Education Reform And Cognitive Dissonance: The Theory Of The Second Guess

Abstract

Education reform has been a major issue at both the state and national levels in the last decade, and economists have participated in the debate frequently using traditional statistical tools to assess learning gains and associated costs. (Hanushek, Chubb & Moe etc.) The political debate has, however, relied more on emotional responses than objective economic analysis and outcomes have conformed highly to those predicted by the established models in public choice theory. In addition, the manipulation of cognitive dissonance has become a widely used political tool in this debate. In this paper, we combine elements of dissonance theory and the public choice literature to explain behavior as it relates to education reform. We also demonstrate how dissonance can be managed by educational bureaucrats, legislators, and special interests to their own self-interest.