The Fleecing of Millennials

By: David Leonhardt.

Their incomes are flat. Their wealth is down. And Washington is aggravating future threats.

For Americans under the age of 40, the 21st century has resembled one long recession.

I realize that may sound like an exaggeration, given that the economy has now been growing for almost a decade. But the truth is that younger Americans have not benefited much.

Look at incomes, for starters. People between the ages of 25 and 34 were earning slightly less in 2017 than people in that same age group had been in 2000:

Why is this happening? The main reason is a lack of economic dynamism. Not as many new companies have been forming since 2000 — for reasons that experts don’t totally understand — and existing companies have been expanding at a slower rate. (The pace of job cuts has also fallen, which is why the unemployment rate has stayed low.) Rather than starting new projects, companies are sitting on big piles of cash or distributing it to their shareholders.

This loss of dynamism hurts millennials and the younger Generation Z, even as baby boomers are often doing O.K. Because the layoff rate has declined since 2000, most older workers have been able to hold on to their jobs. For those who are retired, their income — through a combination of Social Security and 401(k)’s — still outpaces inflation on average.

But many younger workers are struggling to launch themselves into good-paying careers. They then lack the money to buy a first home or begin investing in the stock market. Yes, older workers face their own challenges, like age discrimination. Over all, though, the generational gap in both income and wealth is growing.

Given these trends, you’d think the government would be trying to help the young. But it’s not. If anything, federal and state policy is going in the other direction. Medicare and Social Security have been spared from cuts. Programs that benefit younger workers and families have not.

The biggest example is higher education. Over the past decade, states have cut college funding by an average of 16 percent per student. It’s a shocking form of economic myopia. In response, tuition has risen, and students have taken on more debt. Worst of all, many students attend colleges with high dropout rates and end up with debt but no degree.

And as badly as the government is treating the young today, the future looks even more ominous.

First, the national debt, while manageable now, is on pace to soar. The primary cause is the cost of health care: Most Americans receive far more in Medicare benefits than they paid in Medicare taxes. The Trump tax cut also plays a role. It is increasing the debt — and it mostly benefits older, affluent households.

Second, the warming planet is likely to cause terrible damage and bring huge costs.

Young Americans favor aggressive action, now, to slow climate change. But the Republican Party — which wins elections with strong support from older voters — has vetoed any such action. As a result, greenhouse gases keep spewing into the atmosphere, and the climate crisis is likely to be far worse than it needs to be. Today’s young Americans will be left to suffer the consequences and bear the costs.

Last week, one of those young Americans — somebody who qualifiesas an older millennial — announced that he was running for president: the 37-year-old mayor of South Bend, Ind., Pete Buttigieg. A Navy veteran and Rhodes scholar who’s been praised by Barack Obama, Buttigieg (“BOOT-edge-edge”) is a rising star in Democratic politics. But of course he is a long shot to win the nomination. He is the mayor of a moderate-size city, after all.

And yet I think his candidacy is important, because it has the potential to influence the entire campaign. Buttigieg kicked off his run by talking about “intergenerational justice” and made clear that he would focus sharply on the future. After we spoke on Friday, I looked at my notes and discovered he hadn’t said “Trump” once.

During our conversation, I asked him how he hoped to win over older Americans — who, to their credit, vote at much higher rates than the young — and he told me an intriguing story. When he first ran for mayor of South Bend in 2011, he had the money to conduct only one poll. In it, his team asked voters how they would feel about having such a young mayor. The group most likely to see it as an advantage were the oldest voters.

“Many of the people who respond most positively to a moral message about the future are older people,” he said. “The American story is one of making sure that each generation is better off than the last. I don’t want my generation to be the first not to enjoy that. But I also think older generations don’t want to be the ones to cause that.”

There are some unavoidable trade-offs between the young and the old: A dollar spent on Medicare is unavailable for universal pre-K. But the country’s biggest economic problems aren’t about hordes of greedy old people profiting off the young. They’re about an economy that showers much of its bounty on the already affluent, at the expense of most Americans — and of our future. The young pay the biggest price for these inequities.

That’s a vital subject for the 2020 campaign, whoever the leading candidates end up being.

Source of article: https://www.nytimes.com/2019/01/27/opinion/buttigieg-2020-millennials.html?rref=collection%2Ftimestopic%2FEducation&action=click&contentCollection=opinion&region=stream&module=stream_unit&version=latest&contentPlacement=7&pgtype=collection

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How new Orleans is helping its students succed

By David Leonhardt

The New Orleans turnaround shows the power of giving more freedom to teachers and principals — and then holding them accountable for their performance

Twelve years later, Nigel Palmer still remembers the embarrassment of his first days as a fourth grader in Monroe, La. He was a Hurricane Katrina evacuee from New Orleans, living with his family in a La Quinta Inn, 250 miles from home. As soon as the school year began, he could tell that the kids in his new school seemed different from him.

They could divide numbers. He really couldn’t. They knew the 50 states. He didn’t. “I wasn’t up to par,” he quietly told me. It’s a miserable feeling.

Until the storm, Palmer had been attending New Orleans public schools, which were among the country’s worst. The high-school graduation rate was 54 percent, and some students who did graduate had shockingly weak academic skills.

After Katrina’s devastation, New Orleans embarked on the most ambitious education overhaul in modern America. The state of Louisiana took over the system in 2005, abolished the old bureaucracy and closed nearly every school. Rather than running schools itself, the state became an overseer, hiring independent operators of public schools — that is, charter schools — and tracking their performance.

Dominique Newton was the 2016 valedictorian of G.W. Carver High School. But she initially struggled in college, at Xavier, while also helping care for her father, who is on dialysis. She now is doing better, and majoring in political science.CreditWilliam Widmer for The New York Times

This month, the New Orleans overhaul entered a new stage. On July 1, the state returned control of all schools to the city. The charter schools remain. But a locally elected school board, accountable to the city’s residents, is now in charge. It’s a time when people in New Orleans are reflecting on what the overhaul has, and has not, accomplished.

So I decided to visit and talk with students, teachers, principals, community leaders and researchers. And I was struck by how clear of a picture emerged. It’s still a nuanced picture, with both positives and negatives. But there are big lessons.

New Orleans is a great case study partly because it avoids many of the ambiguities of other education reform efforts. The charters here educate almost all public-school students, so they can’t cherry pick. And the students are overwhelmingly black and low-income — even lower-income than before Katrina — so gentrification isn’t a factor.

Yet the academic progress has been remarkable.

Performance on every kind of standardized test has surged. Before the storm, New Orleans students scored far below the Louisiana average on reading, math, science and social studies. Today, they hover near the state average, despite living amid much more poverty. Nationally, the average New Orleans student has moved to the 37th percentile of math and reading scores, from the 22nd percentile pre-Katrina.

This week, Douglas Harris — a Tulane economist who leads a rigorous research project on the schools — is releasing a new study, with Matthew Larsen, another economist. It shows that the test-score gains are translating into real changes in students’ lives. High-school graduation, college attendance and college graduation have all risen.

Jewel Dauphin, a 2017 Carver graduate, now attends Opportunities Academy, a program that teaches life skills. He also does work as an advocate pushing the city to improve transportation options for people with disabilities. CreditWilliam Widmer for The New York Times 

One example: In most of Louisiana, the share of 12th graders going directly to college has fallen in recent years, probably because of budget cuts to higher education. In New Orleans, Harris and Larsen report, the share has jumped to 32.8 percent, from 22.5 percent before Katrina.

People here point to two main forces driving the progress: Autonomy and accountability.

In other school districts, teachers and principals are subject to a thicket of rules, imposed by a central bureaucracy. In New Orleans, schools have far more control. They decide which extracurriculars to offer and what food to serve. Principals choose their teachers — and can let go of weak ones. Teachers, working together, often choose thei

r curriculum.

“It puts decisions really close to the school site and the students,” Towana Pierre-Floyd, the principal of KIPP Renaissance High School, told me. Victor Jones, an English teacher at G.W. Carver High School, says, “We don’t have to wait to make changes when we know changes need to be made.”

Jones and his colleagues recently decided that their ninth graders needed more writing practice than they were getting from their literature-heavy curriculum. But the teachers still wanted to expose the students to great books. So they combined two curriculum plans to get the right mix, cutting down on novels without eliminating them. The students now read “Lord of the Flies,” “Romeo and Juliet,” “Parable of the Sower,” Ray Bradbury short stories and journalism about terrorism, among other things, and also do more writing than they used to.

Crucially, all of this autonomy comes with accountability: Schools must show their approach is working. They are evaluated based on test scores, including ACT and Advanced Placement, and graduation rate — with an emphasis on the trend lines. Schools that fail to make progress can lose their contract.

Over the past decade, the district has replaced the operators of more than 40 schools in response to poor performance. “You have to meet these minimum standards to continue to have the privilege of educating kids,” Patrick Dobard, the superintendent until last year, told me. Harris’s research has found that much of the city’s progress has stemmed from closing the worst charter schools and letting successful charters expand.

Think about how different this is from the norm in American education. In most districts, a single entity — a board of education — is responsible for both running schools and evaluating them. That combination is not a recipe for rigorous evaluation and consequences. It’s akin to letting students grade themselves.

Obviously, very few districts elsewhere are going to replicate the New Orleans model and start from scratch. But most would benefit from introducing both more freedom and more accountability. Together, the two spark human ingenuity.

For all of the improvement here, the schools still have their troubles. The academic results still trail those in less impoverished districts, and progress has slowed lately. “We’re not where we want to be,” Rhonda Dale, the principal of Abramson Sci Academy, said. Some residents told me they hoped that the new local control could accelerate academic progress – while also making the school system feel like more a local institution and less like one imposed on the city. My column next week will focus on these challenges.

Yet even with the caveats, it would be a terrible mistake to let the imperfections obscure the progress here. The city’s residents certainly recognize that progress. In a recent poll by Tulane’s Cowen Institute, 70 percent of public-school parents said the charter schools had improved education.

And what ended up happening to Nigel Palmer? In seventh grade, he moved back to New Orleans, a stronger student than when he left. Fortunately, the city’s schools had improved too. His high school, KIPP Renaissance, was “a fun, competitive environment — people wanted a high G.P.A.,” he said. “School was cool.”

This spring, he graduated from Xavier University, a historically black Catholic college here, and he recently started his first job — as a middle-school social studies teacher in New Orleans.

Source of the article: https://www.nytimes.com/2018/07/15/opinion/columnists/new-orleans-charter-schools-education-reform.html
 
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The Two Biggest Problems With College

By Davi Leonhardt 

American higher-education policy has two overarching problems. We don’t spend enough money on college education for middle-class and poor students. And we don’t demand enough accountability from colleges.

The two problems feed off each other, leading to miserably low graduation rates — often below 50 percent — at many colleges. The colleges that have figured out how to do better aren’t rewarded with more resources. The colleges with weak results face few consequences. All the while, lower-income students suffer.

Fortunately, the problem of college performance is starting to get more attention — from colleges themselves, state officials and others. But there is still a huge missing piece: the federal government. Washington has the potential to influence higher education, via both money and oversight, more powerfully than any state or college consortium.

I don’t see much reason to hope that the Trump administration will play this role. Betsy DeVos, the education secretary, seems more focused on using federal dollars to lift the profits of private education companies, regardless of how well or ill they serve students.

Outside the administration, though, some policy experts are starting to have intriguing conversations about the future of federal higher-education policy. The latest example comes from the Center for American Progress, the liberal research and advocacy group, which on Wednesday is set to release a new higher-education proposal. It focuses on those two big problems: lack of resources and lack of accountability.

The proposal calls for roughly doubling federal financial aid, an increase of $60 billion a year. (That’s less than one-fourth of the annual cost of the Trump tax cut, as Ben Miller, a former Education Department official who helped write the proposal, told me.) The bulk of that money would increase financial aid by up to $10,000 a year for a low- or middle-income student.

This money would effectively help cover student living costs, which often run close to $15,000 a year. Those costs — mostly room and board — are a major burden even for students who receive enough financial aid to cover much of their tuition bill. In fact some higher-education experts believe the recent attention on “free college” has been problematic, because it has obscured the fact that tuition isn’t the main issue for many lower-income families.

The second part of the new proposal would require colleges to meet performance benchmarks in exchange for the infusion of new federal spending. These benchmarks would include graduation rates and post-college employment and would vary based on “degree of difficulty.” A college that enrolled mostly low-income students wouldn’t be expected to have the same results as an elite college. Over the long term, colleges that failed to meet the benchmarks could lose funding, as is already the case in some states, including Florida and Indiana.

I don’t agree with every part of the proposal. I think it focuses too much on equity among demographic groups within colleges, for example — whether white and non-white students, or high- and low-income students at a given college fare similarly. These gaps exist, but they are usually modest. The much bigger problem is that students from different groups tend to attend different colleges. But I also think the plan is an excellent way to start the discussion.

A college degree remains the most reliable path to a good job and a healthy, satisfying life. That path should be open to a much larger segment of Americans than it is now.

On the news. President Trump’s use of the word “infest” yesterday continues his ugly pattern of describing illegal immigrants as subhuman. And “infest” is particularly stark, because it suggests that immigrants are akin to insects or rats — an analogy that Nazis frequently used to describe Jews, as Aviya Kushner notes in The Forward.

On the same subject, Slate’s Jamelle Bouie predicts that Trump’s

dehumanizing language “will only get worse as November approaches.” Bouie adds: “To energize its voters, the White House plans a campaign of vicious demagoguery.”

I’m not suggesting that Donald Trump is a Nazi. He is not. Yet it would be wishfully naïve to explain away his racism and his hate at this point. In both word and deed, he has shown himself to be quite comfortable with many of the ideas of white supremacy.

Source of the article: https://www.nytimes.com/2018/06/20/opinion/college-middle-class-poor-students.html?rref=collection%2Ftimestopic%2FEducation

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