Not an autodidact
My only education-related experience has been passive, as a recipient. From kindergarten through 12th grade, I attended public schools in Las Cruces, New Mexico. I loved learning algebra, calculus, chemistry, English literature, French, U.S. history, physics, drafting, home economics, and orchestra. I find it difficult to learn from self-instructional materials. Learning by doing is effective, but requires some guidance.
I perceive betrayal of public interest throughout the U.S.A., due to federal government educational policy. New York City is especially troubled. Exceptionally wealthy individuals with ZERO experience or training in education have decided that they know what is best for America’s children.
The 0.1% of the 0.1%
The Brookings Institute describes them as the 0.1% of 0.1% in assets. Assets held is a robust metric for gauging wealth. It is important to distinguish between wealth and income. Income fluctuates from year to year, even for the wealthy. Causes vary. Some have profound impact, such as significant reversals of fortune. Some are merely transitory, e.g. accounting losses reported in order to minimize impact of tax law changes. These 0.1% of 0.1% individuals choose to actively direct the projects that are beneficiaries of their philanthropy.
Philanthropy, education reform and charter schools
Most education reform activists, or perhaps investors, have no knowledge, nor experience in public school education. Rather, they are exceptionally capable leaders of global software conglomerates. Others have great prowess as hedge fund managers, venture capitalists or real-estate moguls. Several are Wal-Mart family scions. Education reformers who have children educate them at private schools like Philips Andover or Choate, yet they claim that charter school operators provide a superior education, compared to public schools in the U.S.A.