Tag Archives: Studies

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.

A secular case against gay adoption

I found this Mercator Net article linked at the Prince Arthur Herald – a conservative national student newspaper in Canada. It’s hard – so hard – to excerpt the Mercator Net article. I will try, but you must click through and read the whole thing. I’m not going to excerpt the parts about same-sex unions that I’ve already covered in my article on same-sex marriage.

Excerpt:

The most important issue is the welfare of the child. Social science research has repeatedly demonstrated the vital importance of both a father and a mother for the healthy development of children and the serious risks that they face if they are raised without a mother or a father. Mothers and fathers bring unique gifts that are essential to the health of a child.

Among the many distinctive talents that mothers bring to the parenting enterprise, three stand out: their capacity to breastfeed, their ability to understand infants and children, and their ability to offer nurture and comfort.

Social science studies confirm this. Numerous reports indicate that infants and toddlers prefer mothers to fathers when they are hungry, afraid or sick. Mothers tend to be more soothing. Mothers are more responsive to the distinctive cries of infants; they are better able than fathers, for instance, to distinguish between a cry of hunger and a cry of pain. They are also better than fathers at detecting the emotions of their children by looking at their faces, postures, and gestures.

Children who were deprived of maternal care during extended periods in their early lives “lacked feeling, had superficial relationships, and exhibited hostile or antisocial tendencies” as they developed into adulthood.(6) Clinical experience suggests that deliberately depriving a child of its mother, motherlessness, causes severe damage because mothers are crucial in establishing a child’s ability to trust and to feel safe in relationships. All cultures recognize the essential role of the mother.

Fathers also have distinctive talents.(7) Fathers excel when it comes to providing discipline, play, and challenging children to embrace life’s challenges. They also provide essential role models for boys. Their presence in the home protects a child from fear and strengthens a child’s ability to feel safe. The extensive research on the serious psychological, academic and social problems among youth raised in fatherless families demonstrates the importance of the presence of the father in the home for healthy child development.

There are strong indications that children raised by same sex couples fare less well than children raised in stable homes with a mother and a father.

In 1996 a well-designed study of 174 primary school children in Australia — 58 children in married families, 58 in families headed by cohabitating heterosexuals and 58 in home with homosexual unions – suggested that married couples offered the best environment for a child’s social and education environment. Cohabiting couples were second best and homosexual couples came last.(8)

The results of a 2009 study of women in New York, Boston, and San Francisco are similar. Researchers interviewed 68 women with gay or bisexual fathers and 68 women with heterosexual fathers. The women (average age 29 in both groups) with gay or bisexual fathers had difficulty with adult attachment issues in three areas: they were less comfortable with closeness and intimacy; they were less able to trust and depend on others; and they experienced more anxiety in relationships compared to the women raised by heterosexual fathers.(9)

The rights and needs of children to a mother and a father should be protected by the state. Adults do not have a right to deprive children of a father or a mother.

I noticed that Miss Marprelate, the managing editor at the Prince Arthur Herald, has posted this on her blog:

Over at the Prince Arthur Herald, my new baby, we have had a lot of controversy about an article speaking against same-sex adoption. It caused a major uproar and the resignation of 15-20 of our staff members. I went on the Michael Coren show to talk about what happened.

http://www.youtube.com/watch?v=0SESdE6c_n0&feature=youtu.be

However, the video link does not work!

What I found most interesting were the nasty comments from liberal Canadian students. It really is depressing how little they care for the needs of children. One can imagine that these are the same people who would have pushed for no-fault divorce 30 years ago, and would have denied that single parenthood is bad for children. All the studies showing the impact of fatherlessness on children are all flawed, don’t you know.

What causes homosexuality? Is there a gay gene?

160x199photo

Here is an article from Trayce Hansen, Ph.D. She summarizes the evidence on homosexuality in response to proposed changes to a California school board’s curriculum that would promote and normalize homosexual behavior.

Excerpt:

ENVIRONMENT IS PRIMARY FACTOR IN DEVELOPMENT OF SEXUAL PREFERENCE AND GENDER IDENTITY

Decades of research confirm that sexual orientation and gender identity are not inborn but are primarily shaped by environmental influences during childhood and adolescence. The proposed school curriculum will affect the sexual preference and gender identity formation of some children exposed to it because it teaches that all sexual and gender variations are equally acceptable. Sexual preference and gender identity formation are fragile developmental processes that can be disrupted and altered by environmental influences such as the lessons in the proposed school curriculum.

SEXUAL ORIENTATION IS NOT INBORN

Many people continue to believe that sexual orientation is inborn, although that is not true. Extensive, worldwide research reveals that homosexuality is predominately influenced by environmental factors. For instance, recent large-scale studies compared rates of homosexual behavior in sets of identical twins. If homosexual behavior were inborn, every time one identical twin was homosexual, the other identical twin would also be homosexual 100% of the time. But this is not what the research revealed. Rather, every time one identical twin was homosexual the other twin was homosexual only 10% or 11% of the time. Homosexual behavior is clearly not genetic.

In fact, an accumulation of extensive research utilizing millions of research subjects finds that environment, not genetics, is the main factor in the development of non-heterosexual behavior. (To review these research studies see references 1-4 listed below).

[…]NON-HETEROSEXUAL BEHAVIOR LEADS TO INCREASED RISK OF PSYCHOLOGICAL AND PHYSICAL DISORDERS

Sadly, the research is also clear that individuals who adopt non-heterosexual lifestyles are more likely to suffer from a host of negative outcomes including psychiatric disorders, alcohol and drug abuse, suicide attempts, domestic violence and sexual assault, and increased risk for chronic diseases, AIDS, and shortened lifespan. Schools should not affirm and thereby encourage young people to adopt lifestyles more likely to lead to such devastation. (To review these specific studies see references 5-10 below).

GENDER IDENTITY DISORDER IS A PSYCHIATRIC DISORDER THAT SHOULD NOT BE NORMALIZED TO CHILDREN

The proposed school curriculum also teaches that transgendered lifestyles are a healthy and acceptable alternative to the norm. That is not true. Many transgendered individuals suffer from a psychiatric disorder known as Gender Identity Disorder (GID) that is recognized by the American Psychiatric Association as a mental disorder in need of psychological treatment… (For a thorough understanding of Gender Identity Disorder, see reference number 11 below authored by world-renowned GID experts).

Read the whole thing here, at the Ruth blog. The references to medical research publications are at the bottom of the article. The majority of the research papers cited are from 2005 to the present.

You may also be interested in a recent post discussing why people oppose same-sex marriage.