sdhonda wrote:
Some have argued that the financial crisis was caused by government regulation.
hehehahah
sdhonda wrote:
Some have argued that the financial crisis was caused by government regulation.
Wolfenbarg wrote:
Remember, there aren't really free market regulators to keep people honest when dealing with bad money.
also you'll literally be laughed out of the U.S political climate if you even suggest that an unregulated free market is fallible or immoral :3
Bananafish wrote:Wolfenbarg wrote:
Remember, there aren't really free market regulators to keep people honest when dealing with bad money.
i read this a while ago but i remember it being a fairly good article!
also you'll literally be laughed out of the U.S political climate if you even suggest that an unregulated free market is fallible or immoral :3
e: Hahahahaha. Reason.com oh my god ahaha just by the name of the website i can tell exactly what it is that is amazing
Bananafish wrote:oh look two articles on public schools and both essentially champion charter schools what a surprise
Wolfenbarg wrote:*snip*Bananafish wrote:oh look two articles on public schools and both essentially champion charter schools what a surprise
Charter schools at least have a response to the education problem. Most people are clamoring for more money, even though comparatively we spend more money with less results. Charter schools are a chance to use the same money in a different ways. Only about 20% of charters are considered successful, but considering the rate schools are failing in the US, that's better than nothing. Also, if a charter is bad, it goes away. If a normal school is bad, we throw more money at it so they can build Olympic sized swimming pools.
Tycherin wrote:Wolfenbarg wrote:*snip*Bananafish wrote:oh look two articles on public schools and both essentially champion charter schools what a surprise
Charter schools at least have a response to the education problem. Most people are clamoring for more money, even though comparatively we spend more money with less results. Charter schools are a chance to use the same money in a different ways. Only about 20% of charters are considered successful, but considering the rate schools are failing in the US, that's better than nothing. Also, if a charter is bad, it goes away. If a normal school is bad, we throw more money at it so they can build Olympic sized swimming pools.
Agreed and agreed. Although I'm not positive on the 20% figure there (source?), it almost doesn't matter. A 20% success rate is much better than many comparable industries, not the least of which is public schools. I'd be interested to see how success is measured for something like that, because chances are that public schools - on average - don't do too well themselves. It's this whole trend of teaching tests, not learning material- but I digress...
The part about throwing money at them is dead on. Sometimes additional funding is helpful (ok, frequently), but when the basic model is flawed (for the individual school, not necessarily the system as a whole), not so much.
Twitter | Click here to join the Desert Bus Community Chat.TheRocket wrote:Apparently the crotch area could not contain the badonkadonk area.
Wolfenbarg wrote:Schools too often are told that they are not for profit institutions, but when given money they try to get incentives to make students come to their schools, because students mean money. With that model, they become for profit with the complete opposite focus of what they should. A school should have the highest graduation rate and highest preparedness level when entering universities, not new computer labs to teach kids with brand new computers what we could have done with XP machines made in 2003.
Master Gunner wrote:Here, the annual maintenance budget for all the 200 schools in the province is...roughly $10,000. Obviously, I have no idea how school's work elsewhere, but around here we don't throw more money at schools. We take money away, then give a lesser amount back in a different form dressed up so it appears the government is giving the schools more money. As to the comparative effectiveness of public schools, I don't know, well, anything about charter schools, but remember that public schools have to take in everyone in their area, and are by and large managed by people that have no business being involved in education (the politicians, appointees, and career bureaucrats provincially, and those promoted out of schools for incompetence at the district level). Given the conditions they have to operate under, they generally do a damn good job educating people. Private schools may have better-educated graduates, but they get to pick and choose who they let in, in the first place.
Early critics feared that charter schools would lure the highest performing and most gifted students from centrally-administered public schools. Instead, charter schools have tended to attract low income, minority, and low performing students.
The state government of Texas approved the formation of charter schools in 1995. Early critics feared that charter schools would lure the highest performing and most gifted students from centrally-administered public schools. Instead, charter schools have tended to attract low income, minority, and low performing students.
However, the disparity in the quality of education those children receive is wide. Texas charter schools are more likely than traditional public schools to earn state ratings at the very top and the very bottom of the scale.
This August, nearly 16 percent of Texas charter systems were deemed "unacceptable," compared with just 3 percent of traditional districts. Just 1.3 percent of traditional districts earned "exemplary" ratings, compared with 3 percent of charter systems.
A handful of charters made headlines for serious financial and academic concerns. Three former employees of the defunct Prepared Table Charter School in Houston were sentenced to prison last year for helping defraud the government of $6 million. The Gulf Shores Academy and Alphonso Crutch charter schools have owed the state as much as $10.6 million and $1.6 million, respectively.
Wolfenbarg wrote:Bananafish wrote:oh look two articles on public schools and both essentially champion charter schools what a surprise
Charter schools at least have a response to the education problem. Most people are clamoring for more money, even though comparatively we spend more money with less results. Charter schools are a chance to use the same money in a different ways. Only about 20% of charters are considered successful, but considering the rate schools are failing in the US, that's better than nothing. Also, if a charter is bad, it goes away. If a normal school is bad, we throw more money at it so they can build Olympic sized swimming pools.
In the Twin Cities the poverty rate in non-white segregated schools was almost six times the poverty rate in predominantly white schools and more than two and a half times the poverty rate in integrated schools in 2008.High-poverty schools are associated with a wide range of negative educational and life outcomes, including low test scores, high dropout rates, low college attendance rates, low earnings later in life, and greater risk of being poor as adults.
Currently, in Minnesota charter schools are exempt from the state’s desegregation rule that applies to other public schools. As a result, they do not participate in the state’s School District Integration Revenue Program, which distributed around $79 million in integration revenue funds to 80 school districts in 2005. At a bare minimum, charter schools, which are much more segregated than the region’s traditional public schools, should be subject to the same desegregation and integration standards as traditional public schools. Charters are, after all, public schools and receive tax-payer funding.
A 2003 Brookings Institution study of charter performance in 10 states found that a third of the charter schools in Minnesota failed to perform adequately according to the state’s definition, compared to just 13 percent of all traditional public schools.
• Charter schools in the Great Lakes states are not currently outperforming
demographically similar, traditional public schools.
• The relatively youngest reforms in Indiana and Ohio have the lowest performance levels in the region.
• Illinois has the highest relative results, perhaps because some 15 percent of its charter schools have closed since 2000. When poorly performing schools are eliminated, aggregate results for the remaining schools rise.
• At the school level, a number of successful charter schools consistently perform better on their respective state assessments than predicted. This is true for only some 40 percent of the schools, however; 60 percent of the charter schools are performing more poorly than predicted
Here in the States, the standard solution is to throw more money. As for the thing about taking everyone, different places handle charter schools differently. However, charter schools are still technically public schools, and must also take everyone equally.
Guggenheim ignored other clues that might have gotten in the way of a good story. While blasting the teachers’ unions, he points to Finland as a nation whose educational system the US should emulate, not bothering to explain that it has a completely unionized teaching force. His documentary showers praise on testing and accountability, yet he does not acknowledge that Finland seldom tests its students. Any Finnish educator will say that Finland improved its public education system not by privatizing its schools or constantly testing its students, but by investing in the preparation, support, and retention of excellent teachers. It achieved its present eminence not by systematically firing 5–10 percent of its teachers, but by patiently building for the future. Finland has a national curriculum, which is not restricted to the basic skills of reading and math, but includes the arts, sciences, history, foreign languages, and other subjects that are essential to a good, rounded education. Finland also strengthened its social welfare programs for children and families. Guggenheim simply ignores the realities of the Finnish system
If we are serious about improving our schools, we will take steps to improve our teacher force, as Finland and other nations have done. That would mean better screening to select the best candidates, higher salaries, better support and mentoring systems, and better working conditions. Guggenheim complains that only one in 2,500 teachers loses his or her teaching certificate, but fails to mention that 50 percent of those who enter teaching leave within five years, mostly because of poor working conditions, lack of adequate resources, and the stress of dealing with difficult children and disrespectful parents. Some who leave “fire themselves”; others were fired before they got tenure.
Bananafish wrote:Wolfenbarg wrote:Schools too often are told that they are not for profit institutions, but when given money they try to get incentives to make students come to their schools, because students mean money. With that model, they become for profit with the complete opposite focus of what they should. A school should have the highest graduation rate and highest preparedness level when entering universities, not new computer labs to teach kids with brand new computers what we could have done with XP machines made in 2003.
can you please give me any data or statistics that supports what you're saying thank you (schools buying Olympic pools, etc). i am having trouble finding information on public school expenditures so idk
Twitter | Click here to join the Desert Bus Community Chat.TheRocket wrote:Apparently the crotch area could not contain the badonkadonk area.
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