Comment by ryandrake
2 hours ago
Measuring (and funding) schools based on student outcome is fraught because a student's performance / preparedness for the "next level" is not entirely a function of the school. There are other significant parameters, including parental upbringing, home life stability, neighborhood safety, friends, hunger/nutrition, various trauma and abuse, the list goes on. I'm sure it's been studied, but I'd bet "school quality" is not even close to number 1 on the list of predictors of educational outcome.
This is true. There are safeguards (that are currently failing) that my program would engage:
- The state is legally required to provide those kids with an education.
- There is funding allocated to help those districts.
If "we will not pay you if the kids do not learn" means there are zero schools in those districts then (1) the state government will get sued for not doing its job (because closing 100% of the schools makes the failure objective and obvious) and (2) it will have to update those funding formulas so that it is possible for some school (state run, or private) to break even while providing an education in those areas.
With sympathy to your appeal that 100% closures will force us to reckon with the problem, I suspect it'd only lead to missing the forest for the trees. This would come with substantial pains to the community. Potentially ones that knock-on to other pains.
You're at the root of why this is a tricky problem to solve. In fact there is no solution, just a wide basket of expensive things we should aspire to do to improve affairs.
What pain, exactly?
- The local public school goes from 80 kids per grade to 40, and a new school opens across the street or just rents an existing building from the existing school district.
- Funding stays flat, and academic performance goes up.
- Administrators get to decide which teachers to lay off, and they will be de facto fired if they get rid of the high performers while keeping the low performers.
- If the union contracts make it impossible to retain the high-performers, then the school eventually shuts down, and teachers that are competitive on the job market get hired by the new school for similar pay / benefits.
- Teachers at the new school get evaluated on whether they do their job, and the new administrators have a strong financial incentive to use performance-based evaluation instead of seniority / nepotism / whatever.
I see no downside whatsoever.
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I have many concerns with this kind of funding model, but I don't think the measurement problem is so serious. Performance incentives in education typically reward improvement of the student cohort relative to how it was performing the previous year, or even use value-added models that use multiple past years to predict the student trajectory.
It’s also fraught because schools will spend increasingly large fractions of the time preparing kids for tests instead of teaching them anything.
Doesn't this whole story suggest that the aversion to "preparing kids for tests" was wrong? The UC system changed its admissions policies to help kids who weren't prepared for tests, and now they have a bunch of students who don't seem to have been taught anything despite their high grades.
Wasn't this the plot of the Wire season 3 or something?
It is one part of the plot that focuses on inner city schooling in season 4 :)
The number 1 predictor of educational outcome is IQ by a long shot, which is hardly affected by any of the factors you listed. Yes, high IQ kids usually have high IQ parents who are likely to prevent those things, partly because they are likely high income, but none of those are as important as how smart the child is.
The heritability of IQ actually changes based on wealth, so its the other way around. A child from a wealthy family will reach their potential, where one from a poorer family will not. (https://pubmed.ncbi.nlm.nih.gov/14629696/)
A child may have the genetic potential but never reach their potential because of outside factors. One's environment shapes one's brain development.
That's why equity is just as important as equality in education. Equity is understanding that children start from different circumstances and may need specific support to actually reach their potential.
Although the biggest factor here would just be for society to make sure no child has an upbringing where food, shelter, other lack of resources are a problem.
That mistakes the point of education. Schools do not exist to fix every social problem, and demanding they treat fixing every social problem as their number one priority is how we got into this mess of "teach nothing but make sure everyone passes" in the first place.
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> A child from a wealthy family will reach their potential, where one from a poorer family will not.
may not. I’m not just being pedantic; it’s very important to recognize that being impoverished is not the same as being incapable.
But it does mean you’re living life on hard mode.
Most people are pretty average and plenty of average people make it through a typical Bachelors program just fine.
While there may be some concepts that some will struggle with or unable to handle, the VAST majority of school comes down to the effort an individual puts in. You won't pass with zero effort. Some may be able to skate by with less effort because they can reason better, but in the end it will always come down to effort put in.
If you are not high IQ, that means you need to put more effort if you want to get "straight A's"... it is emphatically not an excuse to give up, not try or lower standards. I say this as someone somewhat high IQ who was a bit lazy and easily distracted in school. There were lots of kids that weren't as smart that got high grades and did well.. because they put in the work. I'm also a bit older than a lot of people here (early 50's).
It's actually zip code.
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