I'm a big believer in institutional wealth, like in the military, where the toyz are way too expensive for any one individual to own, let alone maintain, unless a billionaire, and even then, a billionaire would make such toyz company owned and subject to depreciation.
So whereas my teachers might not make a huge amount of personal income on paper, some of the perks count for a lot with them, such as access to Project Earthala, even in these early stages, with very little on the ground to show for much, yet.
At least they're in on the ground floor in a vibrantly academic setting, where we train to provide overview and provide big ideas to eager learners. We're expecting more out of life than drudgery in a dreary factory-like school building with students who don't really wanna be there, and almost no video/audio editing equipment (again, not the personal property of any one teacher or student -- public property we call it, given the public school context). Plus we've got a real night sky, given the extreme remoteness, and telescopes, horses.
Now, don't and can't private schools have institutional wealth as well? Of course they can and do. We've got a new Islamic Academy going in nearby, like another of the Catholics, in terms of having a private preserve, free from much state interference.
And how much are those teachers paid? Given I'm not a taxpayer into any officially Islamic state, unless we count sales tax during times when I travel, I guess the short answer is "not really my business" -- but I imagine an adequate amount, like at Catlin Gabel or OES or any other of our exclusive private schools in the area.
Do you pick on them equally Haim, the private school employees, the company town principals? Or is it only public teachers and administrators who earn your ire?
Is it because you're a taxpayer that you feel it's your business to be critical. What if only 10% of the students attend thanks to voucher support, the rest paying full fare? Would you keep your mouth 90% shut about the private business of this corporate franchise or whatever for-profit outfit, perhaps with stock traded by Wall Street investors (unless you were one of those investors -- with what leverage though, what're your bylaws I wonder? Any democracy in this picture? By law or by whim? Plus what's your on-paper mission statement? To make money for the shareholders? That's a sound basis for a school in your book? (all these questions must be answered in detail by any voucher proponent with plans to be taken seriously I would hope)).
And if we do your vouchers thing, and bend the IRS into a collection agency for individual parents, so they might go shopping for private educations with the USA's interal revenue, perhaps so their children might learn how secular democracy and 200 years of history is a worthless waste of time in the eyes of God, or worse, a sin, or some other such BS? Or that Islam is somehow inferior to Christianity or Judaism, or other religions we might mention? And all on the public dime in your bigot-ridden utopia no? Sound like heaven?
That'd be just hunky dory with you yes? To let the USA simply turn over ideology and propaganda to whatever immigrant groups happen to live here and want private madrasas, yeshivas or gazeebos for their kids -- at whatever rate of pay for said teachers, and at whatever cost the voucher vultures deem necessary in terms of taxes. Nevermind the USA actually stands for something, and uses its public institutions to defend and perpetuate those values. That's neither here nor there right? At least you manage to never admit that the curriculum actually matters.
You say to privatize schooling is like privatizing garbage collection or package delivery -- highly indicative of how much you value what's between a person's ears, when it comes to their ability to promote secular democratic values in a world often hostile to such notions.
You don't really believe there *is* such a thing as a secular democracy needing to protect itself against its opponents and underminers, do you Haim? You think that stuff'll just automatically sort itself out, even as you imagine certain sects getting excluded from the voucher system because... again, you fall on your face, mumble incoherently about various target ethnicities you'd rather not mix with, or have your offspring mix with.
All that being said, I already said "Amen" when you wanted me to, admitting to ugly corruption and incompetence among the rank and file in various public institutions (not just the public schools, not by a long shot).[*] There're bad apples in the military too, or simply lots of folks promoted to a higher rank than their true level of competence. Absolutely there're management challenges. Like you said, the task is huge, the army vast.
Of course there're breakdowns, and public vigilance should be welcomed. Parents with pitchforks have a vital role to play in our democracy. I'm *glad* MC/HOLD is on stage -- as one player among many though, as we've got our own brand of agit prop going with the parents, are not taking our marching orders from Bishop or Becker (both peddlers of tree killer big dummy textbooks of an antediluvian flavor).
One partial solution to the mess is to charter a lot of new public schools that offer a trully different approach to some of the perennial problems -- or in some cases simply reimplement old approaches with proven track records (for some, maybe a same-sex school is what's needed).
Charters are social contracts of a kind, and there's room for creativity in their open source coding. This is where state legislatures *do* have a role, even if the curriculum content itself is best prepared within our institutions of higher learning (which may include small engineering and architectural firms, think tanks, nonprofits, teaching hospitals -- not just in sprawling universities like USC or SUNY, Oregon's systems).
Legislators write templates, blueprints, like class definitions in the OO paradigm. Individual schools are the instances of those templates (this is where that early math education with Python starts to pay off, now that you're a responsible law maker).
Maybe some charters'll adopt Katrina Math for example, which includes free adult education for the parents, with lots of emphasis on practical entrepreneurship.
Katrina Math is a subtype of Gnu Math if you've been reading my take on it. Lots of free and open source computer labs sprouting up around New Orleans, connected to the real world by a shared challenge: how to get the USA up to speed, when it comes to responding to future natural disasters on a trully competent scale. Sounds like a worthy goal for any public system to work towards.
We're glad to be of service, even if the Silicon Forest is geographically far away.