By Bill Haley 11-16-2023

​The government currently spends over $1.2 trillion on education across America.  Let us dedicate 1% of that to ensure great educational content.

​Proposal: the federal government dedicates $12 billion of its current budget to give 12 groups of people $1 billion each.  Every American would join a group called ???? Federal school board.  I would prefer to require by law every household pay their federal School board $10 a month, which is roughly $12 billion, and the tax rates reduced to match.  

​To create the groups, all sitting elected school board members from the nearly 14,000 public school districts will create 12 different groups based on educational philosophy.  Those groups will put out their vision and ask citizens to join.  The 12 groups with the most members become the 12 federal school boards.  

​To get down to the top 12, the group with the lowest membership is told to merge with one of the top 12.  This is repeated until we have 12 groups.  Members of every federal school board will elect their own leadership.  Members have the right to change their membership to another federal school board.     

​All boards receive a percentage of the $12 billion that matches their membership, roughly $1 billion a year, or the $10 a month from their members.  Every board is tasked with breaking down all education curricula into 1,000 units.  This will include K-12 and college, including doctorate level.  Different boards are free to break it down in different ways and emphases differently.  A grant of $1 million will be created for every curriculum unit.   

This will total 12,000 $1 million grants.  Every subject will be addressed in 12 different ways from the 12 distinct federal school boards. 

​1,000 different units mean about 50 per grade level K-12 and 400 different units in college.  This means 5th-grade math will likely be broken down into about 6 units.  

​While all content is required to be mainstream academic, history, economics, and other controversial issues will be addressed in the educational philosophy chosen by each of the dozen federal school boards.  While one federal school board is required to stay secular, other school boards may teach mainstream academics within a religious atmosphere.   

​The $1 million per unit grant will be expected to completely cover their assigned curriculum.  There should be dozens of one-hour video lessons.  Over a hundred 20-minute videos and several hundred 5-minute or less videos addressing each point.  They will put out textbooks and hundreds of worksheets.  An excellent computer program dealing with the lessons targets every desktop, laptop, tablet, and smartphone, among other platforms.   

​Each team should have a computer graphic designer, lecturer, computer programmer, and related positions.  $1 million is enough for a leader at $200,000, 3 people at $100,000, 5 people at $50,000, and a $250,000 budget for rent, computers, video equipment, and other necessities.  Many units will likely share people, space, and equipment.

​While one year is enough to get the job done, the budget will last 3 years, with the second year to promote your lessons and assess how the unit is doing in schools.  The third year’s budget is to redo some lessons and adapt computer programs.  Half the budget for the second and third years will be used to rate the content of all the units compared across all 12 federal school boards.  

All content created will be open to all Americans and every American school without charge.  School boards will keep an ongoing total budget of $6 Billion or $5 a month per household to keep lessons updated, address computer issues, improve online learning tools, and keep an ongoing rating system.    

​The cost of textbooks to local schools will decrease by 98%, leaving just the cost of paper or uncopyrighted textbooks.  Online video platforms like YouTube and others will likely have all content from all 12,000 units.  All federal school boards would have their own computer app and create a system to document that a student is achieving their personalized curriculum.  
​

​This gives every underfunded homeschool, private school, public school, and others total and unhampered access to great content. 

​Bill Haley, created in 2013.
The purpose of this page is to show that there are many ways to look at the origins of man and the universe.  It is very dangerous and problematic for politicians and the government to mandate children to be taught any specific ‘fact.’  In the free enterprise system, every school will state how they will address each subject and parents and teens will use all the information to make their choice on what school to attend.

​It is evident that Haley2024 the Movement trusts parents to decide how, where, when, with whom, and what is taught to their children.  Many may not want their children to be taught creation; however, just as many do not want their children taught only evolution as fact.  It is a perilous policy for the government to claim that they can force the teaching of "facts."  There are not just two ways, instead hundreds of variations on these subjects.  Haley2024 totally opposes forcing specific education on any child.  Especially when parents would disapprove or when the training disparages their religion.  It is highly desired by parents that their children be inculcated within their worldview.  

God created man on the sixth day.   If on that day, Adam cut down a big tree in the Garden of Eden, would he have found rings?   ​

Many creation scientists try to show that all that we observe on earth must have been done in roughly 6,000 years.
​
While no one knows how long ago God created the earth, I hold that the day after the sixth day, the earth already had gold in the ground and rivers meandering. ​

Niagara Falls was already there.  Oil, coal, and natural gas (the byproduct of living things many millions of years before) were seeping into the Gulf of Mexico.  ​

Dinosaur bones were already in the ground.  There were whales giving birth and crabs eating a squid that died a month before. ​
​
Trees need organic material in the soil to grow.   Half eroded mountains had one-thousand-year-old trees on it. ​

All this being said, it is perfectly reasonable to believe the Biblical creation story and still believe in half-lives of millions of years of certain rocks or the Mid-Atlantic Ridge that is obviously hundreds of thousands of years in the making. ​
​
Science cannot disprove 20,000-year-old earth because on the sixth day, God made the planet livable and not a solid uniformed rock.  I do not claim to know the age of the earth; however, I do accept that scientists have good evidence of the 13.8 Billion years claim for the universe and 4.5 billion years for the earth. ​

​It is perfectly reasonable that God wanted us to research the earth and the long-term processes so we may be better stewards of it. ​ If God did make the earth and universe 20,000 years ago, light from stars millions of light-years away would already be hitting the earth. 
Mountains made of sedimentary rocks would be present with evidence of 100,000 years of erosion.  God could have perfectly made a complete history.  Part of the nature of God is to be omnipresent and within all time simultaneously.    

​I believe that life is simply too complicated to have been developed by natural selection.  While small changes can come about within existing genes, you simply cannot change genes a little bit and develop arms, eyes, lungs, and other complex body parts without having the basic knowledge of genes for those body parts in the first place.  Consciousness and a soul are simply not able to come about with random mutations and not part of the physical world.  God could have created in many ways and could have used some evolution directed by His intelligence.  However, I do believe a soul and spirit was put into a man for the first time within the last twenty thousand years. ​

All this being said, my point with this page is that there are many ways to teach solemn subjects.  Many of these subjects have significant freedom of religious aspects to them.  The government should not be in the business of forcing anyone's version on all the people.  In the current system, parents only receive the enormous benefit of the government paid for education for their children when they allow government bureaucrats to decide these significant issues of what their children learn.  That is wrong.  

By Bill Haley
​Many people will quickly have a dystopian view of free enterprise education.  A world without the Public-School System will amplify the haves and the have-nots.  Financially underprivileged children would not receive an education and would never be able to escape deep poverty.  Only the rich would be able to educate their children and grow up to perpetuate the rich growing richer and the poor falling further behind.  Many people will think that massive discrimination would follow, leaving few opportunities for minorities.  These dystopians would have a limitless list of adverse consequences to scare parents from moving away from the current heavily socialized education system. 

​Education described here is birth through doctorate degrees.  There are many school-choice-plans out in the arena of ideas; however, few plans address all the ills of socialism.  The four primary concerns of socialism are the higher tax rates needed to pay for government provision; the control by administration or regulation of what government is funding; the crowding out of free enterprise alternatives; and the significant infringements of religious and worldview liberties.  A school-choice idea that exempts people from the lifetime education taxes if they forgo education benefits from those segregated education taxes should go far in addressing those ills of socialism.

The free enterprise education world described below will assume the following.  The $1.14 trillion or roughly $9,000 per household per year for life in government taxes and education provision would be eliminated for the percentage of the people who choose to be out of the government system; thus, education taxes would need to be fully and easily exemptible.  All government regulations on private schools and other education arrangements would end.  The law would respect a wide variety of private accreditation organizations to work in all professions.  Labor law would be eased to allow a wide latitude of work opportunities for teenagers starting at the age of 13.  An all-parties agreement is needed for a contract or educational relationship.  Anytime you consider something undoable because of a law or regulation; consider the law eased.         

​While some people would be able to pay for their or their children’s education directly out of the family budget, some people will see a need for financing.  Without having to pay the education tax of $9,000 per year for life, students and parents would have significantly more room in their family budget for education financing.  Provisions of a loan could include a specific number of hours of teaching or work in a charity over a particular time frame.  Some new innovative ideas of share loans might flourish where parents or students agree to pay a percentage of their lifetime earnings to the financial institution in exchange for up-front education funding.  A school might take the portion of that share loan risk.  Risk pools are important

Free enterprise competition would bring down the cost.  It is well known that government provision increases prices in the area of the economy being government-subsidized.  The home school community uses a variety of education models and has proven to educate their children at a small fraction of the price of public or private schools.  Teenaged students could tutor younger children as partial payment, or the father and mother could teach a class or two.  The options are endless when government regulatory roadblocks are removed.    

​There are large public schools out there made for over 1,000 students.  These school buildings will still be needed when 60% of students are in the free enterprise system.  Many private companies will likely acquire most of these schools.  Most new schools would prospectively be 50 to 300 students.  These smaller schools will perhaps rent space in these larger buildings.  Five to twenty schools could occupy one building.  While each school could have their own religious environment, curriculum, and priorities, they might share some teachers and compete on the same sports teams.  

​The removal of government regulations calling for a 30-hour school week for about 40 weeks a year would open many innovative business models.  Monday-Wednesday-Friday and Tuesday-Thursday--Saturday schools are likely, where the rest of the work is done at home.  Dozens of part-time smaller schools are likely to rent rooms.  The classrooms are likely to be used morning, afternoon, and evenings.  The competition to serve students and parents in exchange for hard-earned money will cause the schools to cater to their customers, addressing hundreds of issues. 

​ Many independent one-teacher businesses are likely to rent a classroom within the building, where many schools utilize their teaching services.  Super-teachers spending over $100,000 per lesson will emerge online with high-quality graphics, videos, visuals, and illustrations that millions of students would utilize.  Online and on-demand tutors would likely flourish employing retired teachers and those with experience in the workforce.  Several billion-dollar companies would emerge, competing to provide the best content to all grade levels.

​Private education accreditation organizations will assess many education models.  They would have a division catering to parents that wish to customize their children’s education through a wide variety of methods.  These organizations would have services for parents that track and verifies a student’s progress over the years to identify missing opportunities and providing hundreds of legitimate potential education pathways to prepare for real work prospects.

​There would be classroom space for real businesses expecting real work in established companies in work/ education models.  In exchange for a certain number of hours doing data entry work, an accounting firm could underwrite a teenager’s full education, yielding enough certifications for a respected CPA degree.  The police and fire companies could rent classroom space and have real police and fire/EMT academies, generating new qualified first responders and doubling as security for the school.  A law firm could sponsor 30 teenagers in exchange for essential legal research work and giving real worth to the firm as paralegals.  

​Perhaps the most substantial benefit of free enterprise education is a real competition and plenty of options of what worldview the academic education is taught in.  Many people want a robust Christian worldview inculcated, while others want to steer clear of religion.  Some parents desire the history according to Howard Zinn, while others desire the history be taught in a more conservative patriotic manner.  Some people desire free-enterprise-friendly curriculums and teachers, while others prefer statist points of view.  The ideas about how sports should operate are plentiful, and many models would develop. 

​In conclusion, free enterprise education would undoubtedly bring down the overall cost of education, while giving parents and students a wide host of options.  Charities are likely needed in a small percentage of cases; however, without the heavy tax burden, the donations needed would be manageable.  Private schools are currently more integrated by race compared to public schools; consequently, race relations are likely to improve. 

​Religious involvement has declined for several decades because the education of about 90% of children has been taught in the shadow of the wall of separation of church and state.  Free enterprise education allows the light of truth to shine on students during the most crucial part of their lives.  The poor people that feel stuck in failing schools would have many options to thrive.  The removal of the substantial education tax burden would diminish the disincentive of doing the taxed economic activity, yielding more jobs and increased average real and take-home incomes.

It is calculated that an estimated $1.1 trillion of funds derived from taxes from tax-payers are spent on education within America every year.  There are roughly 110 million households; therefore, every household pays an average of $10,000 in education taxes every year for life.  Many people want to think that only the rich will pay the taxes; however, when the poor or middle-class buy from the rich, the tax is in the transaction.  Everyone pays real-estate taxes whether directly or through rent.  The only place the apartment complex can get the money to pay city real-estate taxes is from rent.  While the rich carry a higher tax burden, seldom does a poor household education-tax burden fall below $5,000 a year for life. 
​

The current government’s laws, regulations, and programs do not yield free choices regarding education.  First, the word freely needs to be addressed.  Freely choosing has two parts, the taxation and the government’s offer of provision.  

 Government taxes everyone roughly one trillion dollars across America’s roughly 110 million households; resulting in roughly an average education tax of $9,000 per household.  These taxes are spread over many different taxes including hidden taxes within every item a person purchases.  This tax takes roughly 5% of a household’s income.  Without the government spending on education, taxes would drop the same.  The elimination of the increased disincentive created by the education taxes would yield roughly a 6% increase in economic activity, resulting in higher wages, lower prices, and increased living standards.  Without the education taxes, the vast majority of the people would have the money or the ability to finance their children’s education on their own. 
Private School Enrollment 

With this $9,000 per household tax, the government collects 1 trillion dollars.  They use these dollars to educate about 50 million K-12 students and some going to colleges.  K-12 is sourced to be about $12,910 per student for 2018-19.  Different states and different cities have vast differences based on many issues.  If parents choose to enroll their child in the public school system; the government will fund that education in the amount of $12,910 per child.  If parents make any other choice than public schools, they receive ZERO government funding; although the parents still pay the $9000 per year lifetime education tax. 

The parents still have to educate their children which is a considerable cost.   Two families living next door to each other with similar incomes of $80,000 per year and four school-aged children are both given the same two options from the government.  One family decides to enroll their four children in their local public school in which government fully funds their four children’s education in the amount of $52,000 per year.  The other family chooses a similarly priced private school and pays $52,000 per year in private school tuition.  One family lives off the $90,000 minus $9,000 of education taxes.  The other family lives off $90,000 minus $9,000 of education taxes and $52,000 of private school tuition.  As one can plainly comprehend, the choice of public or private education is far from freely chosen. 

According to the National Center for Education Statistics NCES.ed.gov; roughly 13% of K-12 children do not attend public schools.  Of those that are not in government schools, about 24% of the children go to nonsectarian private school.  Religion is not banned, and values are taught in nonsectarian private schools.  However, these nonsectarian schools are not primarily concerned with religion.  The vast majority of private schools have a significant focus on religious education; although the range of religious seriousness is broad.  The vast majority of private schools that put religious teaching first still put a high value on reading, writing, and arithmetic academic instruction.  
Evaluation of the Florida Tax Credit Scholarship Program Participation, Compliance and Test Scores in 2016-17 Learning Systems Institute Florida State University July 2018​

According to the National Center for Education Statistics NCES.ed.gov; 64% of parents homeschooled because of a desire to provide religious instruction, and 77% of parents had a desire to provide moral instruction.  Given the government funding, these parents gave up in the form of a government-funded education, the desire for religious or and moral values must be strong.  A monopoly on the conveyance or inculcation of values in the public schools yields immoral values especially in the shade of the wall of the separation of church and state.  

When there is a reduction of the financial burden resulting from school choice programs; many parents that were in the public school system take advantage of the less burdened choice of leaving the public school system.  School choice programs rarely fund education options near the same level as public education per student expenditures. 

Thus the choice of leaving public schools still carries a burden; however, the burden is reduced.  The role of prices is very evident in school choice.  While 13% of parents decide that they can overcome a $13,000 per year burden, many more parents jump at the opportunity to leave the public schools when they can get a voucher, a tax credit scholarship, among others.  

When parents pull their children out of public schools resulting from a school choice program, a majority enroll their children in religiously based schools.  An extensive study of Florida's Tax Credit Scholarship program showed that 66% of students were pulled out of public schools because the parents wanted a religious environment during academic education with religious instruction intertwined.  Even though moral values are mandated by law to be taught in public schools; 52% of parents taking advantage of the scholarships pulled their children out of public schools for moral/character/values instructions.  When moral values are not built on religious foundations, there are significant migrations of morals.

The scholarships are significantly limited in numbers and to low-income parents.  The scholarships have attracted students with lower than average test scores even in the low-income demographic.  Every increase, by law, in the number of scholarship slots available has been filled quickly, now 2018-19 up to about 3% of Florida's students.   In the movie, Waiting for Superman, parents and students are thrilled or devastated depending on if they receive a scholarship.  The parents and students were desperate to escape a school that was government funded at over $27,000 per student for a grant of about $9,700. 

The study of multiple school choice programs from EDChoice.org demonstrates that on the low side, half and often over 90% of parents send their children to religiously based school when they can overcome the financial burden.  If parents did not have a financial burden when pulling their children out of public school, more children would be educated in a religious environment.  ​

 If the public schools did not exist, or parents enrolling in schools outside the public schools did not lose a government benefit, or if parents outside public schools could also be exempt from the education taxes, many more children would have their academic education in a religious environment.  These studies, these facts, these statistics clearly show the suppression of religion.   
The Public School System is UNCONSTITUTIONAL!       

Parents and Students Have the RIGHT to Pick the World-View in which Their or Their Children’s Academic Education Is Taught.

Loss of Parental Rights

Every School, even Public Schools, needs to be able to not accept a student

Teaching a World View

​It is overwhelming Clear, However if you had Doubts whether Parents have to give up Rights

The Public School System Inhibiting Religion 

​Birth Though College Governmental Control

Overwhelmingly obvious, however proof that parent are economically pressured by government taxing and spending, to give up their right to direct their children’s education and enroll their children in government schools.  

Education Spending Per Student by State

There are many large school buildings set-up for about 1,500 or more students.  Most schools are below 1,000; however, the same would apply on a smaller scale.  A Public-School Building that holds 2,000 students has a cafeteria, gym, library, sports stadium, and other useful facilities suitable for education.  The need for those amenities does not change by switching to private schools.

Imagine a company owning a large school building and renting out classrooms and facilities to many schools, among other school-related endeavors.   The company would have a financial interest in maximizing how much of the school they rent out both in space and in time.  They will not want classrooms under-utilized.  

A school building of that size would likely hold about a dozen different full-time schools of all persuasions.  Many independent one-teacher businesses are likely to rent a classroom within the building.  Dozens of part-time smaller schools are likely to rent rooms.  The classrooms are likely to be used morning, afternoon, and evenings.

Businesses might rent rooms in specific education/work business models.  Imagine if an accounting firm agreed to pay for the education of 30 students in exchange for data-entry work.  Students starting at age 13 could attain enough knowledge and certificates to become a CPA when they graduate at age 18 and possibly offered a good job right away.  Students/employees could come from a wide variety of schools within the building.    

It would be wise to allow a police business to rent a room to bring additional security to the school.  With regular violence in a high school or extreme circumstance of a shooting, the police would be on sight.  These officers could double as teachers in regular classes or teach real law-enforcement classes for aspiring officers.

In Haley2024 law-enforcement free enterprise reforms, many people would pay for their law enforcement by working volunteer hours with law-enforcement.  Several classrooms would likely be designated in law-enforcement and firefighting training. 

Imagine that a 100-classroom school rented out classrooms to different schools within the same building.  A school of 300 high schoolers might rent twelve rooms, and a school of 100 might rent four rooms.  Eight other full-time schools rent 50 more rooms.  Individual teachers rent ten rooms.  Five three-days a week schools rent fifteen classrooms for Monday-Wednesday-Friday classes and other Tuesday-Thursday-Saturday classes.

Ten classrooms are set-up for video classrooms in several business models.  Time, within many of these classrooms, is set up for study-hall or tutoring businesses.  There would be a system for mentoring and volunteer hours.  Many schools would share teachers or classes with other schools.  High-quality, independent teachers would likely have a high demand in which many of the schools would utilize.

Parents that desire a particular school because of their religious philosophy or emphasis on music would also like a quality math teacher either from a different school or an independent teacher.  Many parents see value in a strong inculcation of religious views in specific classes; however, balance that with the worth of interacting with people of other faiths in algebra class. 

The home-school community and colleges have successfully used a three-day in-class and two-days, at-home education model.  This model reduces the number of days a school needs to rent classrooms or can rent it for six days and have two sets of students three days each.  Schools can further reduce the rent by having evening and weekend classes.  Expanding classroom utilization can address overcrowding among other issues.

The video classes allow the teacher or a teacher production group to concentrate on creating one excellent video lesson so millions of students could have a better learning experience.  Many retired teachers from home could video chat with students for one-on-one explanations in some education models.  In the free enterprise system, super-star teachers could emerge that have a real gift at presenting a concept. 

Others in the education production groups could add great animation, graphics, and other illustrations that successfully explains the concept.  Many education production groups would compete for the business.  With a market of over fifty million students, dozens of education production groups would compete. 

With roughly $1,000 billion currently spent on education in the united states; many dozens of education production groups would likely have budgets in the billions to create and continuously improve their high-quality educational content.     

While parents and teachers would like a more segregated school, others see the great value of the melting pot.  Many parents do not want to give up the inculcation of their values within some classes; however, they desire that their children play football and march in the marching band with people from other faiths and values.  Every separate school within the larger school building can address sex-education the way they see fit. 

All the schools would likely have different history textbooks.  Everyone should not be forced to learn from Howard Zinn.  The politicization of science has grown over the decades.  Science is not often advanced when government controls the teaching.  John Dewey, the father of public schools, is loved by some and gives others great concern. 

Some schools will inculcate conservatism, and another might focus on socialism.  The ideas about how sports should operate are plentiful.  With a school of this size and the ability to travel to other school buildings close by to join a team, parents and students would have many more options compared to the current public-school system. 

The government was the primary cause of discrimination in public schools several decades ago, and the government is pushing discrimination again in significant ways.  When society gives the government the power to teach almost everyone; special interest groups try to influence that mighty power.  The private schools led the way in fighting discrimination in the middle of the last century and remain far more tolerant, inclusive and integrated.   

 Sure, many private schools would stay private in their own building; however, as new education/business models emerge it is likely they will have to adjust to gain some of the 85% of students that were in the public schools, and many of their current students might be attracted to different schools.  Currently, day-care for students who are also mothers, are included in some high schools. 

Business models of teachers with young children could also include day-care.  Possibly building day-care-centers very close to the school could solve many problems.  Many part-time opportunities could present themselves to great teachers that want to only teach two or three classes a day.  A parent that cannot afford a school might find a business model where they work in the daycare, as a teacher’s aide, among others instead of tuition.

As long as children are progressing down that path, there should be NO role in government deciding the worldview in which the students are taught.  
​

The school board CRA parent group will coordinate all assets of the schools and divide them up and create publicly traded corporations on each.  One percent of the stocks of each corporation would be sold per month in the manner described here.  Rentals of buildings, buses, and equipment would be standard with long-term rent to own, or other arrangements agreed to by all parties.
​

This 7th Grader was shone hostility and doubt towards her religion.

​Many parents want their children to be encouraged spiritually and inculcated in their faith during the crucial hours learning their academics. Many people want teachers who are also believers of their same faith.  A lack of hostility is excellent; however, parents desire to pick a school that is proactively positive to their religion.
​