Read Part II Here
The first step reaching the racial equality defined by most social scientists (equal opportunities without government meddling) is to allow inner-city African-Americans to have the freedom to choose which government-run school they would like to attend. For the first few years, the choices between government-run schools would have to be limited to those within the city’s school district or some other reasonable limit. This would allow the government to still maintain necessary bussing options until the schools have a chance to balance out from the competition.
This inter-district competition will allow parents to decide which school their child will attend, at zero cost to the family (other than the effort of filling out the proper registration at the chosen school). Initially, the mere act of parents changing schools will prompt schools to not lose any other students and keep the ones they gained. Those schools that do not adapt will continue to lose students until that school either makes such adaptations or closes its doors. Cities must allow each school to act independently and forbid collusion.
Theoretically, the first improvement schools will make will be the easiest: safety. Once a school becomes safe, the environment itself automatically improves to the point where teaching and learning now become the top concern.
One of the biggest concerns is that some students will still be limited in their school choice because of accessibility. Therefore, in the initial stage, the government-run schools in the city will still have to offer bussing to all of the city’s schools, which usually is about 10 elementary schools and a few middle and high schools. One sacrifice a family may have to make if they choose the farthest school would be allowing extra travel time.
The biggest opposition to such a program is the teachers union. Teachers unions, as with all established unions, are not concerned with their customers; they are concerned with securing the highest pay for the least work. Introducing competition into the classroom will be opposed by the lazy and inefficient workers who are most vocal in such unions. Therefore, non-union teachers will be required for inner-city African-American children to receive adequate education. If not for the teachers unions, it is quite possible such a plan would already be in place. Later this week I will look at how this will pan out after the initial stage.
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