The real elephant in the room here is the $500 million [actual cost] of this bond when it matures in 2044. It would seem more prudent for the WISD to prioritize their future needs – utilizing their current budget to pay for those items versus requesting items that are above and beyond their ability to afford.
Weatherford, the future economic stability of our city is in your hands. Please join me in protecting the futures of our young people for generations to come by voting “NO” to the $107.32 million bond package.
Eric Matthews, Weatherford
WISD bond election – no way
Once again we hear the same song being sung by school systems across the country – there is never enough money in the public education coffers. How much is enough?
The United States education system ranks 17th in the developed world according to a global report by the education firm Pearson, but we spend more per student than most other countries. Finland and South Korea, not surprisingly, top the list of 40 countries with the best education systems. Hong Kong, Japan and Singapore follow. The rankings are calculated based on various measures, including international test scores, graduation rates between 2006 and 2010 and the prevalence of higher education seekers.
High-ranking countries tend to offer teachers higher status in society and have a “culture” of education. A glaring example of not getting bang for the buck is New York; their high school graduates cannot read or write and yet they collect and spend unconscionable amounts of money. My question is – how do you graduate a kid when they can’t read or write!?!
Most of these studies show that while funding is an important factor, it is not the most important factor in strong education systems. A culture supportive of learning is more critical – as evidenced by the highly ranked Asian countries, where education is highly valued and parents have grand expectations for their children. While Finland and South Korea differ greatly in methods of teaching and learning, they hold the top spots because of a shared social belief in the importance of education and its “underlying moral purpose.”