Public Workers' Compensation

The tax guru David Cay Johnston makes a compelling argument on the Wisconsin situation, calling out not only Wisconsin's governor Walker and Florida's governor Scott, but also the media and journalists who are not doing their homework and accurately reporting the misinformation of people like Walker and Scott.

His entire column is worth checking out and discussing.

Pathways to Prosperity

The following is a piece of commentary I wrote for the Denver Post - It was published Sunday in the perspective section:

Education Pathways to Prosperity

After the recent cold snap – as my neighbor’s pipes froze and my furnace shorted out – I was reminded of just how little we appreciate and how much we undervalue skilled labor in this country. When the plumber told my neighbor he was booked until two AM, and when the pipe repair exceeded $300, I wondered why schools keep pushing the college-for-all mentality. The education system should promote the trades and skilled labor as much as it does academics and bachelor’s degrees, and education at all levels should become more experiential and skill-based.

This conclusion is supported by the recently released Harvard study that concluded not all kids should go to college – or at least not a four-year university in pursuit of a bachelor’s degree. The aptly titled report “Pathways to Prosperity” recommends a new direction for education reform, based on the practical needs of students and the economy. Sadly, too many education leaders don’t share this view.

Politicians and education reformers never talk about producing more plumbers or IT technicians or dental hygienists or physical therapists, just more scientists and engineers. President Obama and Bill Gates preach incessantly about the need for the United States to produce degree holders to keep up with the technological demands of a global economy. And that is certainly a noble and necessary goal. Yet, for every engineer we produce, we need hundreds, if not thousands, of skilled technicians to manufacture and repair the innovations those engineers create. Clearly, current education reform based almost entirely on standardized test scores and college degrees is the wrong direction for Colorado and for the United States.

Of the millions of jobs that will be created in the next decade, 30% of them will not require a bachelor’s degree. Many positions such as paralegals, health care technicians, registered nurses, and tech support workers need only certificates and associate degrees. Currently only 28% of Americans have a bachelor degree, and many of them are looking for work. In a study of Florida college graduates, the earnings discrepancy between two-year programs and bachelor degrees is a revelation. Five years out of school, the average trade school or community college graduate makes $47,000 per year compared to bachelor degree holders who average $36,000. School administrators, counselors, and education reformers are being disingenuous if they fail to promote this information to students and parents. By not offering advice on students’ realistic prospects for college degrees and marketable skills, schools are setting up too many kids for failure.

Europe clearly outpaces the U.S. in this area, another key point of the Harvard study. Education critics regularly tout the performance of Finland in international test scores, but they do little to promote the Finnish system. As many as 70% of Finnish students enter career training following their sophomore year of high school. In fact, elementary schools in Finland teach skills such as carpentry alongside the multiplication tables. And Finnish students only take one standardized test in their school career – it’s at the end of high school to determine university qualification. Yet, despite emphasizing skill-based education, Finland remains on the cutting edge in technology and is home to five of the world’s top global technology corporations. Clearly, they produce sufficient scientists and engineers from their top thirty percent, and they also provide sufficient skilled labor for their economy.

Colorado needs to design educational standards and goals that move beyond basic academic skills learned at desks and measured by standardized tests. For every new magnet or charter school like the Denver School of Science and Technology, Colorado districts need to offer technical education like that found at Hamilton Career Technical Center near Cincinnati, Ohio. Hamilton is winning praise for its record of producing skilled health care technicians, electricians, and mechanics, and offering viable careers to non-academic students.

Like the report “Tough Choices, Tough Times” that was the buzz in education reform several years ago, “Pathways to Prosperity” should be required reading for every education reformer in Colorado, especially members of the legislature and education committees. If Colorado truly hopes to “Race to the Top” in creating a productive education system, we must commit to redesigning our education system to produce both higher-level degrees and productive skilled labor. Hopefully, reformers like Senator Michael Johnston will move beyond his recent focus on basic skills and college attendance and begin drafting his next bill promoting practical education reforms based on building marketable skills at all levels.

Wisconsin Explanation

The problems in Wisconsin are based on ignorance and ideology. It's worth looking at the data behind the alleged budget mess Wisconsin got itself into:

The Fiscal Implications of Recent Wisconsin Policy Measures

From the Legislative Fiscal Bureau, roughly analogous to the Congressional Budget Office, an assessment (p.11) that notes the tax revenue implications of three bills implemented under the current Administration:

Our estimates include the impacts of all law changes enacted in prior years and three of the January 2011 Special Session bills: (a) SS SB 2, which federalizes the treatment of health savings accounts; (b) SS AB 3, which would create an income and franchise tax deduction or credit for businesses that relocate to Wisconsin; and (c) SS AB 7, which would create an income and franchise tax deduction for businesses that increase employment in the state. SS SB 2 has been enacted into law as 2011 Act 1. The other two bills have passed both Houses of the Legislature, and the Governor has indicated that he will sign them. It is estimated that, together, these three bills will reduce general fund tax collections by $55.2 million in 2011-12 and $62.0 million in 2012-13.

This means approximately $117.2 million of any shortfall over the next two fiscal years is a direct consequence of measures that have just been implemented by the current Administration.

More on this from Forbes.

I am bothered by the blind ideology that is driving much of the change happening at the election box and legislatures nationwide. The dangers of oligarchy are far more significant in this country than tyranny ever has been. Thus, when the rights of workers are weakened as they lose economic clout, there is potential for a serious decline in national standards of living and the clout of the republic.

Workers of the World, Unite

The unrest in Wisconsin - legislative conflicts that have led Democrats to literally flee the state - is troubling for the apparent impasse it presents in an ideological battle about the rights of workers, especially public employees. There is such contempt for government right now that the average voter is not very sympathetic to the collective bargaining rights of workers - if they work for the government. The biggest problem in this Wisconsin budget battle is that the state workers have done nothing to lead to the deficit problems. Like much of our government budget issues, Wisconsin is in the hole almost entirely because of lost revenue, not expanded pay and benefits. This is a troubling and divisive issue well articulated this week by Ezra Klein in the Washington Post.

The Democrats and the state workers are willing to negotiate the benefits issues - as they should. Even if state workers are making less than the public sector - and they are - no one should be exempt from contributing to pension and benefits programs. And if it were that simple the Democrats would be back and voting. Yet, this attack on the rights of workers to collectively bargain is simply unacceptable. There has been an erosion of wages and consumer power among the middle class - including state workers - for more than two decades now. And it is accelerating.

No economic recovery is going happen in the American economy unless workers needs are reasonably addressed by employers and situations. The whole thing reminds me of the cold, heartless action of Josiah Bounderby in Dickens Hard Times when dealing with Stephen Blackpool and the organizing of "The Hands"in the factories. Despite Bounderby's portrayal of the workers as lazy bumpkins who seek to avoid work while dining on turtle soup and venison stew with their gold spoons, the average American - the average person - is always and forever looking for an honest day's wages for an honest day's work.

And that cannot be compromised.

Congressional Living Quarters

The latest stink coming out of Washington is the story of Congressmen and women using their offices in the capitol as their living quarters. Apparently, an ethics watchdog group has been criticizing this practice which representatives have been doing for years. It's no surprise considering the incredibly expensive rates around Washington and Georgetown, and I don't really blame reps like Paul Ryan of Wisconsin for doing it. However, there is something unseemly and inappropriate about it as well. Yet, there is an easy fix for this problem - and it's one which could be a positive move for both parties and the area.

The Democratic and Republican parties should go on a bipartisan fund raising campaign to raise money for the construction of a 535-unit townhouse development. There would be one official residence for each member of Congress, and this would alleviate the need for them to rent in expensive areas. They would be responsible for utilities and up-keep, but there would be no rent or mortgage. Each unit could be a 2-3 bedroom which would hopefully accommodate most families, and the single location could do much to foster closer relations among Congressional members because they would be neighbors.

Additionally, this project could be a great boon to the D.C. area, as it could be located in a economically struggling area. The infusion of construction jobs and later retail neighborhood development could significantly revitalize an area of the country that is in desperate need of stimulus. The entire area could become an example of all that is possible with urban revitalization.

Think about it. I'm calling my congressmen today.

College Not For All

A new Harvard study (PDF) says American students need to begin to decide in middle school whether they want to prepare for four-year college and then a career. The alternative approach, the study says, is to begin vocational training for a job earlier.

The study is inspired by European systems of education, and its authors say too many students are graduating high school without middle-level skills that could help them land well-paying jobs as electricians, for example. About a third of jobs in the next decade won't require a four-year college education, the study says, and this program would help American kids prepare for them.

This is not surprising to anyone on the front lines of education - yet it is completely lost on all the reformers who get the press. The Obama Administration and their narrow-minded - altogether clueless - minions continue to push college for all to the exclusion of real discussion of practical education.

Morality in America

A columnist for the weekly newspaper in my community recently decried the loss of "morality" in the United States. After being offended by the nudity and sex in the movie No Strings Attached, he crafted a piece which lamented the morally upright times of 1950s America. Warning of a "moral crisis," he calls for a return to the "unified morality" of the 1940s and '50s. The following is my response:

Mort Marks validly asserts that American entertainment has become more risqué. Offended by the blatant sex in a movie he chose to see, Mort laments the loss of morality in the United States, claiming there once was a moral “unity in this country” that in the 1950s became a “triumphant decade of togetherness.” While Mort no doubt has fond memories of the ‘50s, his ideas about America’s “Golden Age” are somewhat mythical. While the post-WWII economic boom created much progress in American society, the 1950s was also a time of harsh racial segregation and persecution, not to mention the “Red Scare” of McCarthyism and an assault on Constitutional rights. These incidents could hardly be representative of a unified “togetherness.” In the “unified” utopia Mort recalls, the Civil Rights Movement and the social rebellions of the 1950s and 1960s would never have happened.

Dissent and challenges to tradition and authority have always been a part of American culture. Mort’s “Golden Age” gave us the Beat Generation whose freedom and drug use inspired the hippies of the 1960s. Marlon Brando’s rebellious film The Wild Ones came out in 1953, and James Dean’s Rebel Without a Cause premiered in 1955. Clearly, all was not well in Pleasant-ville, or James Dean wouldn’t have screamed at his parents “you’re tearing me apart.” Like many of his generation, Mort may also view the 1950s as the “Golden Age” of education when young people all worked hard, respected their teachers, and knew how to behave. However, he would be naively overlooking the fact that Rudolph Flesch wrote Why Johnny Can’t Read in 1953. The Catcher in the Rye, J.D. Salinger’s classic novel of disaffected, angry youth, was published two years earlier.

Mort also seems to think sexual promiscuity began with the 1960s. Yet Marilyn Monroe was a sexual icon of his age, and Playboy debuted in 1953. Hugh Hefner is clearly a member of Mort’s generation, not the “hippies of the 1960s.” Obviously, today’s open sexuality in movies and society is extreme, but it doesn’t mean America is any less moral. The 1950s was certainly a time of greater modesty, but it wasn’t more “moral.” In fact, Mort seems unaware that the Kinsey Report on the perverse sexual habits of Americans was released in 1948 and 1953. Morality is not simply about how public or private people are with their behavior.

Mort’s criticism of the “cynicism ruling America” ignores his own naïve, cynical views. As an educator I see hope and optimism in America, not a “moral crisis.” Young people may spend a lot of time on Facebook, and their fashions and entertainment may make us uneasy. Yet, they are also a tolerant and hopeful generation who volunteer and aspire to achieve college degrees at rates never seen before. I, too, worry about the lack of modesty in contemporary society. I often criticize the adult humor injected into children’s movies, and I’ve never shown my kids a Disney film. However, I also have great faith in Americans, and I’m not naïve enough to connect Robert Kennedy’s vision of moral certitude to a concern about nudity in a romantic-comedy. Nostalgia is a wonderful thing – but its weakness is its detachment from reality.

Muppet Family Fun

My children - ages five and eight - have seen, at most, four or five movies in their lives. Watching movies has simply never been a part of our parenting - as we've always felt the American Academy of Pediatrics' recommendations on limiting TV/movie viewing makes a lot of sense. Thus, our kids were never parked in front of The Lion King or Finding Nemo when they were younger. The first movie they saw about two years ago was Mary Poppins. After that we added Charlotte's Web, and recently saw Angels in the Outfield and then, one of my favorites, Little Giants. My wife and I have always watched these movies with them, and sometimes we space the viewing out over two nights.

It was a big deal recently when we took our eight-year-old son to the theater for the first time to watch Harry Potter & the Deathly Hallows. He has read all the books - twice - and we had seen some scenes from the earlier movies when they were on regular television. Overall, though, movies aren't a significant part of our days. Thus, when we decided to have another movie night this last weekend, we searched for a while before finding a great, and classic, piece of family entertainment. Jim Henson's The Muppet Movie was a truly wonderful movie which is entirely appropriate for young audiences. It was a nice trip down Memory Lane for me and my wife, and it was refreshing to rediscover a movie that doesn't hide innuendo and adult themes in a child's movie just to entertain the adults. The story is simple, sweet, and quite inspiring, and it's quite a treat with all the cameos from famous actors and comedians.

It's definitely worth tuning in just to hear that pleasant and familiar sound of Kermit, plucking away at the banjo and singing:

Why are there so many songs about rainbows, And what's on the other side?
Rainbows are visions, but only illusions, And rainbows have nothing to hide.
So we've been told and some choose to believe it, I know they're wrong, wait and see.
Someday we'll find it, the rainbow connection, The lovers, the dreamers and me.

Who said that every wish would be heard and answered
When wished on the morning star? Somebody thought of that, and someone believed it,
And look what it's done so far. What's so amazing that keeps us stargazing
And what do we think we might see? Someday we'll find it, the rainbow connection,
The lovers, the dreamers, and me.

... Have you been half asleep? And have you heard voices? I've heard them calling my name.
... Is this the sweet sound that calls the young sailors?The voice might be one and the same
I've heard it too many times to ignore it, It's something that I'm s'posed to be...
Someday we'll find it, the rainbow connection, The lovers, the dreamers, and me.

Jim Henson was a brilliant man, and The Muppet Movie is truly wholesome family entertainment. It's not a cliche to say "They don't make them like this anymore."

Why Read, Study, Learn

Each year at this time - on the first day of second semester, I ask my students to ponder the following two questions:

What do you dislike about the subjects you study in school?

What flaws in your intellect or character does this reveal about you?

You can imagine the blank stares as I pose the second one and then leave them to write down their thoughts. There isn't an option to disagree. The discussion that follows can get pretty animated and I generally play a serious Devil's Advocate.

These two questions come from a great book called Why Read, written Mark Edmundson, a professor of English at the University of Virginia. Each year, as he hands out the obligatory class evaluations at the end of the semester, he adds these two questions. Edmundson's goal is to get past the obvious and general criticisms that students make about their education and instead get them to focus inward on what their relationship to learning is. Perhaps they don't like school because they don't have much discipline. In other words, they don't like to work or read or write or study or think, etc. Perhaps they have reached their level of incompetence, as we rarely enjoy those activities we aren't good at - and if reading is a burden, then higher education will be all the more so. The reality is that often subjects are innocuous - there is neither good nor bad. Thus, it's not that the class is boring or not - it might be that the student, however, is.

This is not intended to force the students to criticize themselves or see their approach to learning negatively. In fact, in a subsequent discussion, I seek to put a positive spin on the exercise. Understanding that some things are beyond our control, I urge them to consider the reality that the one thing - in their education - over which they will always have control is their thoughts. Thus, while the class or subject or teacher may be boring or frustrating - issues which they can't control - their perception or attitude toward the task is within their power. Thus, they may seek to find something positive in the class. They may seek to view mundane repetition as merely an opportunity to practice, refine, and even perfect a skill.

It's not a perfect discussion, but it certainly kicks off the second half of the year in an interesting way.

Going the Distance

Lately, I've been impressed by the quality of films put out in the Romantic-Comedy genre - as is evidence from recent posts. So, here's another. Drew Barrymore and Justin Long starred in a great film Going the Distance from director Nanette Burstein - documentary film director of American Teen, another recent posting. The long distance relationship story is a familiar, even cliched, one. But Barrymore, Long, and Burstein team for a refreshing look, driven by some great dialogue, surprising scenes, and some real honesty.

Overall, a well-written and occasionally surprising look at love. Take time to watch Going the Distance.

More KIPP, Charter, & Motivation

After watching the issue of charter schools and KIPP develop around Denver for the past eight years, I was intrigued by the recent exchange in the Washington Post between Jay Mathews and Valerie about KIPP retention rates. Conceding the success of KIPP and Green Dot and HCZ, I have always been an advocate of the "whatever works" approach to reform of failing - primarily urban - schools. Yet, remembering KIPP's retreat from the Cole Middle School neighborhood in Denver - even as another KIPP school had operated in successfully in Denver since 2003 - I would argue the primary factor in success still centers on student/parent motivations and expectations.

Clearly, the greatest evidence for success in charters - especially KIPP - is the self-selecting model of students and families committed to achievement at all costs. That includes the nine-hour days, mandatory summer programs, student contracts, parental requirements, etc. And, we can't discount the social services - nutrition, health care, counseling, baby-sitting - that are integral to the success at HCZ. These are all necessary to bring struggling students back to the standard expectations. Clearly, KIPP doesn't directly cherry-pick students - but the culture and expectations of the school is a de facto cherry picking scenario - and it is one that I support. Certainly, these kids need these high expectations and they need a rigid and rigorous environment that expects - even demands - that they meet them.

Sadly, this discussion among teacher critics too often ignores all the supplemental assistance and the role of student motivation as the charter school leaders often say they simply require the right to hire and fire teachers at will. Geoffery Canada is sadly guilty of this - going on the public stage to tout his model and making his comments all about "firing bad teachers" and rarely about all the student/family assistance he provides. The KIPP that failed in Denver never had the buy-in from the community - thus KIPP's explanation about teachers seems rather ambiguous and unverifiable.

Cole is in the absolute poorest most socially dysfunctional area in Denver - it is textbook case for why communities and neighborhood schools fail. All the ills are in abundance. The failure of the KIPP intervention was primarily because they could not force the changes and expectations on a whole community that was not choosing their model. Despite the school's administration of KIPP principles, the students did not follow their lead. Truancy and discipline problems remained and student achievement made no movement at all. In response, KIPP backed out of the school in a very short time. KIPP may argue that they couldn't find "effective leaders committed to the model," but the reality is they couldn't force an entire school of kids, and their parents, to commit to their model.

The entire theory of charter reform is that if neighborhood schools reformed around KIPP-style ideas, and dedicated teachers implement the philosophy, it will change the culture of the school. That was simply not the case at Cole. That, however, overlooks the fact that a percentage of kids in that neighborhood use "open enrollment" and leave the Cole neighborhood for other schools, including the KIPP Peak Academy and the Denver School of Science and Technology. That is, in fact, what many kids in that neighborhood have done. The ones who didn't remained at Cole - now closed completely - and they were the ones on whom the KIPP experiment made no impact.

Clearly, serious education reformers must consider the importance of student motivation and the self-selecting impact that leads to success in the 20% of charter schools that actually outperform neighborhood schools. I believe Colorado is in a pretty good position with its statewide rule of "open enrollment" and its promotion of charter schools. However, I'm not naive enough to see either as a panacea for larger social ills.

Content and Curriculum

Question - Who is Samuel Gompers?

Answer - Who the heck cares?

As first semester comes to a close, and our students drag themselves through the gauntlet of final exams, I am once again troubled by the nature of arbitrary knowledge. The study guides with extensive lists of terms for objective tests evaluating skills of rote memorization are fodder for criticism whenever we truly wonder what students - even people - really need to know. So, as students cram names of figures from American history into their heads for a short time, I challenge the significance of a name. No one needs to know who Samuel Gompers is, or was, any more than he needs to know about the struggles of Ralph and Piggy or Elizabeth Bennett. Certainly, society will survive if the function of the dorsal lateral pre-fontal lobe or the square root of one-hundred forty four is lost on most people. So, what are we really trying to accomplish.

Arguably, it comes down to a simple reality of education - people use existing knowledge to make sense of new information. Thus, the more information a student has in his head, the more extensively he will be able to attack more complex problems. Higher level critical thinking is easier and more effective when the mind has a vast store of comparisons and contrasts and scenarios from which to draw. Clearly, as a colleague argues to me, Samuel Gompers is quite significant to my situation as an employed middle class American. His contributions to society continue to reverberate. And, familiarity with the situations of Ralph, Piggy, and Elizabeth can have significant impact on the decisions students make later in life as voters, parents, employees, and citizens. So, it all has significance in some way. But the arbitrary way in which it is presented and evaluated will always be troubling to me.

Gompers, by the way, was the founder of the American Federation of Labor.