In his article, Steven Klees claims that certain economic policies have been a failure in general and specifically in education. He has it backwards. His characterisation of the economics profession has not been true since the 1960s. Nobel Prizes to Simon, Akerlof, Spence and Stiglitz illustrate a flowering of ideas in fields of behaviourial and institutional economics, all of which Klees ignores. Additional errors are made in the treatment of user fees and other sources of private education financing, private and public schools, output-based management, and tax policy. The fact is that a high quantity of reform and experimentation account for much of the progress in the economics profession and in education over the last quarter century. This article explains how economic policies, properly defined, have been a significant advance in the field. It then explains why, when applied to education, they have precipitated such a long series of successes. (Contains 4 notes.)