I found two interesting studies from Canada’s Angus Reid Institute describing single payer health care in Canada. I’m very interested in find out what things are like in countries that have true government-run health care. A typical Canadian family pays $13,000+ per year per household for healthcare, or about $585,000 over their working lives. What are they getting for all that money?
The study finds more than 2 million Canadians aged 55 and older face significant barriers when accessing the health care system in their province, such as being unable to find a family doctor or experiencing lengthy wait-times for surgery, diagnostic tests, or specialist visits.
Moreover, most Canadians in this age group have at least some difficulty getting the care they want or need in a timely manner.
The study focuses on the health care experiences of older Canadians, as well as their assessments of the quality of care they receive.
According to the article, 31% of respondents (aged 55 and older) rated access to the government’s healthcare system as “easy”. 48% had “moderate” problems with access, and 21% had “major” problems with access.
Remember: in the Canadian system, you pay your money up front in taxes, and then they decide how much healthcare you will get later – and how soon you will get it. If you worked from ages 20 to age 65, then your household will have paid 45 x $13,000 = $585,000 into the system, in order to get “moderate” problems with accessing healthcare after you’re aged 55.
And the Canadian system DOES NOT cover prescription drugs.
This second part of the study finds one-in-six Canadians (17%) in the 55-plus age group – a figure that represents upwards of 1.8 million people – say that they or someone else in their household have taken prescription drugs in a way other than prescribed because of cost.
One-in-ten (10%) have decided to simply not fill a prescription because it was too expensive, and a similar number (9%) have decided not to renew one for the same reason. One-in-eight (12%) have taken steps to stretch their prescriptions, such as cutting pills or skipping doses.
Some 17 per cent of Canadians 55 and older have done at least one of these things, and that proportion rises among those who have greater difficulty accessing other aspects of the health care system.
In a previous blog post, I reported on how Canadians have to wait in order to see their GP doctor. If that doctor refers them to a specialist, then they have to wait to see the specialist. And if that specialist schedules surgery, then they have to wait for their surgery appointment. The delays can easily go from weeks to months and even years. The MEDIAN delay from GP referral to treatment is 19.5 weeks.
But remember – they paid into the system FIRST. The decisions about when and if they will be treated are made later, by experts in the government. This is what it means for a government monopoly to run health care. There are no free exchanges of money for service in a competitive free market. Costs are controlled by delaying and withholding treatment. And no one knows this better than elderly Canadians themselves. But by the time they realize how badly they’ve been swindled, it’s too late to get their money back out. You can’t pull your tax money out of government if you are disappointed with the service you receive. There are no refunds. There are no returns.
This is an editorial from the Washington Examiner, authored by school choice champion Bobby Jindal.
What is school choice?
On the most basic level, school choice represents the freedom to choose — empowering parents to select the best educational options for their sons and daughters. That could be a charter school, a private school, a religious school, home schooling, or even online learning. Governments should provide parents with the personalized and individualized tools they need to help their children excel academically.
That freedom to choose in turn will provide children with the freedom to succeed. With the right educational environment, teachers and academic training; students from all locations, income brackets and demographic groups will have better tools to compete in the global economy. We need to develop the talents of every American — no matter where he or she is from, and no matter the color of his or her skin — to maximize our country’s potential.
School choice also serves another important purpose — freeing low-income children from failing schools. No child should see his God-given talents go to waste because he is stuck in a failing school — and no parent should face the disempowerment that comes from knowing her son or daughter remains trapped in a poor school, and she lacks the financial means to move that child elsewhere. We can do better — and, by allowing parents dissatisfied with their school to move with their feet, school choice gives both high-performing and low-performing schools more incentive and motivation to improve their offerings.
Finally, school choice provides parents with freedom from the status quo — an educational-industrial complex that thinks bureaucrats, not parents, can best make decisions about the lives and futures of America’s children. It’s about pushing back when the then-head of Louisiana’s largest teachers’ union said low-income parents had “no clue” how to choose the right school for their children. And it’s even about standing up to the Attorney General of the United States, when the Department of Justice asked a court to block Louisiana’s school scholarship program on civil rights grounds — even though 90 percent of the program’s participants come from racial minority groups.
I don’t like people who talk conservative but govern liberal. I want to see the achievements.
For here in Louisiana, we’ve put those principles to practice. Since we removed the cap on charters in 2009, we’ve authorized almost 200 charter schools throughout the state — that’s 70,000 kids who now have a choice about where they go to school. This last year, our Recovery School District became the nation’s first school district with 100 percent charter school enrollment. And the results are dramatic: The graduation rate in New Orleans has increased from 54.4 percent before Hurricane Katrina in 2004 to 72.8 percent; the percentage of New Orleans students scoring basic and above has increased from 35 percent to 63 percent; and the percentage of failing schools in New Orleans has dropped from 67 percent in 2005 to 17 percent.
We expanded our school choice scholarship program, which was initially confined to New Orleans, statewide. Parental satisfaction with the statewide scholarship program stands at a whopping 91.9 percent. We went even further though and created a dollar for dollar rebate for donations used to fund nonpublic school scholarships low-income students through our “school tuition organizations.” Between 2008 and 2013, the percentage of students in the scholarship program who are proficient in third grade English language arts has grown by 20 percentage points and in math by 28 percentage points. Again and again, we’ve proven that giving more choice to parents is not only vital, but it gets results.
We also expanded access to online and dual enrollment courses for students across the state. This year, we’ve had over 19,000 students take advantage of our Course Choice program enrolling in advanced placement courses and career and technical courses that they otherwise wouldn’t have access to.
He’s in my top 2 for the 2016 presidential race, along with Scott Walker.
I’d like to see school choice enacted at the federal level, and fortunately, Utah Senator Mike Lee has the same idea.
I recently introduced in the Senate a bill that would empower the people most acutely committed to the quality of our education system: America’s moms and dads. My colleague on the other side of the Capitol, Rep. Luke Messer, R-Ind., has introduced a companion bill in the House.
By giving parents more power to invest in their child’s education and to choose what school best meets their needs, the Enhancing Educational Opportunities for All Act takes an important step toward restoring accountability to our public education system—something that has been missing for far too long.
Under our current system—which has remained essentially unchanged since President Lyndon B. Johnson signed the 1965 Elementary and Secondary Education Act—most parents are powerless to influence the quality of their child’s education.
What occurs in public school classrooms around the country—what teachers teach and how they teach it—is the result of a long, convoluted, bureaucratic chain of command that zigzags its way from Washington to local school districts, but never includes parents.
First, Congress passes legislation authorizing federal bureaucrats to establish rules, regulations, and standards with which states must comply in order to receive federal education funds.
Next, state officials refine—or in some cases distort—these Washington directives, writing narrower rules for their school districts, which then establish the specific policies for individual schools.
At no point in this decision-making process are parents consulted.
Instead, they are left with a “take it or leave it” choice: either accept the education offered at the local public school—no matter how bad it may be—or buy a better alternative, by moving closer to a better school or paying private school tuition.
For America’s most affluent families, this is no big deal—they can afford private schools and so have the power to choose the school that is best for their children. For everyone else, it precludes parents from making choices about their children’s education.
So our bill would expand school choice to all parents, regardless of socio-economic status or zip code, by allowing federal “Title I” K-12 support funds to follow low-income students to any public or private school of their choice.
It would also remove the contribution limits on Coverdell education savings accounts and allow “529” account funds to cover K-12 education expenses.
Our bill would give working parents more opportunities to invest in a variety of learning services and products outside the classroom, such as tutoring, online courses and textbooks.
The problem facing our public school system today is not about a lack of money—we have nearly tripled our investments in elementary and secondary students since 1970. The problem is dysfunctional government policy—however well intentioned—and a lack of accountability.
And that’s exactly what we should expect when Washington bureaucrats have more control than parents over a child’s education. We have a moral and economic obligation to flip this equation and put parents back in the driver’s seat.
For when we tolerate a system in which the quality of a child’s education depends on her parents’ zip code, we fail to live up to the ideals at the heart of American exceptionalism.
And when millions of children learn from a young age not to dream big, but to surrender to the hopelessness of low expectations, we will live in a society where upward mobility is no longer rule but the exception.
We can and we must do better.
If a school is failing – and they often are, especially in poorer areas – then shouldn’t parents have the ability to send their kids to a better school? When I want to buy something online, I know I can always do better by comparing prices and reviews. Competition between suppliers drives prices down, and raises quality up. The customer is king in the free market. It can work in education, too.
Do people who talk about race the most actually favor policies to help minorities? Thomas Sowell writes about it in Investors Business Daily.
If anyone wanted to pick a time and place where the political left’s avowed concern for minorities was definitively exposed as a fraud, it would be now — and the place would be New York City, where far left Mayor Bill de Blasio has launched an attack on charter schools, cutting their funding, among other things.
These schools have given thousands of low-income minority children their only shot at a decent education, which often means their only shot at a decent life. Last year 82% of the students at a charter school called Success Academy passed citywide mathematics exams, compared to 30% of the students in the city as a whole.
Why would anybody who has any concern at all about minority young people — or even common decency — want to destroy what progress has already been made?
One big reason, of course, is the teachers’ union, one of de Blasio’s biggest supporters.
But it may be more than that. For many of the true believers on the left, their ideology overrides any concern about the actual fate of flesh-and-blood human beings.
Something similar happened on the West Coast last year. The American Indian Model Schools in Oakland have been ranked among the top schools in the nation, based on their students’ test scores.
This is, again, a special achievement for minority students who need all the help they can get.
But, last spring, the California State Board of Education announced plans to shut this school down!
Why? The excuse given was that there had been suspicious financial dealings by the former — repeat, former — head of the institution. If this was the real reason, then all they had to do was indict the former head and let a court decide if he was guilty or innocent.
There was no reason to make anyone else suffer, much less the students. But the education establishment’s decision was to refuse to let the school open last fall. Fortunately a court stopped this hasty shutdown.
These are not just isolated local incidents. The Obama administration has cut spending for charter schools in the District of Columbia and its Justice Department has intervened to try to stop the state of Louisiana from expanding its charter schools.
Why such hostility to schools that have succeeded in educating minority students, where so many others have failed?
Some of the opposition to charter schools has been sheer crass politics. The teachers’ unions see charter schools as a threat to their members’ jobs, and politicians respond to the money and the votes that teachers’ unions can provide.
The net result is that public schools are often run as if their main function is to provide jobs to teachers. Whether the children get a decent education is secondary, at best.
In various parts of the country, educators who have succeeded in raising the educational level of minority children to the national average — or above — have faced hostility, harassment or have even been driven out of their schools.
Not all charter schools are successful, of course, but the ones that are completely undermine the excuses for failure in the public school system as a whole. That is why teachers’ unions hate them, as a threat not only to their members’ jobs but a threat to the whole range of frauds and fetishes in the educational system.
The autonomy of charter schools is also a threat to the powers that be, who want to impose their own vision on the schools, regardless of what the parents want.
This story reminds me of another story of people on the left blocking poor minority children from better schools, in order to protect the jobs of underperforming unionized teachers.
The Heritage Foundation explains how the Department of Justice, in a Democrat administration, hurts the poorest minority students.
On August 22, 2013, the United States Department of Justice filed a motion in federal court to stop Louisiana from issuing school vouchers to low-income children in numerous school districts. DOJ is basing the suit on decades-old desegregation orders that treat Louisiana as if it were the same state it was nearly 40 years ago—something that the United States Supreme Court recently rejected in the case of Shelby County v. Holder. Ironically, DOJ’s action will prevent low-income and minority students from accessing the successful Louisiana school choice program, which empowers children, underserved in their assigned public schools, to attend schools of choice that match their learning needs. Vague, open-ended, and stale court orders should not be used to prevent educational innovation and opportunity.
Vouchers are a way of helping poor, minority students to get a quality education by letting them choose to attend better schools – any school the parents choose. But school choice is a thorn in the side of the public school unions who support the political left, because it allows poor, minority child to escape underperforming schools. Poor, minority students don’t help Democrats to get elected, but public school teachers do. And that’s why the administration sides with them against the children. On the other side of the aisle, it’s the conservatives who push for more school choice, and better education for poor and minority students.
But education policy is only one area where minorities are harmed by leftist policies. Minimum wage is another obvious choice.
Let’s take a look at the data and see how minorities are affected by leftist policies.
Battles are brewing in New York, California, Minnesota and the nation’s capital over hiking minimum wages, with Democrats having the votes to ram through hikes in all four cases.
These politicians are claiming the moral high ground, saying it will help the poorest in our communities. Don’t be fooled.
Hiking the minimum wage hurts — not helps — the lowest-paid workers, especially young black men. A 10% hike in the minimum wage causes a 2.5% drop in employment among young white men without a high school diploma and a staggering 6.5% drop among young black men without that degree.
Young black males get clobbered three times as hard because they tend to work in the fast-food and restaurant industries, where any increase in labor costs produces layoffs.
[…]Only 5% of American workers earn the federal minimum, according to the latest government data, compared with 13% in 1979. Minimum wage workers are largely first-time workers. They are learning what all of us learn on our first job: to be prompt, dress appropriately, do what the boss asks and be reliable.
First-time workers face the biggest risk of being priced out of the job market by a minimum wage hike. They aren’t worth much to an employer when they start working. They don’t have the skills.
When the government increases the minimum wage, it’s more expensive to hire first-timers. According to David Neumark and J.M. Salas, University of California economists, and William Wascher of the Federal Reserve Board, “minimum wages tend to reduce employment among teenagers.”
[…]All teens are harmed, but black male teenagers are hit hardest by minimum wage hikes, according to a 2011 study by labor economists David Macpherson and William Evans. Unemployment among young black males is currently 29%, double the rate for young white males.
Macpherson and Evans found the reason is that one out of three young black men without a high school diploma works in the restaurant/fast-food industry, where profit margins are thin. Any labor-cost hikes compel these businesses to cut their workforce.
The truth of the matter is that the real minimum wage is zero. In order to help minority young people find jobs, we should strengthen the institution of marriage, encourage people to get married and stay married, lower taxes on businesses, lower regulations on businesses, and so on. But strangely, the people who talk the most about helping the poor and poor minorities in particular are all opposed to that. The Democrats won’t even build the Keystone XL pipeline or expedite other energy development initiatives to create good paying jobs. So don’t believe that people who talk the most about poverty actually have the right answers about how to solve it. After all, the Obama administration talked a lot about health care, but clearly the people who lost their doctors, lost their health care, or are paying more for less health care, do not now believe that Obamacare was the answer to the health care problem.
If you’re looking for a good recent study on the minimum wage and minority youth, take a look at this study from the Employment Policies Institute. More studies here in a previous post on this blog.
Since 1998, the Program for International Student Assessment, or Pisa, has ranked 15-year-old kids around the world on common reading, math and science tests. The U.S. brings up the middle—again—among 65 education systems that make up fourth-fifths of the global economy. The triennial Pisa report also shows—again—that East Asian countries like Hong Kong, Japan and South Korea produce the best outcomes.
U.S. performance hasn’t budged in a decade. For 2012, U.S. students placed 26th in mathematics, a bit below the Organization for Economic Cooperation and Development average, and 17th in reading and 21st in science, close to the average. The U.S. slipped in all categories compared to international competitors, plunging from 11th in reading as recently as 2009.
American teenagers seem especially weak in core academic subjects with high cognitive demands, such as translating concepts into solutions for real-world problems. A quarter never become proficient in math. In Shanghai and Korea, the comparable figure is 10% or fewer. Some 7% of U.S. students reached the top two scientific performance levels, compared with 17% in Finland and an amazing 27% in Shanghai. Is it tiger moms or tiger schools, or maybe both?
The U.S. is way out front in one measure: per-student spending. Only Austria, Luxembourg, Norway and Switzerland spend more. Despite laying out $115,000 per head, the U.S. did no better than the Slovak Republic, which spends $53,000.
Perhaps most depressingly, the data show no statistically significant U.S. achievement improvement over time. None. In an era when it pays to be thankful for small mercies, at least we’re not getting worse, but America’s relative standing is falling as other countries improve.
[…]Massachusetts has been running public schools since 1635 and today is home to some of the best performers in the nation. The state entered Pisa as if it was its own country—but students of the same age in Shanghai performed as if they had two more years of math instruction than those in the Bay State.
[…]Pisa also adds another count to the bill of indictment for the Democrats who block reform to serve their teachers union patrons. Education Secretary Arne Duncan called the report “a picture of educational stagnation,” but liberals are major impediments to more accountability, merit-based compensation and school-choice competition. The Justice Department has even gone so far as to sue Louisiana to block its modest voucher program, which is a moral crime against the students consigned to failing schools.
There are a few areas of economics that I think that Christians really ought to understand, and education is one of them. We definitely need to be concerned about policies that make it harder for poor, minority students to get ahead. We keep throwing money at the unionized public school system, and we get no results. We need to think about making education more like online shopping. What makes online shopping great is choice and competition. If schools were allowed to compete with one another, then the customer would be assured of getting more quality for less money. The public school system is a monopoly, and it serves the teachers and the education bureaucrats – not the children.
The Justice Department is trying to stop a school vouchers program in Louisiana that attempts to help families send their children to independent schools instead of under-performing public schools.
The agency wants to stop the program, led by Republican Gov. Bobby Jindal, in any school district that remains under a desegregation court order.
In papers filed in U.S. District Court in New Orleans, the agency said Louisiana distributed vouchers in 2012-13 to roughly 570 public school students in districts that are still under such orders and that “many of those vouchers impeded the desegregation process.”
The federal government argues that allowing students to attend independent schools under the voucher system could create a racial imbalance in public school systems protected by desegregation orders.
Jindal — who last year expanded the program that started in 2008 — said this weekend that the department’s action is “shameful” and said President Obama and Attorney General Eric Holder “are trying to keep kids trapped in failing public schools against the wishes of their parents.”
The Justice Department says Louisiana has given vouchers this school year to students in at least 22 of 34 districts remaining under desegregation orders.
Jindal called school choice “a moral imperative.”
Vouchers are a way of helping poor, minority students to get a quality education by letting them choose to attend better schools – any school the parents choose.
This lady from the Cato Institute explains in a 5-minute video why vouchers are a good thing.