Commentary Magazine


Bloomberg’s Exit and the Future of Education Reform

There are a number of obstacles to being able to draw generalizations about New York City voters from the results of the mayoral primary elections. Such obstacles include the factional nature of city elections, the prominent role of identity politics in a multicultural city, and the challenges of polling such elections.

There is also the low voter turnout for primaries, as summed up succinctly by Daily News Opinion Editor Josh Greenman, responding to assumptions that the Democratic primary was a referendum on Mayor Michael Bloomberg: “Last night was huge rebuke of Bloomberg? No. Just 20% of Democrats voted, and 48% of them told exit pollsters they approve of job he’s done,” Greenman tweeted.

So Bill de Blasio’s victory last night may not have meant much about New York voters overall, but that’s not how opponents of choice in education see it. Politico reports:

De Blasio’s education platform boiled down, in effect, to a pledge to dismantle the policies that Mayor Michael Bloomberg enacted over the past decade in the nation’s largest school district.

Those policies, emphasizing the need to inject more free-market competition into public education and weaken the power of teachers unions, are not unique to New York City; they’re the backbone of a national education reform movement that has won broad bipartisan support. Yet the reform movement has also triggered a backlash from parents and teachers who see it as a threat to their schools, their jobs and the traditional concept of public education as a public trust.

For those activists, de Blasio’s victory – coming on top of a handful of other recent wins for their side – is a sign the tide might slowly be turning.

The article cites the successful anti-reform movement galvanized to oust Adrian Fenty in Washington D.C., though there have been victories for the school choice movement since then, and certainly victories in reining in union power. Those victories owe something to the financial crisis and increasing government debt, a fiscal backdrop that turned the hoary liberal clichés of “fair share” and inequality against Democratic interest groups like public unions, whose job security and generous health and retirement benefits are financed by increasingly struggling taxpayers.

Put simply, the public unions’ math never added up, and they could not win the argument that they had a right to bankrupt their states because of benefits they won from favored politicians. That’s why reform-minded governors had an easier time getting union members to contribute more to their own benefits than in measures designed to curtail unions’ political organization and clout. The unions are betting that without a fiscal sword of Damocles hanging over their heads the public will lose interest in this fight, and they can turn the momentum away from dismantling a major source of their funding: the failing government monopoly on childhood education.

If the unions are able to decouple financial concerns from those related to political organization, proponents of education reform will need to be able to win an argument over the latter to stop the tide from turning. How to openly attempt to disempower public unions without appearing to be motivated solely by the lure of partisan advantage? True independents on the issue are likely to be swayed to whichever side they believe is representing the best interests of the students.

It’s easy to argue that teachers’ protected salaries and high benefits can hurt the students by forcing cuts in other areas, such as books, computers, tutoring, or sports programs, that fall on the backs of the students. But there hasn’t been much of an attempt to argue the political power of the unions per se harms the education of the students. Some, however, are beginning to do just that. The Heartland Institute draws attention to a new study from the University of Chicago’s Johnathan Lott and the University of Florida’s Lawrence W. Kenny that finds that “students in states with strong teachers unions have lower proficiency rates than students in states with weak state-wide teacher unions.”

From the conclusion:

Strong unions should have a greater impact on student proficiency rates in math and reading than weak unions. The small literature on union strength has used district-level variables – the size of the district and the restrictiveness of the district contract – as measures of union strength. But state-wide teachers’ unions are often successful in influencing state regulations on education by being the major contributors to candidates for the state legislature. The state-wide teachers’ unions that contribute more are expected to exercise more influence and thus be stronger unions. We may be the first to use the state-wide teachers’ union financial resources as a measure of union strength and find that students in states in which the teachers’ union has high dues and high spending have lower test scores than students in states with low dues and spending. Union strength matters and indeed matters more than any other variable in our regressions.

Beyond the moral and financial cases for school choice and broader education reform lies the most important issue: the effect of public policy on the actual education received by the students. If liberal politicians like de Blasio are going to try to push the momentum back in favor of their union allies, reformers should be able to argue persuasively that it will come at the expense of the students.

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