This article brings together several higher education professional who all work for Georgia Tech. They are able to touch on different areas of how technology has shaped their work and the reach it has allowed their university.

Rating: 6/10

Ashley Norris is the Chief Academic Officer at ProctorU, an organization that provides online exam proctoring for schools. This article has an interesting overview of the negative side of technology advancements and what that has meant for student's ability to cheat. While the article does culminate as an ad, of sorts, for ProctorU, it is an interesting read and sparks thoughts on ProctorU's use of both human monitors for testing but also their integration of Artificial Intelligence into the process.

Rating: 9/10.

This report is a supplemental piece specifically for Higher Education in response to the National Education Technology plan. The report is a lengthy read but offers a combination of data, examples, case studies and additional resources. The report focuses on the changing landscape of higher education and the changing qualities of what a student in college looks like (i.e. not the traditionally known 18 year old, fresh out of high school). The report also acknowledges the history fo traditional learning (i.e. paper and pencil) and how higher educational not only needs to embrace technology for the classroom use but also for the analytics implications that can help with topics such as retention.

Rating: 10/10. Very in depth article, packed with examples and recommendations.

Scott L. Howell is the Assistant to the Dean of Continuing Education at Brigham Young University and has a long career track record in the area of instructional design and online learning. The article is a bit ambitious in tackling 32 trends, but provides a good review of additional literature during each addressed trend.

Rating: 9/10. The article itself is interesting, but its best use is the direction towards additional readings that it offers.

The author, Susan Grajek, formerly of Yale University is the Vice President for Communities and Research at EDUCAUSE. Grajek brings together 5 leaders in higher education and technology to discuss the future of technology in the higher education arena. The article addresses the progress that needs to be made, especially in the adult education portion of higher eduction and acknowledges that the traditional 18-22 college student population is very small and that there is so much more of the market that needs to be reached.

Rating: 9/10.

Comparison of secondary education systems

Is this basically saying that we need to teach educators how to say "no"?

Udemy is an online platform where experts in various fields can create paid courses. You can learn languages, web design, photography, musical instruments all in your own time. The platform also allows for extensive ranking and reviews to be put on instructors and courses to keep the quality high. Instruction is inexpensive and self-paced. it is larger aimed at teenagers and adult learners and focuses on skills. Rating 10/10

Discusses how adult learning theory can be applied for digital learning for adults. It suggests making sure interactions are built on real world and relevant situations, that learners and go at their own pace, they are allowed to reflect on their learning, and interact with each other and different points of view. Rating 10/10

Discusses the use of the eZoomBook Tool which has the ability to allow learners to navigate back through subject matter they need to refresh on as they learn new material. It allows peer to peer teaching and working which is it's most successful feature for adult learners. the eZB template is open-format and can be adapted to a variety of learning situations. Results from their initial experiments show high use of intrinsic motivation for adult learners once they got a handle on the platform.

Examines the design and implementation of a MOOC about flipped teaching. It used digital surveys and the LMS system to gauge participant experiences and expectations. A unique aspect of this MOOC is that it asked participants to set what level of activity they expected to have in the program: active, passive, drop-in, observer. And it found that 60% of people engaged directly at that level. This is useful for designing online education experience and connecting participants with each other and in the classroom based upon their learning goals.

Discusses the use of blended-learning incorporating technology especially for adult education programs that reduce education gaps and help the under-employed with career readiness. This also focuses in on adults with chronic disease and how online education might better support their needs. It uses constructivist leanings placing education in the context of activity and environment and recreating the correct environments online.

Discusses the place of universities in lifelong learning, especially with the advancement of technology in education in the workforce. The career curriculum continuum, includes free and self-paced options such as MOOCs, educational video on Youtube, and Wikis, but also suggests more structured learning placed in context. Universities can offer this as short courses that are cheaper and offer more options for pathways to a full degree program. It also suggests professional certificates for expanding the skills of those already working. Digital institutions will be the most widely used methods for consuming knew knowledge and advancing skills. Rating 10/10

Research article. Discussed the use of web 2.0 including blogs, wikis, and social media as a method of information sharing that is impacting education through teaching and learning management. The work suggests that learning outcomes, activities, and assessment have to be in alignment to create effective learning experiences and uses a case study within an information management program in which students use various web 2.0 tools and document their use .

Research article. This article explores how older and younger student approach studying through the use of technology and reveals that those in older age groups were more likely to use technology in deep in focused ways to study once they got the hang of it and younger groups were more likely to remain on the surface level of a variety of technologies.

From Springer Link, this is an abstract from a book titled, Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges. While the entire content is not here, if purchased, this book/download could offer a large amount of useful information about this topic. It covers learning typically associated with technology such as social networking, game-based learning and digital making.

Rating 7/10

Technology Infused Professional Development by Contemporary Issues in Technology and Teacher Education relays information about the best practices for technology to be a large part of professional development. Knowledge base consists of three major domains. They are knowledge of learner, knowledge of content and knowledge of best ways and means to help students learn. Learning is considered both an active and social process. True, deep learning must be applied to new situation and this is not easy with new learning. "If we don't change the direction we are going, we're likely to end up where we are heading"

Rating 10/10

Research paper. This work highlights how scaffolding, meaning students work through their learning in stages with support from digital technology, making adjustments to their learning environment as needed as they progress through material. Self-evaluations are a critical component of this to help reflect on the content learned. Scaffolding helps students determine not only what to do but how to do it until they are ready to learn more fully on their own. Rating 6/10

Educational technology professional development can transform learning opportunities. This article focuses on adult learning theory as technology can be "intimidating and frustrating." All of this spiked my interest and I was excited to read more. However, to read more you must purchase the content of the entire article. So, in all this left me disappointed. Rating 2/10

Reference this in coursework provided in a liberal arts college.

The Ohio State University is now integrating technology into their Education Master's program. Students are expected as undergraduates to take an introductory technology course. As part of the master's program, students are required to take another technology course. Students are also expected to integrate technology into their two methods courses. To help with this they have a "lab" (which is traditionally thought to parallel science courses) with technology instructors to help them with their methods courses.<br> Instructors are expected to model the technology integration and help students plan a curriculum that integrates technology to aid in the learning of most students.

Rating 9/10

The Beacon Project focuses on ways in which multiple companies have taken to using technology to train adult learners. One example is a company called Access Green. This successful company was started by a wealthy enturpeanur that had been trained at one of the best business schools in the country. He believes that he can provide the same training to the underprivileged through technology. This is his way of giving back and not just helping these people by giving them a job, but rather an education. Rating 7/10

Adults going back to further their education has grown by 50 percent between 1991 and 2011! With these staggering numbers, educators must remember 6 effective strategies for teaching adults. The 6 strategies are:

1. Keep it Relevant
2. Remember Student Background - adult learners have far more experience and more background.
3. Integrate Emotion into Lessons - helps students to connect.
4. Encourage Exploration - didactic teaching - allowing activities and assignments to stay static but topic to be explored.
5. Make Assignments Convenient - With more people working, assignments need to be broken into smaller more manageable parts.
6. Always Offer Feedback- The quicker feedback the better! Rating 8/10

This article discusses how even though instructors may be hesitant to include new technologies in their learning environments, doing so can enhance the student experience. It specifically explore the use of twitter for classroom discussions, simulation tools, and the LMS systems universities use currently to support online work. Soliciting feedback from students to ask how tools are working for them is important for evolving the classroom to fit student needs.

Digital promise is an organization that connects adult learners with methods to implement technology in useful ways to improve education. The website hosts a network of educators and the programs they offer to improve basic math and literacy skills in U.S. adults to help with job training and career advancement. There is also a mico-credentialing program they extend to training programs that endorse those that have learned or gained specific skills. Rating 5/10

Popular article. This article overviews the U.S. Department of Education LINCS system report which shows that there is a disconnect between those that design adult learning technology and the stakeholders (learners and employers) that plan to use it. Often technology is retrofitted, as it was originally intended for K-12 and won't work in the ways adult learners and educators need for them. One of the main ways to circumvent this is to design technology for a specific problem that needs to be solved, instead of starting with the solution. Rating 4/10

Research article. This paper explores how constructivism is specifically useful for adult education in the online environment. It is especially important for adult learners to interact with each other in order to creating meaningful collaborative experiences. It is also important for online educators to create and environment where students can share and discuss ideas in a safe space. It should also require high-order thinking skills and problem solving that relates to their real lives. Rating 10/10

Research Article from the Adult Education Research Conference. This article examines the history of VR as a tool to train military personnel, and medical professionals and how future directions of VR could be used for other adult education situations especially due to their low risk learning environment. The authors examine how VR could also be used in gaming, arts, entertainment, marketing and business fields. This is important because VR environments also allow students to exploring changing technology and practice self-learning. Rating 6/10

This article recommends the way in which education technology should adapt to be aimed at adult learners. Specifically that education should all students to assess themselves as they go and fill in any missing gaps in knowledge. It should also be relevant to their life needs, and connect their own experiences back into the learning environment. I feel most of this is known in adult learning theory in general, however this article is really aimed at those outside the industry and is a very helpful summary in this way. Rating 7/10

Article overviews tools in technology that are useful for bringing learners together in the classroom, especially in ways that enhance their interaction with digital media and each other. Although many of them seem to be aimed at younger learners I feel like some of the tools, like Quizlet, and Prezi are especially useful for adult learners. Rating 10/10

Research Paper. Discusses the use of MOOCs and their completion rates as tools for education. MOOCs are often touted as the best way to get education to the popular masses. The study shows that MOOCs coming from universities with major names on just a few platforms like Coursera tend to be the most successful in terms of completion rate. Courses that have auto grading features are more attractive to students, probably because they get feedback immediately. Rating 4/10

Research Paper. Although education is determined by "engagement, empowerment, experience, and evidence" the way adults learned, and what they have learned across societies differs greatly and impacts the effectiveness of higher education and problem solving. Adults as significant instigators of global change need opportunities for literacy development, dialogue, acquisition of self-reliance skills, and the ability to adapt to change. Rating 5/10

This website is a free website that allows for users to access summaries of learning theories, educational guides and much more!

New Media Consortium Horizon Report This page provides a link to the annual Horizon Report. The report becomes available late in the year. The report identifies emerging technologies that are likely to be influential and describes the timeline and prospective impact for each. Unlike the link to top learning tools that anyone can use, the technologies listed here may be beyond the ability of the average trainer to implement. While it is informative and perhaps a good idea to stay abreast of these listings, it is not necessarily something that the average instructional designer can apply. Rating: 3/5

7 things you should know about This page offers two lists of technologies. One relates to learning technologies and the other to campus IT. In either case, one clicks "see all" and is shown a list of many up and coming technologies. One can click the links to get a discussion of seven things the user should know about these technologies. Reports are two pages and follow a set format that includes a brief story or illustration. These introduce the visitor to the use of the technology but do not provide extensive explanation; it is an introduction. Technologies listed on these pages are often but not always technologies that the average instructional designer may put to use. Rating: 3/5

Campus Technology magazine This is the website for a magazine that is also published on paper. Articles are freely accessible (a subscription is not required). The design of the page is messy and as with any magazine, the content varies, but the site does give a description of the use of technology in higher education. The same technologies can sometimes be applied in adult learning in general. Rating 4/5

This is the website of the American Association for Adult and Continuing Education. This website offers information on the annual conference, as well as online journals and scholarly publications. There is information about membership. Rating 3/5 The site does not contain a great deal of information but it seems important to include a professional association in this set of links.

Yes, competition, no doubt helps to bring out maximum results. But we must also understand that competition can also lead to worst of behaviours. About competition among schools and blocks: it has often been noticed that in order to comply with the government orders, or simply to be adjudged the so-called "best" in the district/state, schools and blocks often resort to unfair means. Scores are fabricated, often teachers helping out students during tests (that is, if they are themselves capable of, which is another topic for discussion elsewhere), send wrong information about student performance reports and may also have ghost students.

Therefore, I have found the Annual Status of Education Report (ASER) by Pratham Foundation to be one of the best and most credible sources of state of education in the country. They take survey by going from house to house and do not rely on the stats provided by the schools. The only drawback is that it rural based survey; comparison of rural and urban divide is difficult to gauge.

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With an excellent ability to reject salt, how often does membrane fouling become an issue when desalinating seawater? to a point where it causes water flux decline and lowers the quality of the water produced.

~ Anthony Y.

I'm going to forgive the automobilist metaphor because the point is just so dang right!

It would be interesting to do this exercise with the various learning outcomes one might have for a course. Which can be aided by augmentation/technological intervention? Which can't?

This is where most modern technology deviates from the Engelbartian norm. Instead of broadening our horizons today's platforms often seek to constrain them because it is through constraint that control and profit can be had. Many platforms from Facebook to Learning Management Systems are more interested in locking you into their ecosystems than drinking in the wider panoply of human creativity and knowledge. The more I think about this, the more see evidence of it everywhere in our world today. In education alone, the aforementioned LMSes are being complemented by even more restrictive (and exploitative) textbook publisher "online supplements." I'm hoping both of these are the endgames of obsolete modes of thought but they have sustained themselves long after we wrote them off. I remember Bryan Alexander bemoaning this facet of the LMS as far back as 2006. That was 13 years ago - a geologic era in technology terms - and yet they are still with us.

A medicinal model of education. "Hi, I'm Thomas Sheridan. All these dumbasses are hopelessly lost because they don't speak correctly. They'll never do anything good, or see what good is, because bad speech runs rampant. The only hope is to heal them by teaching them to speak well. That is, like me."

We can see how the importance of female-only/female-dominated spaces in Astell's life played a major role in how she envisioned female learning/education could/should look like.

Oooo this is a very clever way to educate women so that they can support themselves. To serve God -- duh. Of course.

And once again, we see how the importance of female-only/female-dominated spaces/places in Astell's life influenced her beliefs on female learning/education.

Another classic Christian move, making education of not just earthly, but eternal importance.

This is a very rigid curriculum which tells us much about what Astell believes the human (or perhaps here just the woman, but I think it applies to humanity generally) to be. In particular, the wretchedness of a sinner, left unchecked, will lead to false ideas and bad beliefs and habits. "A true Christian" will need to have falsity and sin constantly called out and checked as she gradually learns to prefer what is really good, true, beautiful, etc.

Educating a man or a son was much more important than educating a woman or a daughter.

I find this an interesting comment for Astell to make, particularly as the RT editors point out that the school Astell eventually does take over (the charity school) had "considerably more modest goals than her proposed women's college" (843). She could not put her own project into practice, though perhaps due to constraints on the situation outside of her control and not up to her own "Vertue and Courage to Act."

This has echoes of Plato in it, where Socrates asks repeatedly whether rhetoric can be taught.

Okay, this is is more specific, similar to Wollstonecraft, as curlyQ pointed out.

What's interesting here is Astell's saying that she isn't "exceptional"--by that she seems to mean that she is no different or more outstanding than other women, that she doesn't have some special ability or nature (just the same natural inclinations as others).

This resonates with Wollstonecraft's Rights in her insistence that women are not by nature the 'inferior' sex but are instead bred that way due to poor education. By distancing herself from the term "exceptional", Astell seems to be doing something similar, pointing not to any particularly special nature or natural ability but instead a sound education.

This call for women's education (and not just in manners and fine arts) is largely ignored for some time, despite its repetition. In the Rhetorical Tradition reading from last week, they mentioned Archbishop Fénelon published a call for women's education in 1687; here Astell says something similar (1694); others are mentioned below; Wollstonecraft is still calling for it in 1792 (100 years later).

Fénelon's call was for basic reading and writing; Wollstonecraft's was for equality in education with boys (much like Astell's education was). The nature of Astell's school is discussed here, but what was her vision of the curriculum (the "serious secular education")?

Also another thing that should be taught in k-12 schooling. I was talking to 3rd graders about their online identity and one of them said "I don't care if I act crazy in my videos that I post online". Number one, a 3rd grader should not have the ability to post videos of themselves online, in my opinion, and number two, even though they are only in 3rd grade, thses videos coud resurface one day and harm their image online.

This should be taught throughout k-12 schooling. Learnng this in college was super helpful but it was taught a little late for me. I know now how to choose sources that present good information but growing up I wouldnt have been able to do that

Vico seems to be opposed, then, to highly specialized education and in favor of breadth of knowledge. This has echoes of Aristotle and Cicero.

Does Vico mean "university" on a large scale? Because there was clearly "conditioning of the mind" happening, in localized schools and by educators who conditioned minds on a smaller scale (go, sophists). Was that not happening in a large-scale, communal location (see def. of university, tagged)?

These three stages are not the same as the Trivium, but they do seem to pair nicely, particularly if you understand the Trivium in a sort of developmental way as explained by Dorthy Sayers that is all the rage in classical education these days.

Something our current Secretary of Education would do well to remember. I'm not optimistic, though.

Cf. Wollstonecraft's Vindication of the Rights of Woman, written about 100 years later, making a similar argument. Specifically, Wollstonecraft argues that women are not naturally inferior or frivolous but have been bred that way through poor education. Taken in comparison to the Enlightenment's exploration of human nature and with a lack of significant progress between 1687 and 1792 (outside of literacy, noted below), it seems clear that "human nature" really means "man's nature."

Cf. Foucault's Discipline and Punish

This made me think...it may be a stupid question, but what does a modern education in rhetoric look like? The more I thought about it the more I found it hard to describe.

Both this and an earlier statement about humanities needing justified (last paragraph on 116) made me think about the lack of understanding of humanities at all levels of education. This piece is specifically aimed at "the university," but even at the secondary level, humanities are the first things threatened by a budget cut. Could a lack of understanding be a main reason public schools, primarily 9-12, aren't overly worried by the idea of cutting humanities courses?

Learning how to deal with problems digitally can help students to learn how to work out problems in their daily lives and even other areas of technology.

To me, this is the "take home" message of the article. I hope psychology educators do more to improve the accuracy of their lessons about intelligence. I also hope more programs add a course on the topic to their curriculum.

Very exciting!! No surprise U-Mich is doing this.

Less efficiency driven and more people/human oriented

The source for much of this page is the following conference talk from October 2009:

"Two Principles for Any Economy" by Dieter F. Uchtdorf.

I think contextualizing Creative Commons material as a component in global justice and thinking of fair distribution of resources and knowledge as an antidote to imperialism is a provocative concept.This blog, infojusticeorg offers perspectives on social justice and Creative Commons by many authors.

Open Education Leadership Summit

https://er.educause.edu/blogs/2018/11/the-values-of-open-pedagogy (Values and habits of open pedagogy.)

Mike Caulfield notes some of the tensions among these values.

David Gibson: Would a fundamental confusion arise if the word ‘epistemic’ was not used as much? It seems like there is a potential to devalue the term through overuse?

I’d like to be enlightened on this; if there is a good definition that all learning is ‘epistemic’ to the learner...then what is the alternative that would be called forth by dropping the term?

The question to ask here is how to set in motion this cultural shift. Titles prevent us from considering a more flexible learning credential or format.

Hospitalists as QB should play leadership role in integrating all members of care team

I love this framing of OER as public infrastructure to facilitate the transfer of knowledge. I think it is not only generational, but also more broadly to the public. OER use is not limited to just students within our institutions, but are available freely and openly more broadly to the public. To anyone. I think we need to make that point more widely known. Every OER that is made freely available is making knowledge more open to not only students in our institutions, but to anyone, anywhere. It truly is "public" infrastructure.

Ryan Boyd reviews John Warner's Why They Can't Write, and gives concise criticism of education in the U.S.

An online discussion about screen time and its connections with digital literacy and creativity. Hosted by Drs. W. Ian O'Byrne and Kristen Hawley Turner.

Portland, OR: Parents' socioeconomic status broken down by race vs. educational attainment (reading & math).

Portland, OR: Parents' socioeconomic status vs. educational attainment (reading & math).

Statistical comparison of educational measures in relation to income and race.

part of specialization

specialization

nice books

writing for the public

I'll try to link related works here:

1. "A Comprehensive Framework For Evaluating Educational Vouchers" by Henry Levin.
2. "The common in higher education: a conceptual approach" by Krystian Szadkowski

DeAngelis uses the "fallacy of the inverse" to make his argument, which takes this form: "If some students who do X have good outcomes, then every student who does not do X will have bad outcomes." Read more in my annotation on DeAngelis's article.

A self-described nonpartisan framework for evaluating school voucher programs.

Observation that public education exists in an ongoing (and unresolvable?) tension between providing for individual and social needs.

Compare to a facile and polemic post on K12 education as a public good, by Cato Instittute's Corey DeAngelis.

causality inferred

Based on my understanding of public goods, I’m thinking most or all are not provided by government. A public good might be protected or endangered by government policy, but provided by it? There are examples like lighthouses, but most services provided by government are excludable and rivalrous. I agree education is not a classic public good.

You can learn more about Corey from his linked Cato Institute bio and list of publications, at The Heartland Institute, and at GMU's Mercatus Institute. You can see a record of Corey's citations on Google Scholar. Visit Corey on Twitter, where his account has a banner picture of Milton Friedman, and on LinkedIn. You might also find Corey's take on Trump's 2018 State of the Union address and his 28 Aug 2018 EdChoice interview interesting.

Another policy leap: no evidence has been presented that supports the idea of regulation increasing "the externalities associated with government schooling".

The important word here is "could". Is there evidence that market entry leads to any of these outcomes?

Note that there is a jump here from vouchers to ESAs that is nowhere substantiated in any of the previous argument or data.

Setting aside that this article is riven with logical leaps and unconvincing data, the bigger question is whether a purely economic evaluation of schooling mechanisms is enough to make a policy recommendations of such magnitude.

As the author himself argued that people are just mispeaking when they say education is a public good, we can just ignore this conclusion as a strawman.

No, these estimates should be treated with caution because they equal "about half of the U.S. GDP in 2016".

Near as I can tell, this study is just as likely to suggest that students that complete school are less likely to commit crimes than students that don't. The private school choice connection is a stretch.

So then included are the "less costly" types of crime, including crimes more often prosecuted against people of color.

Here the author admits that it is hard to quantify educational benefits.

Do the numbers being used here actually reflect the costs of the full 13 years of K-12 schooling? It seemed like most of the data was just for a few grades here and there.

I can't read this paper behind its paywall, but note that here we are grabbing a one-standard deviation measure from a study on teacher effectiveness and using it to extrapolate individual lifetime earnings based on standard deviations in math score tests from one meta-analysis of a a small collection of studies on voucher-based educations.

Except that the results from this study are pretty inconclusive overall and especially for the USA, so here the author is applying a global result to a USA context.

Here we go: now the author will extrapolate the spurious conclusions from above to the entire public school population.

Where "the preponderance of evidence" means the very small number of methodologically and statistically unconvincing studies included here that focus on private schools of choice.

Now that I've dug deeper, I see how unsubstantiated this table is. The primary issue is that very limited and methodologically imperfect studies that purport to show positive externalities for voucher-based choice programs are flipped to suggest that "government schooling" has negative externalities.

Here's an analogous argument: Because some small studies of people that ate carrots with lunch shows that they had less indigestion than control groups that didn't eat carrots with lunch, all lunches without carrots cause indigestion.

Also, if one explores the references, it turns out most of them are by one or more of the same set of authors.

Just to be clear here, the author is now talking about himself in the third person.

Based on this, the savings would be to the government though, right, not the individual taxpayer/voucher user? So the level of taxation is the same, but thanks to vouchers, the government would need to spend less on education?

Again, the view that taxes are inherently coercive.

The upshot of this section is there are no clear education advantages to vouchers in the USA.

It turns out the story is a bit more complicated that the author suggests here. The meta-analysis that these conclusions apparently rest on are not compelling for the USA context and the meta-analysis itself is riddled with questionable methodologies and conclusions.

I read this article, and found it to be even less supportive of the conclusions drawn here than in the dismal summary below.

Would someone who skated through medical school provide the same social/economic benefit?

OK, this at least seems like a social benefit a real economist might include.

Wait, what? This is the first, primary social benefit of education?

What happened to lowered crime and more informed voting? It will be interesting to see how an educated populace and social cohesion are measured.

exclusion by chance?

They could take those funds to other schools, but would they? Maybe the analogy with immunization would be better.

We shall also see if there is evidence of private schooling that can increase education (rather than just schooling) more efficiently than public schooling.

Two conclusions that the author has set out two prove.

One feels we are getting close to the author's reasoning about why government should support education at all.

There are more possible positive externalities from education than blog posts that aren't produced via market incomes, decreases in crime, and informed voting.

two of the possible individual benefits that might be derived from an education

maybe "as some economists would say" given that there is more than one definition of merit goods.

Sidenote: because it's easy to exclude houses from firefighting, no one can take advantage of firefighters without paying, that's why there is a healthy market in private firefighting.

If someone does not pay "me" [sic] to fight a fire at their house, I can simply let their house burn.

because it is easy to not fight a fire at one house and just prevent the fire from spreading

therefore, firefighting is rivalrous (and should not be provided by government)

if firefighters must fight fires at every house, they are less able to perfect firefighting at any one house

If the firefighters are fighting fire at one house, they can not fight fire at another house.

Synopsis of the argument so far: People mistakenly call public schooling a public good when they really mean it is good for the public. But nevertheless, we have proven public schooling is not a public good. We assert without evidence that government funding should focus on public goods. Therefore there is no reason for government to fund public schooling.

Hm. Not the example I would have reached for. The radio spectrum might be a better example. One could easily broadcast an excludable radio program encrypted that only people who had paid for a key could decrypt and listen to.

The UK has used a different system to support broadcast (receiver licensing) and public broadcasting in the USA uses yet another support mechanism, philanthropy.

Again, the idea that taxes are coercion rather than say, a common interest contract.

This seems like a bit of a jump: all taxation is coercion.

Agree: focus on reality.

Is anyone arguing that schooling is the only mechanism for education? Another strawman?

Is there any scholarship about relative social effects during this fairly long (70-year) transition period?

This is a somewhat buried, but key argument in this work: that schooling and education are not equivalent and that public schooling is not an effective mechanism for education.

Should the article stop here? Is the main point then that there is just a confusion in terms and folks are mistakenly saying school is a public good when they just mean it's good for the public?

Strawman argument: who pursues 10 college degrees?

Seems like a strawman recommendation as the author himself claims that folks are misspeaking when they talk about public education as a public good.

a bold statement

What I'd like to see addressed first is why it is helpful to categorize public schooling as one of these (or maybe any) specific economic good. What is the value of this framing overall?

Agree. So why should we even be debating it? According to the author, even the folks who say "education is a public good" meant something else, so let's move on.

see Wikipedia's definition

see Wikipedia's definition

see Wikipedia's definition

Supposedly the central question of this work, but very shortly, the author holds that what people mean when they say "public schooling is a public good" is really just "public schooling is for the public good" and so one is left wondering if a different consideration of that question might be more valuable.

An interview with Corey DeAngelis where he talks about what attracted him about school choice, his research, and how he thinks about talking with others about his views.

My reading of the data Corey relies on to make this argument is not so clear-cut. Meanwhile, he wants it all ways: people should rely on evidence, people should not use test score evidence to make educational decisions.

After looking at the evidence Corey relies on to make his case in Is Public Schooling a Public Good? An Analysis of Schooling Externalities, I find I care about the evidence, but don't find it compelling.

OMG, so say it. Giving people more funding for education has a bigger effect than giving less.