Interesting article, Kelly - especially this:
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Apple takes pains to validate working conditions, from numbers of engineers, along with their ages and sex, to what type of fuel is used in the indoor forklifts. As far as the Foxconn facility, it is without a doubt one of the better domestic examples. I can only guess why this hit the headlines, since there are many other topics that do deserve attention, such as the increase of fat-laden Western fastfood being put on the market and the business tactics Microsoft uses to buy into China's future. Knowing the Chinese, I'm fairly sure they can see Microsoft for what it is, but the fast food chains are going to have waistlines here mimicking the US by the end of this generation.
Indeed, one does have to wonder why this hit the headlines - can't help but wonder if someone with an axe to grind had something to do with it?
As for the study you quote, Sandbox (another right-wing think tank, BTW - and I can cite lots of articles that disagree with both its thesis and Jay Greene) - this brings us to the single most important factor in determining how kids do in school.
It isn't how much money you pour into the schools (though there is a point where going backwards does make a difference - North Andover is there - that's another issue).
If you correct for every other factor, there are actually two things; the socioeconomic status of the student's family and to a lesser degree, the education level of the mother. In other words: poverty. Until the US does something to fix THAT, then you will see the sort of statistics you quote. While Mr. Greene and some of his friends may disagree, the evidence is pretty overwhelming.
From a listserv I belong to, a posting from Dr. Sharon Hill:
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It is not the $$$ per se that make the difference.....it is the fact that higher SES (socio-economic stratum) families have more discretionary income to spend, and will spend it on vacations (that educate in many ways), books, progressive toys and technology, and activities that significantly increase social skills as well as academic (music and dance lessons, sports, etc.).
All of these things are expensive, and beyond the means of parents without $$$, many of whom are also too stressed out on their own to pay any attention to their children's needs - even if they knew what they were. Wealth also increases contact with influential others, which often help pave the way for children of the wealthy. America has definitely created its own aristocracy through the interface of wealth, big business and politics.
There are poor parents who value diverse experiences as well - they are the ones that read (and expect their children to read and have library cards), take advantage of free educational and social activities (4-H, scouts, church and other activities), and make certain that there's money (often earned by the child's personal efforts, like baby-sitting and working odd jobs) for a week of summer camp, a bus trip, or even a short airline trip just for the experience. I know this, because I grew up in poverty and have excelled in education and in life far beyond the limited expectations of my rural community - but not beyond the expectations of my mother! But she valued education, and was also in a place and time when it was possible to survive with the support of a community -communities that seldom exist any more. I am not unique.....in my tiny rural school of 33 kids from 1952-1958, 4 PhDs and 7 MAs became superintendents, university professors, teachers, counselors and Peace Corps volunteers - making a difference all over the world.
Unfortunately, urban poverty can be much more difficult and devastating; and
most poor parents have no training for parenthood any more than they have
training for skilled jobs. It is a vicious circle, and some of the limited research on resiliency in children tells us that the financial stresses lead to interpersonal and social breakdowns that must be overcome in specific ways if a child is to find his or her way out of the cycle. The complexities of it are overwhelming; and are powerfully influenced, for 'good' or 'bad,' by the child's own personal traits, interests, and capabilities. These are often damaged or destroyed early on in places of high stress, and emotional and physical violence.
Until we are willing and able to address more than the symptom - $$$$$ - we will find no solutions. And as long as we spend billions on wars and shopping for stuff, we're not putting our money where our mouth is.
