Los Angeles was once the epicenter of apparel manufacturing, attracting buyers from across the world to its clothing factories, sample rooms and design studios.
But over the years, cheap overseas labor lured many apparel makers to outsource to foreign competitors in far-flung places such as China and Vietnam.
Now, Los Angeles firms are facing another big hurdle — California’s minimum wage hitting $15 an hour by 2022 — which could spur more garment makers to exit the state.
Last week American Apparel, the biggest clothing maker in Los Angeles, said it might outsource the making of some garments to another manufacturer in the U.S., and wiped out about 500 local jobs. The company still employs about 4,000 workers in Southern California.
“The exodus has begun,” said Sung Won Sohn, an economist at Cal State Channel Islands and a former director at Forever 21. “The garment industry is gradually shrinking and that trend will likely continue.”
But some lucky people are going to get an exemption from the new minimum wage law – even though they lobbied hard in favor of it.
Los Angeles city council will hear a proposal on Tuesday to exempt union members from a $15 an hour minimum wage that the unions themselves have spent years fighting for.
The proposal for the exemption was first introduced last year, after the Los Angeles city council passed a bill that would see the city’s minimum wage increase to $15 by 2020. After drawing criticism last year, the proposed amendment was put on hold but is now up for consideration once again.
[…]The amendment was originally proposed by Rusty Hicks, executive secretary-treasurer of the Los Angeles County Federation of Labor, AFL-CIO. AFL-CIO is the largest federation of labor unions in the US, with about 12.5 million members. Hicks is also the co-convener of the Campaign to Raise the Wage.
At the time of its passage, Hicks lauded the $15 minimum wage.
“We are one step closer to making history in Los Angeles by adopting a comprehensive minimum wage policy that will change the lives of hundreds of thousands of hard-working Angelenos,” said Hicks. “The city council’s action today creates a path for workers to succeed and gives our economy the boost it needs to grow.”
Hicks did not respond to a request for comment.
Union leaders have a reputation for being just terrible at economics. And when I say “terrible”, I mean they are more ignorant of economics than inanimate objects.
I actually remember far back to when Obamacare was being passed. The big labor unions lobbied for the passage of Obamacare. And when it was passed, they lobbied the Democrats for exemptions to it for the big labor unions. Exemptions from fees, as well as exemptions from taxes. Basically, the big labor unions wanted to screw all the non-union companies with higher health care costs. Unite Blue! Socialism for thee, but not for me. That’s hypocrisy.
An article from the leftist Time magazine by feminist Christina Hoff Sommers.
Being a boy can be a serious liability in today’s classroom. As a group, boys are noisy, rowdy and hard to manage. Many are messy, disorganized and won’t sit still. Young male rambunctiousness, according to a recent study, leads teachers to underestimate their intellectual and academic abilities. “Girl behavior is the gold standard in schools,” says psychologist Michael Thompson. “Boys are treated like defective girls.”
These “defective girls” are not faring well academically. Compared with girls, boys earn lower grades, win fewer honors and are less likely to go to college. One education expert has quipped that if current trends continue, the last male will graduate from college in 2068. In today’s knowledge-based economy, success in the classroom has never been more crucial to a young person’s life prospects. Women are adapting; men are not.
Some may say, “Too bad for the boys.” The ability to regulate one’s impulses, sit still and pay attention are building blocks of success in school and in life. As one critic told me, the classroom is no more rigged against boys than workplaces are rigged against lazy or unfocused workers. That is absurd: unproductive workers are adults — not 5- and 6-year-old children who depend on us to learn how to become adults. If boys are restive and unfocused, we must look for ways to help them do better.
She introduces three ideas to fix the problem, and here’s the third one:
In his delightful Boy Writers: Reclaiming their Voices, celebrated author and writing instructor Ralph Fletcher advises teachers to consider their assignments from the point of view of boys. Too many writing teachers, he says, take the “confessional poet” as the classroom ideal. Personal narratives full of emotion and self-disclosure are prized; stories describing video games, skateboard competitions or a monster devouring a city are not.
Peg Tyre’s The Trouble With Boys illustrates the point. She tells the story of a third-grader in Southern Californianamed Justin who loved Star Wars, pirates, wars and weapons. An alarmed teacher summoned his parents to school to discuss a picture the 8-year-old had drawn of a sword fight — which included several decapitated heads. The teacher expressed “concern” about Justin’s “values.” The father, astonished by the teacher’s repugnance for a typical boy drawing, wondered if his son could ever win the approval of someone who had so little sympathy for the child’s imagination.
Teachers have to come to terms with the young male spirit. As Fletcher urges, if we want boys to flourish, we are going to have to encourage their distinctive reading, writing, drawing and even joke-telling propensities. Along with personal “reflection journals,” Fletcher suggests teachers permit fantasy, horror, spoofs, humor, war, conflict and, yes, even lurid sword fights.
If boys are constantly subject to disapproval for their interests and enthusiasms, they are likely to become disengaged and lag further behind. Our schools need to work with, not against, the kinetic imaginations of boys to move them toward becoming educated young men.
There’s a short video to go with the article:
Dr. Sommers participated in a recent debate where she argued in favor of allowing all-male schools against a radical feminist. That page has audio and a transcript as well.
I do think that women need to realize that boys have to be encouraged to do the different things that boys do, if we want boys to be engaged. The good things that boys do in society are not free – they need to be encouraged and not dismissed. Playing a wargame or an adventurous boardgame with a boy is good. Firing real guns with a boy is good. Playing adventurous role-playing games with a boy is good. Going to a war museum or on a camping trip with a boy is good. Watching patriotic war movies or adventurous movies with a boy is good. Reading military history and military biographies is good. Reading classical adventure novels with a boy is good. Listening to adventurous music with a boy is good. Even watching the news with a boy is good.
Nothing is free. We have to create the boys we want, and encourage them to be aggressive, active and righteous.
As school begins in the coming weeks, parents of boys should ask themselves a question: Is my son really welcome? A flurry of incidents last spring suggests that the answer is no. In May, Christopher Marshall, age 7, was suspended from his Virginia school for picking up a pencil and using it to “shoot” a “bad guy” — his friend, who was also suspended. A few months earlier, Josh Welch, also 7, was sent home from his Maryland school for nibbling off the corners of a strawberry Pop-Tart to shape it into a gun. At about the same time, Colorado’s Alex Evans, age 7, was suspended for throwing an imaginary hand grenade at “bad guys” in order to “save the world.”
In all these cases, school officials found the children to be in violation of the school’s zero-tolerance policies for firearms, which is clearly a ludicrous application of the rule. But common sense isn’t the only thing at stake here. In the name of zero tolerance, our schools are becoming hostile environments for young boys.
[…]Boys are nearly five times more likely to be expelled from preschool than girls. In grades K-12, boys account for nearly 70% of suspensions, often for minor acts of insubordination and defiance. In the cases of Christopher, Josh and Alex, there was no insubordination or defiance whatsoever. They were guilty of nothing more than being typical 7-year-old boys. But in today’s school environment, that can be a punishable offense.
[…][M]illions of boys are struggling academically. A large and growing male cohort is falling behind in grades and disengaged from school. College has never been more important to a young person’s life prospects, and today boys are far less likely than girls to pursue education beyond high school. As our schools become more risk averse, the gender gap favoring girls is threatening to become a chasm.
[…]Across the country, schools are policing and punishing the distinctive, assertive sociability of boys. Many much-loved games have vanished from school playgrounds. At some schools, tug of war has been replaced with “tug of peace.” Since the 1990s, elimination games like dodgeball, red rover and tag have been under a cloud — too damaging to self-esteem and too violent, say certain experts. Young boys, with few exceptions, love action narratives. These usually involve heroes, bad guys, rescues and shoot-ups. As boys’ play proceeds, plots become more elaborate and the boys more transfixed. When researchers ask boys why they do it, the standard reply is, “Because it’s fun.”
According to at least one study, such play rarely escalates into real aggression — only about 1% of the time. But when two researchers, Mary Ellin Logue and Hattie Harvey, surveyed classroom practices of 98 teachers of 4-year-olds, they found that this style of play was the least tolerated. Nearly half of teachers stopped or redirected boys’ dramatic play daily or several times a week — whereas less than a third reported stopping or redirecting girls’ dramatic play weekly.
Play is a critical basis for learning. And boys’ heroic play is no exception. Logue and Harvey found that “bad guy” play improved children’s conversation and imaginative writing. Such play, say the authors, also builds moral imagination, social competence and imparts critical lessons about personal limits and self-restraint. Logue and Harvey worry that the growing intolerance for boys’ action-narrative–play choices may be undermining their early language development and weakening their attachment to school. Imagine the harm done to boys like Christopher, Josh and Alex who are not merely discouraged from their choice of play, but are punished, publicly shamed and ostracized.
A lack of male role models at home and school is turning boys off reading at a young age as they increasingly reject books as “feminine”, it is claimed.
Large numbers of boys are failing to develop a love of reading during primary education because of a shortage of male teachers combined with an anti-book culture among many fathers, an inquiry has found.
Gavin Barwell, chairman of the All-Party Parliamentary Group on Literacy, said reading was not seen as a “masculine thing” by boys – leaving them lagging behind girls from the age of four onwards.
In many cases, schools failed to equip them with a selection of adventure and action novels by authors such as Enid Blyton, Roald Dahl and J.R.R Tolkien that are significantly more likely to appeal to boys at a young age, he suggested.
It is claimed that a failure to read properly as an infant has a serious impact on standards across the curriculum, with children struggling to grasp the basics in all other major academic subjects.
According to Government figures, boys are less likely to read basic words or recite the alphabet by the age of five and the gap widens throughout compulsory education.
By the age of 16, fewer than 59 per cent of boys gained a good GCSE in English last year compared with 72.5 per cent of girls.
[…]On Monday, the cross-party committee of MPs and peers – along with the National Literacy Trust – will publish the findings of a six-month inquiry into reading failure among boys.
It is expected to make a series of sweeping recommendations designed to get boys interested in books at home and school, including more gender-specific books and the introduction of reading mentors.
Speaking before the launch, Mr Barwell, the Conservative MP for Croydon Central, said boys were currently held back because of a “number of gender stereotypes which seem to kick in early”.
“Dads are much less likely to read with their sons and they are also much less likely than mum to be seen reading themselves, so from a very young age boys will clearly pick up in a home environment that reading is not a masculine thing,” he said.
He added: “The primary school workforce is also very feminised and it is now rare to have more than one male teacher.
“I have boys of my own and when I want to recommend books for them I think of what I read when I was their age; The Hobbit, The Famous Five books or something by Roald Dahl.
“It may well be that schools – with the workforce being all female – are going to struggle to pick up on the stuff that appeals to boys because they’ve not read it themselves.”
The report is likely to conclude that boys are struggling to read in the majority of schools and most have no plan in place to tackle the gender gap.
So boys aren’t reading as well as girls are. You can’t do well in school if you can’t read. But boys have no interest in reading girly nonsense books. Boys like war, monsters and adventures. But girly nonsense is what female teachers and female administrators and female education bureaucrats pick as classroom texts. So the boys are stuck reading boring books. The only way out of this mess for boys is homeschooling or private schools, which are hard to do since their parents are already paying for these useless, underperforming public schools. And the educational bureaucracy resist any attempts to give parents more choice. Their goal is to maintain their inflated salaries and job security, not to educate boys.
So we need more male teachers in the classroom – why don’t we have them? There are many reasons why men are discouraged from becoming teachers. Discrimination, unionization, political correctness, being forced to teach left-wing propaganda to children, etc. Don’t look for the performance of boys to improve any time soon unless we get serious at changing education policy to attract more men. Of course, the people in charge have a vested interest in preventing that. They’ll just keep blaming boys for underperforming and refuse to solve the real problem.
A group of California teachers is preparing for a Supreme Court battle to overturn forced union dues in a groundbreaking lawsuits filed in June.
For nearly three decades, the Supreme Court has allowed closed-shop unionism, in which public employees must pay dues to labor groups handling collective bargaining negotiations.
The Supreme Court established Beck Rights in 1988 allowing workers to opt out of union dues for political activities, while continuing to pay for union negotiating expenses. The teachers are hoping to take that battle one step further by putting an end to all coercive union dues.
Ten California schoolteachers are challenging California’s policy of forcing all public employees to pay union dues for collective bargaining. The Center for Individual Rights (CIR) is aiding their suit. The CIR views the issue through the lens of the Constitution, rather than as a contest of labor policy.
“Our efforts are not anti-union; we are trying to solidify the First Amendment rights of public employees to freely assemble,” CIR president Terry Pell said.
The plaintiffs filed a preliminary injunction on Tuesday asking the court to waive the teachers’ union dues during the ongoing trial. Pell is certain the motion will fail, which is all the better for the plaintiffs because it will “fast-track” the litigation to the 9th Circuit Court of Appeals and eventually the Supreme Court.
“This is a piece of strategic litigation—we’re trying to get the issue of compulsory union dues to the Supreme Court as quickly as possible,” he said. “We know that lower courts can’t overrule Supreme Court precedent, but this will expedite us through the system.”
The Roberts court opened the door to ending coercive unionism last year when it ruled 5-4 that Service Employees International Union improperly charged non-union members for political activities. Justice Samuel Alito, writing for the majority in Knox v. Service Employees International Union, said the forced dues on non-union members were “indefensible”
One of the biggest problems with California is the stranglehold that public sector unions have on the state. This would be a good first step to getting the state to turn around. Even liberals stop paying dues when it’s not mandatory, because they want to keep their own money just like anyone does.
I recently conducted a meta-analysis of more than ninety studies on education, and the results suggest that perhaps it is time for America’s leadership and the general public to take a second look at religious private schools. At the risk of immodesty, let me be frank. The study is hugely important because it is the first published meta-analysis to compare the three primary types of American schools: religious private schools, traditional public schools, and charter schools.
A meta-analysis statistically combines all the relevant existing studies on a given subject in order to determine the aggregated results of the research. This meta-analysis yielded results that surprised many by indicating that students from public charter schools did no better than their peers in traditional public schools. In contrast, youth from religious private schools performed better academically than their counterparts in both public charter schools and traditional public schools, even when the results were adjusted to account for socioeconomic status, selectivity, race, and various other factors.
[…]Examining results from all ninety studies, I found that the average academic outcome for religious school students was .28 of a standard deviation unit higher than for traditional public school (TPS) students, while the average for charter school students was only .01 of a standard deviation unit higher. If one converts these numbers to percentiles, the average academic outcome was 11 percentage points higher than that of TPS pupils, while charter school attendees scored about the same as their TPS counterparts.
Translated into more tangible numbers, students who attend private religious schools attain educational levels that average about twelve months ahead of those attending regular public schools. Even when the meta-analysis employed sophisticated controls, which included measures for socioeconomic status, selectivity, gender, and race, youth who attended faith-based schools achieved at levels seven months ahead of both TPS and public charter school students.
One of the most intriguing results of the study is that the racial and socioeconomic achievement gaps are roughly 25 percent narrower in religious private schools than in public schools. This finding is particularly interesting when one considers that over the years the government has spent hundreds of billions of dollars to bridge the gaps, with only limited success. Higher expectations for students, and school leaders’ insistence that pupils take demanding courses, could help to explain these circumstances in faith-based schools.
The meta-analysis focused primarily on scholastic performance, but it also examined student behavior. The results indicated that youth from faith-based schools maintained even a larger edge in behavior than they did in school academics. That is, pupils from religious private schools exhibited fewer behavioral problems, even when socioeconomic status, selectivity, race, and gender were also controlled for. This translates into fewer gangs, lower levels of drug abuse, and greater racial harmony than one typically finds in public schools.
Many people, even this researcher, expected public charter school students to perform somewhere in between the levels achieved by students attending faith-based schools and those attending traditional public schools, given that they were trying to mimic certain aspects of private religious schools.
To the extent that neither traditional public schools nor charter schools are succeeding on a broad scale, it appears that the best hope for American education is religious private schools. Not only are they considerably more economically efficient, but their students also achieve better academic and behavioral results.
I think that it is noteworthy that Democrats opposes allowing parents – especially poor parents – to have a choice of what school their children will attend. The Obama administration even de-funded a voucher program that served poor-minority students. Teacher unions are one of the strongest pro-Democrat special interests. If the Democrat Party has to choose between poor, minority students and their powerful allies in the teach unions, the choice is not a hard one. They choose the teacher unions.