The Volokh Conspiracy
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Equality Slippery Slopes
[This month, I'm serializing my 2003 Harvard Law Review article, The Mechanisms of the Slippery Slope.]
Multi-peaked slippery slopes can happen when a significant group of people prefers both extremes to the compromise position. One such situation is when A without B seems unfairly discriminatory. Consider the following example:
- Position 0 is no school choice: the state funds only public schools.
- Position A is secular school choice: the state funds public schools but also gives parents vouchers that they can take to private secular schools but not to religious schools. (Note that I published this in 2003; this very month, the Supreme Court appears poised to rule that this position is unconstitutionally discriminatory against religion, but let's set that aside for now, and focus on the pure legislative-legislative slippery slope, in which future voters or legislators consider whether to shift from A to B even without a court decision so ordering.)
- Position B is total school choice: the state funds public schools but also gives parents vouchers that they can take to any private school, secular or religious. (As it happens, that's my personal preference, but I'm not talking here about what's best normatively—just about whether one's endorsing a move from 0 to A may indeed increase the likelihood of others pushing things further from A to B.)
And let's say that voter preferences break down just as in the previous example:
Group | Most prefers | Next preference | Most dislikes | 0→A | A→B | 0→B | Attitude | Voting strength |
1 | 0 | A | B | "As little school choice as possible" | 10% | |||
2 | 0 | B | A | + | "No school choice is best, but better total school choice than discriminatory exclusion of religious schools | 20% | ||
3 | A | 0 | B | + | "Secular school choice is better than none, but definitely no inclusion of religious schools" | 20% | ||
4 | A | B | 0 | + | + | "Secular school choice is best, but we can live with including religious schools" | 10% | |
5 | B | 0 | A | + | + | "Total school choice is best, but better no school choice than discriminatory exclusion of religious schools" | 10% | |
6 | B | A | 0 | + | + | + | "As much school choice as possible" | 30% |
Because 30% of the voters (groups 2 and 5) have multi-peaked preferences driven by their hostility to discrimination against religious schools, there is an equality slippery slope. Total school choice would have gotten only 50% of the vote (groups 4, 5, and 6) if it had been proposed without the intermediate step of secular school choice. But proceeding one step at a time, we have a 60% vote for secular school choice (groups 3, 4, and 6), and then a 60% vote for total school choice (groups 2, 5, and 6), driven largely by group 2's strong preference for equality.
Once the system has gone all the way to total school choice, group 3 will likely regret its original support for A (secular school choice). Total school choice is the worst option from group 3's perspective, and yet it was group 3's support for the halfway step of secular school choice that made total school choice possible.
This example illustrates that an equality slippery slope can happen even when A and B are distinguishable. Here, a majority of voters concludes that A and B needn't be treated equally; but the slippage happens because a minority (here, 30%) exhibits a multi-peaked preference by preferring either form of equal treatment (0 or B) to unequal treatment (A). {Even the minority that accepts the analogy between A and B could recognize that the two are logically distinguishable, but still conclude that the similarities are substantial enough that the distinction shouldn't lead to a difference in treatment.} Thus, even those who support A on its own, and who believe that A and B can be logically distinguished, might be wise to oppose A if there's enough risk that implementing A will lead others to also end up supporting B.
Consider also the assisted suicide debates, where allowing "those in the final stages of terminal illness who are on life support systems … to hasten their deaths by directing the removal of such systems" (A) has led to arguments that it's wrong for "those who are similarly situated, except for the previous attachment of life sustaining equipment, [to be] not allowed to hasten death by self-administering prescribed drugs" (B). {The Supreme Court has rejected an argument that this distinction is unconstitutional (though two judges on the Second Circuit had accepted it); but if two Second Circuit judges found the equality argument persuasive enough to constitutionally command such equal treatment, at least some listeners may find it persuasive enough to justify such equal treatment as a policy matter, within the context of legislative debate.} Even some of the people who are hesitant about B at first (though probably not those who bitterly oppose B) might also be reluctant, once A is allowed, to deny to some of the dying a release that is offered to others. The acceptance of A may thus increase the chances that B will be enacted, even if A's supporters had sincerely insisted that they were only seeking A and not B.
Likewise, one might reasonably worry that once B (assisted suicide for the terminally ill) was implemented, equality concerns would push some decisionmakers to allow assisted suicide for still more people (C), such as the "chronically ill, who have longer to suffer than the terminally ill, or … individuals who have psychological pain not associated with physical disease"—"[t]o refuse assisted suicide or euthanasia to these individuals would be a form of discrimination." And even if courts can roughly distinguish categories A, B, and C in a way that's generally sensible, though arbitrary in close cases, judges may be reluctant to apply this distinction to a real person whose particular close case they are deciding.
This sort of equality-based slippage seems to have happened in the Netherlands. Dutch courts began by declining to punish doctors who assisted the suicides of the terminally ill. They then extended this principle to cover patients who were victims of "unbearable suffering," without any requirement that the patients be terminally ill. They then extended the principle to cover a patient who was in seemingly irremediable mental pain, caused by chronic depression, alcohol abuse, and prescription drug abuse, on the theory that the suffering of the mentally ill is "subjectively experienced as unbearable" by them, comparably to how the physically ill experience physical suffering.
Dutch courts then extended this principle to cover a fifty-year-old woman who was in mental pain partly caused by the death of her two sons, again on the theory that her suffering was unbearable. "Intolerable psychological suffering is no different from intolerable physical suffering," the doctor in that case reasoned, and the court agreed, concluding that the relevant question was "the irreversibility of the intolerably experienced suffering, not the source of it."
In these examples, the bottom of the equality slippery slope is more government funding or more freedom from restraint, but the slope could also lead toward greater government power and greater restrictions. For instance, when a free speech exception is created for one constituency, others may resent even more the absence of an exception for their own favored cause. Consider one argument in favor of campus speech codes:
Powerful actors like government agencies, the writers' lobby, industries, and so on have always been successful at coining free speech 'exceptions' to suit their interest—copyright, false advertising, words of threat, defamation, libel, plagiarism, words of monopoly, and many others. But the strength of the interest behind these exceptions seems no less than that of a black undergraduate subjected to vicious abuse while walking late at night on campus.
Or consider the similar argument that the existence of the obscenity exception justifies bans on Nazi advocacy because "[t]here is no principled reason to permit the banning of material that appeals to a depraved interest in sex but not the banning of material that appeals to a depraved interest in violence and mass murder."
Some people who make such arguments might have supported proposal B (the creation of a new free speech exception) even had proposal A (the creation of the old free speech exceptions) never been implemented. But their use of the equality argument suggests that they think some listeners might be moved by the analogy between A and B. This attitude may be characterized as a worthy love of consistency, or as unworthy "censorship envy"—but in either case, it is a real phenomenon. So far, U.S. courts have resisted these arguments, but American political leaders, future U.S. courts, and politicians and courts in countries that have a narrower view of free speech may well find them logically and emotionally appealing.
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In my humble opinion the state should allow its funding by whatever mechanism to any school that turns out graduates that are proficient in the three Rs. Too many funded schools graduate students that are functionally illiterate and innumerate.
Arguing about where the funds go is a terrible diversion.
Eugene should look into the concept of the dose response curve. Too low a dose of a remedy does not work. Too high a dose is toxic. One must do hard work to test the points of this curve to find the correct dose range. The lawyer just makes shit up, and validates it with men with guns. That is a factor of why the profession is in such failure and sucks. They are lazy and stupid. They do not want to do the work.
Of course, Eugene will not point to the slippery slope of years of garbage education. Let's teach everyone to read and write. No, let's add a worthless babysitting service called high school to keep superior individuals out of the work force, and to generate garbage jobs for Democrat teachers. High school is a slide down the slippery slope of educational rent seeking. Rent seeking is armed robbery. Men with guns collect taxes. The money is given to people who return nothing of value. In the case of high school, it is actually toxic. People at their peak of ability and intelligence are hobbled doing nothing, forced to sit in rooms, totally wasting their time, instead of being highly productive.
I compare education and food: The government cares that people not starve, but that does not drive it to create a comprehensive system of soup kitchens, and then tax everybody to support them to the point where most people can't afford to buy groceries.
So, the government cares that people be educated. Does this imply that the government should be running a system of schools? No, of course it doesn't! The government could, just like with food or housing, merely help with the cost for people who can't afford it.
The reason the government runs its own system of schools isn't to educate people. It's to indoctrinate them. I don't think that's even historically controversial: Mandatory government schools in America were in imitation of the Prussian system of education, and were explicitly adopted for indoctrination purposes.
Failure is what the people in government do best, empirically speaking. That's why this current worship and bootlicking of the Federal Class is so bewildering.
No, it relates perfectly to the point at hand: The government puts almost everybody through a 12 year indoctrination camp during their most impressionable years.
Can you imagine what people would think of the government, if the government wasn't also bad at indoctrination?
This indoctrination thing is utter bullshit. Otherwise there would be no conservatives at this point. Somehow there are. So perhaps schools both primary and beyond are not as hostile to conservativism as the right insists.
The right blames the refs for freaking everything. It's a great way to explain away every loss (Dems don't do that, and you see lots more internal blame). It's also quite wrong - the GOP sometimes loses because it's unpopular or screws up or whatnot.
You're keeping your side flawless off the back of the republic.
There are conservatives for several reasons:
1.) The people in government fail at everything they do.
2.) We still have free will, for now
3.) The government doesn’t control every bit of public information, for now
4.) Indoctrination simply doesn’t work 100%.
You can look at the LGBTQP identification rates for the impact of government schools since the Democrats stepped on the indoctrination gas pedal.
You are very angry about something that you also say isn't provably happening.
This indoctrination thesis of yours appears unfalsifiable. Like much of the right-wing factual ecosystem, it's actually independent of facts.
ducate to Indoctrinate: Education Systems Were First Designed to Suppress Dissent
Governments may fund education out of a concern that people be educated, but they run the schools themselves to indoctrinate.
“My research reveals violence can heighten national elites’ anxiety about the masses’ moral character and the state’s ability to maintain social order. In this context, public education systems were created and expanded to teach obedience,” Paglayan said.
A recent example in the U.S. of the government turning to education reform after encountering resistance is when former President Donald J. Trump created The 1776 Commission after the widespread Black Lives Matter protests in the summer of 2020. The commission was charged with promoting “patriotic education,” Paglayan said, to supposedly unite Americans.
This is...pretty partisan. And it also doesn't prove what you claim it proves.
“After several violent uprisings in the late 18th century, such as Shays’ Rebellion and the Whiskey Rebellion, politicians became increasingly interested in education. Soon after Shays’ Rebellion, Thomas Jefferson wrote to James Madison relaying that it should be taught in schools that violence is an illegitimate way for citizens to express discontent and that it should be drilled into them to express it by voting,” Paglayan said.
If you want to define indoctrination to include all civics, you've rendered the word useless except for as propaganda.
Finally, how something originated doesn't say a lot about how it functions now. Like how originalism started out as a political project to attack the Warren Court precedents, but has now turned into a robust, if questionably applicable, academic undertaking.
Are the rates of LGBTQP identification stable, lower than typical, higher than typical, or extremely higher than typical for our current school-age children?
Position 0 is not "no school choice." Parents can send their children to whatever school they like; the state just won't pay for it. Don't tell me you've fallen for the leftist trope that a choice is only a choice if someone else is paying for it.
No, it's the right-wing trope that the government is taking your choice away if it forces you to pay twice for something if you don't pick the government's preferred option.
You pay for the government's schools even if you don't use them, and that makes not using them unaffordable for most people, who aren't wealthy enough to pay twice for their children's educations.
I pay for lots of things that I personally don't use -- public libraries, public parks (on rare occasion I'll use a public park but not often), the fire department (at least not yet). People who don't fly pay for the TSA and air traffic control. People who are never involved in the court system nevertheless pay for court houses, judges, and court personnel. It's called living in civil society, Brett. Everything isn't about you.
"Living in a civil society" isn't an all purpose excuse for financially depriving people of choices, especially where choice is perfectly feasible.
As was pointed out, what you're complaining about is not lack of choice, it's not having your choices subsidized.
That "financially depriving people of choices" argument may fly with someone who believes in operational freedom, but the right explicitly does not.
Sarcastro, taxing people and then paying for only one of several competing options for where they might have spent that money you took from them, is financially indistinguishable from simply fining those other options.
Here is a service basically everybody needs and wants. Not so different from food or housing. But the government doesn't tax away our grocery budgets to pay for government soup kitchens, it doesn't tax away our housing budgets to pay for public barracks. It merely helps those who can't afford to meet the need.
Why is education treated so differently? Because the government isn't so much concerned that you end up educated, as it is concerned that you end up educated in its own schools.
Because they're indoctrination camps that happen to also educate people. And if you took that money and bought an education elsewhere, you might not go out of your way to buy the government's preferred indoctrination.
Brett, when people talk about school choice, they're not talking about lowering their taxes.
No, what's going on is a group is hostile to the idea of public schools. But they know this doesn't play well in the larger public, so they frame it as school choice. But this doesn't align with GOP's lip-service to libertarianism, so you've made it a whole different thing.
Bottom line, an educated populace benefits everyone, and most people agree with this. You may be unhappy that we have common standards and free public schools, but you are very much in the minority. And in a Republic, that matters.
Yes, an educated populace benefits everyone, just like a well fed populace, and a populace that's not suffering from exposure. But, again, the government doesn't set up a system of soup kitchens to assure a well fed populace, funded by taxes that make it impossible for the average person to afford groceries. The government doesn't set up a system of public barracks, funded by taxes that make it impossible for the average person to afford a home.
Why does the government insist on doing it itself, when it comes to education, but not food or housing? Because education is indoctrination!
With food, any sustenance will do. Not so for education; your analogy dies there.
education is indoctrination!
I love how the people sure of this have generally not been onto a school campus in decades, and just go with whatever pjmedia breathlessly reports.
“ With food, any sustenance will do. Not so for education”
You have several assumptions that I am interested in hearing your thoughts on.
1. Why do you say any sustenance will do? Does it not matter what people eat?
2. Why is the attribute of “anything will do” the deciding factor between government supplied or not?
Does it not matter what people eat?
Not the same way education does, and I think you know that. We have the FDA to lay bottom standards for food. Educational standards operate differently.
Other ways the analogy fails is you starve if you don't eat. Skipping school has no such immediate issue. So the structure needs to be fundamentally different.
Plus, of course, we do have baseline food infrastructure to make sure no one starves.
"We have the FDA to lay bottom standards for food. Educational standards operate differently."
More or less have to, since education is speech, meaning that binding education standards would be constitutionally pretty dubious.
But, again: Avoiding starvation by subsidizing food, avoiding 'ignorance' by running schools. What justifies the difference, in your opinion? Because I've linked to the evidence that it's because the purpose of the schools is indoctrination.
You answered your own question:
education is speech, meaning that binding education standards would be constitutionally pretty dubious.
That's an explanation for why the government can't issue binding standards for what constitutes a legally acceptable education. Its not an explanation for why the government runs a massive school system.
I mean, the FDA puts out nutritional information, some of which is total crap, some of which is good, but they don't run soup kitchens for most of the population to make sure people are following them!
"Not the same way education does, and I think you know that. We have the FDA to lay bottom standards for food. Educational standards operate differently."
Explain please. You keep asserting some substantial and critical difference that's the linchpin to your argument that government should provide education, but shouldn't provide food. But you don't seem to be able to articulate it, only assert that one exists.
"Other ways the analogy fails is you starve if you don't eat. Skipping school has no such immediate issue"
So the government shouldn't be handling something that's life or death?
"Plus, of course, we do have baseline food infrastructure to make sure no one starves."
No one is starving in America?
"As was pointed out, what you're complaining about is not lack of choice, it's not having your choices subsidized."
It's having your choices negatively subsidized.
Taxes do not work that way.
Democrats know the government schools' primary purposes are to indoctrinate children and provide government jobs for groomers and pedophiles.
They are unmovable in their position. It's part of their own indoctrination.
Yeah, the GOP believes that. But that paranoid hostility to our educational institutions is still held only be a minority.
Is it paranoia if it’s really happening?
Your certainty indoctrination is going on does not mean it's going on.
In fact, if you post that something - anything - is going on I'd lay good odds it is bullshit.
https://www.cbsnews.com/news/lgbtq-identification-generation-z/
https://www.newsweek.com/nearly-40-percent-us-gen-zs-30-percent-christians-identify-lgbtq-poll-shows-1641085
Nearly 40 Percent of U.S. Gen Zs, 30 Percent of Young Christians Identify as LGBTQ, Poll Shows
You're choosing things that are collective versus choice and making bad analogies IMO. While ignoring that there can be different solutions to fire protection, collective, and education, choice.
What's optimal and feasible for fire protection may not be the same for education.
That's what the school choice debate is about. Choice to varying degrees already exists to varying degrees K-12. In my district choosing a charter school is an option. It's VERY popular to the extent they have a lottery for admission.
If you don't like my analogies, at least respond to my actual point: The government is under no obligation to subsidize alternative services for people who aren't happy with the services the government operates.
Sure, the
But they are equally under no obligation to provide the school services at all. Likewise: libraries, roads, highways and so on. Our federal, state and local governments generally provide services the legislature funds, and that somewhat aligns with those voters prefer. Voters mostly do prefer the government provide some support for education at a range of levels. (k-12, undergraduate, graduate).
The issue of choice isn't what the government is "obligated" to provide. It's what the public favors and what they want to pay for. I favor as much choice as possible. This is not stating anything about what the government is obligated to supply. They also aren't obligated to run public schools-- but I generally favor those too. But the notion of "obligation" really doesn't support any one of these positions about funding of public education at all.
"But they are equally under no obligation to provide the school services at all. "
This is actually not true. Most of the 50 state constitutions have provisions mandating some level (they generally aren't that specific about how much) public education.
Yes what I said is absolutely true. States aren't obligated to have such a provision in their constitution. States didn't always have those provisions. They were enacted by voters.
You are confusing what voters have chosen with what they are obligated to do. Voters could change that provision through amendment if they wished.
I believe these two government services are largely paid for by user fees on those who use the services.
Agreed, but the taxpayer subsidy is not zero.
That is where your analysis goes off the rails, though. The difference in amounts between school taxes and things like general TSA or USPS subsidies are orders of magnitude different. In my town, most homeowners pay at least $10,000/yr in school taxes and many pay 2-3 times that amount. I doubt much more than $10 or so of their federal taxes goes to TSA or USPS. Moreover, that does not take into account the amounts collected via state and local income tax that subsidize the less affluent school districts in the state.
I don't know which town you live in, but here in Orlando, my property tax last year for all of local government was about $2500 on a $400,000 house. Some people somewhere are paying 20k-30k just for school taxes? Really? Where do you live, millionaires row?
That is because you have those sweet, sweet tourists that subsidize your entire state budget.
I live in the suburbs of NYC. Here, if you have a house worth $500,000, your school tax will be close to $10,000 and your total property tax bill will be about $15,000/yr. Nearly all the houses in my town are now worth north of $500,000 -- $500k gets you about 1,200 sq.ft on about 1/5 of an acre.
Sounds just like the People's Republic of NJ, Ridgeway.
I like the Slippery Slope series but this one seems not so slippery. We already provide public funds for private a nd religious colleges.
It's controversial to some, predominantly K-12 public school employees, because they would lose their monopoly control,.
I see the issue more as being that because the government provides a service, that does not obligate it to finance alternative service providers to people who are dissatsified with what the government is offering.
If I'm not happy with the postal service, is the government then required to pay for my FedEx and UPS deliveries?
If I'm not happy with my public defender, is the government required to hire OJ Simpson's dream team for me?
If I'm not happy with government law enforcement, must it pay for the private security detail I choose to hire instead?
Obviously not, and it seems to me the same principle should apply here. The government offers a service, in this case education. If you don't like what they're offering, you are free to hire your own. But you are not free to have taxpayers pay for it, especially when all it would accomplish is that already underfunded public schools would face even more cuts.
The Postal service, Fed Ex and UPS are all paid for by the user.
So I don't think that is a great example.
At least in my state everyone who owns property pays a dedicated property tax just for schools whether you have kids in them or not. So unlike the postal service who I can choose and pay or not and use UPS I have no choice to not pay school taxes.
The amount collected can be divided into $$/student. If you're taking my money by force I think allowing a choice amongst accredited schools is reasonable.
So should you also have a choice if you're not happy with local police and fire services?
The bottom line is that living in civil society means that sometimes you pay for things you don't personally use. The real agenda here is to destroy public education by taking tax dollars from already underfunded public schools.
No, the plan is to have folks choose K-12 just like they do grades 13 and beyond.
Straw men failure. Maybe stay on point.
Public education sucks. Thus the focus on the schools , i.e. as they exist today, versus the education provided. If you focus on that public schools don't fare well.
It is worthy of destruction. However using grades 13 and beyond there are still many public universities that compete with private universities for students. Aid (FAFSA) to attend either type of school is available.
If you choose to attend a very expensive school the aid probably won't cover the tuition but makes it possible.
Same here. So many $$/student follows the student.
Public schools suck because unlike private schools they can't pick and choose whom to admit. Private schools accept the cream of the crop, leaving public schools to educate who's left. Require private schools to accept anyone who wishes to apply -- students with behavioral problems, students with substance abuse problems, students with mental health problems, students whose parents aren't involved and don't care -- and see how well they do.
Again, it's not a school choice issue. It's a government subsidy issue. You can homeschool your kids for free.
No, public schools suck because the end user can't pick and chose which supplier to use. So they're run for the benefit of the government, not the students.
Any product where you don't have a choice about what you buy ends up sucking.
Mostly run for the benefit of the teacher's union.
Load up the private schools with kids who aren't the cream of the crop and see how well they do.
OK, give us a chance.
Deal!
OK, but it has to be an apples to apples comparison. Like public schools, private schools are now required to accept any student who applies.
Government schools suck because they are government schools.
When your ideology is full of tautologies, maybe it's more reactionary than actual ideology.
More about owning the libs than any policies.
Yeah, OK whatever it is you just said.
What you wrote is dumb because Mr. Bumble wrote it.
If government schools were good why do the Democrats keep asking for more money and more control to fix them???
" Public education sucks. "
The people who assert this tend to be (1) anti-government malcontents; (2) gullible losers who prefer superstition-based schools (and want the public to subsidize that foolishness); (3) education-disdaining yahoos who just can't stand all of this damned science, progress, reason, and modernity; and (4) disaffected right-wingers who hate modern America.
These clingers are among my favorite culture war casualties. The modern American marketplace of ideas will and should continue to reject their stale, ugly thinking.
Fortunately, these people are no problem that replacement will not solve.
Also note that $$/student spending at public schools, even some of the worst schools in the state, exceeds spending at private schools which achieve much better results.
So "underfunded" does not seem true either. Underachieving would be true.
I've heard the hurting the public schools argument before but the public schools are hurting the students by not being very good.
And if that's not true, folks would choose the public schools correct?
"especially when all it would accomplish is that already underfunded public schools would face even more cuts."
Just where are these underfunded schools?
I'm definitely in group 3, but favor some sort of compulsory standardized testing on target subjects. These could be done outside school hours and on or off school campuses. Average scores and borderscores for quintile ranges should be published for each school/test combination.
If possible, gains of losses for individual students or grade levels could also be tabulated so we could see if a school with low scores may never the less be helping students whose scores were low in the past or whether 'better' schools were just benefiting from serving the 'cream of the crop'.
Ha ha "Great Schools" used to rate all schools but when all the actual "Great Schools" at the test score rating are not public they stopped rating private schools.
If true, that is a big strike against "Great Schools".
I think all home schooled children should also be required to take the test. They would require some sort of pooling to create quintile levels for the group. Likely that should be by pooling all scores of home schooled students in a school district, provided there are enough students to keep individual students scores anonymous.
This information is useful to parents and taxpayers. (I'm the later but not the former.)
I know public school teachers don't like standardized tests. Some reason for the dislike I find fair; other reasons not so much. Having a particular set administered outside normal classroom hours would be a way to deal with one valid argument of taking away from teaching time.
Contrary to Krychec 2's multiple claims there are few "underfunded" schools; only under performing schools.
I mean...don't you think there are both? Schools doing badly due to lack of funding, and schools doing badly due to mismanagement.
Lots of room for both things to be true across our nation.
Well, just what is underfunded and if you make that claim at least point to an example you are familiar with.
Public schools doing badly due to underfunding is such a small group as to be insignificant. Average spending (for K-12) per student in the US is 50% higher than the average of the OECD countries.
The problem isn't underfunding, It's that they are spending a lot of the money on things that don't contribute to educating students.
Like administrators and compliance officers.
MS, you know average tells you nothing unless you know the distribution.
And the distribution of education funding is quite inequitable.
https://tcf.org/content/report/closing-americas-education-funding/
There are absolutely wasteful schools, but you're going to need to come in with more than bare (and ideologically convenient) statements to show they dominate.
"but you're going to need to come in with more than bare (and ideologically convenient) statements to show they dominate."
Why, that's all you have for the opposite prospect.
I linked to a source highlighting underfunded schools, I don't know what else you require.
Two year old study from a self proclaimed progressive organization that begins by claiming under funding and segregation put POC at a disadvantage from birth.
Slightly suspect.
How about rather than generalizing you point to an example that you are aware of. If it is widespread as the study you cited claims that should be easy.
You linked to a source highlighting less funded schools. Not even that; Under performing schools. They created a model linking funding and performance, and then declare a school "underfunded" if it doesn't meet their performance goal. I think this paragraph is really telling:
"For the majority of school districts in the country (7,224 in total, serving almost two-thirds of public school students, or more than 30 million children in total), bringing students up to the nation’s current average outcomes requires greater public investment, enough to fill what we call a “funding gap.” The remaining districts currently provide funding at or above what our model estimates is needed to achieve average outcomes, and thus have no funding gap."
As far as I can tell, they just assume that performance is a function of spending, rather than just being correlated with it for other reasons, then look at performance in a district, and calculate how much spending would be necessary to achieve the level of performance they want. No consideration at all of other causes of poor school performance, it's all attributed to how much you spend, and spending more is assumed to automatically increase performance of schools.
For a graphic example of "more funding" and the results see linked article concerning Mark Zuckerberg's $100 million donation to Newark, NJ schools.
https://www.washingtontimes.com/news/2018/jan/8/mark-zuckerbergs-100-million-gift-to-newark-public/
Note: There are several more stories at multiple sites including NYT, NBC Yahoo finance.
And the impact of Zuckerbucks to student outcomes in EWR was....zilch. A complete waste.
...but, but we'd have better outcomes if we only spent more money.
"A complete waste."
Well not to the teacher's union. They made out OK.
Neato anecdote. Truly generalizable, and of course there is only one way to interpret the result!
This is idiotic. It is an extreme view that schools are almost always wasting their money and insufficient funding is never a driver.
It needs support.
Positing it without support bespeaks a really fucked up view of class and merit.
Brett, I don't think you read that right *at all*
Low-income school districts are more than twice as likely to have a funding gap as higher income districts.
Districts with the highest concentrations of poverty—those in the highest 20 percent of districts by Census poverty rate—are 2.6 times more likely to have a funding gap.
The average gap in these districts is more than $6,700 per pupil.
Funding is quite clearly and independent variable there, not a dependent one. I don't know where you got the idea that it was otherwise.