Tag Archives: Study

New study: Angus Reid Institute analyzes Canada’s single payer healthcare system

Price of healthcare per Canadian household (Source: Fraser Institute)
The cost of healthcare for average Canadian households

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?

Here is the first Angus Reid article:

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.

The second Angus Reid article explains:

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.

New study: white police officers not more likely to shoot black suspects

Murder rates in major U.S. cities - all run by Democrats
Murder rates in major U.S. cities – all run by Democrats

Whenever people disagree about controversial things, the best way to proceed is to look at what the evidence says. In this case, we’ve got a new PNAS study authored by professors at several different universities which concludes that white officers are not more likely to shoot black civilians than black or Hispanic police officers.

Heather McDonald writes about it in the centrist National Review:

A new study published in the Proceedings of the National Academy of Sciences demolishes the Democratic narrative regarding race and police shootings, which holds that white officers are engaged in an epidemic of racially biased shootings of black men. It turns out that white officers are no more likely than black or Hispanic officers to shoot black civilians. It is a racial group’s rate of violent crime that determines police shootings, not the race of the officer. The more frequently officers encounter violent suspects from any given racial group, the greater the chance that members of that racial group will be shot by a police officer. In fact, if there is a bias in police shootings after crime rates are taken into account, it is against white civilians, the study found.

The authors, faculty at Michigan State University and the University of Maryland at College Park, created a database of 917 officer-involved fatal shootings in 2015 from more than 650 police departments. Fifty-five percent of the victims were white, 27 percent were black, and 19 percent were Hispanic. Between 90 and 95 percent of the civilians shot by officers in 2015 were attacking police or other citizens; 90 percent were armed with a weapon. So-called threat-misperception shootings, in which an officer shoots an unarmed civilian after mistaking a cellphone, say, for a gun, were rare.

This study builds on previous work, which also showed that white police officers were not more biased than other officers to shoot black civilians.

McDonald notes that progressive policy of hiring more minority police officers won’t reduce the rates of shootings of minority civilians, since all races fire their weapons at minority civilians at roughly the same rate.

The real problem with outrage at white police officers is that it doesn’t address the problem of black-on-black crime, which is a FAR greater threat to black victims of crime.

A recent editorial by George Mason University professor of economics Walter Williams explains:

Each year, roughly 7,000 blacks are murdered. Ninety-four percent of the time, the murderer is another black person.

According to the Bureau of Justice Statistics, between 1976 and 2011, there were 279,384 black murder victims. Using the 94-percent figure means that 262,621 were murdered by other blacks.

Though blacks are 13 percent of the nation’s population, they account for more than 50 percent of homicide victims. Nationally, the black homicide victimization rate is six times that of whites, and in some cities, it’s 22 times that of whites.

Coupled with being most of the nation’s homicide victims, blacks are most of the victims of violent personal crimes, such as assault and robbery.

[…]It’s a tragic commentary to be able to say that young black males have a greater chance of reaching maturity on the battlefields of Iraq and Afghanistan than on the streets of Philadelphia, Chicago, Detroit, Oakland, Newark and other cities.

And all those cities are run by Democrats. And they have been run by Democrats for decades. Democrat policies don’t work to solve the problem how making cities safer for blacks.

The real root cause behind crime is, of course, fatherlessness, as this interview about fatherless boys in the Daily Signal with Warren Farrell makes clear:

They’re far more likely to be the mass shooters. About 90% of the mass shooters that I studied since Columbine have been boys brought up in homes that have minimal or no father involvement or products of divorce or so on. And so that really shocked me to see that common denominator.

I then looked beyond that and went to ISIS recruits. There was a big study of ISIS recruits that found that the common denominator among ISIS recruits was dad deprivation, but not only among the boys, but also the female ISIS recruits as well, which, of course, are in much smaller numbers.

Then I started looking at prisoners and the prison population. We all know that 93% of the prisoners are male, but what very few people know is that about 90% of those 93% are dad-deprived boys.

Kay Cole James, the president of the Heritage Foundation (my favorite think tank), wrote about some of her ideas on how to solve the problem for Fox News.

She writes:

First, we must ensure that we’re encouraging families to stay together and that fathers and mothers raise their children together. Decades of studies have shown that children raised in single-parent homes are statistically more likely to abuse drugs and alcohol, exhibit poor social behaviors, and commit violent crimes. They’re also more likely to drop out of school, which often leaves them struggling to find good-paying jobs as adults.

We could go a long way toward strengthening inner-city families by changing the system of government assistance that routinely weakens them.

A child of welfare, I can tell you that an overreliance on government assistance has deprived millions of children of the love and security they would have gotten from a family with two parents.

In the rest of the article, she explains how she was able to put that into practice, and what results she obtained by doing it.

Welfare “frees” women to try to start relationships with men who demonstrate no ability or willingness to commit. She doesn’t have to care about whether he is chaste, sober, drug-free, loyal, educated, a hard worker, etc. because the government is taking over the role of provider. The side effect of this is the high inner-city crime rates that we observe in cities that reward women for making fatherless children with men they never vetted for commitment ability.

Are gay relationships more stable than straight ones?

Sherlock Holmes and John Watson are going to take a look at the data
Sherlock Holmes and John Watson are going to take a look at the data

Let’s look at this post from The Public Discourse and see if gay relationships are as stable, or even more stable, than straight ones.

Excerpt:

The [NFSS] study found that the children who were raised by a gay or lesbian parent as little as 15 years ago were usually conceived within a heterosexual marriage, which then underwent divorce or separation, leaving the child with a single parent. That parent then had at least one same-sex romantic relationship, sometimes outside of the child’s home, sometimes within it. To be more specific, among the respondents who said their mother had a same-sex romantic relationship, a minority, 23%, said they had spent at least three years living in the same household with both their mother and her romantic partner. Only 2 out of the 15,000 screened spent a span of 18 years with the same two mothers. Among those who said their father had had a same-sex relationship, 1.1% of children reported spending at least three years together with both men.

This strongly suggests that the parents’ same-sex relationships were often short-lived, a finding consistent with the broader research on elevated levels of instability among same-sex romantic partners. For example, a recent 2012 study of same-sex couples in Great Britain finds that gay and lesbian cohabiting couples are more likely to separate than heterosexual couples.[3] A 2006 study of same sex marriages in Norway and Sweden found that “divorce risk levels are considerably higher in same-sex marriages”[4] such that Swedish lesbian couples are more than three times as likely to divorce as heterosexual couples, and Swedish gay couples are 1.35 times more likely to divorce (net of controls). Timothy Biblarz and Judith Stacey, two of the most outspoken advocates for same-sex marriage in the U.S. academy, acknowledge that there is more instability among lesbian parents.[5]

This paper from the Family Research Council makes the same point:

The 2003-2004 Gay/Lesbian Consumer Online Census surveyed the lifestyles of 7,862 homosexuals. Of those involved in a “current relationship,” only 15 percent describe their current relationship as having lasted twelve years or longer, with five percent lasting more than twenty years.[4] While this “snapshot in time” is not an absolute predictor of the length of homosexual relationships, it does indicate that few homosexual relationships achieve the longevity common in marriages.

In The Sexual Organization of the City, University of Chicago sociologist Edward Laumann argues that “typical gay city inhabitants spend most of their adult lives in ‘transactional’ relationships, or short-term commitments of less than six months.”[5]

A study of homosexual men in the Netherlands published in the journal AIDS found that the “duration of steady partnerships” was 1.5 years.[6]

In his study of male homosexuality in Western Sexuality: Practice and Precept in Past and Present Times, Pollak found that “few homosexual relationships last longer than two years, with many men reporting hundreds of lifetime partners.”[7]

In Male and Female Homosexuality, Saghir and Robins found that the average male homosexual live-in relationship lasts between two and three years.[8]

It’s a Grindr lifestyle. And it’s not a good environment for meeting the needs of children. (Example)

There is one study (Rosenfeld, 2014) that tries to argue against the conclusion of all these other studies, and the problems with it are discussed in this post.

The right way to think about gay marriage is to think about it as an extension of no-fault divorce. The same feminists and leftists who pushed for the legalization of no-fault divorce told us back then that the children would be fine, that children are resilient. No-fault divorce was a change in the definition of marriage. The leftists said that divorce would never become widespread, and that it would not harm children in any way. It was all a pack of lies. If the practices of the gay lifestyle become conflated with marriage, then marriage will come to denote relationships engaged in for “love” not children, such that unchastity, infidelity, increased domestic violence and frequent break-ups are incorporated back into the definition of marriage. Marriage is about permanence, exclusivity and building an environment that can welcome children and supply for their needs. It’s not about government giving people respect for their romantic feelings. Those are volatile. What government ought to be rewarding is lifelong commitment.

Study: children of same-sex couples do less well than those of married couples

A family praying and reading the Bible
A family praying and reading the Bible

The Public Discourse reports on a recent study out of Canada.

Excerpt:

A new academic study based on the Canadian census suggests that a married mom and dad matter for children. Children of same-sex coupled households do not fare as well.

There is a new and significant piece of evidence in the social science debate about gay parenting and the unique contributions that mothers and fathers make to their children’s flourishing. A study published last week in the journal Review of the Economics of the Household—analyzing data from a very large, population-based sample—reveals that the children of gay and lesbian couples are only about 65 percent as likely to have graduated from high school as the children of married, opposite-sex couples. And gender matters, too: girls are more apt to struggle than boys, with daughters of gay parents displaying dramatically low graduation rates.

Unlike US-based studies, this one evaluates a 20 percent sample of the Canadian census, where same-sex couples have had access to all taxation and government benefits since 1997 and to marriage since 2005.

While in the US Census same-sex households have to be guessed at based on the gender and number of self-reported heads-of-household, young adults in the Canadian census were asked, “Are you the child of a male or female same-sex married or common law couple?” While study author and economist Douglas Allen noted that very many children in Canada who live with a gay or lesbian parent are actually living with a single mother—a finding consonant with that detected in the 2012 New Family Structures Study—he was able to isolate and analyze hundreds of children living with a gay or lesbian couple (either married or in a “common law” relationship akin to cohabitation).

So the study is able to compare—side by side—the young-adult children of same-sex couples and opposite-sex couples, as well as children growing up in single-parent homes and other types of households. Three key findings stood out to Allen:

children of married opposite-sex families have a high graduation rate compared to the others; children of lesbian families have a very low graduation rate compared to the others; and the other four types [common law, gay, single mother, single father] are similar to each other and lie in between the married/lesbian extremes.

Employing regression models and series of control variables, Allen concludes that the substandard performance cannot be attributed to lower school attendance or the more modest education of gay or lesbian parents. Indeed, same-sex parents were characterized by higher levels of education, and their children were more likely to be enrolled in school than even those of married, opposite-sex couples. And yet their children are notably more likely to lag in finishing their own schooling.

[…]The truly unique aspect of Allen’s study, however, may be its ability to distinguish gender-specific effects of same-sex households on children. He writes:

the particular gender mix of a same-sex household has a dramatic difference in the association with child graduation. Consider the case of girls. . . . Regardless of the controls and whether or not girls are currently living in a gay or lesbian household, the odds of graduating from high school are considerably lower than any other household type. Indeed, girls living in gay households are only 15 percent as likely to graduate compared to girls from opposite sex married homes.

Thus although the children of same-sex couples fare worse overall, the disparity is unequally shared, but is instead based on the combination of the gender of child and gender of parents. Boys fare better—that is, they’re more likely to have finished high school—in gay households than in lesbian households. For girls, the opposite is true. Thus the study undermines not only claims about “no differences” but also assertions that moms and dads are interchangeable. They’re not.

With a little digging, I found the abstract of the study:

Almost all studies of same-sex parenting have concluded there is “no difference” in a range of outcome measures for children who live in a household with same-sex parents compared to children living with married opposite-sex parents. Recently, some work based on the US census has suggested otherwise, but those studies have considerable drawbacks. Here, a 20% sample of the 2006 Canada census is used to identify self-reported children living with same-sex parents, and to examine the association of household type with children’s high school graduation rates. This large random sample allows for control of parental marital status, distinguishes between gay and lesbian families, and is large enough to evaluate differences in gender between parents and children. Children living with gay and lesbian families in 2006 were about 65 % as likely to graduate compared to children living in opposite sex marriage families. Daughters of same-sex parents do considerably worse than sons.

The author of the study is a professor of economics at Simon Fraser University in British Columbia. His PhD in economics is from the University of Washington. A previous study had shown that gay relationships typically have far more instability (they last for more shorter times). That’s not good for children either. Another study featured in the Atlantic talked about how gay relationships have much higher rates of domestic violence. That’s not good for children either. So we have three reasons to think that normalizing gay relationships as “marriage” would not be good for children.

The reason I am posting this is because I want people to understand why social conservatives like me propose these laws defining and promoting marriage. We do favor natural marriage for the same reason that we oppose no-fault divorce, and for the same reason why we oppose welfare for single mothers (it encourages single motherhood). We don’t want to encourage people to deprive children of their mother or their father. We look at the research, and we decide that children need their mother and father. Given the choice between the needs of the child and restraining the freedom of the adults, we prefer the child’s need for her mother and father. It’s not just arbitrary rules, there is a reason behind the rules.

But children are not commodities. They have certain needs right out of the box. Adults should NOT be thinking about how to duct-tape a child onto any old relationship that doesn’t offer the same safety and stability that opposite sex marriage offers. We should be passing laws to strengthen marriage in order to protect children, not to weaken it. Libertarians don’t want to do that, because they want adults to be free to do as they please, at the expense of children.  Libertarians think that the adults should be able to negotiate private contracts and have no obligations to any children who are present, or who may be present later.

Related posts

Has increased education spending in schools improved student performance in test scores?

When I want a raise, I work harder, but these teachers hold up signs
When I want a raise, I work harder, but lazy teachers quit working to hold signs

One of my friends has been having a debate with one of his former teachers about whether spending more money on government-run education improves tests scores. He tried posting some evidence, but she just dismissed that by claiming:

  1. If we hadn’t spent more money, then the student test scores would have gone down instead of staying the same.
  2. Most of the money that government spends on education goes to vouchers and private schools, not public schools
  3. Economists at prestigious think tanks like that Cato Institute, the Heritage Foundation, and the American Enterprise Institute cannot be trusted to accurately cite the Bureau of Labor Statistics and the National Center for Education Statistics because of the Koch Brothers
  4. You can’t compare the test scores of American students with the test scores of Asian students who outperform them, (for less government spending), because math is different in Asia compared to America

Let’s look at some data and see if her arguments are correct.

Does more spending mean higher student performance?

National Review reported on data collected in the National Assessment of Educational Progress, which spans all 50 states.

Look:

Comparing educational achievement with per-pupil spending among states also calls into question the value of increasing expenditures. While high-spending Massachusetts had the nation’s highest proficiency scores on the National Assessment of Educational Progress, low-spending Idaho did very well, too. South Dakota ranks 42nd in per-pupil expenditures but eighth in math performance and ninth in reading. The District of Columbia, meanwhile, with the nation’s highest per-pupil expenditures ($15,511 in 2007), scores dead last in achievement.

The student test scores are dead last, but National Review notes that “according to the National Center for Education Statistics, Washington, D.C. was spending an average of $27,460 per pupil in 2014, the most recent year for which data are available.” They are spending the most per-pupil, but their test scores are dead last.

CBS News reported on another recent study confirming this:

Decades of increased taxpayer spending per student in U.S. public schools has not improved student or school outcomes from that education, and a new study finds that throwing money at the system is simply not tied to academic improvements.

The study from the CATO Institute shows that American student performance has remained poor, and has actually declined in mathematics and verbal skills, despite per-student spending tripling nationwide over the same 40-year period.

“The takeaway from this study is that what we’ve done over the past 40 years hasn’t worked,” Andrew Coulson, director of the Center For Educational Freedom at the CATO Institute, told Watchdog.org. “The average performance change nationwide has declined 3 percent in mathematical and verbal skills. Moreover, there’s been no relationship, effectively, between spending and academic outcomes.”

The study, “State Education Trends: Academic Performance and Spending over the Past 40 Years,” analyzed how billions of increased taxpayer dollars, combined with the number of school employees nearly doubling since 1970, to produce stagnant or declining academic results.

“The performance of 17-year-olds has been essentially stagnant across all subjects despite a near tripling of the inflation-adjusted cost of putting a child through the K-12 system,” writes Coulson.

Where did the numbers come from? The Koch Brothers? No:

Data from the U.S. Department of Education incorporating public school costs, number of employees, student enrollment and SAT scores was analyzed to explore the disparity between increased spending and decreasing or stagnant academic results.

Well, at least government-run monopoly schools outperform private private schools, right? No:

[…][P]rivate schools, where students excel over public school peers, …manage to operate at budgets about 34 percent lower than taxpayer-funded schools, US Finance Post reports.

Public schools spend, on average, $11,000 per student, per year.

Coulson noted an Arizona study he conducted which showed that the average per-pupil spending at private schools was only about 66 percent of the cost of public schools.

A more recent state-specific study from 2016 found that this is still the case.

This problem gets even worse when you look at test scores from other countries, where even less is spent on education.

As the Washington Post reported at the end of 2016:

When it comes to math, U.S. high school students are falling further behind their international counterparts, according to results released Tuesday of an ongoing study that compares academic achievement in 73 countries. And the news is not much better in reading and science literacy, where U.S. high schoolers have not gained any ground and continue to trail students in a slew of developed countries around the globe.

In the latest Program for International Student Assessment (PISA) measuring math literacy in 2015, U.S. students ranked 40th in the world. The U.S. average math score of 470 represents the second decline in the past two assessments — down from 482 in 2012 and 488 in 2009. The U.S. score in 2015 was 23 points lower than the average of all of the nations taking part in the survey.

More money is being spent, but the scores are DECREASING.

Now, why is it that increased government spending in the public school monopoly doesn’t improve student performance? Well, one reason is that very little of the money makes it to the classroom.

Where does all the money go?

Let’s look at four places where the money spent on the government-run public school monopoly ends up.

Administration

First, a lot of it gets paid to administrations who implement politically correct programs designed to turn the impressionable young people into little secular socialists.

Here’s a helpful chart from the American Enterprise Institute:

Where does taxpayer money spent on the public school monopoly go?
Where does taxpayer money spent on the public school monopoly go?

I guess if a school wants to make things like Planned Parenthood sex education and LGBT indoctrination into priorities, then they would need more administrators.

Pensions

Second, education employees get enormous pensions, which are paid by taxpayers and negotiated by their unions. You would never see pensions this large in the private sector.

This is from the leftist Brookings Institute, from 2014:

This figure shows we now spend nearly $1,100 per student on retirement benefits. The average public school student teacher ratio is 16 to 1. So we are spending about $17,000 per year per teacher in pension contributions.

[…]The National Council on Teacher Quality writes,

In 2014 teacher pension systems had a total of a half trillion dollars in unfunded liabilities—a debt load that climbed more than $100 billion in just the last two years. Across the states, an average of 70 cents of every dollar contributed to state teacher pension systems goes toward paying off the ever-increasing pension debt, not to future teacher benefits (p. iii).

While we are spending a huge amount to fund teacher pensions, most of that spending doesn’t go to attracting the best teachers. It’s paying off past debts.

We can’t hire good teachers, because all the education spending of today is paying for the gold-plated pensions of yesterday.

That was 2014. The numbers are even worse today. Teachers contribute very, very little to their pensions, but the benefits are enormous compared to what the private sector taxpayers get in Social Security. (Which is going to be bankrupt by 2034, as reported by the far-left PBS)

Teacher training

Third, a lot of it is spent on teacher training, because apparently teaching multiplication, Shakespeare or geography changes every year, so the teachers need tens of thousands of dollars in annual training.

The Washington Post reports on a recent study:

A new study of 10,000 teachers found that professional development — the teacher workshops and training that cost taxpayers billions of dollars each year — is largely a waste.

The study released Tuesday by TNTP, a nonprofit organization, found no evidence that any particular approach or amount of professional development consistently helps teachers improve in the classroom.

[…]The school districts that participated in the study spent an average of $18,000 per teacher annually on professional development. Based on that figure, TNTP estimates that the 50 largest school districts spend an estimated $8 billion on teacher development annually. That is far larger than previous estimates.

And teachers spend a good deal of time in training, the study found. The 10,000 teachers surveyed were in training an average of 19 school days a year, or almost 10 percent of a typical school year, according to TNTP.

Maybe if more of the money spent on education were spent directly on hiring teachers, then we would see an improvement. Unfortunately, a lot of the money meant for teachers goes to the teacher unions. How do they spend that money?

Political Contributions

Finally, this is from OpenSecrets.org, concerning political contributions made in the most recent election cycle:

Top Political Contributors in 2016 election cycle
Top Political Contributors in 2016 election cycle

The two largest teacher unions came in at #9 and #11. Most of their donations go to Democrat Party. Democrats believe (against the evidence) that spending more money in the government-run public school monopoly will improve student performance on tests.

So, what’s the solution?

The solution is that we abolish the federal Department of Education, which has done nothing to improve the quality of education for students. We need to push the education of children back down to the state and local levels. We need to empower parents to choose the schools that work best for their children by giving parents vouchers. We need to increase tax-free education savings accounts to help parents with school expenses. We should also give free college tuition to homeschooled students who are admitted to STEM programs at any college or university. We can take the money from the pensions of the union administrators, after we abolish ever single public sector teacher union in the country, and seize all their assets and pensions. If that’s not enough money, then we can seize all the pensions of Department of Education employees – a just punishment for their failure to produce results while still taking taxpayer money.

Finally, we should allow people who already have private sector experience doing things like STEM to become teachers. Let’s face it: the departments that grant Education degrees have the lowest entrance requirements, and produce the least competent adults. People with years of private sector work experience teach better than people with Education degrees. Let’s open up teaching to people who have experience in the private sector doing software engineering, statistics, nursing, etc. and then we’ll have qualified teachers.