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In the mid-nineties, the Alfred Glickman School was just another failing school in one of America's most violent cities. Then SABIS®, a private, for-profit education provider, took over. Twenty years later, the school is a six-time silver medalist in U.S. News & World Report's annual "America's Best High Schools" listing, and every single graduate of the school has been offered a college place.
With success of this magnitude, you would think that for-profit managed charter schools like SABIS would be in high demand. On the contrary, they are fought at every turn. Why is the idea of employing for-profit companies to help rescue failing public schools treated with fear and hostility? Stranger still, why does a nation built on free enterprise refuse to embrace a free market strategy when so many students and schools would clearly benefit and with so much at stake?
Last Bell is a book about politics, money and power. It examines the charge that for-profits running charter schools are in it for the money, not the kids, and reveals the real motives of those spreading these ideas and why they fight private sector involvement in public schools. Last Bell is a reasonable voice in a polarized debate. It does not call for an end to public schools but rather imagines a future in which private companies help create a competitive market for public education to boost performance, turn derelict schools into centers of excellence and give parents even in the worst neighborhoods real choice and their children a future.
- Sales Rank: #2009301 in eBooks
- Published on: 2015-11-05
- Released on: 2015-11-05
- Format: Kindle eBook
About the Author
Carl Bistany is the president of the board of SABIS® Educational Systems, INC. and SABIS® Educational Services. These two independent corporations manage schools within the SABIS® Network, which currently serves 70,000 students. For 22 years, he has helped guide the family-owned education business that was set up in 1886 in a village in Lebanon. His efforts have led to the company's expansion, particularly through public-private-partnerships, so that today SABIS® Network schools operate in 16 countries on four continents; 15 SABIS® Network schools with more than 9,000 students are public charter schools in the U.S.
Stephanie Gruner Buckley is an American journalist who has worked on staff at publications including The Wall Street Journal, Inc. magazine and Atlantic Media's Quartz.
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Compelling arguments in favor of opening up the educational supply-side in American public schools
By Prof James N Tooley
Carl Bistany is an outstanding educator, (the book is co-written with journalist Stephanie Buckley). He’s a man with a big heart who I’ve had the privilege of observing over a period of time as he wrestled with the problem of improving educational opportunity in some of the world’s difficult places, including in Iraq, inner-city America and of course his native Lebanon. This book focuses on the American situation; it is his impassioned plea to open up the supply side in American public education, to the greater benefit of underprivileged children.
The argument is compelling: there is a ‘gridlock’ in educational reform in America which leaves many of the most disadvantaged children stuck in failing schools, deprived of the educational opportunities from which they could benefit (Chapter 1). There is a way forward, through charter schools, a route that the evidence shows is beneficial to the most disadvantaged (Chapter 4 highlights this evidence). But politics gets in the way of beneficial reform, with those in power and, especially, the teacher unions, opposed to charter school reform (chapter 5). Moreover, there are ‘hurdles and roadblocks’ against properly opening up the supply side, with many against for-profit providers in particular (Chapter 3); but why in a ‘time of crisis’ would anyone want to ‘limit our options’ and stifle innovation and entrepreneurship in education, especially that which benefits the disadvantaged? (Chapter 2).
Given the ‘many challenges’ that create hurdles to entrepreneurs entering the public school sector in America, ‘you might rightly ask why entrepreneurs bother at all?’ (p. 73). Optimistically, the authors point out that these hurdles can be overcome, at least ‘when the stars are aligned’ (Chapter 7); the final chapter outlines policy recommendations that could make this happen more often (Chapter 9). This includes the ‘ACT SMART’ acronym, because the charter school movement needs a ‘rallying cry’ (p. 141).
The tone of the book is optimistic and upbeat throughout, even when some of the stories told have clearly tested the optimism of those involved at the heart of the process. For instance, the opening story is of the SABIS charter school in Springfield, Mass., where the company wanted to take over the worst performing school in the district but was eventually allowed to take over the second worst performer. I’ve been to the school myself: it is now one of the best schools I’ve seen anywhere in the world. It deserves its genuine waiting list of 3,000 students (confirmed each term to check that parents really are still interested). Yet when SABIS applied for another charter in nearby Brockton, Mass, they were turned down – the struggle is reported in Chapter 5 on ‘Politics and power plays’.
The political inhibitions against companies like SABIS trying to operate under such conditions inevitably cripples the supply side and leads to huge levels of unmet demand. For instance, in 2013, ‘charter schools in Illinois received almost 30,000 more applications than they had seats to grant’ (p. 51). In Massachusetts, the supply is so limited by the state cap that there are 45,000 students on charter school waiting lists. Nationwide it is more than 600,000. This is huge untapped demand that those in power are determined to thwart. Even when, as the authors point out, the ‘people most vehemently opposed to school choice rarely have children in failing schools’ (p. 71). Indeed, many have their own children in private schools, or have paid significantly to have their homes in the catchment areas of high quality schools. It is the poor who suffer failing schools. Through writing this book, Bistany seeks to challenge this stark unfairness.
It seems an uphill struggle, and if anyone deserves to win it, it will be people like Bistany. But is it a winnable struggle? Here there is an unanswered question for me. Could a company like SABIS also consider creating ultra low-cost private schools to help meet the frustrated demand on charter school waiting lists? This would be a route that also brings in the ‘T” of the ACT SMART acronym, ‘Turn to the free market’. Yes, energetically pursue the charter school route and succeed where this is feasible. But why not explore this other free market route too? It may also be a good way forward for committed educators like Carl Bistany, who seek improved educational opportunities for all, including those most disadvantaged by the current system.
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