English component, and a mere 33% passed the math portion. Where is the accountability for this disaster?
The biggest inconvenient truth is that home-schooled and private school students outperform public school students on state standardized tests and college entrance exams. As the number of homeschooled children in the United States grows, the statistics of student outcome cannot be ignored. According to Think Impact, homeschooled students score between 80% and 90% regardless of their parents’ level of education. On average, homeschooling one child costs the parent(s) between $700 and $1,800.
Business Wire, a Berkshire Hathaway company, reports a Back to School Survey shows 47% of parents are considering dropping school and going to homeschooling. Results from the EdChoice survey in 2020 showed that the top reasons parents had considered homeschooling before the COVID-19 shut down included freedom in exploring their child’s interests; safety concerns about schools; schools did not meet the needs of the children; and parents wanted to mold their children as per their own practices and beliefs.
Our education system has become a bloated, bureaucratic mess that is desperately trying to hang on to power over our children that is not legally theirs to have. Schools have one job, and that is to give our children a great academic education and they are failing. Compared to other nations, the United States fell to 24th in high school literacy in 2012 and continues to decline.
Parents, guardians, and concerned citizens are on the front lines, exposing the inconvenient truths regarding problems in our schools. We need to give them our support. I don’t believe the teachers’ unions, Save Our Schools, and their media cohorts are going to give up after their first defeat to stop ESA expansion.
Please contact your state representatives and tell them to uphold Arizona law which gives our parents the right to direct the education of their children.
Michele Hamer is a candidate for the Prescott Unified School District Governing Board. You can find out more about her campaign here.
What’s the difference between 141,714 and 88,866? Take a few seconds to do the math, and feel free to use a calculator if you’d like.
If you answered 52,848, you’re correct! Congratulations and give yourself a pat on the back because your math skills are far superior to those of Save Our Schools (SOS) and the rest of Arizona’s teachers’ unions.
On Friday, SOS Executive Director Beth Lewis boldly proclaimed—with all the confidence in the world—that the wall of boxes she was standing in front of contained the signatures of 141,714 Arizona voters who supported a ballot initiative aimed at overturning universal Empowerment Scholarship Accounts (ESA) in Arizona. She was giddy. Her supporters cheered. SOS declared blocking universal school choice for all a “historic victory.” And corporate media jumped on the opportunity to push their narrative, accepting everything SOS said at face value.
But there was a problem. And that’s where simple math comes into play…
Nicole Solas, the Rhode Island mother who was sued by the nation’s largest teacher union for requesting public records, offered advice to Arizona parents facing similar transparency battles. As AZ Free News reported last week, Scottsdale Unified School District (SUSD) will post the names of individuals online who submitted records requests — an update that inspired controversy within the community.
The National Education Association of Rhode Island (NEARI), a teacher’s union, sued Solas last year for seeking records on Critical Race Theory (CRT) and gender theory from her child’s Rhode Island school. Not only was Solas sued — the school district attempted to charge Solas $74,000 for access to the requested records.
Solas advised Arizona parents to be loud and engaged until they achieved victory. Her examples of loud engagement were submitting public records requests and filing lawsuits. She advised that district officials would “fold like a paper tiger.” Solas offered the advice and discussed her ongoing legal battle on “Conservative Circus” with host James T. Harris on Tuesday.
Solas pointed out that parents speaking out at school board meetings serves to inform the public, which she says has a far greater impact on schools.
“Keep in mind that when you make public comment at school board meetings, you’re doing that to talk to, not the school board, you’re trying to talk to people that don’t know what’s going on,” said Solas. “You need to be brave.”
Parent Nicole Solas discusses being attacked by teachers' union on curriculum transparency and also being kicked of https://t.co/VT8Snw7eWJ
The Goldwater Institute, a Phoenix-based think tank and legal organization, represented Solas in the lawsuit, National Education Association of Rhode Island, et al. v. South Kingstown School Committee, et al. Most recently, the Rhode Island Superior Court denied Solas’ motion for summary judgment early last month.
Nicole Solas wanted to know what her daughter would be taught in kindergarten.
Her school district hit her w/a $74K bill for asking. But she hasn’t stopped fighting for academic transparency.
Most recently, Twitter deplatformed Solas with a permanent ban for speaking out against child grooming. She revealed that she is seeking legal representation currently to restore her account.
Corinne Murdock is a reporter for AZ Free News. Follow her latest on Twitter, or email tips to corinne@azfreenews.com.
