Call to Action Two – Education Intervention

Three highly integrated elements make up the basis, the problem, and the solutions to all educational matrices.

1.      Money, or funding is always a key factor because no matter which model is used, people need to be compensated for sharing their talents and time. Even home school scenarios though which parents are the sole source of providing learning and learning environment, the cost of parent time facilities, and of course resources must be included in the equation.

2.      Content, including curriculum, textual material, liberty to include or exclude elements such as religious data, dogma, and religious preference. Economic thought, political direction, and cultural customs and practices are also a significant element in this portion of the equation.

3.      Pedagogy, academic focus, and general philosophy are vital elements which form the mortar, binding together plans of action embodied in all educational programs.

Follow the Money

George Meany, once President of the AFL/CIO, was asked by a reporter what he really wanted from corporate business for his union members. One of the most unique questions in the world was once answered by a single word, “MORE.” No thought was given to, quality, quantity, personal satisfaction, improvements in working conditions, or the myriad other elements which go into the lives of those of us who want to be part of the solution. Perhaps the “MORE” Meany referred to included some or all of the elements we all wish for, but for now let’s consider only the financial component.

Over the last Century the United States has voluntarily taxed itself into a frantic sense of justification regarding the education of our population. No school board meeting, election, or discussion by parents, students, or teachers, is complete without discussions regarding the lack of funds for education. A recent advertisement on television shows a young teacher working herself into oblivion attempting to work with her class. The cameras pan in close as she merrily declares that it is almost impossible to save because she puts so much of her own money into supplies for the class. The almost incomprehensible conclusion stretches the mind beyond a total blowout she states that now, by using a specific type of credit card, or a specific bank, she can automatically transfer one dollar (of her own money) to her savings with each transaction.

The absolute truth is that many wonderful teachers exist, and teach well. For now, let’s just focus on these faculty members, K – 12, applied technology education, community college, four year bachelorette colleges, and graduate education. A typical tax paid state system has boards of education, state legislatures, district boards, and several types of unions including AFT and National/State Education Associations. Each group makes its appropriate decisions regarding the distribution of funds.

I can show using public documents that only about 20 percent of the funds intended for classroom/teaching activity ever gets to classroom/teaching activity. The remainder is spent in layer, upon layer of bureaucracy, ancillary activities, and other purposes, never quite fully explained. As a member of a faculty Senate, I asked to review the annual budget at a community college. I like simple numbers and this time I got what I really like. For even more simplicity, my example uses $100,000,000 as the total budget allocation, and $20,000,000 as the amount line itemed as classroom/teacher budget. I asked the President why only twenty percent went to classroom activity. Her answer was even more stunning. She said that wasn’t correct; it was really 20 percent. I suspect that there are many significant needs, but to have a 1 to 5 ration simply does not compute.

The Board of Regents in Utah has grown from a rag-tag group in the early 1960’s, to a massive group, sucking up as much in tax dollars as one, or more of the major higher education institutions in Utah. A like expenditure can be found in each of the other state and local (district) education agencies. Add to this the generous serving of self indulgence provided those institutions which can generate sufficient good will within the walls of state legislatures and education boards and agencies to merit “promotions” to more significant prestige, such as technical school to community college, community college to four-year college, four year college to University, and then the ultimate – research Universities. Each level of increase adds significant dollar increases – some necessary, even significant to the role of the college, but most is simply an added cost with little to no increase in citizen benefit. A long-standing, non-binding, rule of thumb in community colleges is a teaching load of 15 semester hours, roughly correlated to clock hours. Compared to post secondary schools with five, or six class periods daily for five days per week at 25 – 30 hours, questions could certainly be raised regarding these numbers; however, when institutions are promoted, the number of teaching hours goes down to 9 – 12 per semester, and for some at the apex of academia, 3 – 6 hours of classroom activity becomes the norm, and much of this activity is done by graduate assistants.

Money should not drive our desire to ensure the most quality education possible, but it does. We are getting more and more data regarding home schooling, and private academies, including those affiliated with religious groups strongly suggesting that the “zip” isn’t in the huge buildings, layer upon layer of bureaucracy, and highly refined curriculum.

What Makes the “Right” Educational Environment?

Content, including curriculum, textual material, liberty to include or exclude elements such as religious data, dogma, and religious preference. Economic thought, political direction, and cultural customs and practices are also a significant element in this portion of the equation.