Guess what? Public schools suck all over the world.

SEEING A CHILD LIKE A STATE.

In the early 20th century Helen Todd, a factory inspector in Chicago, interviewed 500 children working in factories, often in dangerous and unpleasant conditions. She asked children the question: “If your father had a good job and you didn’t have to work, which would you rather do—go to school or work in a factory?” 412 said they would choose factory work. One fourteen year old girl, who was interviewed lacquering canes in an attic working with both intense heat and the constant smell of turpentine, said “School is the fiercest thing you can come up against. Factories ain’t no cinch, but schools is worst.”
The recent expansion of the “ASER-like” simple assessments of literacy and numeracy skills of all children in a village based approach provides an accurate, and chilling, picture of just how little learning is going on inside schools in many poor countries. The ASER data can show the learning profile, the association of measured skills and grade completion, by showing what fraction of children who have completed which grade can read a simple story (expected of a child in grade 2) or do simple arithmetic operations. Take Uttar Pradesh in 2010. By the end of lower primary school (grade 5) only one in four children could divide. Even by grade 8, the end of upper primary only 56 percent could. Similarly, by grade 5 only 44 percent could read a level 2 paragraph and by grade 8 still only 77.6 could. A large plurality of children, even of those that had persisted and been promoted through eight full grades or primary school—roughly 8000 hours of available total instruction—were either illiterate or innumerate or both.
Even these children can however see the disparity in accountability between them and their teachers. The regular civil service teachers in Uttar Pradesh are massively privileged: making over three times the market wage, no accountability, not even to show up for work, and able to mistreat students with impunity. Data from the 2005 India Human Development Survey (Desai, Dubey, Vanneman, and Banerji 2008) show that 29 percent of parents report their child was “beaten or pinched” in government schools in the previous month. Worse, a child from the poorest group of households is almost twice as likely to be beaten or pinched in a government school than a child from the richest group of households. This is in contrast to private schools which show no income favoritism in beating. Studies consistently find absence rates of regular teachers in government schools in UP around 25 percent—not to mention low rates of effort when in attendance.

Fire ‘em and privatize. For the children.