ERIC Number: ED409613
Record Type: RIE
Publication Date: 1997
Tightrope to Tomorrow: Pensions, Productivity, and Public Education.
Marcus, Morton J.
The United States has a challenge to pay for its schools and meet its objectives to senior citizens. This book examines two related questions: Is the United States spending too much on education? and What do citizens want from education? Following the introduction, chapter 2 considers the aging of America and the implications for the economy and education system. Chapter 3 looks more closely at the role of education in the American economy. Changes in public expectations about the contributions of education to the economy are explored in chapter 4. The fifth chapter looks at the financial structures supporting education and argues that property taxes are no longer appropriate for supporting education. Who should pay for education and who should run the schools are the topics of chapters 6 and 7. The eighth chapter examines the issue of school choice. The book concludes that: (1) It is necessary to increase the income-generating capabilities of the work force and the profitabilities of business; (2) this is a national concern; (3) federal financing, standards, and perhaps governance of education programs should be considered; (4) education systems need to address the undereducated workers of the nation; and (5) federal financing of American education systems can be directed through a commission or agency based on representation from the state education agencies. Chapter endnotes and 27 figures are included. (LMI)
Descriptors: Demography, Educational Economics, Educational Finance, Elementary Secondary Education, Finance Reform, Futures (of Society), Government School Relationship, Older Adults, Public Education, Role of Education, School Choice, School Support
TECHNOS Press, Agency for Instructional Technology, Box A, Bloomington, IN 47402-0120 (Order No. 401-BK; $24.98 plus $4 shipping and handling).
Publication Type: Books; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A