Finance – Fundamental Problems and Solutions
They cannot produce anything or everything they wish to produce.
Of course, resources at their disposal can be put to diverse uses. It is for them to decide how their limited resources are rationally managed.
Springer Series in Operations Research
In a free economy, rational management of resources implies maximisation of profit. The problem of what to produce has two dimensions: a kind of goods to be produced, and b quantity of goods to be produced. Kinds of goods may relate to consumer goods or capital goods. It may also relate to single-use consumer goods like bread and butter or durable use consumer goods like AC and TV. Quantity of goods implies how much of different goods is to be produced.
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Given the resources, greater production of Good-X always implies lesser production of Good-Y. Producers are to strike a balance between the production of X and Y so that their gains are maximized. Image Credit - Pexels. Pouring billions of additional dollars into education, as some critics recommend, is not a solution either. Critics should focus on the above reforms so the resulting savings can be redirected toward state aid. Increased accountability is the key to change. Parents must be empowered. Illinois spends more on education per student than 37 other states.
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That amount is nearly 19 percent higher than the average spent nationally. Illinois not only spends more than its neighbors, but it does so by considerable margins — 40 percent more than Kentucky, 37 percent more than Indiana, and 32 percent more than Missouri. Spending on education has grown at a rate of 4. ISBE data show similar growth in spending on a per-student basis.
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Total state appropriations have increased at 2. But the facts, based on the information directly from ISBE, show otherwise. But that is not the case. For an example of how state funding is distributed, take East St. East St. Louis relies on local property taxes to provide just 16 percent of its per-student spending.
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Take the elementary school district in Kenilworth, one of the wealthiest districts in the state. The above examples show how education funding works in Illinois.
The state provides property-poor districts with 45 percent of their revenue. A more accurate account of state support of education requires some adjustments to aggregate spending. In fact, the 25 highest-spending suburban districts on average raise 92 percent of their funds locally. Just 3. By contrast, state districts with less available property wealth depend much more on the state.
Harvey School District depends on the state for 67 percent of its revenues. Only 50 percent of its revenues come from local property taxes.
But the opposite is true. That can be seen in an Illinois heat map that captures the average income tax paid per return by ZIP code.