Tag Archives: School

Irony: the young men who voted for Obama now suffer from record unemployment

This article from the Wall Street Journal explain why men are in decline. (H/T Mary, Tom)

Excerpt:

Few groups were hit harder by the recession than young men… The unemployment rate for males between 25 and 34 years old with high-school diplomas is 14.4%—up from 6.1% before the downturn four years ago and far above today’s 9% national rate. The picture is even more bleak for slightly younger men: 22.4% for high-school graduates 20 to 24 years old. That’s up from 10.4% four years ago.

[…]The share of men age 25-34 living with their parents jumped to 18.6% this year, up from 14.2% four years ago and the highest level since at least 1960, according to the Census Bureau.

Suzanne Venker comments on the consequences of this data for women for National Review.

Full text:

New data from the U.S. Census Bureau shows the percentage of men between the ages of 25 and 34 living at home rose from 14 percent in 2005 to 19 percent in 2011. Women, on the other hand, are doing just fine. Not only do they dominate today’s college campuses, they have little trouble staying away from mom and dad’s place. That’s because women are flourishing in the workforce while men are not. Writers and pundits blame this phenomenon on the economy, but the trend reflects a much larger sociological problem. America is in the midst of a sea change: Never before has it been more difficult for men and women to find their way to one another, settle in for the long haul, and build strong families together.

To read about it, you’d think the entire mess is out of our hands. You’d think the circumstances involving the roles of men and women in society have happened to us, rather than the other way around. The truth is that we created this new world — and while we may not be able to undo it, we can certainly stop the freight train from running off the tracks.

Hardly a day goes by that we aren’t made aware of this heartbreaking reality. It is so acute we now have not one but six new television series dedicated to men’s social demotion. In these programs, husbands are made to look like fools — while the wives wield a power so ugly it’s no wonder marriage has become so elusive. The modern generation has been sold a bill of goods about human nature, and the result is that men now have no idea how to be men. Why? Because women won’t let them.

There is a large and powerful group of women who see this shift in gender roles as a good thing. Hanna Rosin’s provocative piece in The Atlantic, called “The End of Men,” and Kate Bolick’s new piece “All the Single Ladies” (which may now become a TV series) make light of the demise of masculinity and the role men once played in society. They represent the kind of movers and shakers who help lead the feminist fight. Pointing to the latest statistics about men, they’d be likely to respond, “See how hopeless men are? Everything we’ve been saying about men all these years has proven to be true.”

But the laugh will be on them — if not for their own families, then for their children’s. The feminist policies that were put in place to help women flourish outside the home have suffocated men’s opportunities for economic self-sufficiency. In short, men’s desire to be good workers and family providers has been undermined. This is more than unfortunate; it is a loss of catastrophic proportions, for it is men’s consistent, full-time, year-round work that women depend on in order to live that ever-coveted “balanced life.” What too many women don’t understand (because they’ve been unduly influenced by feminist groupthink) is that male nature is ultimately beneficial to them, for women continue to put family — not career — at the center of their lives and are thus dependent on men to pick up the slack at the office.

It is a dangerous thing to create a society of frustrated young men. Feminists have no idea what a can of worms they’ve created — and what it’s about to do to our nation.

I think if we want men to marry, not only do we have to ask why the recession is affecting men disproportionately, but why the education system isn’t working for boys. We need to ask whether men learn better from female teachers or male teachers. We need to ask whether boys learn better in all-boys schools or in co-ed schools. We need to ask whether the promotion of sex education and contraception, which produces freely available sex, is the best way to encourage young men to prove themselves to women by trying hard to fit the traditional roles of protector, provider and moral/spiritual leader. We need to ask whether the denial of male-female differences encourages men to take on traditional male roles, and whether women are encouraged to prefer men who take on those roles. We need to ask whether our energy and economic policies favor job creation in areas dominated by men. We need to ask whether stimulus programs should be slanted towards industries dominated by women.  We need to ask whether affirmative action for women in education and at work helps men to be able to provide for a family. We need to ask whether men are well-served by no-fault divorce laws and biased domestic violence laws that promote false charges – especially during custody hearings. And lastly, we need to ask whether church serves men when it accepts or rejects postmodernism, anti-intellectualism and moral relativism.

But can’t we just tell men to “Man Up”?

The answer to the discincentives facing marriage-minded men is not a lazy, ignorant pronouncement for men to “Man Up”. That doesn’t solve any of the problems that cause men not to marry.

I think the desire of certain people to remove every incentive and capacity for men to perform as husbands and fathers – and then to nevertheless demand they marry and take on the traditional roles of men anyway without incentives or capacities  is the height of narcissism. Men are people too – we are not inanimate objects. We are not sperm donors and wallets. And if society decides to go in a direction where the traditional roles of men are replaced with  government social programs funded by high taxes and deficit spending, then marriage will die in this society.

New study: total compensation of public school teachers is 52% greater than fair market value

Whenever advocates of greater spending on education try to argue that teachers are not paid enough, they always compare teachers to other workers to other workers in terms of years spent in college. On that view, a software engineer with 6 years of college (B.S. and M.S. in computer science) is the same as an English teacher with 6 years of “Education college” (B.Ed and M.Ed in education). But is the ability to write code to perform real-time commercial transactions in a distributed database environment really deserving of the same total compensation as teaching 6-year olds how to read Dr. Seuss books? Is the supply of each skill set the same? Is the demand for each skill set the same? What should the price of each kind of labor be?

Let’s see what this new study from the American Enterprise Institute says.

Excerpt:

The teaching profession is crucial to America’s society and economy, but public-school teachers should receive compensation that is neither higher nor lower than market rates. Do teachers currently receive the proper level of compensation? Standard analytical approaches to this question compare teacher salaries to the salaries of similarly educated and experienced private-sector workers, and then add the value of employer contributions toward fringe benefits. These simple comparisons would indicate that public-school teachers are undercompensated. However, comparing teachers to non-teachers presents special challenges not accounted for in the existing literature.

First, formal educational attainment, such as a degree acquired or years of education completed, is not a good proxy for the earnings potential of school teachers. Public-school teachers earn less in wages on average than non-teachers with the same level of education, but teacher skills generally lag behind those of other workers with similar “paper” qualifications.

Here’s what the study shows:

  • The wage gap between teachers and non-teachers disappears when both groups are matched on an objective measure of cognitive ability rather than on years of education.
  • Public-school teachers earn higher wages than private- school teachers, even when the comparison is limited to secular schools with standard curriculums.
  • Workers who switch from non-teaching jobs to teaching jobs receive a wage increase of roughly 9 percent. Teachers who change to non-teaching jobs, on the other hand, see their wages decrease by roughly 3 percent. This is the opposite of what one would expect if teachers were underpaid.
  • Pension programs for public-school teachers are significantly more generous than the typical private sector retirement plan, but this generosity is hidden by public-sector accounting practices that allow lower employer contributions than a private-sector plan promising the same retirement benefits.
  • Most teachers accrue generous retiree health benefits as they work, but retiree health care is excluded from Bureau of Labor Statistics benefits data and thus frequently overlooked. While rarely offered in the private sector, retiree health coverage for teachers is worth roughly an additional 10 percent of wages.
  • Job security for teachers is considerably greater than in comparable professions. Using a model to calculate the welfare value of job security, we find that job security for typical teachers is worth about an extra 1 percent of wages, rising to 8.6 percent when considering that extra job security protects a premium paid in terms of salaries and benefits.

And they conclude:

We conclude that public-school teacher salaries are comparable to those paid to similarly skilled private sector workers, but that more generous fringe benefits for public-school teachers, including greater job security, make total compensation 52 percent greater than fair market levels, equivalent to more than $120 billion overcharged to taxpayers each year.

Well, maybe teachers are overpaid – but that would be OK if they were somehow super intelligent and productive.

Are teachers intelligent?

CBS Moneywatch explains what the research shows about teachers.

Excerpt:

Research over the years has indicated that education majors, who enter college with the lowest average SAT scores, leave with the highest grades.   Some of academic evidence documenting easy A’s for future teachers goes back more than 50 years!

The latest damning report on the ease of majoring in education comes from research at the University of Missouri, my alma mater.  The study, conducted by economist Cory Koedel shows that education majors receive “substantially higher” grades than students in every other department.

Koedel examined the grades earned by undergraduates during the 2007-2008 school year at three large state universities that include sizable education programs — University of Missouri, Miami (OH) University and Indiana University.  The researcher compared the grades earned by education majors with the grades earned by students in 12 other majors including biology, economics, English, history, philosophy, mathematics, chemistry, psychology and sociology.

Education majors enjoyed grade point averages that were .5 to .8 grade points higher than students in the other college majors. At the University of Missouri, for instance, the average education major has a 3.80 GPA versus 2.99 GPA (science, math, econ majors), 3.12 GPA (social science majors) and 3.16 GPA (humanities majors).

So it is easy for teachers with lower SAT scores to get much higher grades than other applicants to non-teaching programs with much higher SAT scores. It doesn’t sound like the smartest people go to teachers college. Nor does it sound as if they learn anything very challenging when they are there.

Are teachers doing a good job of teaching useful skills?

CNN sheds some light on how well teachers perform.

Excerpt:

Last week, the College Board dealt parents, teachers and the education world a serious blow. According to its latest test results, “SAT reading scores for the high school class of 2011 were the lowest on record, and combined reading and math scores fell to their lowest point since 1995.”

The reading scores, which stand at 497, are noticeably lower than just six years ago, when they stood at 508. And it’s just the second time in the last 20 years that reading scores have dropped so precipitously in a single year.

[…]The 2011 budget for the Department of Education is estimated to top $70 billion, while overall spending on public elementary and secondary education is about $600 billion a year. By comparison, in 1972, before the Department of Education even existed, SAT critical reading scores for college-bound seniors were above 525, more than 20 points higher than they are today, while today’s math scores are only slightly better than in 1972.

So, not only are these highly-paid teachers less intelligent (on average) than other college applicants, but they also fail to educate our children properly. And we are forced to pay them, through taxes, regardless of how they perform. Our children who are suffering from this failed monopoly.

Do teacher unions improve teacher quality?

And do you know who protects bad teachers from being fired, and prevents good teachers from being paid more?

This is why we need to abolish the federal Department of Education and teacher unions. Why are we paying these people ridiculous salaries and benefits to fail our children?

Must-see videos on education policy

Related posts

One day of substitute teaching qualifies union lobbyists for teacher pensions

From the Chicago Tribune. (H/T Marathon Pundit)

Excerpt:

Two lobbyists with no prior teaching experience were allowed to count their years as union employees toward a state teacher pension once they served a single day of subbing in 2007, a Tribune/WGN-TV investigation has found.

Steven Preckwinkle, the political director for the Illinois Federation of Teachers, and fellow union lobbyist David Piccioli were the only people who took advantage of a small window opened by lawmakers a few months earlier.

The legislation enabled union officials to get into the state teachers pension fund and count their previous years as union employees after quickly obtaining teaching certificates and working in a classroom. They just had to do it before the bill was signed into law.

Preckwinkle’s one day of subbing qualified him to become a participant in the state teachers pension fund, allowing him to pick up 16 years of previous union work and nearly five more years since he joined. He’s 59, and at age 60 he’ll be eligible for a state pension based on the four-highest consecutive years of his last 10 years of work.

His paycheck fluctuates as a union lobbyist, but pension records show his earnings in the last school year were at least $245,000. Based on his salary history so far, he could earn a pension of about $108,000 a year, more than double what the average teacher receives.

[…]Over the course of their lifetimes, both men stand to receive more than a million dollars each from a state pension fund that has less than half of the assets it needs to cover promises made to tens of thousands of public school teachers. With billions of dollars in unfunded liabilities, the Illinois Teachers’ Retirement System, which serves public school teachers outside of Chicago, is one of several pension plans that are in debt as state government reels in a fiscal crisis.

This is why we need to rein these unions. Not only do they not provide quality educations for poor students in the inner city, but they are corrupt and wasteful.

If you missed my post on Ohio State Issue 2, then you should read it here.