You know something Ray? I rather kind of like the vegetable stand analogy, if I could pick fresh ready to eat vegetables, throw out the rotten vegetables and not buy ine who were just not up to par.
That's the was private and many charter schools do it. The not up to par and rotten vegetables are the ones I HAVE to take and make a comparable meal as good or better than those who got the better product and put more money to put into it. Money I once had some access to, but must be sacrificed to charter schools and EMOs Some of us get to shop at Wegman's and others only at Food Rite. On 6/29/08 8:57 PM, "UNIVERSITY*CITOYEN" <[EMAIL PROTECTED]> wrote: > Anthony West wrote: > >> Your three points of argument are usefully clarified. Maybe now we all >> can begin to talk more cleanly about each of them, apart from the others. >> >> It does seem like the Penn-assisted school had to be subsidized; the >> jury is still out on whether it needed a university to do that job. >> Perhaps Chrysler or Kim Jong-Il or la Cosa Nostra or Al Krigman would >> have done an equally good job with PAS, if they too had spent an extra >> $1000/pupil on it atop the local public-school budget. The experiments >> needed to tease out these truths lie further down the line, I think. >> >> Even if it was subsidized, I think we still learn something from the >> experiment so far. In some cases, it's clearly possible to achieve >> strong gains in urban public schools with only modest extra >> expenditures. Since future system-wide budget gains may be modest at >> best, any model that might lead to a bigger bang-per-buck ratio is worth >> exploring further. >> >> Your second point is flagrantly false and ill-informed, because *all* >> public elementary schools in Philadelphia require a catchment area drawn >> around them. Therefore, by definition, PAS's catchment area cannot be >> "special". Catchment areas are standard government issue. >> >> No one single model for public education can be available yet. If we >> demand only single, one-size-fits-all solutions for the plight of urban >> schools, we probably won't contribute much to its solution. In this age, >> we need lots of models and lots of possible solutions. But we do need >> good across-the-board metrics by which to evaluate them all fairly. > > > > > I never said we needed a one-size fits all solution. I said > maybe it's time to start looking at public schools not as > vegetable stands, but as places that prepare us for life -- > inside and outside the marketplace. I hope now you realize > that your original market approach to an 'egalitarian' > public school system relies upon maintained inequalities, by > definition, and that your pointing to a school that relied > on tailor-made market tactics wasn't helpful. > > > .................. > UNIVERSITY*CITOYEN > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > ---- > You are receiving this because you are subscribed to the > list named "UnivCity." To unsubscribe or for archive information, see > <http://www.purple.com/list.html>. ---- You are receiving this because you are subscribed to the list named "UnivCity." To unsubscribe or for archive information, see <http://www.purple.com/list.html>.
