So given the fact that we parent and taxpayers have zero voice in decisions such as these, there must be a different standard when it comes to such curriculum. Non-ideological electives (languages, music, sports, etc.) favor no particular group. But ideologically drive electives, such as the proposed CLC, are an attempt by one group to expand their sphere of influence by co-opting the indoctrinatory power of the state. What advertiser would not love to get their product before a captive audience? Even if one chooses to not take such electives, the imprimatur of approval lends credence to the subject matter; that is de facto state approval.
These schools are hooked on this federal money and will do anything the Feds “ask.” If the prospect is losing millions in DOE funding or making students and parents jump through absurd hoops or be grossly inconvenienced, they’ll choose the latter every time. If you make a deal with the Devil, then you play by his rules.
Poor Bernie, he went and opened his mouth and thusly removed all doubt that he has no grasp of economics. Such ignorance from an internet troll might be expected and can be amusing in the same way that a child’s explanation of something can be so. But when such breathtakingly inane statements emanate from a candidate for President of the United States, well, what can one do but weep for the future. To what perplexing attempt at pontification do I refer? None other than this Dec 26 Tweet from @SenSanders: “You have families out there paying 6, 8, 10 percent on student debt but you can refinance your homes at 3 percent. What sense is that?”
Now most people would probably look at this statement and not find it particularly outrageous. We as a society have been conditioned to accept the notion that interest rates are arbitrarily set from time to time by some talking head in government. The assignment of these rates is apparently disconnected from any external factors. They are like lotto numbers plucked from the ball machine. We assume other lenders (banks, credit cards, etc) set their rates in a similar pattern.
Every rule and regulation or absurd response smothers a student’s curiosity and quenches the possibility of future companies and jobs. As with cancer, it is the damage we do not see that is far more insidious.
It seems like the President is answering a question no one was asking. How much of a barrier can tuition be – there are already millions paying for it now. And even though the barrier is low, it is important to have some sort of barrier, if only to separate the serious from the unserious student. The President’s proposal mistakes a speed bump for a retaining wall and seeks to eliminate even that minimal level of self-selection.
The insurance industry is unique in that its product tends to incentivize the very behavior people seek to protect themselves from. This is called “moral hazard.” For example, all things being equal, someone with collision insurance will tend to drive more recklessly than someone with no coverage. Someone with flood insurance will deliberately build their […]
It can be particularly challenging to carve out a pseudo-market based approach to K12 education when the framework must rest squarely upon an overtly socialist system. In Georgia we are bearing witness to such an attempt with the passage of the “Georgia Private School Tax Credit” (HB 1133) in 2008. This bill set up a […]
One of the most oft-cited justifications for the state is the “what of the children!” plea. It employs what I call “the fallacy of the isolated example” and it goes something like this: parents are humans, humans are imperfect, therefore at any given time there will exist some set of human parents making imperfect choices, […]
November 6 there will be a proposed constitutional amendment to the Georgia state constitution (Georgia Charter Schools Amendment 1) on the ballot that would grant the General Assembly the authority to create charter schools directly, thus bypassing creation by the local school board. This activity had been found to be unconstitutional in a May 2011 […]
Are teachers underpaid? How much is a teacher worth? To answer this we must first define “value”. Although it is a common myth, there is no such thing as intrinsic value. Gold has no more intrinsic value than a lump of mud. The act of digging a hole has no more intrinsic value than teaching. […]