Tag Archives: Public Schools

Fascism: Canadian court rules that child can change genders without parental consent

In Canada, citizens pay taxes, but the government makes the decisions
In Canada, citizens pay taxes, but the government makes all the decisions

The Federalist reports:

For the past 11 months, Robert Hoogland, a father in Surrey, British Columbia, has been forced to watch as his 14 year-old daughter was “destroyed and sterilized” by court-ordered testosterone injections. After losing his legal appeal to stop the process in January… is making a desperate attempt to bring his case into the courts of public opinion, even though it breaks a court order demanding his silence about the case.

“I had a perfectly healthy child a year ago, and that perfectly healthy child has been altered and destroyed for absolutely no good reason,” Rob said in an exclusive interview. “She can never go back to being a girl in the healthy body that she should have had… She won’t be able to have children…”

[…][T]he courts judged his daughter competent to take testosterone without parental consent… [and] he was convicted of “family violence” by the BC Supreme Court for his “expressions of rejection of [his daughter’s] gender identity.” He was also placed under threat of immediate arrest if he was caught referring to his daughter as a girl again.

[…]Rob remains under a strict gag order forbidding him from speaking about his daughter’s case in public and requiring that he “acknowledge and refer to [his daughter] as male” in private.

The Nazis didn’t want the rest of the world finding out about their bullying of the parents, so they tried to cover up their fascism with publication bans and threats of immediate arrest and imprisonment.

How far would the secular leftist Nazis in Canada go to cover up their coercion of the father with armed police?

This far:

[…]Rob granted two video interviews to Canadian YouTube commentators about his case… [T]he commentators who granted them quickly found themselves under threats of litigation. Rob’s first interview was immediately taken down. Rob’s second interviewer… faced similar threats, but initially refused to take her video (not currently available in Canada) down.

[…]Justice Michael Tammen of the British Columbia Supreme Court ordered that Thompson’s interview and various social media posts be taken down. When Thompson stalled, trying to keep a rapidly sharing copy of her interview available to Canadians on Bitchute, the police were sent to her house to demand she take the video down.

Tammen also harshly reprimanded Rob for speaking about his case to the media, warning him that if he broke his silence again, he would likely be cited for contempt of court.

Canada is not a free country that respects human rights. It is a tyranny ruled by secular leftist fascists. Keep in mind that the Nazis who are doing this to the father are all taxpayer-funded. The father is paying all of their salaries through his mandatory taxes. And he doesn’t get an opt-out. Just like the Jews in 1930s Germany, his only opt-out from tyranny is to leave the country… if he is able to legally immigrate somewhere else.

You can see the actual Nazis behind the attack on the father in the story, you can check out this story from Mass Resistance, where they have photos and names of all the intolerant, bigoted, hate-filled Nazis responsible for this miscarriage of justice. These people have this much power over individuals because Canadians voted for an enormous government to run their lives in education, healthcare, crime prevention, daycare, retirement, etc. The government runs everything, and the individuals are like children – with no space to make their own decisions and run their own lives.

Lest you think that this is just one rogue province, the Canadian legislature has actually introduced a bill (C-8) that allows the government to jail parents who refuse to approve their child’s gender transition for up to 5 years:

Under C-8, parents could spend up to five years in jail for trying to help their son accept himself as a boy, or for helping their daughter to accept herself as a girl. Bill C-8 also would impose prison terms up to five years for doctors, counselors, psychiatrists, psychologists and other paid professionals whose treatment for gender confusion departs from politically correct orthodoxy. Parents would be punished if they do anything other than encourage a confused child to “transition” to the opposite gender. Transitioning is an extreme form of intervention that includes taking puberty blockers, cross-sex hormones, and undergoing permanent surgical sterilization, including the removal of healthy organs such as breasts and testicles.

When government is running something, the taxpayers have no power. They have already paid for the services through taxes, and they are at the mercy of the secular leftist Nazis who run the system. If we don’t defeat the Democrats in elections in America, we should expect the same sort of elimination of human rights under a fascist totalitarian state as we see right now in Canada. Canadian voters (including Canadian Christians) sold out their human rights for government-provided “free stuff” long ago.

We should look at the Canadian experiments with socialism. It seems pretty clear to me that when the secular left gets power, it’s the end of liberty. It’s the end of conscience. It’s the end of human rights. And the same thing could happen here. If the Democrats win enough elections, you will not have a right to run your life as you see fit. You will pay secular leftist Nazis to run your life as they see fit.

And by the way, American public school teacher unions want the exact same rules in place as in this Canadian case, as the Daily Signal reports. Which is why you should support school choice.

One final point. In America, about 75% of young, unmarried women vote for more government control and less freedom when they vote for the Democrat party. Women go through high school and university, and they just adopt the secular left values of their teachers and professors, because it makes them feel good and look good. They don’t think about how these big government policies are perceived by marriage-minded men, and about how it diminishes their opportunities to get married and have a family.

Women need to understand that good men do not get involved in marriage and child-bearing if all they are allowed to do is earn money to pay bureaucrats to rule their family. Men marry when they think that they will have the respect of their wife and children, and when they will be allowed to lead the home. And unfortunately, almost all women today learn nothing about respect for husbands as leaders and fathers as providers. And that includes what Christian women learn from their Christian parents, their Christian schools, and in their Christian churches. It’s almost impossible to find anyone in the Christian culture brave enough to stand up to warn Christian women not to make decisions that will cause men to see the marriage enterprise as an unattractive value proposition.

It’s a huge mistake for young, unmarried women to destroy male leadership by siphoning family money and discretionary power into the hands of secular leftist fascists. Good men will not marry or have children if secular leftists are ruling his marriage and his home. Get that straight. There is no use complaining about “where are all the good men?” and “why are men afraid of commitment?” when your voting is the root cause of the problem of men going on strike against marriage and family. Take responsibility and fix the problem. Or stop complaining.

Christian teacher fired for not using transgender person’s preferred pronouns

Gay activist vandalizes pro-marriage sign
Gay activist vandalizes pro-marriage sign

People who push progressive social policies tend to think that they are the tolerant ones. Many people who want to feel compassionate and be seen to be compassionate go along with them. After all, nobody wants the leftists to feel bad, right? In today’s post, we’ll see how leftists can sometimes make those who disagree with them feel really bad.

The Daily Signal explains:

A Virginia high school teacher was sacked Thursday for allegedly misgendering a student, marking the first time in the state that an educator has lost a job for using biological pronouns to refer to a student.

The West Point School Board voted unanimously 5-0 to fire Peter Vlaming who teaches French at the school, according to the Richmond Times-Dispatch.

Vlaming, 47, was charged with discrimination after failing to use male pronouns to address a biologically female student. Vlaming did not intentionally misgender the student, but avoided using any pronouns to address or talk about the student in order to accord with his Christian faith, the Times-Dispatch reported.

“I’m totally happy to use the new name,” Vlaming told local NBC affiliate WWBT. “I’m happy to avoid female pronouns not to offend because I’m not here to provoke … but I can’t refer to a female as a male, and a male as a female in good conscience and faith.”

Vlaming has a wife and four children, and he has been fired by the public school administrators right before Christmas.

Honestly, I would not have done any different. People have a right to name themselves, but they don’t have a right to force me to participate in their self-delusion. He used her preferred name, but he would not use her preferred sex. Unfortunately, he’s working in a public school system filled with unionized Democrat teachers and administrators. He didn’t stand a chance. And public schools are taxpayer-funded. Vlaming and other Christians paid for the salaries of the leftists who had him fired. Which is why Christians should never support government-run public schools.

National Review has the teacher’s comments about his termination.

Vlaming’s lawyer called the school’s requirement “unconstitutional compelled speech.”

“Public schools have no business compelling people to express ideological beliefs that they don’t hold. This isn’t just about a pronoun; this is about forcing someone to endorse an ideology under threat of losing his job,” said attorney Shawn A. Voyles. “My client has always respected this student’s rights and continues to do so; he simply asked that his rights be respected as well. Unfortunately, the school board refused to consider any solutions that would respect the freedoms of everyone involved.”

I’m not a lawyer, but it sounds like he is using the same defense as other Christians have used to win at the Supreme Court.

There’s a Go Fund Me for the family here. According to Rod Dreher, the Go Fund Me has been verified legitimate.

Boys underperform at school because feminists block attempts to help them

College graduation rates for men and women
College graduation rates for men and women (Source: Brookings Institute)

Britain is a country that is absolutely dominated by radical feminists. And it affects everything from their collectivist views on economic policy, to their pro-criminal views in the justice system, to their open-borders views on immigration, their preference for government-run healthcare, their hatred of self-defense, and so on. So, I wouldn’t expect to see an article about the plight of boys in a feminist society published in a British newspaper.

Nevertheless, here is an article from the UK Telegraph that explains how the public schools are handling the problem of underperforming boys.

It says:

Britain’s education system is failing to tackle the “astonishing” underperformance of boys as feminists have made the topic “taboo”, the former head of the university admissions service has warned.

Mary Curnock Cook, who was chief executive of Ucas until last year, said the fact that boys are falling behind in education is a national scandal – yet it is such an “unfashionable” topic to discuss that it has become “normalised”.

Girls outperform boys in all aspects of education, from primary school to GCSEs and A-level results. Last year, 57 per cent of women went to university compared to 43 per cent of men, a gap that has widened significantly over the last decade.

[…]Ms Curnock Cook said that the debate about gender equality tends to be dominated by issues such as the gender pay gap and the glass ceiling.

“But those are work issues, not education issues,” she said. “Quite often initiatives to support men do meet derision from feminists.”

When attempts are made to address men’s issues, they are ridiculed and are met with the “wrath” of feminist and gender equality groups, she said.

Last month the only university in the UK with a men’s officer scrapped the role after the candidate withdrew due to “harassment”.

But, it’s happening in America as well.

An article from 2013 appeared in the far-left The Atlantic. It explains how the school system punishes boys and favors girls – from kindergarten to the workplace, where women receive affirmative action preferences.

Excerpt:

Boys in all ethnic groups and social classes are far less likely than their sisters to feel connected to school, to earn good grades, or to have high academic aspirations. A recent working paper from the National Bureau of Economic Research documents a remarkable trend among high-achieving students: In the 1980s, nearly the same number of top male and female high school students said they planned to pursue a postgraduate degree (13 percent of boys and 15 percent of girls). By the 2000s, 27 percent of girls expressed that ambition, compared with 16 percent of boys. During the same period, the gap between girls and boys earning mostly A’s nearly doubled—from three to five percentage points.

This gap in education engagement has dire economic consequences for boys. A 2011 Brookings Institution report quantifies the economic decline of the median male: For men ages 25 to 64 with no high school diploma, median annual earnings have declined 66 percent since 1969; for men with only a high school diploma, wages declined by 47 percent. Millions of male workers, say the Brookings authors, have been “unhitched from the engine of growth.”  The College Board delivered this disturbing message in a 2011 report about Hispanic and African-American boys and young adults: “Nearly half of young men of color age 15 to 24 who graduate from high school will end up unemployed, incarcerated or dead.” Working-class white boys are faring only slightly better. When economist Andrew Sum and his colleagues at the Center for Labor Market Studies at Northeastern University examined gender disparities in the Boston Public Schools, they found that for the class of 2007, among blacks and Hispanics, there were 186 females for every 100 males attending a four-year college or university. For white students: 153 females to every 100 males.

Just like in the UK, American feminists oppose doing anything to help boys:

In the U.S., a powerful network of women’s groups works ceaselessly to protect and promote what it sees as female interest. But there is no counterpart working for boys—they are on their own.

Previously, I blogged about a study showing that female teachers grade boys lower than girls.

It’s important for parents to understand that the problem of boys underperforming in school and work is not caused by boys. It’s not with video games, it’s not with sports, or anything else that anti-male people might blame. The problem with boys not learning and boys not working is caused by an education system dominated by anti-male feminists who systematically discriminate against boys, making it harder for them to learn the skills they need to find work.

The problem isn’t going to be fixed by airhead feminist pastors and other male “leaders” telling boys to “man up”. The problem is going to be fixed when parents realize that radical feminism is hostile to boys, and that institutions that are dominated by radical feminism are damaging to boys. I have a Jewish friend named Ari who homeschools all his children. He spends a lot of time and effort on this. He told me that sending boys to public schools is child abuse. I used to laugh at him when he said that. What a funny exaggeration, I thought. Now I’m not so sure he was joking.

Has increased education spending in schools improved student performance in test scores?

When I want a raise, I work harder, but these teachers hold up signs
When I want a raise, I work harder, but lazy teachers quit working to hold signs

One of my friends has been having a debate with one of his former teachers about whether spending more money on government-run education improves tests scores. He tried posting some evidence, but she just dismissed that by claiming:

  1. If we hadn’t spent more money, then the student test scores would have gone down instead of staying the same.
  2. Most of the money that government spends on education goes to vouchers and private schools, not public schools
  3. Economists at prestigious think tanks like that Cato Institute, the Heritage Foundation, and the American Enterprise Institute cannot be trusted to accurately cite the Bureau of Labor Statistics and the National Center for Education Statistics because of the Koch Brothers
  4. You can’t compare the test scores of American students with the test scores of Asian students who outperform them, (for less government spending), because math is different in Asia compared to America

Let’s look at some data and see if her arguments are correct.

Does more spending mean higher student performance?

National Review reported on data collected in the National Assessment of Educational Progress, which spans all 50 states.

Look:

Comparing educational achievement with per-pupil spending among states also calls into question the value of increasing expenditures. While high-spending Massachusetts had the nation’s highest proficiency scores on the National Assessment of Educational Progress, low-spending Idaho did very well, too. South Dakota ranks 42nd in per-pupil expenditures but eighth in math performance and ninth in reading. The District of Columbia, meanwhile, with the nation’s highest per-pupil expenditures ($15,511 in 2007), scores dead last in achievement.

The student test scores are dead last, but National Review notes that “according to the National Center for Education Statistics, Washington, D.C. was spending an average of $27,460 per pupil in 2014, the most recent year for which data are available.” They are spending the most per-pupil, but their test scores are dead last.

CBS News reported on another recent study confirming this:

Decades of increased taxpayer spending per student in U.S. public schools has not improved student or school outcomes from that education, and a new study finds that throwing money at the system is simply not tied to academic improvements.

The study from the CATO Institute shows that American student performance has remained poor, and has actually declined in mathematics and verbal skills, despite per-student spending tripling nationwide over the same 40-year period.

“The takeaway from this study is that what we’ve done over the past 40 years hasn’t worked,” Andrew Coulson, director of the Center For Educational Freedom at the CATO Institute, told Watchdog.org. “The average performance change nationwide has declined 3 percent in mathematical and verbal skills. Moreover, there’s been no relationship, effectively, between spending and academic outcomes.”

The study, “State Education Trends: Academic Performance and Spending over the Past 40 Years,” analyzed how billions of increased taxpayer dollars, combined with the number of school employees nearly doubling since 1970, to produce stagnant or declining academic results.

“The performance of 17-year-olds has been essentially stagnant across all subjects despite a near tripling of the inflation-adjusted cost of putting a child through the K-12 system,” writes Coulson.

Where did the numbers come from? The Koch Brothers? No:

Data from the U.S. Department of Education incorporating public school costs, number of employees, student enrollment and SAT scores was analyzed to explore the disparity between increased spending and decreasing or stagnant academic results.

Well, at least government-run monopoly schools outperform private private schools, right? No:

[…][P]rivate schools, where students excel over public school peers, …manage to operate at budgets about 34 percent lower than taxpayer-funded schools, US Finance Post reports.

Public schools spend, on average, $11,000 per student, per year.

Coulson noted an Arizona study he conducted which showed that the average per-pupil spending at private schools was only about 66 percent of the cost of public schools.

A more recent state-specific study from 2016 found that this is still the case.

This problem gets even worse when you look at test scores from other countries, where even less is spent on education.

As the Washington Post reported at the end of 2016:

When it comes to math, U.S. high school students are falling further behind their international counterparts, according to results released Tuesday of an ongoing study that compares academic achievement in 73 countries. And the news is not much better in reading and science literacy, where U.S. high schoolers have not gained any ground and continue to trail students in a slew of developed countries around the globe.

In the latest Program for International Student Assessment (PISA) measuring math literacy in 2015, U.S. students ranked 40th in the world. The U.S. average math score of 470 represents the second decline in the past two assessments — down from 482 in 2012 and 488 in 2009. The U.S. score in 2015 was 23 points lower than the average of all of the nations taking part in the survey.

More money is being spent, but the scores are DECREASING.

Now, why is it that increased government spending in the public school monopoly doesn’t improve student performance? Well, one reason is that very little of the money makes it to the classroom.

Where does all the money go?

Let’s look at four places where the money spent on the government-run public school monopoly ends up.

Administration

First, a lot of it gets paid to administrations who implement politically correct programs designed to turn the impressionable young people into little secular socialists.

Here’s a helpful chart from the American Enterprise Institute:

Where does taxpayer money spent on the public school monopoly go?
Where does taxpayer money spent on the public school monopoly go?

I guess if a school wants to make things like Planned Parenthood sex education and LGBT indoctrination into priorities, then they would need more administrators.

Pensions

Second, education employees get enormous pensions, which are paid by taxpayers and negotiated by their unions. You would never see pensions this large in the private sector.

This is from the leftist Brookings Institute, from 2014:

This figure shows we now spend nearly $1,100 per student on retirement benefits. The average public school student teacher ratio is 16 to 1. So we are spending about $17,000 per year per teacher in pension contributions.

[…]The National Council on Teacher Quality writes,

In 2014 teacher pension systems had a total of a half trillion dollars in unfunded liabilities—a debt load that climbed more than $100 billion in just the last two years. Across the states, an average of 70 cents of every dollar contributed to state teacher pension systems goes toward paying off the ever-increasing pension debt, not to future teacher benefits (p. iii).

While we are spending a huge amount to fund teacher pensions, most of that spending doesn’t go to attracting the best teachers. It’s paying off past debts.

We can’t hire good teachers, because all the education spending of today is paying for the gold-plated pensions of yesterday.

That was 2014. The numbers are even worse today. Teachers contribute very, very little to their pensions, but the benefits are enormous compared to what the private sector taxpayers get in Social Security. (Which is going to be bankrupt by 2034, as reported by the far-left PBS)

Teacher training

Third, a lot of it is spent on teacher training, because apparently teaching multiplication, Shakespeare or geography changes every year, so the teachers need tens of thousands of dollars in annual training.

The Washington Post reports on a recent study:

A new study of 10,000 teachers found that professional development — the teacher workshops and training that cost taxpayers billions of dollars each year — is largely a waste.

The study released Tuesday by TNTP, a nonprofit organization, found no evidence that any particular approach or amount of professional development consistently helps teachers improve in the classroom.

[…]The school districts that participated in the study spent an average of $18,000 per teacher annually on professional development. Based on that figure, TNTP estimates that the 50 largest school districts spend an estimated $8 billion on teacher development annually. That is far larger than previous estimates.

And teachers spend a good deal of time in training, the study found. The 10,000 teachers surveyed were in training an average of 19 school days a year, or almost 10 percent of a typical school year, according to TNTP.

Maybe if more of the money spent on education were spent directly on hiring teachers, then we would see an improvement. Unfortunately, a lot of the money meant for teachers goes to the teacher unions. How do they spend that money?

Political Contributions

Finally, this is from OpenSecrets.org, concerning political contributions made in the most recent election cycle:

Top Political Contributors in 2016 election cycle
Top Political Contributors in 2016 election cycle

The two largest teacher unions came in at #9 and #11. Most of their donations go to Democrat Party. Democrats believe (against the evidence) that spending more money in the government-run public school monopoly will improve student performance on tests.

So, what’s the solution?

The solution is that we abolish the federal Department of Education, which has done nothing to improve the quality of education for students. We need to push the education of children back down to the state and local levels. We need to empower parents to choose the schools that work best for their children by giving parents vouchers. We need to increase tax-free education savings accounts to help parents with school expenses. We should also give free college tuition to homeschooled students who are admitted to STEM programs at any college or university. We can take the money from the pensions of the union administrators, after we abolish ever single public sector teacher union in the country, and seize all their assets and pensions. If that’s not enough money, then we can seize all the pensions of Department of Education employees – a just punishment for their failure to produce results while still taking taxpayer money.

Finally, we should allow people who already have private sector experience doing things like STEM to become teachers. Let’s face it: the departments that grant Education degrees have the lowest entrance requirements, and produce the least competent adults. People with years of private sector work experience teach better than people with Education degrees. Let’s open up teaching to people who have experience in the private sector doing software engineering, statistics, nursing, etc. and then we’ll have qualified teachers.

Has increased education spending in schools improved student performance in test scores?

When I want a raise, I work harder, but these teachers hold up signs
When I want a raise, I work harder, but lazy teachers quit working to hold signs

One of my friends has been having a debate with one of his former teachers about whether spending more money on government-run education improves tests scores. He tried posting some evidence, but she just dismissed that by claiming:

  1. If we hadn’t spent more money, then the student test scores would have gone down instead of staying the same.
  2. Most of the money that government spends on education goes to vouchers and private schools, not public schools
  3. Economists at prestigious think tanks like that Cato Institute, the Heritage Foundation, and the American Enterprise Institute cannot be trusted to accurately cite the Bureau of Labor Statistics and the National Center for Education Statistics because of the Koch Brothers
  4. You can’t compare the test scores of American students with the test scores of Asian students who outperform them, (for less government spending), because math is different in Asia compared to America

Let’s look at some data and see if her arguments are correct.

Does more spending mean higher student performance?

National Review reported on data collected in the National Assessment of Educational Progress, which spans all 50 states.

Look:

Comparing educational achievement with per-pupil spending among states also calls into question the value of increasing expenditures. While high-spending Massachusetts had the nation’s highest proficiency scores on the National Assessment of Educational Progress, low-spending Idaho did very well, too. South Dakota ranks 42nd in per-pupil expenditures but eighth in math performance and ninth in reading. The District of Columbia, meanwhile, with the nation’s highest per-pupil expenditures ($15,511 in 2007), scores dead last in achievement.

The student test scores are dead last, but National Review notes that “according to the National Center for Education Statistics, Washington, D.C. was spending an average of $27,460 per pupil in 2014, the most recent year for which data are available.” They are spending the most per-pupil, but their test scores are dead last.

CBS News reported on another recent study confirming this:

Decades of increased taxpayer spending per student in U.S. public schools has not improved student or school outcomes from that education, and a new study finds that throwing money at the system is simply not tied to academic improvements.

The study from the CATO Institute shows that American student performance has remained poor, and has actually declined in mathematics and verbal skills, despite per-student spending tripling nationwide over the same 40-year period.

“The takeaway from this study is that what we’ve done over the past 40 years hasn’t worked,” Andrew Coulson, director of the Center For Educational Freedom at the CATO Institute, told Watchdog.org. “The average performance change nationwide has declined 3 percent in mathematical and verbal skills. Moreover, there’s been no relationship, effectively, between spending and academic outcomes.”

The study, “State Education Trends: Academic Performance and Spending over the Past 40 Years,” analyzed how billions of increased taxpayer dollars, combined with the number of school employees nearly doubling since 1970, to produce stagnant or declining academic results.

“The performance of 17-year-olds has been essentially stagnant across all subjects despite a near tripling of the inflation-adjusted cost of putting a child through the K-12 system,” writes Coulson.

Where did the numbers come from? The Koch Brothers? No:

Data from the U.S. Department of Education incorporating public school costs, number of employees, student enrollment and SAT scores was analyzed to explore the disparity between increased spending and decreasing or stagnant academic results.

Well, at least government-run monopoly schools outperform private private schools, right? No:

[…][P]rivate schools, where students excel over public school peers, …manage to operate at budgets about 34 percent lower than taxpayer-funded schools, US Finance Post reports.

Public schools spend, on average, $11,000 per student, per year.

Coulson noted an Arizona study he conducted which showed that the average per-pupil spending at private schools was only about 66 percent of the cost of public schools.

A more recent state-specific study from 2016 found that this is still the case.

This problem gets even worse when you look at test scores from other countries, where even less is spent on education.

As the Washington Post reported at the end of 2016:

When it comes to math, U.S. high school students are falling further behind their international counterparts, according to results released Tuesday of an ongoing study that compares academic achievement in 73 countries. And the news is not much better in reading and science literacy, where U.S. high schoolers have not gained any ground and continue to trail students in a slew of developed countries around the globe.

In the latest Program for International Student Assessment (PISA) measuring math literacy in 2015, U.S. students ranked 40th in the world. The U.S. average math score of 470 represents the second decline in the past two assessments — down from 482 in 2012 and 488 in 2009. The U.S. score in 2015 was 23 points lower than the average of all of the nations taking part in the survey.

More money is being spent, but the scores are DECREASING.

Now, why is it that increased government spending in the public school monopoly doesn’t improve student performance? Well, one reason is that very little of the money makes it to the classroom.

Where does all the money go?

Let’s look at four places where the money spent on the government-run public school monopoly ends up.

Administration

First, a lot of it gets paid to administrations who implement politically correct programs designed to turn the impressionable young people into little secular socialists.

Here’s a helpful chart from the American Enterprise Institute:

Where does taxpayer money spent on the public school monopoly go?
Where does taxpayer money spent on the public school monopoly go?

I guess if a school wants to make things like Planned Parenthood sex education and LGBT indoctrination into priorities, then they would need more administrators.

Pensions

Second, education employees get enormous pensions, which are paid by taxpayers and negotiated by their unions. You would never see pensions this large in the private sector.

This is from the leftist Brookings Institute, from 2014:

This figure shows we now spend nearly $1,100 per student on retirement benefits. The average public school student teacher ratio is 16 to 1. So we are spending about $17,000 per year per teacher in pension contributions.

[…]The National Council on Teacher Quality writes,

In 2014 teacher pension systems had a total of a half trillion dollars in unfunded liabilities—a debt load that climbed more than $100 billion in just the last two years. Across the states, an average of 70 cents of every dollar contributed to state teacher pension systems goes toward paying off the ever-increasing pension debt, not to future teacher benefits (p. iii).

While we are spending a huge amount to fund teacher pensions, most of that spending doesn’t go to attracting the best teachers. It’s paying off past debts.

We can’t hire good teachers, because all the education spending of today is paying for the gold-plated pensions of yesterday.

That was 2014. The numbers are even worse today. Teachers contribute very, very little to their pensions, but the benefits are enormous compared to what the private sector taxpayers get in Social Security. (Which is going to be bankrupt by 2034, as reported by the far-left PBS)

Teacher training

Third, a lot of it is spent on teacher training, because apparently teaching multiplication, Shakespeare or geography changes every year, so the teachers need tens of thousands of dollars in annual training.

The Washington Post reports on a recent study:

A new study of 10,000 teachers found that professional development — the teacher workshops and training that cost taxpayers billions of dollars each year — is largely a waste.

The study released Tuesday by TNTP, a nonprofit organization, found no evidence that any particular approach or amount of professional development consistently helps teachers improve in the classroom.

[…]The school districts that participated in the study spent an average of $18,000 per teacher annually on professional development. Based on that figure, TNTP estimates that the 50 largest school districts spend an estimated $8 billion on teacher development annually. That is far larger than previous estimates.

And teachers spend a good deal of time in training, the study found. The 10,000 teachers surveyed were in training an average of 19 school days a year, or almost 10 percent of a typical school year, according to TNTP.

Maybe if more of the money spent on education were spent directly on hiring teachers, then we would see an improvement. Unfortunately, a lot of the money meant for teachers goes to the teacher unions. How do they spend that money?

Political Contributions

Finally, this is from OpenSecrets.org, concerning political contributions made in the most recent election cycle:

Top Political Contributors in 2016 election cycle
Top Political Contributors in 2016 election cycle

The two largest teacher unions came in at #9 and #11. Most of their donations go to Democrat Party. Democrats believe (against the evidence) that spending more money in the government-run public school monopoly will improve student performance on tests.

So, what’s the solution?

The solution is that we abolish the federal Department of Education, which has done nothing to improve the quality of education for students. We need to push the education of children back down to the state and local levels. We need to empower parents to choose the schools that work best for their children by giving parents vouchers. We need to increase tax-free education savings accounts to help parents with school expenses. We should also give free college tuition to homeschooled students who are admitted to STEM programs at any college or university. We can take the money from the pensions of the union administrators, after we abolish ever single public sector teacher union in the country, and seize all their assets and pensions. If that’s not enough money, then we can seize all the pensions of Department of Education employees – a just punishment for their failure to produce results while still taking taxpayer money.

Finally, we should allow people who already have private sector experience doing things like STEM to become teachers. Let’s face it: the departments that grant Education degrees have the lowest entrance requirements, and produce the least competent adults. People with years of private sector work experience teach better than people with Education degrees. Let’s open up teaching to people who have experience in the private sector doing software engineering, statistics, nursing, etc. and then we’ll have qualified teachers.