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Malkin uses a common occurence in education that should point us to a common failure of publicly run institutions in general. The lack of need to get "bang for the buck".
Administrators of government agencies make sure they spend any and all money left over in their budgets at the end of the year. To make sure that next year's budget will be bigger. Do they need it? Are they actually doing anything of value? Who knows? Nobody. Likely not.
This has become institutionalized in education, as well. Governments love centralized control. It makes nice orderly systems you can control. But, they are also horribly inefficient. Many school districts spend TENS of thousands per student each year.
Anyone doing that in a free market would instantly be unemployed. It is indefensible. Education just isn't that expensive. Especially for grade school and high school. Reading, writing, math, and history have not changed an iota. The sciences have changed little and same, too, with most else.
Anyone seeking to get something done compares spending to results, and when the scales tip too far, one has to re-evaluate what went wrong, and how to fix it. And what's wrong? Is demonstrated by the symptom in the article. There is no means of evaluating what we get for our money. Unions, politicians, all desperately seek to prevent there being any equivalent outcome systems being created.
After all, if someone else can do the same thing, for 60% of the price... Why would anyone keep them?
And thus, we explain how the "shiny new toy" syndrome is just that. It has no cure, because nobody can be made responsible for, and nobody can be called on in a comparison. Yet.
Eventually, some state, somewhere, will try it. Fed up with the incompetence of politically run education, they'll try letting it work itself out, and the results will be amazing.
Malkin uses a common occurence in education that should point us to a common failure of publicly run institutions in general. The lack of need to get "bang for the buck".
Administrators of government agencies make sure they spend any and all money left over in their budgets at the end of the year. To make sure that next year's budget will be bigger. Do they need it? Are they actually doing anything of value? Who knows? Nobody. Likely not.
This has become institutionalized in education, as well. Governments love centralized control. It makes nice orderly systems you can control. But, they are also horribly inefficient. Many school districts spend TENS of thousands per student each year.
Anyone doing that in a free market would instantly be unemployed. It is indefensible. Education just isn't that expensive. Especially for grade school and high school. Reading, writing, math, and history have not changed an iota. The sciences have changed little and same, too, with most else.
Anyone seeking to get something done compares spending to results, and when the scales tip too far, one has to re-evaluate what went wrong, and how to fix it. And what's wrong? Is demonstrated by the symptom in the article. There is no means of evaluating what we get for our money. Unions, politicians, all desperately seek to prevent there being any equivalent outcome systems being created.
After all, if someone else can do the same thing, for 60% of the price... Why would anyone keep them?
And thus, we explain how the "shiny new toy" syndrome is just that. It has no cure, because nobody can be made responsible for, and nobody can be called on in a comparison. Yet.
Eventually, some state, somewhere, will try it. Fed up with the incompetence of politically run education, they'll try letting it work itself out, and the results will be amazing.
Maybe MM can put her money where her mouth is and open a school to prove her theories. Of course it will not happen. It is far far eaiser to point to deficiencies than actually fix them.
Malkin uses a common occurence in education that should point us to a common failure of publicly run institutions in general. The lack of need to get "bang for the buck".
Administrators of government agencies make sure they spend any and all money left over in their budgets at the end of the year. To make sure that next year's budget will be bigger. Do they need it? Are they actually doing anything of value? Who knows? Nobody. Likely not.
This has become institutionalized in education, as well. Governments love centralized control. It makes nice orderly systems you can control. But, they are also horribly inefficient. Many school districts spend TENS of thousands per student each year.
Anyone doing that in a free market would instantly be unemployed. It is indefensible. Education just isn't that expensive. Especially for grade school and high school. Reading, writing, math, and history have not changed an iota. The sciences have changed little and same, too, with most else.
Anyone seeking to get something done compares spending to results, and when the scales tip too far, one has to re-evaluate what went wrong, and how to fix it. And what's wrong? Is demonstrated by the symptom in the article. There is no means of evaluating what we get for our money. Unions, politicians, all desperately seek to prevent there being any equivalent outcome systems being created.
After all, if someone else can do the same thing, for 60% of the price... Why would anyone keep them?
And thus, we explain how the "shiny new toy" syndrome is just that. It has no cure, because nobody can be made responsible for, and nobody can be called on in a comparison. Yet.
Eventually, some state, somewhere, will try it. Fed up with the incompetence of politically run education, they'll try letting it work itself out, and the results will be amazing.
Spoken exactly like somehow who has never been a teacher or an administrator.
You and Michelle Malkin have no clue what you are talking about when it comes to schools.
Spoken exactly like somehow who has never been a teacher or an administrator.
You and Michelle Malkin have no clue what you are talking about when it comes to schools.
Oh, yes we do.
Since neither of us are government employees, nor government hired administrators, we know exactly how and why they are awful.
The very arrogance of the educational system insisting that 'anyone who isn't one of us' can't have analysis is nothing other than a desperation scheme. You can't refute it in the slightest, so the only recourse is to personally discredit and destroy anyone who questions the status quo.
Since neither of us are government employees, nor government hired administrators, we know exactly how and why they are awful.
The very arrogance of the educational system insisting that 'anyone who isn't one of us' can't have analysis is nothing other than a desperation scheme. You can't refute it in the slightest, so the only recourse is to personally discredit and destroy anyone who questions the status quo.
Get the federal government COMPLETELY out of education.
Return all public education functions to the states, and the states should return most control back to the local schools.
If the states want to try, they could try the free market education system, where the parents choose based on what they see as being the best. Even a public school system can do better. But only if it has to compete with the private sector in terms of cost and outcome.
For Profit, Free Market education is amazing. I mean, the University of Phoenix is the most efficient, well run, highest rated university in the nation!
Since neither of us are government employees, nor government hired administrators, we know exactly how and why they are awful.
The very arrogance of the educational system insisting that 'anyone who isn't one of us' can't have analysis is nothing other than a desperation scheme. You can't refute it in the slightest, so the only recourse is to personally discredit and destroy anyone who questions the status quo.
Again, you have no clue what teachers and administrators do. Public schools are now expected to solve all of society's ills. The school where I teach is filled with amazing people truly doing God's work on earth. Michelle Malkin wouldn't last a week as a teacher.
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