Can I have a few seconds? Researchers have been videotaping classes, taking notes, making an estimate of how much time children are actually receiving instruction, as opposed to walking, listening to announcements, handing in or receiving papers, and so forth; it comes to 90 minutes of actual instruction per school day. But even that tally… Continue reading A Little Calculation
Public goods, as the term is used by professional economists, are both nonexcludable and nonrivalrous. The typical school is an enclosed building with classrooms, which have doors. Those outside the door do not learn from or benefit from that class, except indirectly. This education is therefore an excludable good. Contrast this with a radio broadcast… Continue reading Government Schools: Public Good or Public Bad?
Democratic Free Schools basically apply the ideas of what we might describe as "classical democratic liberalism" to education. The children have real rights; they have a real vote in real decisions; they are autonomous. In short, they experience day-to-day life in a coherent, consistent classically liberal society, or as near as a school can match… Continue reading What If We Respect Children?