Coyote Blog

From Jacob Sullum at Reason

Former Broward County sheriff's deputy Scot Peterson has been widely vilified for failing to intervene in the February 2018 mass shooting at Marjory Stoneman Douglas High School in Parkland, Florida. But did Peterson's failure amount to a crime? Although that is what local prosecutors argue, it seems like a stretch.

The arrest warrant approved by Circuit Court Judge Andrew Siegel this week charges Peterson with seven counts of child neglect, a felony, and three misdemeanor counts of culpable negligence as well as one misdemeanor count of perjury for allegedly lying to investigators about how many shots he heard while taking cover 75 feet away from the building where a gunman was murdering students and teachers. Only the perjury charge seems like a straightforward application of the relevant statute, while the other charges are novel applications of laws that are generally invoked in very different contexts.

To my mind, this represents another example of the escalation of stakes in modern partisan politics.  Conservatives invested a lot in the "it's all Scot Peterson's fault" narrative about Parkland, presumably as a foil to the gun control lobby.  I think this is similar to some of the flimsy charges levelled at Trump associates in an attempt to show that some kinda-sorta-maybe Russian collusion was going on.  If it were not Florida I would say that there can't be any way the charging authority thinks this can make it through trial, but it is Florida after all.

The title was my first thought when I saw this over at Kevin Drum's:

The Gates Foundation has spent about $200 million since 2010—in addition to other sources who kicked in about $400 million—on an education initiative designed to increase student performance:

The school sites agreed to design new teacher-evaluation systems that incorporated classroom-observation rubrics and a measure of growth in student achievement. They also agreed to offer individualized professional development based on teachers’ evaluation results, and to revamp recruitment, hiring, and placement. Schools also implemented new career pathways for effective teachers and awarded teachers with bonuses for good performance.

They helped out all teachers; fired bad teachers; promoted good teachers; and paid bonuses to effective teachers. So how did it work out?...

Long story short, there was no improvement at all in student achievement, despite the fact that funding was far greater than it would be in any real-life reform of this nature. There may have been some other successes in this program, but if the ultimate goal is better students, it was a complete failure. Whatever the answer is, rewarding good teachers and firing bad ones sure doesn’t seem to be it.

The organizations around these teachers must really suck because no reasonable person would expect that, in a service business, increasing employee accountability and upgrading the employee base would have no effect on customer service.

I have written before about how bad, senescent organizations destroy the value of good employees.  For example, in the context of the General Motors bankruptcy:

A corporation has physical plant (like factories) and workers of various skill levels who have productive potential.  These physical and human assets are overlaid with what we generally shortcut as "management" but which includes not just the actual humans currently managing the company but the organization approach, the culture, the management processes, its systems, the traditions, its contracts, its unions, the intellectual property, etc. etc.  In fact, by calling all this summed together "management", we falsely create the impression that it can easily be changed out, by firing the overpaid bums and getting new smarter guys.  This is not the case - Just ask Ross Perot.  You could fire the top 20 guys at GM and replace them all with the consensus all-brilliant team and I still am not sure they could fix it.

All these management factors, from the managers themselves to process to history to culture could better be called the corporate DNA*.  And DNA is very hard to change.  ...

Corporate DNA acts as a value multiplier.  The best corporate DNA has a multiplier greater than one, meaning that it increases the value of the people and physical assets in the corporation.  When I was at a company called Emerson Electric (an industrial conglomerate, not the consumer electronics guys) they were famous in the business world for having a corporate DNA that added value to certain types of industrial companies through cost reduction and intelligent investment.  Emerson's management, though, was always aware of the limits of their DNA, and paid careful attention to where their DNA would have a multiplier effect and where it would not.  Every company that has ever grown rapidly has had a DNA that provided a multiplier greater than one... for a while.

But things change.  Sometimes that change is slow, like a creeping climate change, or sometimes it is rapid, like the dinosaur-killing comet.  DNA that was robust no longer matches what the market needs, or some other entity with better DNA comes along and out-competes you.  When this happens, when a corporation becomes senescent, when its DNA is out of date, then its multiplier slips below one.  The corporation is killing the value of its assets.  Smart people are made stupid by a bad organization and systems and culture.  In the case of GM, hordes of brilliant engineers teamed with highly-skilled production workers and modern robotic manufacturing plants are turning out cars no one wants, at prices no one wants to pay.

Postscript:  From some experience with private schools, I would say the biggest difference is that private schools set higher expectations.  Even starting in kindergarten, my kids were doing WAY more advanced work than in public schools.  I understand that public schools are public and thus tasked with teaching everyone, so there is pressure to pace the work to the slowest student.  But the slow pace of public school starts even in the early grades before the school reasonably knows who the slowest kids are.  Public schools that have low expectations for student performance are not going to be suddenly improved by better teachers.  Putting Gordon Ramsey behind the counter at a Long John Silver fast food restaurant is not going to make the food suck any less.

Brigham and Women's Hospital in Boston, the teaching hospital for Harvard Medical School, is going to remove pictures of medical luminaries from the walls of its auditorium because they are mostly all white guys.  Now, I don't really get freaked out about this the way some folks seem to.  I can totally understand why a University might not want to give the message to an incoming class that they somehow need to look like those pictures to be successful.  But I am exhausted with the notion that the way to handle uncomfortable things in society or in history is to hide them from students.  This seems the opposite of education.  I have had several great teachers in my life who would use uncomfortable facts as a springboard for learning.

I can't necessarily match the teaching greats, but here is how I might handle it.  Imagine a speech to an incoming group of Harvard Medical Students in this auditorium.

Welcome!  And congratulations!  All of you have followed very different paths to get here, but the one common denominator is that every one of you has the demonstrated intellectual and personal excellence required to meet the rigorous standards of this institution.  As I look around today, I see an incredible diversity of people -- a diversity of genders and ethnicities and home countries and family incomes but who all share in common the desire to help mankind through medicine.

If you look around the room you will see a bunch of paintings of medical luminaries who all made great contributions to medicine and this institution, and in the process helped save lives and make the world a better place.  But the odds are that you will also notice that the men -- and they are all men -- may not look like you.  There is a reason for that.

The issue is not that these 30 men should not be on this wall -- they all made important contributions to the study of medicine and everything you study over the next 4 years will build in part on their work.  The issue is not with these pictures, but the ones that are missing.  For every one of these pictures there should be at least one more of a woman or a person of color.  But those pictures are missing.  Even worse, the contributions of those people are missing.  They are missing because our world, our country, and even this institution made it difficult or impossible for brilliant people who were not white and male to reach the place where you are all sitting.  Medicine -- and our society -- are far poorer for this loss.

There are those who have suggested that we take down these pictures and hide this legacy from you.  These people have good intentions and want to avoid demotivating people who might look at these paintings and assume success will be impossible for them because they look different.  But I say that these pictures-- and all the ones that are missing -- should be your motivation.  All of you who might have been left out of this institution in the past are here now.  Look around the room, the world is truly changing!  This is your chance to make those advances in medicine that we lost in the past because we so short-sightedly excluded so many outstanding people.

Imagine you are back at this school 50 years from now with your grandchild.  You have spent the day dodging Harvard's frequent entreaties to donate money and you duck into this auditorium for shelter.  You point up to the walls and tell your grandchild, "do you see, about halfway along that wall where all the faces go from looking the same to being quite varied -- that was when your grandma was here at school."

The other day the indispensable Mark Perry wrote:

....women have earned a majority of bachelor’s degrees for the last 36 years starting in 1982. Not shown here, but women previously earned a majority of associate’s degrees starting in 1978 and a majority of master’s degrees starting in 1981. By 2006, women earned a majority of doctoral degrees and the “takeover” of higher education by women was complete for degrees at all levels! But instead of declaring “victory” and moving on, many women are still claiming “victim status” in higher education with the need for special gender preferences in the form of funding, scholarships, centers, commissions, fellowships, awards, programs, and initiatives that are only available for women, or are primarily for women.

I have annotated his chart (shown below) to amplify his last sentence.

One of the seminal books on the topic of girls in education was "Failing at Fairness" by Myra P Sadker and published in 1994.  The Google Books summary of the book is as follows:

Failing at Fairness, the result of two decades of research, shows how gender bias makes it impossible for girls to receive an education equal to that given to boys.

• Girls' learning problems are not identified as often as boys' are
• Boys receive more of their teachers' attention
• Girls start school testing higher in every academic subject, yet graduate from high school scoring 50 points lower than boys on the SAT

The book was very influential.  I know it sat on my feminist wife's night table for quite a while.  But note the publication date on Mark Perry's chart above.  For kids in high school when that book was published, a fair median date for their college graduation would be 6 years later, or around the year 2000.  It's fair to estimate that girls in high school at the time Sadker was writing were going to be 33% more likely to get a college degree than the boys in the same classes.   Anyone who had read that book alone and nothing else on the topic would have called you a liar for predicting that.

Look, I have no doubt that one could easily put together a book about all the ways the public education system fails girls because I think the public education system in many parts of this country fails EVERYONE.  But we seem to keep obsessively questioning whether we are doing enough for girls in education when the problem seems to be boys.

The New York Times actually talked about boys falling behind in education a few years ago, and had this telling chart about ways in which boys lagged in education.  The article forced on poor boys, but note that boys of all socioeconomic classes lagged.

And this is before we even get to the most disturbing metrics about boys and girls, such as youth crime.  While girls have closed the gender gap in crime somewhat, boys are still 10 times more likely than girls to be arrested for a homicide, and boys are more than twice as likely to be arrested for any sort of crime than girls (source).  Remember that last mass shooter who was female?  Neither do I.

I am not an expert on why this is.   Shifting success norms from competition to cooperation, elimination of historic outlets for non-academic males like vocational programs, and huge amounts of money and counseling resources all dedicated to girls probably play a part.  But the frustrating thing is you almost never see a discussion of this topic.  Anyone who does try to address it is immediately pigeon-holed as some alt-right male rights extremist and defenestrated from the Overton Window.

I have asked this question before:

Taking the government's current size and tax base as a given, is there a segment of the progressive community that gets uncomfortable with the proportion of these resources that are channeled into government employee hands rather than into actual services for the public?

I don't think this is an unfair question.  People ask lots of unfair questions in politics that try to impose the questioner's assumptions and worldview on the respondent (You want open immigration?  Don't you care about terrorism?  You don't want a $15 minimum wage?  Don't you care about the poor?)  But I am honestly trying to ask this of Progressives from the Progressive worldview -- Increasingly privileged government workers, who typically make more in pay in benefits for less work than the rest of us, are claiming for themselves so many of the resources of the government that services and programs Progressives favor are being cut back.  In the Progressive oppressor-oppressed model, how does $100,000 pensions for government workers get prioritized over homeless shelters?

Here is another example:

We have written frequently over the past couple of weeks about the disastrous public pension funds in Kentucky that are anywhere from $42 - $84 billion underfunded, depending on which discount rate you feel inclined to use. As we've argued before, these pensions, like the ones in Illinois and other states, are so hopelessly underfunded that they haven't a prayer of ever again being made whole.

That said, logic and math have never before stopped pissed off teachers and/or clueless legislators from throwing good money after bad in an effort to 'kick the can down the road' on their pension crises. As such, it should come as no surprise at all that the Lexington Herald Leader reported today that Kentucky's 365,000 teachers and other public employees are now demanding that taxpayers contribute a staggering $5.4 billion to their insolvent ponzi schemes over the next two years alone. To put that number in perspective, $5.4 billion is roughly $3,200 for each household in the state of Kentucky and 25% of the state's entire budget over a two-year period.

From the Arizona Republic:

Five of the nation's top 10 high schools are in Arizona — and they're all branches of the same charter school.

According to U.S. News and World Report, Basis Scottsdale is the nation's top-performing high school, followed by Basis Tucson North and Basis Oro Valley. Basis Peoria and Basis Chandler were ranked fifth and seventh, respectively.

The rankings consider students who exceeded state standards, graduation rates and college preparedness, according to U.S. News.

Two additional Arizona charter schools, along with two "special function" public schools, made the top 100.

Arizona was one of the earliest adopters of charter schools in 1994, and it continues to be at the forefront of school choice. However, the state has some of the lowest school funding and teacher pay in the U.S.

I love that last line.  Makes one question if the obsession on teacher pay and funding for bloated school administrations really is the key to education improvement.  I wonder if when the Arizona Republic writes their inevitable next article on Arizona having lower teacher pay they will add a clause that says "However, the state has five of the nation's 10 top charter schools".

This is a fascinating article and I encourage you to read the whole thing.  The article gives plenty of space to opponents of school choice and charter schools:

[Arizona Education Association President Joe] Thomas said any public school district in Arizona could replicate the Basis model if they were also allowed to work only with a small number of high-achieving students and "force the rest out of your school."

This inference that Basis gets its results by carefully cherry-picking students is undermined by facts from the same article:

There are no entry requirements or exams to get into a Basis school — just a game of luck. An annual lottery determines which new students are accepted.

Already, Basis schools have received 15,000 applications for 1,000 open spots for next school year, Bezanson said.

To be fair, since Basis does not participate in the free school lunch program and the city school bus program won't deliver kids to Basis, there are kids that probably are not able to apply, but again, this is far from a case of cherry-picking.  It is a case of setting very high expectations and expecting kids to achieve that.  Thomas's comment on this reflects the different philosophy of teachers unions vs. school choice folks:

Thomas said Basis schools are great for the small minority of kids who can succeed in the high-pressure environment. But most students don't — and public schools have the expectation to teach all students.

This is partially true, the Basis approach is not right for all kids, but given they have 15 applications for every 1 open lottery spot, it is right for a lot apparently.  But the difference in philosophy is that public school advocates want to force the Basis kids that are able to achieve at a high level into dumbed-down, plodding schools, moving no faster than the lowest common denominator.  School choice advocates, on the other hand, also acknowledge this difference, but rather than enforcing a one-size-fits-all public solution, advocate for a thousand flowers to bloom with many different school solutions.

There are many other charter schools in town that do a great job with kids of different needs.  My wife and I support a Teach for America teacher at a charter school in South Phoenix.  The kids in her class are mostly all Hispanic, many have parents that do not speak English and a high percentage are on the school lunch program.  These kids may not be quite at the Basis level, but they out-achieve most of the Phoenix public school system and are well beyond what kids from similar demographics are doing in local government schools.

1.  There is absolutely no guarantee that spending more money increases service quality, especially when (as is the case with public schools) there is no competition to discipline spending and ensure that it is funneled to those aspects of the service that are actually important to customers
2. Over the last 20-30 years, administrative staffing in public schools has grown from a small percentage of the total to about half the headcount in many public school districts, and thus likely more than half the salary budget (since administrators frequently make more than teachers)
3. Much of the increased funding is going to retired teachers who aren't actually teaching anyone

Per-student spending on K-12 education has risen steadily over the last two decades, but student test scores, and teacher salaries, are stagnant. Why hasn’t this massive increase in investment produced better teachers and better opportunity for students? The short-answer, according to a new Manhattan Institute report by Josh McGee: State and local governments have catastrophically mismanaged their teacher pension systems. The cash infusion to K-12 has been used largely to pay for irresponsible pension promises politicians made to teachers’ unions and justified to the public with shoddy accounting. . . .

In other words, to cover benefits for retirees, states need to dig into education funds that might otherwise be used to attract and retain good teachers or buy better textbooks and build new facilities. So long as state governments are unwilling to reform the blue model pension-for-life civil service system, and so long as teachers unions continue to wield outsized influence in so many state legislatures, this pattern seems likely to continue indefinitely.

Campaigns to increase spending on schools are always popular, and understandably so: Education ought to be a great equalizing force in our society and, in theory, an efficient way to invest in the future. The problem is that in many states, new “K-12 spending” isn’t really an investment so much as a transfer payment to retired employees of the public schools who have been promised untenable lifetime pension benefits.

Working in the world of privatization, one objection I get all the time to privately operating in a here-to-for public space is that government officials are somehow more "accountable" to the public than are private companies.

This strikes me as an utter disconnect with reality.  If I screw up, I make less money or even go out of business.  When government agencies or officials screw up, they generally remain unchanged and unpunished forever.  There are no market competitive forces just waiting to shove a government agency aside -- they have a monopoly enforced at the point of government guns.  As I wrote a week ago about a conversation between myself and a government official about my operating public parks:

I understand that my margins are so narrow, if even 5% of those visitors don't come back next year -- because they had a bad time or they saw a bad review online -- I will make no money.  Those 2 million people vote with their feet every year on whether they think I am adequately serving the public, and their votes directly affect how much money I make.

Government agencies have nothing like this sort of accountability for public service.

One reason government agencies seldom change is that the typical response to even overt malfeasance is 1) to give the agency more money, as the agency will blame all incompetence on lack of budget (just think "public schools" and teachers unions) and 2) the agency will fire nobody.

Take the Phoenix VA.  Congress eventually rewarded the VA with more money, almost no one was fired, and the one of the worst managers in the VA system, a serial failure in multiple VA offices who would have been fired from any private company I can think of, was put in charge of the struggling Phoenix VA.

Well, it turns out that firing nobody and giving the agency more money is really a poor way to fix things.

Patients in the Phoenix VA Health Care System are still unable to get timely specialist appointments after massive reform efforts, and delayed care may be to blame for at least one more veteran's death, according to a new Office of the Inspector General probe.

The VA watchdog's latest report, issued Tuesday, says more than two years after Phoenix became the hub of a nationwide VA scandal, inspectors identified 215 deceased patients who were awaiting specialist consultations on the date of death. That included one veteran who "never received an appointment for a cardiology exam that could have prompted further definitive testing and interventions that could have forestalled his death."

The report portrays Phoenix VA clerks, clinicians and administrators as confused and in conflict about scheduling policies despite more than two years of reform and retraining.

"Unexpectedly" as a famous blogger would say.

Here is the trick:  You want a tax increase for X.  The public is never going to approve of raising taxes for X.  So you bundle 95% X with 5% Y, Y being something the public is really excited about.  As much as possible, you never mention X in any discussion of the tax increase, despite most of the funds being dedicated to X, and instead focus solely on Y.   If history is any guide, you will get your tax increase.

What a specific example?  You want a tax increase to fund a huge public transit boondoggle.  The public is not buying it.  So you rebrand the public transit project as a "transportation bill", you throw in a few highway improvements, you talk mainly about the highway improvements, and you get your public transit bill.

Another example is general revenue increases.  Most of these tax increases go to increasing the salary and pensions of bureaucrats and senior administrators that aren't really doing anything the public wants done in the first place.  So you say the tax increase is to improve the pay of three (and only these three) categories of workers:  police, firefighters, and teachers.  The public likes what these folks do, and could mostly care less about what anyone else in local government does.   So even if the taxes help about just 3 teachers among 3000 other bureaucrats, you sell it as a teacher salary increase.

It is because I understand this one weird trick that this sort of story does not surprise me in the least:

'Yikes!': Some Arizona teachers see little from Prop. 123

For months leading up to the vote on Proposition 123, supporters of the public education funding measure pleaded for its passage, saying it represented money for teachers.

But as the first installment of cash has gone out, many teachers may find Prop. 123 is a smaller windfall than they hoped. And voters may be surprised to learn where some of the money is going.

In some cases, teachers will collect less than 20 percent of their district's Prop. 123 funds. Some districts will use most of their money for other purposes, ranging from textbooks to computers to school buses, according to an Arizona Republicsurvey of district spending plans.

The measure was sold as a way to direct money — significant money — to teachers and classrooms....

With no rules on how the money can be used, each school district has tried to address its own priorities. While many supporters of the measure invoked teachers as the main reason to vote for Prop. 123, others in the public school systems have staked a claim to the money, especially after many went years without raises beginning in the recession.

Those seeing raises include relatively low-paid secretaries, custodians and bus drivers. But it also includes superintendents, principals and mid-level administrators who don’t work in classrooms.

That may not sit well with voters who opposed the measure or with supporters who thought they were doing something more substantive for teachers.

 

This one is priceless, and I have been remiss in not posting it.  Reminded most recently by the link at Maggie's Farm.  Excerpt, but the whole thing is great:

"Here's the problem. Most hedge funds are indistinguishable from mutual funds, other than the fact that they feel entitled to charge 30 times the fees."

"Two percent of assets for showing up in the morning, and 20% of any profits."

"There are probably 100 hedge funds that will consistently beat the market after fees. They won't take your money. They provide just enough hope for investors to keep the rest of us in business. We earn half the performance of index funds, charge 30 times the fees of mutual funds, pay half the income tax rates of school teachers, have triple the ego of rock stars, and fewer disclosure requirements than the NSA."

"We're basically a conduit between public pension funds and Greenwich real estate agents."

It's as simple as this:  Republicans fetishize the police (like they do the military) and will always give them the benefit of the doubt.  They have this gauzy teary-eyed love of the police.  Just watch Megyn Kelly on Fox to get the idea.  Democrats are allied with public unions and will not under any circumstances take on the powerful police unions who fight any attempt at accountability tooth and nail, a behavior Democrats have become habituated to enabling for other unions like the teachers unions.

The issue is mostly about giving police accountability that matches the special powers over the use of force we give them.  But it is also about racism.  It just burns me up to have folks in power point to the business world constantly for supposed institutional racism, when in fact I witness very little if any day to day.  The one institution I see that clearly has elements of institutional racism are many police forces, but no one will touch them.

Every year there are hundreds of police shootings and the number that are determined not to be justifiable rounds to zero.  What are the odds there is a process involving humans with this small of a Type I error rate?  We are learning form cell phone cameras that the stories we used to believe from police officers about events are often total bullsh*t.  And yet still police are not held accountable even when there is horrific video evidence showing them out of control.

At the drop of a hat, at the smallest hint of a single example of a bad outcome, the government will not hesitate to impose enormous new restrictions on private individuals.  But even with the most overwhelming evidence the government will not put even the lightest restrictions in itself or its employees.

I have always shied away from my fellow libertarians on the anarcho-capitalist end of things who wanted to privatize the police force.  I always thought use of force to be a unique privilege and one dangerous to hand out to private groups.  But I am starting to see that I was thinking about it wrong.  It is a dangerous power to give to anyone, but at least if you give it to a private party someone might possibly exercise a little accountability over them.

Walter Olson has a good roundup of police and lethal force here.

Postscript:  Here is an example of what I mean:  The Obama Administration has imposed significant rules on universities to bring greater accountability to sexual assailants when it was perceived that the universities did not impose enough accountability on such predators.  I think the Administration has gone overboard in stripping away the accused due process protections and handing justice to people who will not manage the process well, but its the seriousness of this effort I want to point out.  While I don't think the Administration's actions were appropriate to colleges, they would represent an entirely appropriate response to police violence.  Someone needs to step in and enforce some accountability.

Well it has been a busy 10 days for travel.  Last weekend my wife and I were at Harvard for our 25th anniversary of graduating from the business school there.   The way the b-school taught at the time, they basically locked 90 people together (a "section") in the same room for a year and threw teachers and course material at them.  I may have spent more time in a room with those 90 people than I spent in the same room with my dad growing up.  So you get to know them pretty well.  It was fun seeing everybody, though intimidating given all the folks my age running Fortune 50 companies or cashing out billion dollar startups.

After that, I went to Bozeman early this week and discussed free-market options for reforming the National Park Service at an event hosted by PERC, the Property and Environment Research Center.  On Tuesday we went into Yellowstone and met with the Superintendent there, who had also run the whole agency for about a year.  A lot of the discussion was about sustainability - financially.  The NPS raises less than 10% of its revenue from visitors, and so must constantly fight with Congress for cash.   One problem is that Yellowstone (perhaps their premier park) charges just $25 per vehicle for a one week admission.  This is insane.  We have tiny state parks in Arizona with one millionth of the appeal that fill the park despite a $20 a day entrance fee.  And the NPS (or really Congress) takes every opportunity to discount this already absurdly low rate even further.  You can get into all the parks for the rest of your life for a single $10 payment with the Senior pass.  This essentially gives free entry to their largest visitor demographic.

Today I am in Houston for a sort of climate skeptics' conference.  If you are in the area and the agenda looks interesting, they are still selling admissions (I think) for $75 for the two day event at the Hyatt downtown.   Rick Perry is speaking tonight, and that is supposed to be a draw I guess but I am actually skipping that and focusing on the scientists they have through the day.  Hopefully it is interesting, but I am also a conference skeptic so we will see.

Since I am not a very large blogger, and not overtly political (most of the time), I seldom have my articles end up in organized trolling campaigns.  But over the last week I had a flood of comments on this three-year-old article about teacher salaries.  This sudden interest in an old article (particularly when many others more prominent than I have written on the topic more recently) puzzled me until I saw that the Center for American Progress had come out with a study saying that, surprise, teacher salaries were way too low.

I seldom participate in comments wars on my own articles, and prefer to post updates or clarifications in the article itself for all to see.  However, this was particularly frustrating when it was clear that most commentators were coming to the site with some preconceived notion of what the article said, and did not feel the need to actually read the article before commenting.  So, we end up with numerous folks saying "what about all the overtime work", as if I totally ignored that thought and hadn't even considered it, when there was a whole section on teacher overtime in the article.  I finally lost it when I got a comment that said "I don't know where this guy gets his numbers..."  This is a total cop-out response I see in comments all the time.  It allows one to imply the numbers are shady or unsourced without having to actually provide specific criticisms of the data.  I responded:

On the Internet, underlined bits of text, often in a different color, are called “links”.  By clicking on these “links” with your cursor, you will go to other sites.  In the case of this article, the source of data are all from the BLS, a part of the Federal Department of Labor.  The “links” will take you directly to the pages where the data was taken (though since 3 years have passed the links may lead you to newer versions of the data). 

There were also a number of comments along the lines of "well, I don't make anything like those numbers" to which I was forced to respond

In a distribution of millions of values, all the values in the distribution don’t normally match the average.  Some will be above and some will be below.  Though an average is different from a median, it is fairly safe to assume that something like half** of teachers make less than the numbers in the article and half make above those numbers.  As discussed in my second update, if you are in a rural area, you are more likely to be in the “below” category.  If you are in an urban area, you are more likely to be above

** with salary data, since the floor is typically closer to the average than the ceiling (salaries can't go below zero but can in theory go infinitely high), the median is generally below the mean, so likely more than half of teachers make less than the average.

The $10.10 minimum wage discussion has gotten a lot of attention.   But in 2011 only 3.8 million workers made at or below the minimum wage, and of these, at least half earn substantially more in reality through tips.

Obama's announcement yesterday that he wanted to substantially change the way salaried workers will likely have far more negative impacts on employment than his minimum wage proposals.

President Barack Obama is expected to order a rule change this week that would require employers to pay overtime to a larger number of salaried workers, two people familiar with the matter said.

Currently, many businesses aren't required to pay overtime to certain salaried workers if they earn more than $455 a week, a level that was set in 2004 and comes to roughly $24,000 a year. The White House is expected to direct the Labor Department to raise that salary threshold, though it is unclear by how much.

Ross Eisenbrey, vice president of the liberal Economic Policy Institute, and Jared Bernstein, a former White House economist, recently proposed the limit be increased to $984 a week, or roughly $50,000 a year.

"That would mean between five- and 10-million people could be affected, but they might choose a lower number," Mr. Eisenbrey said about the White House plans.

5-10 million is potentially 3x or more the people affected by a minimum wage change.  But in some sense, this still underestimates the impact.  Here is one example.  Last year the average starting salary of college graduates is about $45,000.  The median is likely lower.  This means that over half of all college graduates going into the work force will be taking hourly jobs that used to be salaried.   Teachers will be hourly.  Budget analysts will be hourly.  Etc.

So all these folks are saying - Yeah!  I get overtime!   Wrong.  They will be eligible for overtime.  But companies will quickly restructure their work processes to make sure no one works overtime.  And since their new hires are working just a straight 40 hours (with mandatory unpaid lunch break time in CA), they will likely pay less.   If I am paying $40,000 a year for someone who will work extra hours for me, I am not going to pay that amount to someone just punching a time clock.  And the whole psychological relationship is changed - a salaried person is someone on the management team.  A person punching a timeclock may not be treated the same way.

Further, when someone gets switched from salary to hourly, they lose a minimum pay guarantee.  When I get a $3,500 a month offer, I know that no matter how slow things are, until I am fired I get $3500 a month.  There is a floor on my earnings.  As an hourly worker, my hours can be adjusted up or down constantly.  There is no floor at all.

Oh, and by the way, remember Obamacare?  The PPACA penalizes companies who do not provide a health plan that meets certain (expensive) criteria.  But that penalty is not applied for workers who are "part-time" or work less than 30 hours a week.  Salaried workers are automatically full time.  But once you convert all those people to hourly and make sure they are working no more than 40 hours a week, is it really so large a step to getting them under 30 hours a week?

PS-  Well, for those who think schools assign too much homework, this could well be the end of homework.  The most dangerous possible thing with hourly workers is to give them the ability to assign themselves unlimited overtime.  Teachers could do this at home with grading papers.  If I were a school, I would ban teachers from doing any grading or schoolwork prep at home -- after all, it's hourly and probably overtime and they could work unlimited hours at home and how would you get it under control?  The only way to manage it would be to ban it entirely.

PPS- What about travel?  Would you ever let workers paid hourly travel?  You would have to pay all the travel time and maybe part of the hotel time and there would be huge potential for ending up with overtime bills so better to just ban travel all together.  I know this seems knee-jerk to ban something that might impose a lot of extra labor costs seems extreme, but just look at California.  In California, employees have the right to a half-hour lunch break without work.  They can work through lunch if they choose, but courts have imposed enough onerous reporting standards around this that most companies (like mine) have just banned working through lunch.  It is a firing offense in my company, and in many others in CA, to be caught working during lunch.  We are going to see the same thing working from home.  In fact, we already see this, as there are class actions right now against companies who provided employees with cell phones saying that giving them a cell phone put them "on call" and subject to overtime hours that had to paid at home.  Companies are now making it a firing offense to take one's company cell phone home.

Sorry this post is so disorganized, but this initiative caught be by surprise and I have not been thinking about it for very long.  I will try to work out a more rigorous article in the next few weeks.

Via the NYT:

Many in New York’s professional and cultural elite have long supported President Obama’s health care plan. But now, to their surprise, thousands of writers, opera singers, music teachers, photographers, doctors, lawyers and others are learning that their health insurance plans are being canceled and they may have to pay more to get comparable coverage, if they can find it.

They are part of an unusual informal health insurance system that has developed in New York in which independent practitioners were able to get lower insurance rates through group plans, typically set up by their professional associations or chambers of commerce. That allowed them to avoid the sky-high rates in New York’s individual insurance market, historically among the most expensive in the country....

The predicament is similar to that of millions of Americans who discovered this fall that their existing policies were being canceled because of the Affordable Care Act. Thecrescendo of outrage led to Mr. Obama’s offer to restore their policies, though some states that have their own exchanges, like California and New York, have said they will not do so.

But while those policies, by and large, had been canceled because they did not meet the law’s requirements for minimum coverage, many of the New York policies being canceled meet and often exceed the standards, brokers say. The rationale for disqualifying those policies, said Larry Levitt, a health policy expert at the Kaiser Family Foundation, was to prevent associations from selling insurance to healthy members who are needed to keep the new health exchanges financially viable.

Siphoning those people, Mr. Levitt said, would leave the pool of health exchange customers “smaller and disproportionately sicker,” and would drive up rates.

Alicia Hartinger, a spokeswoman for the Centers for Medicare and Medicaid Services, said independent practitioners “will generally have an equal level of protection in the individual market as they would have if they were buying in the small-group market.” She said the president’s offer to temporarily restore canceled polices applied to association coverage, if states and insurers agreed. New York has no plans to do so.

Donna Frescatore, executive director of New York State of Health, the state insurance exchange, said that on a positive note, about half of those affected would qualify for subsidized insurance under the new health exchange because they had incomes under 400 percent of the poverty level, about $46,000 for an individual.

I still do not understand how anyone could consider it a "positive" that 50% of people who were previously self-reliant now become wards of the state.

Since I have posted positively about Teach for America, it is only fair I post this article from the Atlantic of a Teach for America alum who felt she was unprepared for what she faced in the classroom.

Over the years, I have met many TFA teachers and have been in their classrooms, and have never gotten this vibe from them, but perhaps one of our samples (mine or the author's) are flawed**.

I guess my reaction to the article is this:  TFA is the best program I have encountered to try to improve education within the framework of our deeply flawed public education system***.  However, understanding the flaws of public education, and being someone who would much rather see competition introduced into the k-12 education system, I suppose I am not surprised that putting really talented people in a bad system can only do so much.

The education establishment, which is implicitly backed by most of the media, really wants to kill TFA, which just goes to show, perhaps, the impossibility of making change happen within the system.  Think of it this way:  TFA is everything liberals have wanted in teaching reform.  It brings the brightest of the bright from America's colleges and diverts them from Wall Street and Harvard Law to teaching schoolkids.  It is modeled roughly on the Peace Corps.  It is the most establishment-friendly way I can think of to try to make public schools better and still the public school system immune system rejects it.  If TFA cannot work, then we should take that as proof that it is time for a radically new system that eliminates the government monopoly on education.

** I confess it may be my sample.  When we pay to sponsor a teacher, we specify that we will only sponsor one in a charter school.  Consistent with my comments in the rest of the article, I despair of throwing even really good people into typical public schools, and want to send them where they might have a chance.  The school where we have sponsored a teacher the last couple of years is doing great, with a population of kids nearly 100% eligible for the Federal school lunch program and most of whose parents do not speak English as a first language (or at all) significantly outperforming their peers.

*** I also think it is a great program for the young adults in it.  I have seen many of the not-for-profit and NGO jobs smart kids go into out of college, and they are awful.  They teach bad organizational lessons that will make these folks less employable in the future by productive enterprises and they at best do nothing (at worst spend their time lobbying to make my life harder and more expensive).  Against this backdrop, it is a much better experience for folks who want a service type of job out of college - the life skills taught are more relevant and the work has a higher impact.

Via Reason on Teach for America (TFA)

The best evidence we had before today was a randomized evaluation conducted by Mathematica Policy Research between 2001 and 2003, which found that TFA teachers bested other teachers at teaching math — with gains for students equal to about a month of additional instruction —  and were not significantly different from them on teaching reading.

A follow-up using the same data showed that that result held for students across the math score distribution, not just the average student. “These results suggest that allowing highly qualified teachers, who in the absence of TFA would not have taught in these disadvantaged neighborhoods, should have a positive influence not just on students at the top of the achievement distribution but across the entire math test score distribution,” the authors concluded.

We sponsor a TFA teacher each year, and have fun doing a few little things for their classroom through the year (we collect school supplies at the beginning of the year, bring presents during the holidays).  Short of the school choice we really need, this is the best way we have found to help K-12 education.

Kevin Drum thinks he has found the smoking health care gun - US doctors are paid more than everyone else.  That is why we have too-expensive medical care!  A few quick thoughts

• I am the last one to argue that doctors salaries are set anywhere like at a market clearing price.  Our certification system, crazy third-party payer systems, lack of price transparency, and absurd arguments over the "doc fix" and Medicare reimbursement rates all convince me that doctor salaries must be "wrong"
• The charts he shows have absolutely no correction for productivity, at least as I read the methodology.  Per the text, they don't even have correction for hours worked.  A McKinsey report several years ago found that US doctors made more, but also saw a lot more patients in a day.  GP care cost more than expected vs. other country's experience, but is due mostly to number of visits, not cost per visit.
• There is no correction for doctor expenses.  Malpractice insurance, anyone?  We have the most costly malpractice insurance in the world because we have the most broken system.  Doctors pay that out of their salary
• US GP salaries in Drum's linked report are actually falling, unlike all the other countries studied.  Seem to have fallen 6% in 10 years (page 18), whereas France, for example, has increased more than 10%.

To the last point, I have a hypothesis.  When you first overlay a government health care / price control regime, you get an initial savings.  Doctors are forced to work for less and they still, out of habit and momentum, abide by past productivity standards.  But over time, productivity, like any government-captured function falls.  And over time, doctors, like other civil service groups, become better at organizing and lobbying and begin to get increasing pay packages.  After all, if teachers and fire-fighters can scare Californians into absurd pay and benefit packages, what do you think doctors will be able to do once they learn the game?

One of the charities my family supports is Teach for America.  Among other things, we sponsor a local teacher in the program.  A bunch of our friends were kind enough to chip in with gifts for the kids in her class and my wife and I delivered them last week at the Phoenix Collegiate Academy, a charter school in South Phoenix for 5-8 graders.

The fun of delivering the presents was reduced later on finding out that at almost that same moment, another group of kids was being killed in Connecticut.  But through a strange series of articles that seemed to have used the Sandy Hook massacre as an argument for teacher unionization and against charter schools (yeah, I don't get the connection either), I found out that teachers unions hate Teach for America.  Which means that I will likely double my contribution next year.

Postscript:  Teach for America began as a senior thesis at Princeton.  Its key idea is to make teaching a viable job option, as least for a few years, for top college grads.  The program is quite selective, and combines talented highly motivated young people with a proven teaching approach.  They then drop these teachers into the public school system, often in classrooms with a high percentage of kids who qualify for school lunch programs (ie low income).

It's clear from the article that teachers union and education establishment types hate these teachers.  Since they make a contrast by calling themselves "professionals", the presumed implication is that these young people are unprofessional.  Its amazing to me that anyone who has spent even ten minutes in a room with a group of TFA teachers could be so hostile to them.  I have met many of them, and they are a consistently amazing bunch who are both smart and genuinely love their kids.

I was skeptical, and still am a bit, of the notion of throwing great teachers into a failing public school system.  They clearly help individual kids, which is why I am still behind it, but they do nothing to help the overall system.  It's like sending great engineers into Solyndra  -- at some level, it seems like a waste (though I am impressed with this particular charter school, which seems to be doing a good job with the limited resources it has -- it gets far less money per pupil than the average public school in Phoenix but does a better job given the demographic of its students).

OK, there are lots of reasons to get Obama out of office.  The problem is, that for most of them, I have no reasonable hope that Romney will be any better.  Corporatism?  CEO as Venture-Capitalist-in-Chief?  Indefinite detentions?  Lack of Transparency?  The Drug War?   Obamacare, which was modeled on Romneycare?  What are the odds that any of these improve under Romney, and at least under Obama they are not being done by someone who wraps himself in the mantle of small government and free markets, helping to corrupt the public understanding of those terms.

But here is one issue Obama is almost certainly going to be worse:  Bail outs of states.  States will start seeking Federal bailouts, probably initially in the form of Federal guarantees of their pension obligations, in the next 4 years.  I had thought that Obama would be particularly susceptible if California is the first to come begging.  But imagine how fast he will whip out our money if it is Illinois at the trough first?

Now that Chicago's children have returned to not learning in school, we can all move on to the next crisis in Illinois public finance: unfunded public pensions. Readers who live in the other 49 states will be pleased to learn that Governor Pat Quinn's 2012 budget proposal already floated the idea of a federal guarantee of its pension debt. Think Germany and eurobonds for Greece, Italy and Spain.

Thank you for sharing, Governor.

Sooner or later, we knew it would come to this since the Democrats who are running Illinois into the ground can't bring themselves to oppose union demands. Illinois now has some $8 billion in current debts outstanding and taxpayers are on the hook for more than $200 billion in unfunded retirement costs for government workers. By some estimates, the system could be the first in the nation to go broke, as early as 2018....

For years, states have engaged in elaborate accounting tricks to improve appearances, including using an unrealistically high 8% "discount" rate to account for future liabilities. To make that fairy tale come true, state pension funds would have to average returns of 8% a year, which even the toothless Government Accounting Standards Board and Moody's have said are unrealistic....

Look no further than the recent Chicago teachers strike. The city is already facing upwards of a $1 billion deficit next year with hundreds of millions of dollars in annual pension costs for retired teachers coming due. But despite the fiscal imperatives, the negotiation didn't even discuss pensions. The final deal gave unions a more than 17% raise over four years, while they keep benefits and pensions that workers in the wealth-creating private economy can only imagine.

As a political matter, public unions are pursuing a version of the GM strategy: Never make a concession at the state level, figuring that if things get really bad the federal government will have no political choice but to bail out the pensions if not the entire state. Mr. Quinn made that official by pointing out in his budget proposal that "significant long-term improvements" in the state pension debt will come from "seeking a federal guarantee of the debt."

I had not paid much attention to the Chicago teacher's strike, except to note that the City basically caved to the unions.  The average teacher salary in Chicago, even without benefits, will soon rise to nearly $100,000 a year for just 9 months work.  But I am amazed at the statement that no one even bothered to challenge the union on pensions despite the fact that the system is essentially bankrupt.  Illinois really seems to be banking on their favorite son bailing them out with our money.

New taxes are frequently sold as protecting police, fire, and education, though these together represent barely 25% of all US government spending.  Where does the rest go?  It's a giant bait and switch, made worse by the fact that even within these categories, new headcount is more likely to be added in administrative and overhead roles rather than in promised functions such as "teachers".  This is the subject of my Forbes column this week:

There is a way to reconcile this:   While increases in education spending are sold to the public as a way to improve results in the classroom, in reality most of the new money and headcount are going to anything but increasing the number of teachers.

Let’s start with an example from the city of Phoenix, New York.  Why this town?  Am I cherry-picking?  In fact, I was looking for data on my home town of Phoenix, Arizona.  But I have come to discover that while school districts are really good at getting tomorrow’s cafeteria menu on the web, they are a little less diligent in giving equal transparency to their budget and staffing data.  But it turns out that Phoenix, New York, which I discovered when I was looking for my home town data, publishes a lovely summary of its budget data, so I will use it as an example that helps make my point.

The city’s budget summary for 2012-2013 is here.  Overall, they are proposing a 0.4% increase in spending for next year, which initially seems lean until one understands that they are projecting a 4% decline in enrollment, such that this still represents an increase in spending per pupil faster than inflation.  But the interesting part is the mix.

What are the two things politicians are always claiming they need extra money for?  Classroom instruction and infrastructure.  As you can see in this budget, only two categories of spending go down:  classroom instruction and facility maintenance and cleaning.  Administrative expenses increase 4% (effectively 8% per pupil) and employee benefits expenses increase just under 1% despite a total decline in staffing.  Though I am not very familiar with the program, one irony here is that the fastest growing category is the 8.7% growth (nearly 13% per pupil) in spending with BOCES, a New York initiative that was supposed to reduce administrative costs in public schools.  In other words, spending increases are going to everything except the areas which politicians promise.

I don’t think these trends are isolated to this one admittedly random example.  The Arizona auditor-general recently did a study on trends in education spending in the state.  They found exactly the same tendency to reduce classroom spending to pay for increases in administrative headcounts.

Read it all, as they say.

Yes, yet another group of school kids and their parents are battling it out over whose little darling should be valedictorian.   I like the approach taken by my son's high school.  All the seniors, on dates scattered through the year, must make a 10-15 speech to the school.  On anything.  This year there were speeches on topics ranging from the Holocaust to the banking crisis to "why I love my dog" to "why the rumors of my crying at that formal dance Freshman year when my date abandoned me are greatly exaggerated."

The speeches are a fun event.  The speaker's friends leave an offering of food and balloons on the stage.  When they are done, much of the school comes up on stage and congratulates them.  It is great experience, and (within the context of public speaking, which is stressful for many) the school works to lower the pressure on the kids -- in fact, there are no grades for the speeches that hit any transcript.

The only grading is simple -- whoever is judged to have given the best speech, both in subject matter and in presentation, gives the speech at graduation.

Of course, this could only work at a private school, where the school and teachers can actually exercise judgement without having to defend their decision in court.

PS-  My son's speech included, among other topics, one of the four subjects listed above.  If you really must know which, see the 23-minute mark here.

I could not resist commenting on the brouhaha around the stolen Heartland Institute documents in my column at Forbes.  The key one that is the "smoking gun" now appears to be fake.  I wrote in part:

One reason I am fairly certain the document is fake is this line from the supposed skeptic strategy document:

His effort will focus on providing curriculum that shows that the topic of climate change is controversial and uncertain – two key points that are effective at dissuading teachers from teaching science.

For those of us at least somewhat inside the tent of the skeptic community, particularly the science-based ones Heartland has supported in the past, the goal of "dissuading teachers from teaching science" is a total disconnect.  I have never had any skeptic in even the most private of conversations even hint at such a goal.  The skeptic view is that science education vis a vis climate and other environmental matters tends to be shallow, or one-sided, or politicized -- in other words broken in some way and needing repair.  In this way, most every prominent skeptic that works even a bit in the science/data end of things believes him or herself to be supporting, helping, and fixing science.  In fact, many skeptics believe that the continued positive reception of catastrophic global warming theory is a function of the general scientific illiteracy of Americans and points to a need for more and better science education (see here for an overview of the climate debate that does not once use the ad hominem words "myth", "scam" or "lie").

The only people who believe skeptics are anti-science per se, and therefore might believe skeptics would scheme to dissuade teachers from teaching science, are the more political alarmists (a good example was posted today right here at Forbes, which you might want to contrast withthis).  For years, I presume partially in an effort to avoid debate, certain alarmists have taken the ad hominem position that skeptics are anti-science.  And many probably well-meaning alarmists believe this about skeptics (since they may have not actually met any skeptics to know differently).  The person who wrote this fake memo almost had to be an alarmist, and probably was of the middling, more junior sort, the type of person who does not craft the talking points but is a recipient of them and true believer.

At the end I make a sort of bet

 If the strategy memo turns out to be fake as I believe it to be, I am starting the countdown now for the Dan-Rather-esque "fake but accurate" defense of the memo -- ie, "Well, sure, the actual document was faked but we all know it represents what these deniers are really thinking."  This has become a mainstay of post-modern debate, where facts matter less than having the politically correct position.

But in the first update I note the winner may already be delcared

Is Revkin himself seeking to win my fake-but-accurate race?   When presented with the fact that he may have published a fake memo, Revkin wrote:

looking back, it could well be something that was created as a way to assemble the core points in the batch of related docs.

It sounds like he is saying that while the memo is faked, it may have been someones attempt to summarize real Heartland documents.  Fake but accurate!  By the way, I don't think he has any basis for this supposition, as no other documents have come to light with stuff like "we need to stop teachers from teaching science."

My new column in Forbes addresses a topic I wrote about over 6 years ago, and got a ton of feedback on.

The problem with salaries for government workers like teachers is that, in a monopoly (particularly one enforced by law), the usual checks and balances on compensation simply don’t exist.  Let’s say a private school gives its teachers a big raise, and has to raise its tuitions to pay for those higher salaries.  Parents are then left with a choice as to whether to accept the higher tuitions, or to look elsewhere.  If they accept the higher fees, then great — the teachers make more money which is justified by the fact that their customers percieve them to be offering higher value.  If they do not accept the higher tuition, the school withers and either changes its practices or goes out of business.

But what happens when the state overpays for teachers (or any government employee)?  Generally, the govenrment simply demands more taxes.  Sure, voters can push back, but seldom do they win in a game dominated by concentrated benefits but dispersed costs.  On a per capita basis, teachers always have more to fight for than taxpayers, and are so well-organized they often are one of the dominant powers in electing officials in states like California.  This leads to the financially unhealthy situation of a teachers’ union negotiating across the table from officials who owe their office to the teachers’ union.

We might expect this actually to lead to inflated rather than parsimonious wages.  To see if this is true, we have a couple of different sources of data within the Bureau of Labor Statistics (BLS) to help us.

Click through to see the numbers, which tell the story pretty clearly