Hough: Creating a culture that values education could be a bargain

7:57 AM, Feb. 26, 2014  |  Comments
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Funding for public education has been a hotly debated issue since the enterprise was established by Puritans in 1635.

Without a doubt, early childhood programs, elementary schools, high schools and higher education systems can provide more programs and services for students as they receive the funds to do so. Putting a price tag on learning is more difficult.

In general, the relationship between per pupil expenditures and student achievement is positive. However, the relationship between per-pupil expenditures and just about every student and teacher demographic you choose is also positive.

Because local tax bases make up the lion's share of a system's ability to collect revenues to fund its schools, rich geographic areas spend more on public schools than poor ones. The only way to level this field is to reallocate funds.

"Reallocation" is a euphemism for taking money from one place and giving it to another.

This creates a paradox for those who consider themselves both socially liberal and fiscally conservative. In education circles, mental dilemmas such as this are known to produce "cognitive dissonance." That is, how does one bring competing yet related views to some type of rational conclusion?

Let's complicate it further. Teachers and other educators deserve to be paid more. However, if they are already working at 100 percent, more money cannot increase that percentage. Therefore, efforts to raise salaries should not be misconstrued to mean better outcomes will automatically follow. It's just the right thing to do.

Why then the positive relationship between per-pupil expenditures and achievement? Case studies of low-income yet high-performing schools may hold the key. In those situations, children have a support system that values education. Creating a culture that views education as a ticket to a better life can trump all of the rest. Maybe we should spend our money on that.


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