As I waited for news about the fate of my lost twenties, I began to consider my options for replacing the loaf of bread that I would not be able to buy for myself in 2027. Suppose I had it all to do over? Would it be smarter for me to buy 30 loaves today and freeze them for the future rather than save for retirement?
Given the energy required to maintain the bread inventory, perhaps the payback would be better if I bought at today's prices and withdrew a loaf every nine months, freeing up freezer space for more high-value foodstuffs. Or, I could practice bread-cost averaging, buying an additional loaf each year. Perhaps I should diversify and allocate some money to frozen, unbaked loaves, which would offer future freshness while better utilizing my freezer assets. Or I could simply spend it on beer and count on the free market inventing a bread substitute, eliminating the need to buy any bread in the future.
But that way lies madness.
The first response on www.itsyourmoney.com came from "Denise," who confirmed that she had snagged a twenty blowing through the library parking lot as she walked to her job at McDonalds. She had not yet spent the money, she said, but planned to apply it toward her college tuition at St. Cloud State in the fall, unless the promised reward stamped on the bill was for more than $20.
I told her education was its own reward and advised her to take an economics class.
Respondent number two was not technically the finder of the bill, but was responding on his behalf. She had been given the money with instructions to send it to the Norm Coleman Recount Fund, but was having trouble finding a mailing address. As for where the bill was found, she would only divulge: Vicinity of Golden Valley Country Club.
I pass several group homes on my way to the bank. An attendant at one of them found the bill plastered against the base of a Duluth Street bus stop bench. So he'd stopped at Walgreen's and bought bags of Peeps for the residents and a pack of Marlboro Lights for himself.
The next report had likely skipped a generation, since the respondent said the bill was passed to him through a car window at Lowry and Queen, which in case I didn't know, was still open for bidness.
A laid-off teacher found one in her yard and asked where she should return it. When told she was only supposed to report how she spent it, she said she'd have to let me know, but I never heard back.
As time went on, the five sets of serial numbers moved around the city and across the country. They purchased gasoline, porn videos, novels, frozen lasgna and haircuts. They were dropped in collection plates and on dinner tabs. They helped finance dental work and paid for the return of a lost cat.
Once, I received a report from a bank teller informing me the bill would be destroyed because it had been defaced. And since I haven't heard about any of them for awhile, I suspect that's been the fate of all my bills — not just the lost five, but every bit of cash that has come into my hands and under my stamp.
Which is as it should be, because no one will ever be able to spend my money better than I can.
Jeff responds: "The measure that shows the greatest correlation with school performance isn't funding, and it isn't class size. It's school district size. Kids in smaller school districts do far better."
Jeff is correct that studies show smaller school districts tend to have better student achievement, but size matters only insofar as it negatively affects the factors that really produce learning outcomes.
It's worth noting that school districts usually are large because a) they were formed to encompass large city boundaries with their diverse populations and the education challenges that go with them. Or b) they were consolidated from smaller districts experiencing enrollment declines, substandard offerings or funding issues that led them to seek economies of scale. In both cases, upsized districts are a consequence of factors other than pure pursuit of improved student achievement.
Mark is talking about disparity of income between districts, not size; a super district would be just one way to redistribute money to aid lower-performing schools. Of course, a similar move — giving more responsibility for school funding to the state — was tried and then has been slowly dismantled by Gov. Pawlenty. But redistributing school aid dollars isn't really the whole answer, either. Living in economically advantaged communities tends to be accompanied by other factors that relate to school performance, and these advantages are more difficult to export — or to benefit students who are bused in to those communities.
Growth & Justice delivered a research-based report last year that summarized three factors that were most critical for getting students from pre-K all the way through college. Each of these has financial implications, not necessarily tied to what we think of as "school funding."
To over-simplify my point, I'd say the education discussion drifted toward comfortable positions for Mark and Jeff, but got richer as they shared the research and the complexities became more evident.
In another post, I'll discuss one other angle their discussion raised — taking personal credit for successes and blaming government for failures.