A Quote by Amity Shlaes
In the end, all new schools, public or private, snobby or not, add value to the education market, making it bigger and more efficient, in the same way that Zuckerberg added wealth to the economy even for non-Facebook fans.
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The public education landscape is enriched by having many options - neighborhood public schools, magnet schools, community schools, schools that focus on career and technical education, and even charter schools.
Today it's fashionable to talk about the New Economy, or the Information Economy, or the Knowledge Economy. But when I think about the imperatives of this market, I view today's economy as the Value Economy. Adding value has become more than just a sound business principle; it is both the common denominator and the competitive edge.
It's clear to me when you do private equity well, you're making companies more efficient and helping them grow and become more profitable. That success means our investors - such as public pension funds - benefit, which contributes to the economic wealth of society.
Apparently almost anyone can do a better job of educating children than our so-called 'educators' in the public schools. Children who are home-schooled by their parents also score higher on tests than children educated in the public schools. ... Successful education shows what is possible, whether in charter schools, private schools, military schools or home-schooling. The challenge is to provide more escape hatches from failing public schools, not only to help those students who escape, but also to force these institutions to get their act together before losing more students and jobs.
The way I want to try and end private schools is by making our national education service so good you wouldn't want to waste your money.
It is eminently possible to have a market-based economy that requires no such brutality and demands no such ideological purity. A free market in consumer products can coexist with free public health care, with public schools, with a large segment of the economy -- like a national oil company -- held in state hands. It's equally possible to require corporations to pay decent wages, to respect the right of workers to form unions, and for governments to tax and redistribute wealth so that the sharp inequalities that mark the corporatist state are reduced. Markets need not be fundamentalist.
Many of those on the right distrust the Fed and want to eliminate its power in the belief that the private economy, including the private banks, will be much more efficient, productive and even democratic if they are left to themselves: in other words, the criticism of the Fed really reflects a desire to cripple the government in the service of increasing the power and authority of the market.
In the end, it is because the media are driven by the power and wealth of private individuals that they turn private lives into public spectacles. If every private life is now potentially public property, it is because private property has undermined public responsibility.
Herein lies the real value of education. Advanced education may or may not make men and women more efficient; but it enriches personality, increases the wealth of the mind, and hence brings happiness.
President-elect [Donald] Trump has made a provocative choice for secretary of education. Betsy DeVos comes from a wealthy Michigan family. She is an advocate for school choice. That phrase means, in essence, directing public education money to charter schools, private schools or parochial schools.
When I am emperor, I will abolish private education. Private schools, private college. All of these parents with money and energy and the drive for bake sales and a desire to leave their vast fortunes to education - everybody would have to be eating out of the same educational pot.
I have this ratio that if you divide age of entrepreneur by market cap of company. For Facebook it's one. Every year of his life Zuckerberg has been making $1 billion for investors.
Economic activity, especially the activity of a market economy, cannot be conducted in an institutional, juridical or political vacuum. On the contrary, it presupposes sure guarantees of individual freedom and private property, as well as a stable currency and efficient public services.
Democratic politicians want to solve the crisis of poor education by taking more of your money and using it to reduce classroom sizes in the government schools. Republican politicians want to solve the crisis by taking more of your money to provide vouchers to a handful of the poorest students in each area, paying for a part of the tuition expense at private schools. But before long this 'reform' would make those private schools indistinguishable from the government schools ... Vouchers are an excellent way for the government to increase control over private schools.
The real difficulty is that people have no idea of what education truly is. We assess the value of education in the same manner as we assess the value of land or of shares in the stock-exchange market. We want to provide only such education as would enable the student to earn more. We hardly give any thought to the improvement of the character of the educated. The girls, we say, do not have to earn; so why should they be educated? As long as such ideas persist there is no hope of our ever knowing the true value of education.
Having always observed that public works are much less advantageously managed than the same are by private hands, I have thought it better for the public to go to market for whatever it wants which is to be found there; for there competition brings it down to the minimum value.
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