If you'll re-read the last three paragraphs of my

Post 6, you'll see that I *did* address your question seriously (if not fully).

The question of how much of an educational value to sacrifice for the purpose of practicality (e.g., custody) is a challenging one because it can't be answered in a vacuum. The ideal answer is of course zero, all else being equal. But all else isn't equal.

Option 1: Let's imagine, for instance, that an optimal class size is 10 to allow for the best balance of individual attention and group interaction. Unfortunately, to realize that class size, the cost is $30k per pupil per year (PPE). In a system of 2,400 students, that's $75M. Spread over a community of 5,000 households, that's $15k per year. For most (75%?), that would be unaffordable. So, we get 100 points of education multiplied by 600 student to yield 60k EPs (Education Points).

Option 2: Now, let's increase class size to 20 and drop the PPE to $7,500. Now, all of the students can attend. But in the process of increasing class size, let's say that we only get 70 EPs (the research does not suggest such a drop, but this is all hypothetical). The result is 70 EPs/student x 2,400 students = 168 EPs. Wow, that compromise resulted in a *better* educational outcome! (Of course, the students who couldn't afford Option 1 *might* be able to participate in Option 2 somewhere, but perhaps the somewhere doesn't even deliver 70 points because there's not enough funding left over from Option 1).

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