While researching for this article, I ran across a 2013 NYT piece on Pew’s finding that in 40% of U.S. families the sole or primary earner is the Mom. In a quarter of married households, the woman is the sole or primary wage earner.
I was surprised recently when I learned that almost every country has federal laws that require paid parental leave. Apparently, there are only four that do not. They are Suriname, Lesotho, Papua New Guinea and The United States. I’m including here the per capita Gross Domestic Product (GDP) of each country and their Gini coefficient, both of which seem relevant for considering the U.S. position on this issue.
Per Capita GDP: $16,623
Per Capita GDP: $1,091
Papua New Guinea
Per Capita GDP: $2,517
Per capita GDP: $57,220
The Gini coefficient is a mathematical measure of a nation’s wealth distribution. The lower the value, the more equitable their economy. Higher values indicate an economy that favors people who are already wealthy at the expense of the poor.
Here is a list of the eleven top ten developed countries with their Gini indexes. Canada and the U.S. are tied for #10. The graph compares the wealth distribution of these eleven countries by their standard deviations from the mean.
The newly elected Chairman of the Democratic National Committee made headlines Sunday by saying to a gathering in New Jersey that Republicans “don’t give a s**t about people.”
Political discorse in American is not designed to convince people to buy your plan. It’s designed to make you hate the people who haven’t bought it. And it works. People are not so motivated to go to the polls for an ideal that they think should be happening anyway. They will, however, proudly march there in self-defense. Perhaps we can’t do any better.
But what lights the gasoline is when we start diverting money for the sake of hate mongering. Also in the news on Sunday was reporting on Trumps submission to negotiations over efforts to avert a partial government shutdown at the end of next month. He proposes cutting $1.2 billion from the National Institutes of Health research grants, $1.5 billion from community development block grants and $500 million from transportation project grants. He’s leaving, however, the $3 billion he asked for previously to start his wall between the U.S. and Mexico.
Considering our everyday lives, divorced from the manipulative rhetoric we watch on TV, what should we care about more, cancer research and safe bridges, or immigrants and refugees, looking for a better life – and who are statistically less of a threat to us than people born here.
Sources: http://thehill.com/node/326876, https://goo.gl/CvlMGi, https://goo.gl/G5JpIz
One example of this preemption of local power was provisions to S.B. 279, slipped into the bill on the last day of 2015’s 76-day extended legislative session. Those provisions prevented city governments from passing higher minimum-wage laws, establishing affordable-housing mandates, or instituting rules about landlord-tenant relations. Other examples were wrestling from cities their control of local airports, waste and water systems, local redistricting, utilities and fracking. Fortunately, many of these legislative take-overs have been blocked by the Judicial Branch. But it all points to a political ideology that seems intent on stretching or breaking the founding principals of our government in order to further the interests of the campaign contributing class – the moneyed-elite.
|“Playing with data is as fun as playing with Legos”|
Even though I suspect that most Americans, Republican and Democrat, believe in mostly the same things. The political gap seems to have much to do with your neighborhood – that is to say, how far you live from your neighbors.
I did a little figuring with the population density of each state and the percent of votes cast by its residents for Donald Trump. The correlation coefficient (yes, I’m college educated) was -.46, which apparently is a moderate downhill or negative relationship (see chart #1). In other words, the higher the population density (urban) the less likely you and your neighbors were to vote for Trump. The lower the density (rural), the more likelihood of Trump votes in your neighborhood.
But this gap seems to have been magnified by the U.S. Constitution, as the document describes the Electoral College. North Dakota, 47th in density ranking, cast 216,133 votes for Trump. That amounted to only 72,044 votes for each of the state’s 3 electoral votes for the Republican candidate. In Massachusetts, the 3rd most densely populated state, it took over 100,000 more votes for Clinton (178,615) to earn one of the state’s 7 electoral votes for the Democrat (see chart #2).
What surprises and disturbs me is the education gap. The graph below, from Pew Research Center, indicates that among all voters, those with college degrees or more voted for Hillary Clinton by 9 points, while voters with some college or less chose Donald Trump by 8 points. The education gap widens when looking at white voters only, a gap of 35 points.1
There are many ways to read meaning into this, and I’m going to be thinking pretty hard about it. But we might assume that free college education, as provided in many European countries, is pretty much off the table here at home.
I woke up early again this morning, all worried about this upcoming election. I started mucking around my old 2009 Macbook Pro and found the Federal Elections Commission web site and their downloadable files with details on campaign contributors by state. Data makes my skin tingle.
So I downloaded all 27 megabytes of North Carolina data (4/15/15-10/31/15), loaded the csv file into Open Office Calc and started tinkering. My seven year old MacBook was huffin’ and puffin’.
One of the questions that got my mind going this morning was the money that is so essential to political campaigns today. To date, the 2016 presidential campaigns have generated $1,000,058,201 from individual donations alone. More to the point of my sleeplessness was, “Who’s paying for these campaigns?” or “Who’s buying our government?”
So I used Calc to parse the 133,100 contributions by range categories: less than $100, $100 to $999 and more than $1000 and more. It shouldn’t be a surprise that more North Carolinians were donating less than $100 than the other two combined.
What struck me as especially critical to my worries was the total amounts of campaign money generated from each category. Look at the data and graph.
|Donations||Number of Contributors||Total Amount Contributed|
|Less than $100||101,388||$2,737,190.87|
|Between $100 & $1000||28,427||$5,454,833.10|
|More than $1000||3,285||$6,226,996.52|
What’s wrong with this picture? Well, let’s say you are an incumbent, or even a challenger. With so much money out there, constituting a elections industry, the only way that you can keep your seat, or oust the incumbant is with a lot of money.
Where do you go for the money?
Look at the diagram again. Where’s the money? To get elected, you have to convince rich people and corporations to contribute. What will they want from you for that money?
It’s their government. Not ours.
In the graphs below, I label the X-axis as “Years of Republican Led General Assembly,” referring to the years that North Carolina’s legislative branch has been dominated by the Republican Party, the first time since 1870. I regret using this distinction because I actually respect much of what I think the Republican Party represents. I am referring, instead, to the Cuckoo legislators, arrogantly conservative politicians who appear to be Republicans, holding just enough resemblance to push many fine and thoughtful statesmen out of the nest of North Carolina’s State Government.
Students in Music & Art Ed Programs
That said, I want to report on one of the many effects of their arrogance, and not the millions of dollars lost to the state as a result of their hastily written and passed HB2.
I am no longer a teacher. I left the classroom for leadership roles in a time when teachers practiced autonomy in their classrooms and were rewarded for advancing their own educations. Today, I can barely imagine how demoralizing the last five years have been for North Carolina teachers, and for school administrators who are desperately struggling to fill their classrooms with qualified teachers.
The solution to an alarming teaching shortage is simple, at least to the amateurs in Raleigh.
Appear to grant a raise to teachers in North Carolina.
Factoring in the nominal inflation of the past decade and a half, teacher pay in North Carolina has dropped 13%.1 Real and significant raises would certainly help and are certainly warranted. But there’s nothing new here. While teachers have always been grossly underpaid, we have continued to have talented and committed men and women wanting to become teachers.
In my opinion, the teacher shortage has more to do with the declining conditions of the job and the increasing barriers that stand in the way of real learning in the classroom. A teacher’s passion comes from celebrating the meaningful learning and growth of her students. But today, the creative art of teaching has been spoiled by requirements to comply with government mandated standards that are measured by tests that choke real learning.
..And why would a high school student want to do, what they’ve spent 13 years watched their teachers dispair in not being allowed to do?
Enrollment at the 15 UNC schools of education has plummeted 30 percent since 2010, a worry for a state where those programs are the biggest source of classroom teachers.2
I recently received a document from one of the state’s 15 schools of education that lists the numbers of students joining their various education programs since 2012, and the numbers SHOULD worry us.
For instance, this graph illustrates the university students who are planning to become elementary school teachers.
The decline, since 2012, represents a net loss of 213 potential elementary school teachers.
Equally disturbing are the numbers entering Math and Science programs, illustrated here.
That’s 34% few Math and Science teachers than would have been likely in a more stable environment. And, as I’ve written many times before, the real problems of this state, nation and world have less to do with Math and Science, and more to do with our social condition – and we’ve lost 65% of the Social Studies teachers we might have had. In 2016, no college student in that university sought to pursue a career as a Social Studies teacher.
Considering how teachers have been treated in this state, it is easy to fathom what these Cuckoo legislators fear the most. It is highly educated and organized teachers. In many of the state’s communities, the most educated citizens are teachers. It’s why the General Assembly and Pat McRory (Governor) stopped paying higher salaries to teachers with advanced education (part of the Appropriations Act of 2013). We are the only state that does not pay more to teachers with graduate degrees. The result?
A loss of 27%, though many teachers continue to advance their own education, even without compensation.
If you are a North Carolina voter, and you believe that the future of our state depends on the talent and intelligence of its citizens, then learn how your representatives voted on the final adoption of the Appropriations Act of 2013. If you do not know who your representatives are, go here. Then go here and click the name of your House member (here for your senator) to see their voting history in 2013-14 session. If he or she voted “No” to the final adoption of SB 402, the Appropriations Act of 2013, then they voted FOR teachers and stronger public schools in North Carolina.
2 Bonner, L. (2016, February 3). Enrollment plunges at UNC teacher prep programs. The Charlotte Observer[Charlotte].
My questions first: 1) Where are U.S. citizens getting misinformation? 2) What do the liars have to gain by misinforming us?
According to a May 11 Public Policy Polling press release, 43% of voters believe that unemployment as increased during Obama’s presidency.1 In truth, there are more U.S. citizens employed today (April 2016, 5,867,000) than at the highest employment period of the GW Bush administration (April 2008 5,540,000) – this from the U.S. Bureau of Labor Statistics. The first graph shows a devastating dip in employment during the first months of Obama’s presidency, but that was clearly a result of the banking debacle, which happened before his inauguration.2
PPP’s polls also indicate that 32% of voters believe that the stock market has declined during the current administration.1 Again, this is untrue. Microtrends’ historic charts for the Dow Jones indicate that the previous administration enjoyed a high Industrial Average market index of 15,811 in October of 2007 – only 1,070 points above the value on his first day of office. The highest index during Obama’s two terms was 18,314 on February, 2015 – an increase of 9,329 points above its value on the first day of his presidency.3
Again, Where are U.S. citizens getting misinformation? .. and what do the liars have to gain by misinforming us?
2 BLS Data Fander 0.8. (2016). Retrieved from United States Department of Labor website: http://beta.bls.gov/dataQuery/find?st=0&r=20&fq=survey:[ce]&more=0
3 Dow Jones – 100 Year Historical Chart. (2016). Retrieved from Microtrends LLC website: http://www.macrotrends.net/1319/dow-jones-100-year-historical-chart
Many would disagree, but I believe that the introduction of new information and communication technologies into our classrooms has had a productively disruptive effect on education. We have certainly not seen its full potential, and reaching it may well be impossible for a human society. But I’ve recently wondered about a new disruptive influencer on the horizon, one that has the potential to further progress formal education – or destroying it – in my humble opinion.
Consider that even though some presidential candidates have promised to bring back the manufacturing jobs that America has lost to China, the jobs that actually left our shores are a mere ripple, as Matthew Yglesias put it in a recent MoneyBox article,1 compared to the manufacturing jobs we lost to robots during the same years – and those jobs will not return.
And now we have driverless cars, just around the corner? Sam Tracy, in a 2015 Huffington Post article itemized the numbers of Americans who make their living by driving: taxi drivers, chauffeurs, bus drivers, driver-sales workers, school bus drivers, postal service carriers, light truck deliveries and heavy truck transport. It totaled almost four million jobs, with wages of almost $150 billion a year.
Will there really be new jobs for them to train for?
Then entrepreneur and venture capitalist, Sam Altman, says this in a recent Freakonomics podcast, that, “..90% of (the) people (may) go smoke pot and play video games, but if (only) 10% of the people go create incredible new products and services and new wealth, that’s still a huge net-win.”2 In other words, is there a national economic need for 100% employment in the near future, or even 15% employment – besides what Altman refers to as a “..puritanical ideal that hard work for its own sake is valuable.”
All this is to suggest that the job of schools, sooner than later, may be to educate our children to be unemployed. Consider the recent media interest in the concept of basic income. Here is a Google Trend graph of the frequency of the term’s searches.
In the most general terms, basic income would have the federal government handing out to all citizens enough money to live on. Those who want more would work for a wage. Those who do not, would find some other way of spending their time. Experiments are already underway in Brazil, Canada, Denmark, Finland, Germany, Iceland, Ireland, Luxembourg, Netherlands, Norway, Portugal, Spain, Sweden, Switzerland & the UK.
Even though I suggest an open mind, I do not want to spend this blog post arguing the merits or dangers of such an arrangement. What I do want to ask is, “What would you say to a student who says, ‘I don’t need to know this because I don’t need a job?’” What if he is absolutely right? The next question is “What would he or she need to know for a future that does not require employment?” and “How might preparing our children for productive leisure change the WHY, WHAT and HOW of formal education?”
What do you think?
2 Weller, C. (2016, April 19). A Silicon Valley entrepreneur says basic income would work even if 90% of people smoked weed instead of working [Blog post]. Retrieved from http://www.techinsider.io/sam-altman-praises-basic-income-on-freakonomics-podcast-2016-4
I received two surprises last Friday at the annual NCTIES conference in Raleigh. The first was being honored with ISTE’s Making IT Happen award. This really wasn’t a surprise for me because they needed my coat size before hand. But it was an enormous career-gratifying honor.
The second surprise was something a bit strange – a phenomenon that I have noticed in my conference experiences across the United States. You see, in some regions, when you receive an award, you walk up, take the object, shake a hand, thank the organization, pose for a photograph and walk back to your table. North Carolina is a perfect example of this practice.
In other regions, say New England, you take your object of honor, shake a hand, but are also obliged to “say a few prepared words” to the audience – words of understated but eloquent humility in the case of New England.
So when the Outstanding (Tech) Teacher of the Year “said a few well prepared words” after her award on Friday afternoon, I calculated that I had only the “carefully prepared words” from two more honorees left in order to come up with something Warlick’esque to say.
I did, though I bungled it badly behind the microphone. So I thought I would try to say it more eloquently here.
I started teaching in 1976, and in these 40 years as an educator, one fact has become clear. We live in a complicated world. Despite what some would have you believe, there is complexity in our world and in our individual lives – and that complexity is beautiful.
Our problems are not simple and they deserve better than simple tried-and-true solutions. They are complicated and they require creative and complex solutions – solutions that also provide new and wonderful opportunities.
The best uses of technology in our classrooms help us and our students to understand and appreciate today’s complexities and to imagine the opportunities that they offer. But we must continue to understand, as true educators, that simplifying and streamlining education will fail, not to mention the fact that it insults our children.
..because the most beautiful aspect of this exquisite complexity is that it invites us all to be different – and we can continue to permit our children to exercise their differences as long as we are willing to simply say, “Surprise Me!”
On January 8, 2002, George W. Bush signed into law, the No Child Left Behind Act. For 5,084 days, the United States has engaged in despicable acts of child labor, forcing its children to slog through physically and emotionally harmful toil and stresses, for reasons that have nothing to do with what was best for them.
We have speculated about the intent of No Child Left Behind, a title that exemplifies political PR’s employment of the english language to “..make lies sound truthful and murder respectable.”1 Our speculations have varied into the realms of conspiracy, going so far as to suspect an all out effort to kill public education in America. We have delighted in our own retitling of the law, my favorite being, “No Child Left able to Think for Him Self.”
Sometime today, President Barrack Obama will sign into law, Every Student Succeeds, overhauling the flawed NCLB, which has corrupted the institution of public education for 14 years. Just like the Bush-era law, Every Student Succeeds emanates from political machinations, Senate Majority Leader Mitch McConnel calling it a victory for “conservative reform.”2
Of course, returning education to the hands of parents, teachers, states and school boards is not a solution. It is an opportunity for courageous and inventive educators to seise. So here are some suggestions from one in a minority of educators, who actually remember classrooms unconstrained by policy compliance and political accountability.
|R||-||Throw the scripts away and Resourcefully invent practices that work here and now or our tomorrow.|
|I||-||Return scientifically proven research to its proper function and Innovate. Bring back the art of teaching.|
|P||-||Reject the practices of beating our children over their heads with test-prep. Instead, inflect them with Passion. Become passionate again about teaching and what it is that you teach, and make it glow with that passion.|
|N||-||Take the “No” out of education. For 5,000 days, education has been defined by it limits. Education today must be defined by its lack of limits.|
|C||-||Don’t teach students to collaborate, to be communicators, to be creative. Instead, create learning experiences that utilize Collaboration, Communication and Creativity to energize students’ accomplishment of things bigger than they are.|
|L||-||Reinvent Literacy. Free yourself and your students from 19th century notions of the three-Rs. Look for the literacies that instill in us all, a learning lifestyle.|
|B||-||Be Bold. Courageously teach, what has not been taught before and craft learning experiences that are new and exciting. You students will love you for it, and their communities will fund your educational programs.|
1 Orwell, G. (1946). Politics and the English Language. Penguin.
2 Barrett, T. (2015, December 9). Obama to sign ‘No Child Left Behind’ Overhaul. CNN. Retrieved December 10, 2015, from http://www.cnn.com/2015/12/09/politics/education-bill-no-child-left-behind-senate-obama/index.html?eref=rss_topstories
keep looking »