Can you help me think of one discussion question here in this text from the book nudge? " In 1944 President Franklin Delano Roosevelt included "the right to a good education" in what he called a Second Bill of Rights, designed to promote "security" and suitable for a modern democracy. Most Americans seem to believe that children do have a right to a good education; there is a consensus on that point. One reason for that consensus is that educated people are more free. But the consensus breaks down when people explore how, exactly, to achieve that right. School choice remains an intensely polarizing issue in American politics. The case for choice was originally popularized by the great libertarian economist Milton Friedman. His argument is a simple one: the best way to improve our children's schools is to introduce competition. If schools compete, kids win. And if schools compete, those who are the least advantaged have the most to gain. Wealthy families already have "school choice," because they can send their children to private schools. If we give parents vouchers to send their children to any school they want, then we will put children from poor families more nearly on a par with their more privileged middle- and upper-class counterparts. Shouldn't poor children have the same rights that wealthy ones do?Critics of school choice argue that such programs amount, in practice, to an attack on the public school system that has helped make America great. The critics worry that in the end, public schools, which serve diverse people and allow them to be educated together, will lose both students and money. They fear that vouchers will turn out to be a subsidy to rich parents who can already afford to send their children to fancy private schoolsand even worse, that public schools will end up with the kids that the private schools don't want. As libertarians, we are strongly inclined to support the concept of school choice, because freedom is usually a good idea and because competition is likely to improve education. But an abstract preference for choice does not allow us to select any particular plan, and of course the proof is in the pudding. We have seen that the Just Maximize Choices mantra does not always lead to the best possible outcomes. So we need to ask, when it comes to schools, do more choices actually help? Since the 1970s cities around the country have experimented with choice programs, providing observers with the chance to assess the actual effects of such programs. The evidence suggests that while choice programs are hardly a panacea, they can indeed improve student performance. Carolyn Hoxby, a leading economist who has analyzed both voucher and charter school programs, finds that when facing competition, public schools produce higher student achievement per dollar spent. Test-score improvements can range from 1 to 7 percent a year depending on the school and studentand improvement is usually greatest among younger students, low-income students, and minority-group members. Even though the results suggest that school choice can and does help, we believe that the results could be significantly enhanced by helping parents make better choices on behalf of their children. Many parents simply do not make use of their options and instead just send their child to the default school (usually, but not always, their neighborhood school). And those who do make choices are sometimes ill prepared to make good ones. Because we approve of more choice, we want to focus on one important part of the school choice issuehow to create plans that put parents in a position to make sensible decisions for their children. "