JONATHAN TURLEY: Arkansas schools teachers unions and proves education can be improved
JONATHAN TURLEY: Arkansas Schools, Teachers Unions, and the Proof That Education Can Be Improved
The Struggle for Educational Excellence
JONATHAN TURLEY - For years, I have observed the steady erosion of public education in the United States. A significant factor in this decline has been the influence of teachers' unions, which have historically prioritized political and ideological goals over measurable academic progress. These unions, with their substantial lobbying power, have often pushed for expanded budgets that, instead of directly improving student outcomes, allocate resources toward initiatives that reflect their broader policy agendas. As a result, schools have struggled to meet the needs of students, particularly in urban centers where proficiency scores have stagnated or even declined despite increased funding.
The current educational landscape reveals a paradox: while public schools receive more money than ever, their performance metrics tell a different story. In major cities, proficiency rates in core subjects like mathematics, science, and English language arts have remained dismal or worsened over the past decade. This disconnect between investment and achievement has led to growing frustration among parents and educators who seek tangible improvements in learning outcomes. Yet, there is a glimmer of hope in the form of Arkansas’s recent educational reforms, which have demonstrated that a shift in priorities can yield meaningful results.
A Model of Educational Innovation
Arkansas has become a case study in how policy changes can revitalize public education. By placing the needs of students at the forefront, the state implemented a comprehensive program known as the "Arkansas Teaching, Learning and Assessment System," or ATLAS. This initiative combined several key strategies, including competitive teacher pay raises, performance-based incentives, and a voucher system that allows families to choose the best educational options for their children. The results have been striking: proficiency scores in mathematics rose from 36.4% to 44.2% between 2024 and 2026, while science scores increased from 35.6% to 44%, and English language arts improved from 33.8% to 39.5%. Overall proficiency jumped from 36.9% to 42.2% in the same timeframe.
These improvements have challenged the long-standing narrative that public education cannot be reformed without sacrificing its core principles. The success of ATLAS underscores the importance of state-level action in reversing the trend of declining academic performance, especially as federal policies continue to shift toward reducing the Department of Education’s influence. By empowering local officials to make decisions tailored to their communities, Arkansas has proven that accountability and innovation can coexist in the classroom.
Revisiting the Role of Voucher Systems
My perspective on voucher systems has evolved over time. Initially, I viewed them with skepticism, arguing that they threatened the stability of public schools by diverting resources away from shared educational priorities. However, the persistent decline in student achievement has forced me to reconsider this stance. Voucher programs, when implemented thoughtfully, can provide families with the flexibility to select schools that align with their values and academic goals, fostering competition that drives quality improvements.
This shift in thinking is rooted in personal experience. Decades ago, my parents played a pivotal role in founding an organization aimed at preventing the migration of families from public schools in Chicago. Their efforts were driven by a belief in the power of public education to cultivate a sense of community and shared identity among students. They argued that public schools are uniquely positioned to shape citizens through diverse interactions and collective learning. Yet, the same unions that once supported this vision have since become barriers to progress, prioritizing political campaigns over the needs of students.
"The purpose of a public education is to not teach kids what the parents want. It is to teach them what society needs them to know. The client is not the parent, but the community." — Iowa school board member Rachel Wall
This quote encapsulates the ideological divide that has plagued the education system. While educators and unions advocate for a centralized approach, parents increasingly demand choices that reflect their own priorities. The recent support for voucher systems in states like Arkansas and Virginia highlights this growing sentiment. For instance, Virginia Governor Abigail Spanberger, who initially positioned herself as a moderate, further tilted toward progressive policies by appointing an LGBTQ activist to a state advisory board. This decision, while controversial, reflects a broader trend of prioritizing advocacy over academic outcomes in education reform.
Resistance and the Path Forward
Despite these successes, resistance from teachers' unions and educational activists remains fierce. Many unions have historically opposed voucher systems, fearing they would erode their influence and financial support. However, the evidence from Arkansas suggests that such resistance may be counterproductive. The state’s reforms have not only boosted proficiency scores but also attracted more families to public schools by demonstrating a commitment to excellence.
While some argue that vouchers fragment the educational system, the data tells a different story. In cities like Chicago, where unions have successfully lobbied for policies such as paid time off for protests and transportation for rallies, the result has been a decline in student engagement and performance. The union’s emphasis on social and political agendas has often overshadowed the fundamental goal of education: to prepare students for the future. This has led to a situation where schools are not only failing to meet academic benchmarks but also becoming venues for ideological debates rather than learning spaces.
Arkansas’s experience offers a compelling counterpoint. By implementing a system that rewards teacher performance and gives families autonomy, the state has created a model that balances accountability with opportunity. The key takeaway is clear: education must be restructured to prioritize student achievement over the interests of unions and political parties. As the debate over the Department of Education’s role intensifies, states like Arkansas prove that local leadership can be the catalyst for meaningful change.
The Future of Education Reform
Looking ahead, the success of Arkansas’s reforms serves as a blueprint for other states seeking to improve their educational systems. The ATLAS program exemplifies how integrating financial incentives, testing protocols, and choice-based policies can lead to measurable gains. However, sustained progress will require more than isolated initiatives—it demands a cultural shift in how education is valued and administered.
Teachers’ unions, while once seen as champions of public education, have increasingly become vehicles for political influence. Over the past decade, they have spent an estimated $1 billion supporting Democratic candidates, often at the expense of educational priorities. This financial clout has allowed unions to shape policies that reflect their agendas, sometimes to the detriment of students. Yet, the results from Arkansas show that when unions collaborate with state officials to focus on academic outcomes, they can be part of the solution rather than the problem.
The journey toward educational improvement is far from over, but the evidence from Arkansas provides a renewed sense of optimism. By embracing reforms that reward performance and offer choice, the state has shown that public education can thrive when it is freed from the constraints of ideological rigidity. As more families demand alternatives and officials prioritize student success, the hope is that this momentum will lead to a broader renaissance in American education.