Has the lottery replaced the government in the funding of education Essay

The overarching aims of education underlie the construction of the curriculum and funding. Education, in the broader sense, aims to develop the individual, to enlarge a child’s knowledge, experience and imaginative understanding, and thus his awareness of moral values and capacity for enjoyment and also to enable the child to take his place in society. The school education on the other hand, has the aim to provide opportunities for all pupils to learn and achieve, to promote spiritual, moral, social and cultural development and to prepare pupils for the opportunities, responsibilities and experiences of life. Consider the school of the late 20th century. It has not changed a whole lot in the last fifty years or so. Isolated from the rest of the world except for one or two school-business partnerships. Working at the edges of the school, these partnerships attempt to provide students with some insight into the working world or give some marginal discretionary resources for the principal to use. The resources are used on one of a multitude of unrelated programs that the school has set up to cope with the problems that society has dumped on the school. The school itself has created barriers that shelter and isolate it from the work of the world that goes on around it. The technological innovations that are pervasive in the business world have yet to penetrate the classrooms except for a single computer in each classroom that the teacher barely knows how to use. Few business people, even the partners, ever come to school; those who do are shocked by the conditions they find and by the discipline problems with which teachers must contend. Still they are comforted by the fact that school feels pretty much like it did when they went to school. On the other hand, the quality of services on a university campus is one thing; to measure the quality of manufactured goods is another matter. Chubb, J. and Moe, T. takes this further and says that â€Å"a service †¦ cannot be objectively measured. † Such frustration stems from the difference between services and goods. For example, educational services are intangible and cannot be packaged, displayed or inspected fully by prospective students. Services also have a perishability problem because they cannot be stored for future delivery: when students cut class, the professor’s time is wasted. Unlike goods, services are difficult to separate from their provider: an academic course is as fascinating or as boring as the professor. There is also a lot of variability in services. For example, the mood of the professor could impinge on his or her tolerance for chatting in class. Services are difficult to standardize. Unlike manufactured goods, services are not as susceptible to strict quality control. With regards to these needs in education, more states are actually looking for fund in order to pursue educational development. Out of 42 states that uses lottery, 24 of it uses the proceeds for school financing aside from the support of the government. In line with this research, the data that describes the 2005 and 2006 development of schools in each state considered. Basically, this paper attempts to identify if the massive lottery practices in each states promotes educational development in terms of funding. The Report  From the previous discussion, The Chicago Reporter found out that the lottery does not supplement school funding, even though the proceeds goes directly the state’s Common School Fund. On the other hand, the South Carolina Education Lottery was approved by constitutional referendum in 2000, and implemented shortly thereafter. In contrast to other education lotteries, the legislation establishing the lottery contains substantive measures to ensure that lottery revenues supplement, rather than replace, general fund tax revenues earmarked for education. Aside from this, the involvement of lottery in funding the schools’ needs show a good advantage as California Performance Review supported the option. California lottery players, retailers and, most importantly, its public schools, all stand to gain from changing state laws that restrict the lottery’s ability to increase sales. These changes are not only consistent with the mandated purpose of The Lottery Act as approved by the voters, they represent the only risk-free way to ensure that lottery dollars to education will not actually decrease. In line with this, this paper will evaluate and compare the current development in 46 states in which 24 of it uses the proceeds of lottery to education while the other 22 only uses the support of the government. The Method To determine the current performance of schools in 46 states, the researcher compares the amount of budget between states w/ lottery proceeds used in school funding and states w/o lottery proceeds used in school funding. To determine the difference of budget between these states and the status of development in each school, the researcher conducted an analysis from the data obtained in these 46 states (The distribution of data is shown in the Appendix A) using t-test procedures. From 24 schools that are currently using lottery proceeds, the analysis of their education budget was also compared to their previous years in which lottery proceeds is not being considered (see Appendix B). The use of its mean and coefficient of variation are performed for evaluation of budget.