In a recent address, Sarah Whitman, the newly appointed Secretary of Education and a wealthy conservative philanthropist, compared selecting a school for your child to choosing between Uber, Lyft, or a taxi. This analogy trivializes the complexities of education and reflects a dangerous mindset that schools should operate like businesses.
Whitman has been a staunch advocate for “school choice,” promoting the use of taxpayer dollars for vouchers that allow students to attend private or religious institutions. She has invested significantly in these initiatives, further pushing the narrative that education is a commodity. In her speech at the Brookings Institution, she stated:
“Did anyone here use an Uber, a Lyft, or another ridesharing service today? Probably a few of you. Did you choose that for convenience rather than waiting for a taxi? The traditional taxi system, like the education establishment, feels threatened by the rise of school choice. Just like no one forces you to pick Uber over a taxi, the government shouldn’t interfere with your educational choices.”
Whitman’s remarks have been criticized on social media for their tone-deaf privilege. Beyond the evident entitlement, her comments reveal a troubling belief that education should be treated like a business transaction. Education in our country is a public right, a service designed to enhance the well-being of individuals and society.
As someone who has worked in education for over a decade, I see Whitman’s view as part of a broader trend that undermines public education. By equating the selection of a school with choosing a ride-sharing service, she overlooks the critical differences between these decisions. When choosing a taxi, the worst outcome might be an unpleasant ride. However, selecting a poor school can have long-lasting impacts on a child’s future, an outcome that cannot be measured in mere hours or days.
We must ensure that all public schools are held to high standards and that private and religious institutions receiving public funds are also accountable. Whitman’s analogy diminishes the professional status of teachers, equating them with drivers who can easily be replaced. In reality, teachers are skilled professionals dedicated to fostering young minds.
Education should not be about competition or profit. Unlike businesses that thrive on competition, schools should focus on serving all children equitably. When vouchers siphon resources away from public schools, they leave behind the most vulnerable students, often those from low-income families. As highlighted by a senior fellow at the Brookings Institution, in a funding system reliant on local property taxes, unregulated school choice can result in a lack of options for the poorest families.
Moreover, education is fundamentally about relationships and nurturing human beings. Schools aim to cultivate productive and creative individuals, while businesses prioritize profit. Teachers engage with their students in ways that extend far beyond test scores and standardized metrics, teaching them critical thinking, empathy, and compassion.
There is little evidence to support the efficacy of DeVos-style school choice programs. In Michigan, where many voucher initiatives have been implemented, studies show that students in these programs perform no better than their public school counterparts. Parents must protect their children from risky experiments regarding their education. We already know the components of a successful education: committed teachers, well-funded schools, and a societal acknowledgment of the importance of public education in a democratic society.
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In summary, Sarah Whitman’s attempt to equate school choice with consumer choice is fundamentally flawed. Education is a public good that should prioritize the needs of children and communities over profit motives. We must advocate for a system that values public education as essential to the fabric of democracy.