Tag: United States

An Education in Education

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Speaking of education, here are a few things I learned over the past few weeks. 

1. When Clarence’s school board decided to submit an above-cap budget for 2013-2014, it could only be passed by a 60/40 supermajority. The practical effect of that is that my yes vote is worth only about 5/8th of a no vote. That’s not “one person/one vote” and that’s not fair. There is a bill in the Assembly to right this wrong. 

2. Elections that are governed by the election law, which includes races for school board, are barely regulated and shadowy groups using untold amounts of money can operate with absolute secrecy. If, for instance, you want to spend more than $25 towards the election of another person who is running for a school board, you’re prohibited from doing so. But the penalty for breaking that law is non-existent. For an ultra-right wing group that wants to take over a school board or defeat a school budget, unlimited people can spend unlimited money to do it. In Clarence, that’s happening right now. 

3. There are no exceptions to the tax -cap legislation to allow for, e.g., paying court orders and school safety.

4. The Annie E. Casey Foundation is based in Maryland and was set up by one of the founders of UPS to, “build better futures for disadvantaged children and their families in the United States. The primary mission of the Foundation is to foster public policies, human service reforms, and community supports that more effectively meet the needs of today’s vulnerable children and families.” Frankly, the sort of things a government should be doing. AECF ranks states in terms of the quality of the education children there receive. New York is number 19.  Clearly, there is work to do. 

5. The United States spends over $600 billion on educating its next generation every year. By contrast, our elective war in Iraq cost over $2 trillion.  The difference is that no one got to vote in a referendum on the tax levy for the Iraq war. Using 2007 numbers, the United States spent less than only Luxembourg, Switzerland, and Norway among Organization for Economic Cooperation and Development (OECD) countries per pupil. 

6. In a recent ranking of education quality, the United States came in as “average”. The top countries are Finland and South Korea. This has an adverse affect on kids’ abilities to compete in a global marketplace where their peers abroad are simply educated better. 

When it comes to education, “rah-rah US is #1” is untrue and just as jejune as allegations that kids can do well in school regardless of the quality of teachers or class sizes if they come from the right home in the right neighborhood with the right family makeup with a nice income. There is clearly a lot of room for improvement; especially if you live in a place like Arizona, Mississippi, New Mexico, West Virginia, or Nevada. The report which ranks education quality country-by-country comes up with these conclusions, 

  1. There are no magic bullets: The small number of correlations found in the study shows the poverty of simplistic solutions. Throwing money at education by itself rarely produces results, and individual changes to education systems, however sensible, rarely do much on their own. Education requires long-term, coherent and focussed system-wide attention to achieve improvement.

  2. Respect teachers: Good teachers are essential to high-quality education. Finding and retaining them is not necessarily a question of high pay. Instead, teachers need to be treated as the valuable professionals they are, not as technicians in a huge, educational machine.

  3. Culture can be changed: The cultural assumptions and values surrounding an education system do more to support or undermine it than the system can do on its own. Using the positive elements of this culture and, where necessary, seeking to change the negative ones, are important to promoting successful outcomes.

  4. Parents are neither impediments to nor saviours of education: Parents want their children to have a good education; pressure from them for change should not be seen as a sign of hostility but as an indication of something possibly amiss in provision. On the other hand, parental input and choice do not constitute a panacea. Education systems should strive to keep parents informed and work with them.

  5. Educate for the future, not just the present: Many of today’s job titles, and the skills needed to fill them, simply did not exist 20 years ago. Education systems need to consider what skills today’s students will need in future and teach accordingly.

Clearly, there is work to be done, and each side in the debate in the US have at least one point, but we’re missing the bigger picture because it’s difficult and time-consuming. Note that American teachers are paid wages below the world average. 

The solution, however, is not to cut teachers or to treat them like fast-food workers. It is not to cut programs that encourage learning, fitness, or creativity. We can work for systemic improvement while not sacrificing the quality of education that kids are receiving now. Testing and more testing isn’t the answer, nor is pitting teachers’ unions against everyone else. 

I don’t know whether Carl Paladino’s baseball bat or AFP’s decimation of public schooling are precisely the right solution.  But one thing I do know – I’m embarrassed and ashamed for having not paid closer attention to these things before, especially as it relates to my own town. 

The Dollar Coin

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George-Washington-Presidential-Dollar-CoinCanada long ago abandoned its dollar bill and now has Loonies and Toonies instead. It’s easier to buy a soda from a vending machine or feed a meter with coins in larger denominations than a Quarter. Our neighbors across the river are now in the process of eliminating a coin – the penny is being phased out of circulation in Canada, and transactions will hitherto be rounded up or down, as appropriate.  In Canada, it costs 1.6 cents to make each penny, so money will be saved. 

Here in the US, recent efforts to introduce dollar coins (Susan B. Anthony, Sacajawea) have failed because we did not concomitantly withdraw dollar bills from circulation. The Dollar Coin Alliance argues that doing so would save the government billions. The Government Accountability Office (GAO) concluded, 

We estimate that replacing the $1 note with a $1 coin would provide a net benefit to the government of approximately $5.5 billion over 30 years, amounting to an average yearly discounted net benefit of about $184 million. However, this benefit would not be achieved evenly over the 30 years. In fact, as shown in figure 3, the federal government would incur a net loss during the first 4 years. Yearly net benefits begin to accrue in the fifth year of our analysis, and in the tenth year (2020), the initial start-up costs are paid back and overall net benefits begin to accrue.

And that estimate might be low. Consider, 

In 1985, for example, the Canadian House of Commons estimated that the conversion to a $1 coin would save the government $175 million (Canadian) in total over 20 years because it would no longer have to regularly replace worn out $1 notes. Canadian officials later determined that the Canadian government saved $450 million (Canadian) between 1987 and 1991.

Dollar bills have a short shelf life – they remain in circulation for about 22 months before they are shredded and recycled or sent to landfills. Coins can be melted down and recycled indefinitely. Dollar coins don’t jam in the vending machine. The GAO has recommended this switch consistently for 22 years, and Washington hasn’t yet gotten with the program.  

Eliminating dollar bills and pennies would save billions and reflect economic reality; we don’t have 5-and-dimes anymore. 

An extremely simple step that would save the government billions of dollars at no additional cost. The only question is why it hasn’t been done already.  Write your Federal Representatives via this link.