Author: James Stergios, Director of Research, Pioneer Institute
The central objective of the Government Effectiveness Index (GEI) is to assess how Massachusetts is doing in comparison to other states. It seeks to provide measures of effectiveness based on the efficient use of resources (inputs as a function of quantity or output) and on performance outcomes (quality of output). It does so in regard to eight “core” functions of state government (functions common to most states): K-12 educa- tion, higher education, highways, transit, state police, the judiciary, corrections, and financial administration. This first edition tests the GEI model on a sample set of six states: Massachusetts, Michigan, New Jersey, Ohio, Rhode Island, and Virginia. We chose the first four com- parison states on the basis of their similarities to Massachusetts: climate, presence of industry, political culture with a commitment to organized labor, and, to some extent, geography. Virginia was included in part because of its specific differences from the other five states, but mainly because of its reputation for being a well-managed state. The restriction to six states is not a matter of principle or conception. Future editions will seek to incorporate changes spurred by the comments of readers; if feasible, we may seek to increase the number of states in the GEI sample.
School vouchers and expanded parental choice in education was provided in October 2000.
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“She’s a good girl. She helps me a lot. She has big, big dreams. I don’t have the money, but she has big dreams. I hope she’s going to get everything, but she works so hard. She works so hard in school.”
“Our family is needing to make some really big sacrifices because we believe this is important, and so, we’re basically going to do whatever it takes… Sometimes we look at each other and go ‘I don’t know if I can do it again another month…’”
“A lot of the families have to sacrifice and work multiple jobs… And just scraping together enough money to just make tuition, just the basics.”
“It is discriminatory, that parents who want to choose an alternative to public school for their children, would not in any way receive any compensation for that, whether it be tax credit, whether it be a voucher…”
In the 1840s, nativist movement leaders formed official political parties and local chapters of the national Native American Party (later the American Party), although they continued to be commonly known as the Know-Nothing Party. Politicians sought to insert provisions into state constitutions against Catholics who refused to renounce the pope. The Know-Nothing movement brought bigotry and hatred to a new level of violence and organization.
The party’s legacy endured in the post-Civil War era, with laws and constitutional amendments it supported, still today severely limiting parents’ educational choices. A federal constitutional amendment was proposed by Speaker of the House James Blaine prohibiting money raised by taxation in any State to be under the control of any religious sect; nor shall any money so raised or lands so devoted be divided between religious sects or denominations. These were then named the Blaine Amendments of 1875.
in recent decades, often in response to challenges to school choice programs, the U.S. Supreme Court has demonstrated great interest in examining the issues of educational alternatives and attempts limit parental options. Massachusetts plays a key role in this debate. The Bay State was a key center of the Know-Nothing movement and has the oldest version of Anti-Aid Amendments in the nation, as well as a second such amendment approved in 1917. Two-fifths of Massachusetts residents are Catholic, and its Catholic schools outperform the state’s public schools, which are the best in the nation.
Author: James Stergios, Director of Research, Pioneer Institute
The central objective of the Government Effectiveness Index (GEI) is to assess how Massachusetts is doing in comparison to other states. It seeks to provide measures of effectiveness based on the efficient use of resources (inputs as a function of quantity or output) and on performance outcomes (quality of output). It does so in regard to eight “core” functions of state government (functions common to most states): K-12 educa- tion, higher education, highways, transit, state police, the judiciary, corrections, and financial administration. This first edition tests the GEI model on a sample set of six states: Massachusetts, Michigan, New Jersey, Ohio, Rhode Island, and Virginia. We chose the first four com- parison states on the basis of their similarities to Massachusetts: climate, presence of industry, political culture with a commitment to organized labor, and, to some extent, geography. Virginia was included in part because of its specific differences from the other five states, but mainly because of its reputation for being a well-managed state. The restriction to six states is not a matter of principle or conception. Future editions will seek to incorporate changes spurred by the comments of readers; if feasible, we may seek to increase the number of states in the GEI sample.
School vouchers and expanded parental choice in education was provided in October 2000.
Download Report: School vouchers and expanded parental choice in education
Click here to go to Google.
Government Effectiveness Index: A Cross-State Survey
/0 Comments/in Better Government, Press Releases, Press Releases: Government /by Editorial StaffAuthor: James Stergios, Director of Research, Pioneer Institute
The central objective of the Government Effectiveness Index (GEI) is to assess how Massachusetts is doing in comparison to other states. It seeks to provide measures of effectiveness based on the efficient use of resources (inputs as a function of quantity or output) and on performance outcomes (quality of output). It does so in regard to eight “core” functions of state government (functions common to most states): K-12 educa- tion, higher education, highways, transit, state police, the judiciary, corrections, and financial administration. This first edition tests the GEI model on a sample set of six states: Massachusetts, Michigan, New Jersey, Ohio, Rhode Island, and Virginia. We chose the first four com- parison states on the basis of their similarities to Massachusetts: climate, presence of industry, political culture with a commitment to organized labor, and, to some extent, geography. Virginia was included in part because of its specific differences from the other five states, but mainly because of its reputation for being a well-managed state. The restriction to six states is not a matter of principle or conception. Future editions will seek to incorporate changes spurred by the comments of readers; if feasible, we may seek to increase the number of states in the GEI sample.
Government Effectiveness Index: A Cross-State Survey
School vouchers and expanded parental choice in education
/0 Comments/in Education, Public Testimony, School Choice /by James PeyserSchool vouchers and expanded parental choice in education was provided in October 2000.
Download Report: School vouchers and expanded parental choice in education
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/0 Comments/in News /by Scott W. Graves and Micaela DawsonClick here to go to Google.