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~ USA Headed for a 5th Revolution! Why?

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Monthly Archives: April 2019

#333 Preparing for the Technology Tsunami: On-Going Education (12th in Series)

28 Sunday Apr 2019

Posted by Jordan Abel in Economics, Education Issues, Societal Issues, Tech Tsunami

≈ Leave a comment

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution, a list of earlier revolutions and the author, Entry #1. 

Periodically I write a “sense check” to assess whether in the next few years, a revolution in the US is still possible or whether the entire exercise is based on a statistical aberration — i.e., a roughly 50-year cycle between major upheavals in the US.  With all that’s happened lately in Washington, I wrote a special sense check, Entry #332.

This week’s Entry continues the series about preparing for the upcoming “technology tsunami” that will have a major impact on the US economy.  The series starts Entry #319. 

The need for on-going education and training of workers is nothing new. Who’s been responsible in the past for such training? Until about the mid-1990’s or early 2000’s, the employing organization seemed to be the principal source of on-going training.

In some cases, employee training was done on the organization’s premises; in other cases, employees were encouraged to attend classes outside. Expenses for such classes usually were reimbursed by the organization. Based on my experience, mostly in manufacturing-based companies, the training seemed to focus on procedures and systems unique to that company.

What has changed within the companies in the last 20-25 years is how machines and support equipment operate. There is ever-growing integration of software programs to help manage all aspects of machine operation, movement of material and the flow of information.

While some features of the software programs might be unique to the organization, the fundamental components of a given software program, or suite of programs, are the same. Understanding the fundamentals of software programs has created two classes of workers:

  1. A group, generally younger, who are now more mobile. Because these workers understand the fundamentals of software, they can carry that knowledge to another organization and not face as steep learning curve, thereby contributing more quickly than workers in the past;
  2. A group, generally older, who were trained in the organization’s approach before many software programs were integrated into daily operations. These workers become far less mobile and, despite their experience, less valuable to the existing organization. The “reduced-value” phenomenon applies to both blue-collar and white-collar workers. Unfortunately, some of these “reduced-value” workers have 25 to 30 years remaining before retirement. This group will be the most negatively affected by the technology tsunami.

What does society do with existing “reduced-value” workers…and ideally implement plans to minimize the number of such workers in the future? Back to school! But, can you really teach an old dog, or a middle-age dog, new tricks?

The stumbling block for many of these workers seems to be never having learned basic math. While one does not need to know calculus to understand how to use computer programs effectively, one does need to know basic algebra. Programs are basically built are conditional statements – if A, then B, etc. Understanding the approach applies not only to Excel-type programs but word-processing programs as well.

What about people who just don’t “get” math, even basic addition and subtraction taught in grammar school? Obviously, not everyone learns the same way and not everyone is skilled at every subject. However, my guess is at least half the people who claim “not to get math” would “get it” if math were taught in a way more understandable to them.

Without having completed any formal research, I’ll bet there are at least three approaches used to teaching math. And one of those approaches probably will work on most people. So, for the “I-don’t-get-math” group, let’s take away the stigma of not understanding the traditional approach to teaching math, and try using the other approaches. Just visualize the smiles on faces when “I-don’t-get-math” students move to the “I-get-math” category.

Will all these students become math wizards? No, but once the basics are understood, we…societal we…might be shocked at how many in this group progress to basic algebra, and beyond.

What about people who despite different approaches to teaching, never “get” math? How do we prepare them for the tech tsunami? Or, what if someone just doesn’t want to learn?

A certain percentage of people won’t learn, and the consequences are the same whether one is unable to learn or chooses not to learn. The consequences in all likelihood will be a lower-paying service-type job. For those who try, but can’t learn, unfortunately the consequence are the same.

Any time society has been disrupted by technology — printing presses replacing scribes, machinery replacing farm hands, robots replacing assembly workers…and other examples – some people are left behind economically. While a society-funded safety net can provide some assistance, a large percentage of people in this category will fall several rungs on the economic ladder.

OK, you say, I’ll buy the argument that we should be training more workers for the tech tsunami. But who should pay for the training, much of which seems to be remedial? Why should taxpayers pay for the bill and let the companies off the hook? Shouldn’t companies that are laying off workers have an obligation to retrain these workers?

If one looks at other countries for guidance, many industrialized countries, especially in Europe, have laws that penalize, or even prevent companies from relocating or arbitrarily dismissing employees. The US has no such laws. As a result, companies are not penalized for relocating and leaving behind infrastructure installed specifically to help the company and/or leaving behind a loyal workforce with some skills that need updating.

In many states, North Carolina and South Carolina are but two examples, “economic development” is defined primarily as enticing other companies to relocate operations from the Midwest or Northeast to North Carolina or South Carolina. Incentives thrown at companies to relocate border on the ridiculous, but almost always include taxpayer-funded training for employees.

Yet the same “economic development” efforts often ignore, or even discourage, albeit possibly inadvertently, entrepreneurs from starting companies or offering no meaningful incentives to smaller company businesses trying to expand. If any incentives are offered to entrepreneurs, the “incentives” often consist of an “opportunity” to locate in some rehabbed building at a lower rent. While the reduced rent is nice public-relations strategy for politicians, most start-up businesses are starved for capital and capable key executives.

In the near-term, laws preventing companies from relocating and/or laws preventing states or cities from offering incentives for relocation are not likely to be implemented. Even if passed, there likely would be a drawn-out court challenge. A more effective approach to encourage existing companies to stay put might be to help the company analyze costs and determine if updating skills of employees and implementing other cost-reduction systems might be more effective than relocating, especially relocating operations outside the US.

Encouraging companies to stay put and retrain workers gain momentum in the next few years, especially as the technology tsunami becomes more apparent. While the US 2020 presidential election is 18 months away, many Democratic candidates seem to be discussing how to help rebuild the American middle class by leveraging new technology rather than the Trump approach of propping up industries on the decline – coal, e.g.

Programs to help update skills of existing workers could be very “hands-on,” akin to how many infrastructure projects were initiated in the 1930’s under New Deal WPA. Such national WPA-like programs are even more likely after the technology tsunami hits and/or after the country experiences the Revenge Revolution.

Programs to help mitigate the technology tsunami, programs to implement the evolving Green New Deal and other such ideas present a great opportunity for the US to create sustained economic growth. Sustained economic growth, however, can only be achieved with a high labor-force participation rate…and a high participation rate in a technology-tsunami world can be achieved only with an educated workforce.

 

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#332 Special Sense Check re Likelihood of a 5th US Revolution

20 Saturday Apr 2019

Posted by Jordan Abel in Sense Check, Societal Issues

≈ 11 Comments

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution, a list of earlier revolutions and the author, Entry #1. 

Since starting to publish the blog in late 2013, I’ve written a “sense check” about every six months. The purpose of the sense check (the most recent prior sense check, Entry #318) is to assess whether in the next few years, a revolution in the US is still possible or whether the entire exercise is based on a statistical aberration — i.e., a roughly 50-year cycle between major upheavals in the US.

With each sense check I’ve become more convinced the US is headed for a 5th revolution. I understand that allowing the author to claim to evaluate content objectivity is like allowing the fox guard the henhouse.

What prompted me to write this “special sense check” was a combination of Trump’s known behavior the last few months, which can most politely be described as out of control, and Trump’s less-known behavior described in the Mueller Report, which can be described as even more out of control.  Given what we now know…and what’s likely to be released in the coming months…a Revenge Revolution seems not only possible, but now firmly in the category of “highly likely.”

If you’re a Trump supporter and still reading this entry, I want you to ask yourself, “If Trump were a Democrat with exactly the same accomplishments, same behavior, same cabinet, etc., would I still be so supportive of Democratic president Trump?”  A tougher question, “What if Hillary Clinton were president and had the same accomplishments, behavior…as Trump?”  If you support the president over party, then we can talk.  If you support party over president, you need to rethink your standards.  And Democrats?  You need to ask yourselves the same questions.    

While Trump’s behavior should be considered bizarre, even for some dictators, what is even more bizarre is the behavior by Republicans in Congress, especially the Senate. Republicans in the Senate have buried any moral standing and abdicated all responsibility for oversight of the Executive Branch. Republicans no longer bother to question, let alone resist actions and behaviors by Trump that are clearly contrary to the Constitution and, by accounts of most prosecutors, likely illegal.

Since the release of the Mueller Report, only one Republican Senator, Mitt Romney, has castigated Trump publicly for his behavior. Lindsey Graham, an alleged friend and supporter of the late John McCain, stated there was no reason for the Senate Judiciary Committee to call Robert Mueller to testify and provide more insight into his report. Yes, Lindsey, be a good lackey and make sure you don’t ask any questions about Trump…because someone might tell you the truth.

Republicans in the House and Senate should be more appropriately recast as Trump’s eunuchs. Starting with Mitch McConnell with Graham following closely, Republicans seem happy to have stood in line as Trump castrated them. Once castrated, the Republican eunuchs…excuse me Senators…allowed and even encouraged Trump to disregard safeguards created by the Founding Fathers. Senators, please read the Constitution and explain it to Trump, who obviously has never read it.

During the week of April 8, 2019, Trump, supported by the hack of an Attorney General confirmed for the job by the Republican eunuchs, accused members of the Justice Department of attempting a coup on his presidency. Trump’s primary talent seems to be as a great manipulator, who long ago convinced his base and now has convinced the Republic eunuchs that he overcame a sinister plot by Republicans inside the Justice Department to keep him out of office.

According to Trump, his election efforts were hurt, not helped, by the Comey press conference chastising Hillary Clinton. His election efforts were hurt, not helped because President Obama was respectful enough not to disclose publicly intercepts between members of the Trump election team and the Russians. According to Trump, he overcame the power of the Justice Department and the FBI. The career officials in Justice and the FBI should be considered the enemy because they attempted a coup to get him removed from office.

Seriously? I mean who actually thinks if the FBI wanted to take Trump out of office, they couldn’t do it? Who actually thinks like this? Sadly, a bunch of Trump supporters who refuse to read anything that’s written objectively, who believe the Barr BS and who only watch the alleged truthsayers on Fox News. Gee, boys and girls, don’t ya’ think one or two FBI agents could take Trump out in a heartbeat? In case you didn’t know it, that’s what some of the agents are trained to do.

But, no, we must cast logic aside. This is Trumpworld. The Great Manipulator, like the Wizard of Oz, claims to be a genius whose proclamations, no matter how far from reality, must be believed. According to Trump, Mueller wasn’t objective in his reporting. Why? Everyone on the Mueller team was a Democrat out to get Trump. (I guess the Donald forgot Mueller has long been a registered Republican.) And, to live in Trumpworld, we must believe the crap that comes from Donald’s tweets and foul mouth. Sadly, the Trump base and the castrated, brainwashed Republican senators do believe him.

If you still don’t believe that the Trump Administration is built around lying and deceit, then listen to Sarah Huckabee Sanders, the scholar from Ouachita Baptist University, who proclaimed that Trump’s tax returns were too complicated to understand and therefore should not be given to Democratic members of Congress…and certainly not released to the public. Forget that even after her admission of lying noted in the Mueller Report she refused to retract her claim about receiving communiques supporting Comey’s firing from “countless members” members of the Justice Department. Sarah Huckabee Sanders — what a great role model for her kids and the religious right. Oh, and Sarah’s daddy, Mike Huckabee, the preacher, former governor of Arkansas and former Republican candidate for president.  He must have taught her well and must be very proud of her lying.

So how does the country extricate itself from this mess? Given the Senate majority consists of mindless castrated puppets pretending to be thinking Republicans, the only way out of this incredible mess seems to be a Revolution. If not a full-blown Revolution, then what? Well, as ugly as it seems and sounds, the revolution, unfortunately, might include at least an attempted assassination of Trump and/or Pence, if either or both still in office, McConnell and possibly Barr. And, no, this revolution is not just a revolt led by Democrats. As I’ve noted from the get go with the blog, the revolution will be driven by a revolt from the working class.

The working stiffs have been screwed by Trump. While some of these people might stay in Trump’s camp because he continues to support their “whiteness,” which therefore makes them superior to “non-white” Americans, at some point money wins out over half-assed ideology. When the inevitable economic downturn occurs, the working stiffs will begin to appreciate just how little Trump has done for them. When they do, then all the other Trump shenanigans that have been ignored — stealing significant amounts of money, money laundering for Russians and who knows what else — will start to grate on the Trumpsters.

And who in this country has the largest cache of firearms and ammunition? It’s not the wealthy and the educated middle class. The largest cache is in the hands of the people who have been and will continue to be negatively affected economically under Trump. To quell the rebellion, let’s assume that Trump calls out the military. Even throw in all the local police. Well, there’s not enough manpower to stop the rebellion. There’ll be too many locations once the rebellion gets started. Plus, some of those who Trump will be asking to help quell the rebellion will be the very people he screwed. Mmm, just wonder how loyal those people will be to the Donald…and how many will be willing to fight family and friends under orders from the Donald?

Like I said, an ugly scenario. Well I’m open to ideas on how to stop what seems to be inevitable train wreck. If you have some ideas, please let me know. Thanks.

#331 Solution to Diversity? Economics, Not Gov’t Intervention.

14 Sunday Apr 2019

Posted by Jordan Abel in Common Sense Policies, Education Issues, Gov't Policy, Tech Tsunami

≈ Leave a comment

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution and author, How the 5th US Revolution Begins and About the Author.  Occasionally I do a “sense check” about the likelihood of a Revenge Revolution.  Entry #318 is the most recent “sense check.”  One more note — sometimes I write about another topic that does not quite fit the theme of the blog.  Those comments are available on the page titled “JRD Thoughts and Comments.” 

Entry #319 begins a series describing the coming technology tsunami (#319), and how the US should prepare.  Last week’s Entry #330, outlined reasons why diversity will be important to prepare for…and then capitalize on…the coming technology tsunami. The entry also noted that some conventional ways of creating diversity — school busing, for example — are fraught with problems and have significant potential downsides.

Diversity seems best accomplished on its own. Our neighbors, within a stone’s throw or two, include families from at least four countries. Within this group, there are at least five religions. All that in a suburban environment.

How did such diversity occur? With government intervention? With housing subsidies? “No” to both questions. The diversity evolved from economics…and attitude.

Granted our neighborhood is a bit more affluent than most but affluence may result in less, rather than more diversity. In Entry #330, I described observations from a 5-day visit to a well-known retirement community in Florida. When leaving the community, my wife and I both remarked we had seen no blacks, no Hispanics — yes, this was Florida — one Asian, and no one from the Middle East. We also both commented while we had a lovely time visiting our friends, we wouldn’t want to live there.

So what strategy can help stimulate diversity? Throughout the technology tsunami series I’ve stressed education as a key. Education opens the mind to new ideas, both academic and societal. And for the vast majority of people, education also provides a chance to improve economic status.

Education for this discussion consists of four major stages, or chunks:

  1. Primary education — i.e., “readin’, writin’ and ‘rithmatic” — and some social skills
  2. Secondary education — middle school and high school
  3. University or Advanced Technical Training
  4. Continuing education – following initial employment and continuing throughout one’s career

For primary and secondary education, the public has consistently supported taxpayer funding. While some changes to the primary and secondary curriculum might be required for the technology tsunami, the key to preparing for the coming technology tsunami seems to lie in Stage 3 — College, Advanced Technical Training — and Stage 4 — on-going training once in the workforce.

Currently, only a small percentage of the population can afford securing a college degree or advanced technical training certificate without financial assistance. Even with scholarships or reduced tuition, many students need loans. Terms of these loans are often onerous, saddling graduates with years of debt, which in turn reduce their opportunity to save for buying a house and/or to start saving for their children’s education. (For more about the problems with people paying off loans, or thinking they have paid off loans, see 19 04 13 Student Loan Repayment Issues and Problems)

Maybe the solution to the how-to-finance-advanced-education conundrum is easier than we think. Why not take the same approach to financing education that seems to work well for medical coverage in all industrialized countries…other than the US (so far). Allow students to attend a home-state university at little or no charge for a specified period — say five (5) years. Extend the no-charge time period if a student works.

Like universal health care, offer a “private,” additional-cost option. Under this option, students could attend an out-of-state university or private college/university. Tuition and other costs would be set by the institution. The private institution could still offer financial aid to students.

Technical trade schools could have the same option. Attend state-run technical schools at no charge with the option to attend private-technical or trade schools.

Technical/trade schools would need to meet one hurdle not currently required — accreditation.  Accreditation would sharply reduce considerable fraud among private technical/trade schools — Trump University being but one example. The accreditation process would be similar to that used for academic institutions.

And please don’t view subjecting the trade/technical schools to accreditation as government overreach. Educational institutions need some form of regulation. A market-based system will not work because, by the time the student understands the school is not providing adequate education, the student has wasted several years and is saddled with significant debt.

What about people who do not want additional education or who are not mentally capable? We’re not living in Lake Woebegone where all students are above-average.

A portion of the student population will not pursue additional education and a percentage of those will not even graduate from high school. While some low-skill jobs likely will continue to exist, people in those jobs should earn a minimum wage that allows them to live above the poverty line.

Policies to address this lower-education group are separate from policies to prepare the US society for the coming technology tsunami. The goal of the “tsunami series” is to outline approaches that will increase significantly the percentage of the population that is skilled adequately to thrive in a technology-based economy.

What about the education outlined in Stage 4? Ongoing education seems to be in a black hole where: (i) there is no existing infrastructure supporting such education…and none planned; (ii) no one in state or Federal government seems to be responsible for on-going Abbott Costelloeducation; (iii) there is no coordinated effort by private industry and/or trade groups. Policies for on-going education seem to have evolved from the Abbott and Costello routine of “Who’s on First?” Just who’s in charge of continuing education?

Logically you’d think private companies would want to maintain an educated workforce. But because of lack of restrictions…or penalties…re relocation, many US companies operate as if they have no responsibility to spend money to provide continuing education to their workforce. When the workforce skills become dated, a company, with little or no penalty, can close shop and move to another location. The new location will be selected based on which state or city is offering the most incentives, including training the new workforce.

Taxpayers at both ends – the location where the company left and the new location – get stiffed while the company management and shareholders benefit. (For more about the impact of how companies can adversely affect a community, and not suffer any consequences, see Entry #86, “Is North Carolina a Stealin’ State?” and Entry #87. There are several other entries as well that address similar issues.)

As far as addressing the issues of ongoing education, that deserves a separate entry, which will be number #332.

Note: within hours of publishing this blog entry, received the 04/14/2019 edition of the Charlotte Observer.  A front-page article discussed whether eliminating certain zoning restrictions — banning single-family zoning, e.g. — would help stimulate diversity.  My short answer is “No.”  Tweaking of zoning regulations for single-families is different than wholesale banning, which is likely to have major negative consequences for attracting higher-income families to remain in the city limits.  Link to article, 19 04 14 CLT Observer re Zoning Changes for Diversity. 

#330 Is Diversity a Key Component of Preparing for the Technology Tsunami?

06 Saturday Apr 2019

Posted by Jordan Abel in Common Sense Policies, Education Issues, Gov't Policy, Societal Issues, Tech Tsunami

≈ 1 Comment

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution and author, How the 5th US Revolution Begins and About the Author.  Occasionally I do a “sense check” about the likelihood of a Revenge Revolution.  Entry #318 is the most recent “sense check.”  One more note — sometimes I write about another topic that does not quite fit the theme of the blog.  Those comments are available on the page titled “JRD Thoughts and Comments.” 

Entry #319 begins a series describing the coming technology tsunami (#319), and how the US should prepare.  Part of the preparation is understanding and appreciating other countries and cultures. How do people in other countries/cultures think, behave, and interact with others? Developing this understanding will help prepare the United States for how to respond when other countries attempt to use technology against us in the future.

As technology has evolved from sailing ships to ocean liners to airplanes to communications via satellite, the world has become smaller. Earlier this week, I was reminded how small the world has become with advances in technology. A chain of communications started when I emailed a business colleague, congratulating her on more than 20 years operating a consulting firm.

Her response, which I received the next morning, thanked me for the note…and also indicated she was responding from a hut in the middle of the Amazon rainforest. A couple of back-and-forth emails explained she had access to some solar power and a slow-speed satellite link. The link was fast enough to allow sending a picture of a rather large tarantula meandering on the deck surrounding her hut.

While my business colleague was experiencing diversity in the Amazon rainforest by working with indigenous people, what about experiencing diversity at home – in the city where you live? In your neighborhood? And does experiencing diversity even matter? Well, yes, I think diversity does matter if the US is to develop an effective strategy to capitalize on the coming technology tsunami rather than being overwhelmed by the technology tsunami.

A key component of preparing for the technology tsunami is education…and education for all age cohorts. Part of that education includes learning about and really understanding other cultures. Ideally that understanding is gained on the ground in the local country. Unlike my business colleague, few families, however, can afford to travel worldwide and experience these cultures firsthand. What’s an alternative? A great way to start is trying to understand cultures in your immediate locale. Most urban areas in the US have pockets of different ethnic groups and cultures.

What happens when your locale is not diverse? When everyone in your locale looks and speaks the same? Does the lack of diversity really matter? Homogeneity may be comforting but it runs the risk of stifling creativity. Homogeneity is also a breeding ground for “group think.” Make no mistake, overcoming the threats of technology tsunami will require significant creativity.

Recently my wife and I visited some longtime friends who moved to a well-known retirement community in Florida. Their house is lovely, and in the larger community the grounds well-maintained and almost every shopping need and service is nearby. Our host jokingly referred to the development as a “reservation.” He also noted liking to stay on the reservation and avoiding the real world, which he considered not always pleasant.

Another friend, whom we met for coffee, had lived and worked on the “reservation” but later moved to a nearby location. He noted how virtually every aspect of life in the retirement community was managed, including hiring doctors in the clinics who fit a “Marcus Welby” profile.

During our stay, which included golf, multiple restaurants, shopping and extensive travel by golf cart, neither of us saw any blacks, Hispanics or members of virtually any non-western European ethnic group. Only one member of a golf group that I was in, which included several foursomes, was Asian.

So, back to the question – “Does diversity really matter in preparing for the technology tsunami?” Does living in a sanitized bubble really matter, especially for people who are retired? Do the retirees really care about the coming technology tsunami? And does the rest of society care what retirees think?

My vote – living in a sanitized bubble is not good for society, even for retirees. Most retirees living in the bubble have children and grandchildren. Why Gramps may be technology challenged and/or a curmudgeon, Gramps still has some influence on the grandchildren. And Gramps still votes. And we know Gramps mostly watches Fox News, which seemed to be the channel of choice virtually everywhere we went on the reservation.

The technology tsunami will be a major threat to Gramps children and grandchildren. Without an effective US response, sustained economic growth will become nearly impossible. To create an economy that can capitalize on the technology tsunami…and not be overrun by it…will require a range of thinking from people of different cultures.

If you don’t believe diversity and creativity are linked, take a look at the mix of faculty and students at say the Media Lab at MIT. Then take a close look at the range of highly innovative ideas and products emerging from the lab. Living in a bubble, whether physically or politically, lessens the opportunity for creative thinking.

Diversity can be accomplished a number of different ways. Ideally, diversity evolves on its own without any intervention. For example, in the eight houses in our neighborhood that I pass on the way to get coffee, there are families from at least four countries. And the eight houses include families practicing at least five different religions. An even more diverse population exists in the apartments that I pass closer to the coffee shop. That cultural/religious mix happened on its own.

Forcing such a diverse mix is problematic and smacks of too much government intervention. However we…societal we…can Implement policies that encourage more diversity….and we can also prohibit policies that intentionally discourage diversity.

What about policies that encourage diversity in schools? How should diversity in schools accomplished? A seemingly obvious solution is busing. While busing might make create a diverse classroom, busing has many negatives, including excessive cost and excessive travel time for many students. Another downside of busing not often discussed is the risk that businesses may decide not to locate in a school district where busing is mandated. The longer-term effect of not attracting businesses and staff is a lower tax base and slower economic growth for the school district.

A policy that discourages diversity is charter schools. North Carolina is an example of this strategy, although not necessarily representative of all states with charter schools.

In North Carolina, charter schools: (i) receive taxpayer funding; (ii) select students, although the charter schools claim admission is open to all who “qualify”; (iii) are not subject to the same rules and/or oversight as public schools. Recently, the North Carolina legislature passed a law requiring all teachers in North Carolina to secure a North Carolina license. Teachers licensed to teach in other states still need to pass the North Carolina test because the test in another state “might not be as rigorous” as in North Carolina. All teachers…oops all teachers except those in charter schools…are subject to the license requirement. Thus, any teacher relocating to North Carolina is effectively incentivized to avoid the hassle of getting a NC teachers license required for a public school and instead, teach at a charter school. In addition to not needing a license, teacher pay at a charter school is not subject to the same guidelines as at a public school.

The continued negative policies of the North Carolina legislature to erode the value of public education is one of the reasons I wrote blog Entries #324 and #325, which outline why banning charter schools is a necessary component of preparing for the technology tsunami. Still, banning charter schools still does not solve the diversity issue. And busing kids to create diversity has too far many negatives.

What’s the solution to more diversity in schools and society? Economics and attitude. More to come.

 

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