a little less than the girl next door (in_transit) wrote,
a little less than the girl next door

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education spending

while staking out at the gourmet burger place this afternoon and building my mind-info-storage, i came across this article on education spending (see below), which i thought was excellent and really quite enlightening - in that, one would read it and go, yeah, this makes a hell load of sense, why the hell aren't they already doing this?!

of course, essentially, i understand that while it may make a hell load of sense at a very macro level, the education policy maker/implementor would be able to dutifully list the list of constraints they face in not already implementing such measures on the micro level. i'm familiar with being in those shoes. i'm also familiar with using whatever extra you get, to patch the countless holes everywhere, instead of actually stepping back and thinking of fixing what exactly is causing those holes.

but, from the big-picture perspective, this does look like a good and workable suggestion. but, whether it remains theoretical, or if the contexts for different states differ for it to be applied universally, that requires closer examination.

i just wanted to say that i really admire those who write with such insight (although inevitably there's gotta be holes we can poke in every article), and really wish that someday i could write like them as well. wish, not hope, because that's so ... impossible.

Dumb Money, by Stefan Theil in Newsweek, 17 Aug 09
Too many nations are wasting their school spending. Here's how to get it right.


Studies such as McKinsey's suggest another important way education policy should be refocused. They find that the largest returns on investment come not from funneling more money toward top or even average performers, but toward those who have been left behind. Raising the achievement of the unskilled and excluded would lead not only to individual payoffs, such as higher incomes and more meaningful lives, but also would generate big benefits for economies, such as higher productivity and greater GDP. It would also result in broad social gains—less crime, less welfare spending, and a greater sense of cohesion. "Improving our education to get the economic growth more broadly shared is the one most important thing we can do," says Benjamin Friedman, a Harvard economist and author of The Moral Consequences of Economic Growth. He argues that changing education in this way would be one of the few ways governments could promote both equity and economic growth—not one at the expense of the other.

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