Wednesday, June 24, 2015

Education Is Just the Money? : More Is Not Better

School boards have always found it easier to just throw more money at a problem rather then actually having to solve the vexing situation were students fail to be educated. This seems simple enough to understand that somewhere there is failure to deliver.

But if there is a bright side to the failure of school boards, it's the solution that has become the nemesis of public education and that is Charter Schools, private schools and the Voucher system. When all else fails, it's the free market that is saving the day.

More Spending Does Not Improve Education
Source: CJ Szafir and Marktin Luekin, "More Spending Doesn't Lead To Improved Student Learning," Forbes, May 8, 2015.

June 22, 2015

Have we hit a wall where more spending on traditional public schools will not lead to improved student learning? Applying commonly-accepted statistical tools to the state of Wisconsin, results show this may be the case. Like the United States, Wisconsin has spent more on public schools but has not gotten more for this investment.
  • In the United States, since 1966, per-student spending in constant dollars on public education has increased by 300 percent.
  • In 2011, the United States spent $11,841 for every student enrolled in traditional primary and secondary public schools. This amount is 5th highest among all countries in the Organization for Economic Co-operation and Development (OECD) and $2,973 per pupil higher than the OECD average.
Yet, despite these expenditures, the United States has failed to create a world-class education system. Among OECD countries:
  • The United States ranks 27th in math, 17th in reading, and 20th in science. Less than one-third of all U.S. students are proficient in math and reading.
  • The United States also struggles to educate poor children. More than half of the OECD countries had higher portions of resilient children, poor children who manage to perform in the top quartile of students in OECD countries, than the United States.
For years, many policymakers declare victory after instinctively throwing money at the traditional public school system, with little evaluation as to whether children are actually learning.


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