Dartblog

Although it seems to be the perennial non-issue in presidential campaign Obama has offered up at least some thoughts on the issue of education. Obama in particular has made numerous (fine) addresses on the subject proving himself to be substantially better than most members of his party on the issue. Things like accountability, quantifiable measurements, and linking teacher performance to teacher pay (Gasp!) are apparently too complex for many federal legislators but Obama does seem to get it. Another person who definitely understands the issue well is former House Speaker Newt Gingrich who puts forward some interesting and novel ideas and solutions here:

So, as we look for solutions to rapidly improve math and science education in the United States, it is important that we distinguish between merely investing more in our current education bureaucracies and actually investing in math and science education. The former would simply be doing more of what we are already doing and expecting a different result. Albert Einstein defined this as the definition of insanity. The latter will require bold leadership to force through needed changes in the current system and to develop new systems of learning that are very different than what we are used to and totally outside the current education system.

School choice must be included in our set of solutions. In addition to the urgent national security need for improving our educational system, there is also the moral imperative of liberating students in poor neighborhoods from an environment that will cripple their lives. School choice will provide immediate relief to those trapped in failing schools. Furthermore, introducing market forces to our education system by forcing schools to compete for students will inspire improvement faster than the slow, cumbersome movement of the education bureaucracy.

We should also experiment with offering direct incentives to students to accelerate their pace of learning beyond what is expected of them by school curricula. Imagine if students who finish high school early were given the cost of their remaining years in the form of scholarships. This would cost the taxpayers nothing and motivate students – especially those in poorer neighborhoods – to learn as rapidly as possible.

A more radical idea is to pay students directly for getting a B or better in their math and science classes. The idea offends many who either believe learning should be its own reward or don’t think we should place special value on math and science over the arts, humanities, and social sciences. However, if we are serious that the failure of our math and science education is the second greatest threat to America’s national security, there is nothing wrong with providing extra motivation for students to succeed in areas where we have the most urgent need. Money is a powerful motivator in every other area of American life. Why should education be any different?

The full article, here, ties the issue of education in to globalization and security.