The Pentagon’s Real Strategy: Keeping the Money Flowing – Truthdig

The Pentagon’s Real Strategy: Keeping the Money Flowing

Posted on Jun 16, 2016

By Andrew Cockburn / TomDispatch

Focusing on Washington rather than on distant war zones, it becomes clear that the military establishment does indeed have a strategy—a highly successful one: to protect and enhance its own prosperity.

“A key element of the strategy involves seeding the military budget with ‘development’ projects that require little initial outlay but which, down the line, grow irreversibly into massive, immensely profitable production contracts for our weapons-making cartels.”

Read more here: The Pentagon’s Real Strategy: Keeping the Money Flowing – Truthdig

Does Money Matter in Education? | National Education Policy Center

Key Takeaway: Despite claims to the contrary, adequate and equitable funding is necessary for schools to improve their performance – especially schools serving children living in poverty.

Find Documents:

Press Release: http://nepc.info/node/8059

Contact:

William J. Mathis: (802) 383-0058, wmathis@sover.net

More NEPC Resources on School Finance and Funding

BOULDER, CO (June 16, 2016) – Underinvestment in schools has characterized Western countries since the beginning of public education and is the result of political decision-making. Despite polls showing public support for schools, the argument that money doesn’t matter has, nevertheless, always found an audience.

In a brief released today, Does Money Matter, William Mathis considers the evidence used to support the claim that there is no systemic relation between spending and school quality.

Mathis notes that a strong school finance litigation push in the 1990s and new research helped create a policy consensus that money does matter. Thus the debate shifted to questions of how much money is needed and where best to spend it. Research strongly suggested that money should be directed toward: achieving lower student-teacher ratios; increasing teacher salaries; and longer school years. These reforms promoted the largest gains for children living in poverty and were strong enough to eliminate most of the adult outcome gaps between those raised in poor and non-poor families.

Mathis concludes that the evidence is clear, money does matter, especially for children in poverty, and that adequate and equitable distributions of school financial resources are a “necessary underlying condition for maintaining democracy, improving overall school quality and outcomes.”

Dr. Mathis is Managing Director of the National Education Policy Center, housed at the University of Colorado Boulder School of Education. This brief is the one in a series of concise publications, Research-Based Options for Education Policymaking, that takes up a number of important policy issues and identifies policies supported by research. Each section focuses on a different issue, and its recommendations to policymakers are based on the latest scholarship.

Find William Mathis’s brief on the NEPC website at:http://nepc.colorado.edu/publication/research-based-options

This policy brief was made possible in part by the support of the Great Lakes Center for Education Research and Practice (greatlakescenter.org). 

The National Education Policy Center (NEPC), housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu

http://nepc.colorado.edu/newsletter/2016/06/does-money-matter