Wednesday, July 23, 2014

7/23/14 Today's Inquiries

Working overnight shifts in the ER this week. Hopefully I'll put these posts out at a more regular time in the future.

And now, in no particular order, the links:

Nate Cohn argues that Georgia has a good chance of having a Democratic senator soon. I can only hope he's right. While Michelle Nunn is not her father, I certainly hold out more hope for pragmatic governance from the left than the right these days.

David Leonhardt looks at data showing US principals are more likely to view their students as poor than those on other countries. The question is, are they simply making assumptions about these students or are they really seeing more poor students? I'd imagine that principals are overestimating the number of poor children because poverty has an outsized impact on their jobs.

Claire Cain Miller reports on the status of the workforce. She focuses particularly on the impact of technological change and the recession and finds that the workforce is becoming split between high-paid high-skill jobs and the marginally employed. Basically there's nothing left in the middle.

From WaPo's new Storyline, we get a series of climate change stories with a particular focus on Chicago. Here's the one with the best headline: Attack of the Chicago climate change maggots. And: The man who makes sure climate change doesn't ruin your beer.

Libby Nelson on teacher salaries by state. Even after 10 years, some teachers make under $40k. Of course they get summers off, those lazy commie bastards.

The Economist says jobs are not enough for America's economy.

Over at Bloomberg View, Leonid Bershidsky thinks people hate bankers because they don't understand what bankers do. Then he provides some example of people's financial literacy problems and says bankers help people make better decisions with their money. I don't think Leonid Bershidsky knows what bankers do. He even writes this:
Because so many people are financially ignorant, they are ripped off by payday lenders; sold homes they cannot really afford with the help of mortgages they cannot finance; bilked out of their savings by penny stock brokers; and, on the other end of the scale, by bankers offering interest rates lower than inflation. The 1 percent preys on the 70 percent of U.S. illiterates, not because they are poor but because they don't know enough to make informed decisions.
As if those aren't all exactly the reason people hate bankers! Of course people don't have the same financial expertise as bankers. That's why they rely on bankers to aid their financial decision making. And then the bankers screw them out of their money. And that's why people hate bankers.

Border Patrol agents protect our borders form Boy Scouts with cameras.

NY Times says we need more investment in pharmaceuticals because there aren't any new antibiotics to combat resistant diseases. Obviously they don't realize there's no profit in healing people. You need to generate repeat customers or your stock price goes down. Penis pills for everyone!

What's the deal with those two conflicting healthcare rulings?

This one took a while to filter through to me: Classcraft makes the classroom into a giant role-playing game. I knew those years of playing WoW would pay off!

New Anti-Abortion Legislation requires doctors to scale 18-foot wall. Funny because it's probably going to be true soon.

Tuesday, July 22, 2014

7/22/14 Today's Inquiries

Please note, this will be the last blog post that automatically gets emailed to my friends and family.

And now, in no particular order, the links:

Noah Smith, writing at Bloomberg View, takes Zero Hedge and other gold bugs to task. Apparently, investing in gold hasn't gone very well. I prefer the headline from his personal blog: You'll get no edge with Zero Hedge.

Related to the above link, Gallup surveys Americans' beliefs about the best investment. Looking at the numbers, Dylan Matthews says "Less than a quarter of Americans get the most important investment question right." Stocks > Gold, Real Estate, etc. Buy money people. Buy money.

Wage Growth Gap for Recent College Grads, a study by the Federal Reserve Bank of San Francisco. Surprisingly, they argue that young workers, even skilled ones, are "marginal" workers. This means that, unlike older or higher paid workers, the young can't get their pay cut. It's already at the bottom of the salary ladder so youth pay stays flat. Job growth and economic recovery should improve this situation.

At Vox, Andrew Prokop notes the resignation of Chris Christie's chief economist. Somehow, cutting taxes and raising spending doesn't yield a balanced budget. But don't let the numbers get in the way!

The New Yorker has made it's archives free for the next three months. Libby Nelson, also at Vox, rounds up 12 education articles to read while the archives are free. Enjoy!

One last Vox link, I swear! Why a federal court just ruled Obamacare subsidies are illegal in 36 states. It is, apparently, the greatest threat the law has ever faced.

Do trans-fat bans save lives? Yes, especially old ones.

What's the deal with a US court getting to decide how the state of Argentina pays its debts to hedge funds? Read this to get a good overview of the whole issue.

Over at EdSurge, Rebecca Butler takes a look at the most recent cohort of Imagine K12 "graduates." Imagine K12 is an edtech startup incubator. One big shift is the move toward developing teacher resources over the past three cohorts.

What Millennials want most is, apparently, inflation. I don't know if higher inflation necessarily leads to wage growth, investment growth, higher real estate values, or anything that Taylor Tepper claims. I think it's more complicated than that. But he's absolutely right that it's bad for people in debt or who save and invest conservatively.

Jeff Sommer at the NY Times notes that only 2 of 2,862 funds beat Wall St. Which is just another way of saying, buy indexes. You can't beat the market even when that's your job.

Barry Ritholtz offers a small mea culpa about his membership in the "inflation truther" community in the 2000's. He points out that one big difference between now and then is the target of criticism. Then: the BLS. Now: Obama.

Tyler Cowen asks, For whom are the moochers actually voting? Given the absurdity of the moocher label, they're not voting for anyone person or part in particular.

The Washington Post launched a new media news venture called Storyline. It looks like a cross between Vox and The Upshot which is not a bad thing. Their headline article at the moment is, "Why should the economy play into my family planning?"

A lengthy look at how changing demographics are affecting wages.

And last but by no means least, The fall of Yogscast and their Kickstarter game, Yogventures.

Monday, July 21, 2014

7/21/14 Today's Inquiries

I thought I'd collect some of the posts I liked reading this morning and put them all in one place.

Thomas Frank argues that the Obama presidency has been a Failure for liberals. The left wanted a more radical and left leaning president following the Bush years and the Great Recession. Instead they got a centrist hellbent on compromise and consensus. I prefer the version noted by Yves Smith:
"It couldn't be more clear that Obama’s presidency has been a massive success. The bailouts were the largest upward transfer of wealth in world history. Not  single bankster executive has been prosecuted, let alone jailed, and the banks are bigger than ever. Unemployment has been kept high and hysteresis has set in. Occupy was smashed. The President can now execute US citizens without due process. The government has openly became a surveillance state, on the scale of the Stasi. And lots of faraway brown people got blown to pink mist. Now, to be fair, Obama built on the solid foundations Bush laid."

Slate's David Auerbach takes a look at the Roko's Basilisk thought experiment which has, apparently, been driving the techno-futurists crazy. It looks like this:
"What if, in the future, a somewhat malevolent AI were to come about and punish those who did not do its bidding? What if there were a way (and I will explain how) for this AI to punish people today who are not helping it come into existence later? In that case, weren’t the readers of LessWrong [the rationalist/futurist/technologist community] right then being given the choice of either helping that evil AI come into existence or being condemned to suffer?"
Apparently unable to cope with the idea that their current technological skills and market rewarded genius were not the results of pure bootstrapping, they flamed the hell out of the original poster.

Nate Cohn at The Upshot does some more midterm calculus and waves goodbye to the republican wave.

Claire Cain Miller, also at The Upshot, looks at some of the Universities who are getting women into their computer science programs.

Dealbook reports on subprime vehicle loans. Strangely, the banks still seem to be happy to loan money at incredibly disadvantageous terms to individuals obviously unable to pay it back.

Looks like the poors will have to enter through a separate entrance in new "mixed use" buildings in NYC. I guess Oligarch-Americans like myself just can't handle seeing the common rabble. We prefer to live in a world free from the sight of anyone who is unlike us.

Understanding Society feeds Tyler Cowen's troll from the past week. Basically they point out that Tyler's absolutely correct and his analysis is spot on. But, he's not addressing the problem that people are actually complaining about when they worry about rising inequality.

Robert Waldman writes a quick post on how epistemic closure in right wing media may have helped Obama.

Yves Smith posts a tirade against free trade as practiced by Western governments. As usual, she argues, it benefits companies and political operators while not doing much to help the public of either trade partner. Moreover, the media is unabashedly pro "free" trade.

Over at Vox, Libby Nelson says the 'not everyone should go to college' argument is classist and wrong. She rightly points out that the argument is mostly applied to the poor and lower middle class who, like the residents of mixed use NYC buildings, we Oligarch-Americans don't want to see muddying the clear waters of our colleges and universities.

Andrew Sullivan takes a look at the spreading belief that Central American refugees crossing into the US are carrying diseases. He calls it public health nativism. I call it racism.

Andrew Sullivan also considers a recent study looking at the rate of US Government "failures" over the past several administrations. I found the reader response posted at the end to be spot on.

Robert Reich notes the recent rise in the non-working rich. Oligarch-American's prefer to call them bootstrapped from birth.

And lastly, Liberty Island an online magazine and site devoted to reviving Conservative Literature.



Monday, June 9, 2014

Some thoughts on Common Core 2 of 2

Please take a look at part 1 if you haven't already. It's shorter than this post and covers much of the same material from a general standpoint. In this post I'm going to be looking at the second NPR article, What Does A Good Common Core Lesson Look Like? I intend to go point by point through both the article and the included lesson (PDF) because, hooray, it's a lesson for 9th Grade English class! As a side note, if this post seems to change half way through it is because I'm writing as much as I can before work and then spending 12 hours in the ER before writing the rest of it later.



I would like to note that Getty Images does not have any images of female werewolves so I opted for a post-transformation wolf that appeared gender neutral. This picture will make more sense in a little bit.

Like all good internet citizens, I skimmed the article and immediately went to the comments section. I promise that I have gone back and reread the article and lesson plans. Hopefully my point by point analysis will convince you that I'm not just spouting opinions blindly. But, the comments produced both an excellent summary and a great way for me to indicate my bias in analyzing this article.



 



As far as I can tell from the article, the lesson plan is as follows:
1. Teacher introduces the standards.
2. Teacher introduces the story.
3. Students read the story.
4. Students circle unfamiliar words and in pairs try to define them.
5. Students complete one short-answer question.
Am I missing something here? This does not seem to be the most earth-shattering lesson plan I have ever seen. This is the best that this high-powered research group can come up with? As for using context clues to define vocab words, see my other post. I'm looking at the bios of the people involved in Achieve. They seem very long on administrative experience, and a little short on actual classroom experience. Reading one bio, I see that the person who directed Ohio's "K-12 literacy initiatives, [and] served as the State lead for Ohio in the development of the Common Core State Standards in English language arts/literacy," has had exactly five years of experience actually teaching in the classroom. And that experience is barely mentioned in the bio, like an afterthought. Seriously. Can I have your job? I'm coming up on a decade in the classroom, and I don't care what research purports to show, experience matters. I'm a better teacher than I was three years ago.
I really feel like it takes a minimum of ten years in the classroom before anyone should even try to start calling the shots at the policy level. But experienced teachers are in very short supply because the job is not respected. And a lot of potentially great teachers move on quickly to swankier, cushier jobs rather than continue hacking away in the classroom.
My ideal teacher? Mr. Miyagi. 70+ years actually practicing the art form. Small class sizes. Lots of direct instruction. No strong desire for fame and prestige. Martial arts schools have a much better paradigm, IMO, probably because if their teaching is not good, their students will get their butts kicked.
Yup. After my skimming, I felt almost exactly this way; maybe less ranty about the curriculum author's qualifications and the lack of supply of good teachers and needing more Mr. Miyagis in the world.  I definitely think the lesson plan is nothing new or groundbreaking and is something that teachers around the nation have been doing for years. I bet if we go back to the limited classroom time of the teacher-turned-curriculum author, we will find that she was doing this kind of lesson long before Common Core existed. Why? Because teachers tend to find lessons that work for them and stick with it. Adjust here, change there, adapt this way and that, of course, but the skeleton usually remained the same.

All that said, let's dive deeper into both the NPR article and the lesson plan in question. Anya Kamenetz begins by pointing out that NPR is running stories all week about the challenges facing teachers and schools as they adopt Common Core. Why, bemoans NPR, even in this internet age, is it so difficult to find materials aligned to Common Core? As we saw in the previous article, however, most of the materials which already exist are Common Core aligned. If anything needs changing it's usually minor and usually not a question of content but of labeling it in a way that a bureaucrat would recognize as "aligned". Maybe use some percentages!

It doesn't give me much hope that NPR just accepts the shortage of curriculum material at face value. The next section is probably a good indication of why they accept it. The article outlines a variety of companies and non-profit organizations that make materials and help teachers convert old materials into new. We've got EQUIP, Achieve, EngageNY, and many other not mentioned in the article. Each of these organizations offers services to schools and teachers. Some are free and funded entirely by grants from large foundations. Some are not and require schools or their teachers to pay per lesson  or to subscribe for continued access. These organizations have an interest in drumming up business by peddling half-truths about shortages. I'd also imagine that the venn diagram of teachers and NPR listeners overlaps significantly. Is this an article or is this advertising? That line is blurry throughout our media landscape and it is blurry here.
"The bottom line is that there is not a ton out there that is truly aligned, rigorous and high quality," said Kate Gerson, who works with EngageNY as a research fellow and is a former classroom teacher. "So you have to be very, very careful about what you use."
Yes, don't just use any old lesson plans, use EngageNY lessons! They've got moxie! They're 88% Common Core aligned! The cynic in me would point out that the foundations which contribute millions of dollars to NPR are the same foundations which contribute millions of dollars to EngageNY and organizations like it. They are called things like The Bill and Melinda Gates Foundation.

Like any good sales pitch drug dealer journalistic report, we get access to a free sample of one of these very rare and difficult to produce Common Core lessons. Indeed, this lesson is probably what brought most readers to this article to begin with. Teachers are, after all, wondering what exactly makes something aligned with Common Core special and different. Unfortunately, the article doesn't have any information about the mystical process of alignment. We just have to take Kate and Anya at their words that this lesson is aligned and therefore "good" as the title implies. Never is the titular question "what?" answered.

Since were dealing with NPR, we have to assume that there's a certain type of listener and it's no surprise that the article highlights a lot of aspects surrounding the text's diversity. Notice that nothing is mentioned about the content or how this will help kids learn. Learning is apparently secondary to Common Core's sales quotas goals.
The story hits the three main points that Gerson says the Common Core standards are looking for. The first, and most important, is that it's complex enough to be a challenge for freshmen. Students are typically going to be encountering stories a year or two earlier than they did under old standards, which means the books may need to be screened for provocative material as well. 
The second is the "canon." That's a nebulous concept in any age. But Russell's work meets recognized benchmarks for literary quality — her debut novel was a finalist for the Pulitzer Prize, and she's the winner of a 2013 MacArthur grant. Being new is good, too. "The phrase 'contemporary authors' is in the standards in multiple places," Gerson says. This story was originally published in 2007. 
Finally, including work by a younger, female writer meets the standards' call for diversity of all kinds.
On the surface these are each really important changes to the way teaching looked 20 years ago and 50 years ago. Point one is complete bullshit. I do not understand where the idea came from that teachers nationwide were teaching stories which were too easy for their students, especially given the point made about literacy later in the article. I taught freshmen in special education classes and in a general education environment and I can say that St. Lucy's Home for Girls Raised by Wolves is not much more complex than any of the texts which I used and saw others using. It certainly isn't going to be more challenging than Masque of the Red Death which I used.

But that Poe text brings us to the second point, cannon. 20 years ago the idea of teaching according to a literary cannon was pretty much as dead as the old white guys in it. We were taught that the things which distinguished so-called great works were inventions of white male privilege. In many cases that was true. In more cases, reading from the cannon was simply unnecessary or limiting your freedom in choosing works to teach. Another argument is that not highlighting works from minorities and women does damage to the richness that is literature. 50 years ago, the response to such an argument would have been that we teach certain canonical texts because they exemplify the qualities that we want students to identify and, hopefully, build into their own writing. They also have had an impact on the trajectory of literature throughout history. We teach Shakespeare because it is good and because so much literature since then is in conversation with Shakespeare's works. The Fault in Our Stars broke box office records this past weekend and it has been a best selling young adult novel for a while. It absolutely is in conversations with Romeo and Juliet as well as numerous other canonical works. Knowing about the cannon makes readers more informed when they read newer stuff.

The pendulum is swinging back toward the style of 50 years ago. Teachers are being urged to teach stories broadly recognized as being of high quality by the literary community. A few things are different; we've kept the focus on women and minority writing. We've added a focus on using more current writing. The Common Core cares more about quality writing then about the conversations writers have across the centuries, though. Will it help? I don't know. Students' propensity for boredom and distraction never ceased to amaze me. Yeah, a story about wolves will probably generate some interest. That it is modern and by a woman will help too. But there are going to be plenty of kids who are still not going to like the story, I promise. Also, if you clicked through to the .pdf of the story linked above, you're going to encounter a photocopy of the pages of a collection of short stories. That format alone is going to turn kids off. It's black and white. It's paper which will turn nasty by the time the first two classes get their hands on it. It's, well, old. I wholeheartedly support this trend but I don't think that it's going to suddenly make a new generation of literary geniuses.

If the first selling point is for the latte swilling, Volvo driving, Obama voting set, the second is marketed to grammar nazis and literacy junkies like me. As usual, the brand new super fancy extra special Common Core aligned lesson is a rebranding of an education mainstay: the word study. This approach to building vocabulary and improving reading comprehension has been around forever.
Then, students turn to individual close reading. They are told to reread sections and draw boxes around unfamiliar words. They write the definition of new words on Post-It notes. Forty percent of the class time — the biggest chunk of the lesson — is spent this way. This is crucial, Gerson says: "The biggest change [with the Core] is that we as teachers must get smarter about how to construct learning experiences where students are doing more work than we are."
Oh Post-it notes! They're so colorful and fun because they aren't something boring like paper. And I'm definitely in favor of working less while my students work more. Here's the background on this style of teaching literacy. Teachers give kids stories like the one above and kids encounter words they don't recognize because they're kids and there are more new things for them than adults. Teachers trained in the last few decades have one and only one approach to help those children learn. It's called guessing but nobody in the education business calls it that. They call it learning words in context. The process is exactly as described above. They read, find an unfamiliar word, mark it, and try to figure it out in every way possible without actually looking it up or asking what it means.

You may feel like I dislike this kind of literacy teaching and you're right. I dislike it because it doesn't work. Context based guessing is hugely inaccurate - like, correct less than 30% of the time inaccurate. I think it comes from a confusion in teaching literacy between how to teach the literal and useful meaning of words compared to the figurative and symbolic meaning of words. The latter relies hugely on context within the story, poem, play, whatever. Using context is an essential method for creating patterns of symbolism throughout a story which make it have a meaning beyond the literal words in its pages. When the teachers and the standards are calling for teaching the craft of writing, they're going to want to use a context based approach, among other approaches too. When teachers and the standards are calling for teaching literacy, using a context based approach is, I think, hugely counterproductive. Here's and excerpt of the first paragraph of the short story:
At first, our pack was all hair and snarl and floor-thumping joy. We forgot the barked cautions of our mothers and fathers, all the promises we'd made to be civilized and ladylike, couth and kempt. We tore through the austere rooms, overturning dresser drawers, pawing through the neat piles of the Stage 3 girls' starched underwear, smashing light bulbs with our bare fists. Things felt less foreign in the dark.
Our lesson assumes that the students will encounter unfamiliar words. Let's take the first sentence apart and see where kids are likely to trip up.
  • At first, clause signifying that the pack changes from its current state at some indefinite point in the future; 90% of the kids aren't going to realize that independently. 
  • our pack, subject offers two areas of confusion one minor and one major. our indicates the author is a member of the pack; 10% of students won't get this. pack is a collective noun used primarily for wolves and dogs; 50% of students won't get this.
  • was all hair and snarl and foot thumping joy. predicate: A tricky one. hair will be easy enough and just about every student knows what hair is. snarl is going to be unfamiliar to many students, say, 50%. floor-thumping joy will only make sense to kids familiar with dogs who are able to figure out that the sentence is talking about wolves; 70% won't get this.
Before you go off thinking I'm vastly underestimating the reading ability and background knowledge of the students, let me point out an important fact mentioned in the NPR article: "In a recent survey of 20,000 teachers, 73 percent said they taught students whose reading levels spanned four or more grades." This is a 9th grade lesson. You can correctly assume based on the data that almost 3/4ths of your class is reading below 9th grade level or worse; if they are 4 levels below 9th grade, thats 5th grade! You, the 9th grade English teacher are now seeing kids do one of two things: 1. They are using way, way too many Post-it notes. 2. They have realized they don't know most of the words and have given up. Maybe they picked one or two just so they could say they did something. Maybe they are playing and talking. Maybe they just put their heads down and try to sleep. 

Common Core likes to advertise that it's pushing teachers to pick challenging texts, as noted above. So a challenging text in 9th grade means that an average 9th grader should be able to read about 90% of the words. That's how literacy researchers define challenging: 90%. Anything harder than 90% becomes counterproductive because the students aren't able to make sense of the sentences. Yet, here we have a lesson for a population which has readers as low as 5th grade! Maybe lower. They're getting about half of the words in the story which means they're not getting the story. If a student can't understand what a sentence says, how can she use context to help her guess a word? How can she use this mystery language to "determine the meaning of words in context and how they contribute to tone RL.9-10.4?

She can't and she shouldn't but the way learning words is presented focuses exclusively on guessing through context. The method fails when no context can be established from which the students can guess. That's all ignored by the fancy new lesson plan, though. What appears to be more important is the idea that students are taking learning into their own hands.
One major strategy the standards introduce is for teachers to get out of the students' way and not to make it too easy on anyone. "It's very common to want to protect, advocate, support and ensure the comfort of students that are struggling," Gerson says. "What all the research is telling us is that we must create content where there is a productive struggle ... where all students are being asked to work toward the same target as everyone else."
The idea of a productive struggle is great! I love that idea. The problem is, every student has a different ability level. I will productively struggle when I read Paradise Lost. My student will productively struggle when she reads Of Mice and Men. The boy sitting next to her will struggle when he reads Goosebumps. I simply don't understand how the research can say that most classrooms have 4+ different reading levels and that they should all work toward the same goal. Maybe those researchers haven't met? 

Next we get this whole section about Hermione Granger syndrome in which the teacher ends up always picking the same few kids in class because they're the "know it alls" just like Hermione. HGS is purely a symptom of the above problem. When only a few students in a class full of kids are capable of comprehending the text, of course only a few students are going to participate.


Finally we close with a bit of analysis. We learn that the lesson closes with a "quick write" that asks the student to compare the opening paragraph they didn't understand with an epigraph they probably didn't read. We are also told that the composition is the assessment of standard RL.9-10.4. In case you didn't remember, that's the standard about how authors use words to create tone and meaning. The exact writing prompt from the lesson plan is "What specific phrases or words reveal the connections between the first paragraph of the story and the Stage 1 epigraph? Cite evidence form the text in your response." If you were wondering, the Stage1 epigraph is the short description before the first paragraph.

So, throughout the entire lesson, all the kid has to do for a grade is read the epigraph and the first paragraph of the story - literally 12 sentences - and write a short essay about how they are connected: not how the author makes tone and meaning as indicated in the standard, just how they are "connected." All that vocabulary work is not assessed or graded. All the reading they do of the story is not assessed or graded. Indeed, none of the heavy lifting done by the students is significantly related to the actual assessment. And then we end up puzzled when "In the two states that have started giving Common Core aligned tests, test scores initially dropped by 25-30 percentage points." Maybe because your writing assessments are are only tangentially related to the actual teaching and learning taking place?

To review, the lesson sets out to assess the following standard: "RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)." Then the students spend the majority of the lesson (40% according to the alignment percentages included in the lesson packet) reading and working in pairs to define the literal meaning of unfamiliar words. And then they are writing an essay which is basically just "compare these two paragraphs." 

The lesson may be in guaranteed alignment with Common Core but it's not in alignment with itself. Indeed, the lesson specifically avoids any analysis of word choice and the impact of word choice on meaning and tone of the text! The lesson specifically avoids any instruction related to the assessment! Why is this decision made? What possible justification could exist for the complete lack of instruction? As near as I can tell, the lesson just assumes that by guessing at the definitions of unfamiliar words children will come to understand how words lead to meaning and tone. Here's a good example of the problem: 
Speaking from her own experience as an English teacher, she said, the tendency all too often has been to instead spend class time "performing" literature — spelling out the subtext, defining tough words before students have a chance to puzzle over them, and advertising key plot points like the voiceover on a Bravo reality show. 
Introducing the standards will ideally refocus English class. "The goal has moved from getting the salient points in the narrative to getting better at reading," says Gerson.
Teachers and curriculum designers, in an effort to stop other teachers from just explaining all the good stuff, have decided the best approach is to not teach at all. That final sentence is a doozy too! She comes right out and says that it does not matter if the kids understand the story but that she wants them to be good readers! How can a good reader not understand a story? Reverse that: How can someone who can't comprehend a story be a good reader? It boggles the mind! Furthermore, if better reading is the goal and you use word study to hopefully improve students' reading ability, why aren't you assessing their reading?

So, Mrs. Gerson is probably not to blame for all of these issues. She's just a salesperson for EngageNY and their products and she's employing her organization's corporate media partners to market to teachers and parents, especially the liberal ones who are battling tooth and nail in NYC and elsewhere to get rid of Common Core. And that's where my problems with Common Core fall: With the behavior of the organizations behind it's development and implementation. It's clear from this lesson, and the 52 other lessons in the linked instructional unit, that the people working hardest for Common Core are producing lessons no better than anything that came before it. The lessons are still junk. The goals are still confused and poorly assessed. The people behind them are still too far removed from the classroom.

The standards are fine. Kids should be able to accomplish the goals set out in the standards. Yes, I want students in 9th grade to identify how authors use language to create meaning and tone. Hell, I really liked the CC aligned story about young savage wolf women being tamed and turned into socially acceptable ladies. Oppressing women is one of our educational system's greatest accomplishments! Yes, I want more freedom in choosing texts for my students.

What I do not want is the gigantic apparatus of bureaucratic appeasement which comes along with Common Core. I don't need to justify in every lesson that my students are learning according to some chart buried in a .pdf in my administrator's office. I don't need to subvert my students' literacy so I can make assessments which a paper pusher will recognize. And I sure as hell don't need some collection of lessons written by committee to pass the Common Core Turing test but are ultimately empty of substance.

Sunday, June 8, 2014

Some thoughts on Common Core 1 of 2

I posted a bunch of stuff this morning about Common Core and more just keeps coming into my media diet so I thought I'd write a bit of a longer post. Before I get going, I'm just going to come out and say that, at this point, I have no problem whatsoever with the Common Core Standards. Seriously, go read them. They're fine and say stuff about what kids should be able to do when they leave a certain grade and are mostly appropriate given the age and backgrounds of average (white, "middle" class, non disability ) students.



Most of you know that I'm not arguing against the standards when I bitch and moan about Common Core. Usually I'm arguing against the way testing is used or against the way many states are using Common Core to advance other agendas. Sometimes I also bemoan the absurd sums of money flowing around but never really seeming to impact the students.

Two articles from NPR popped into my stream today and I'll focus on those here. The first, Teachers Hit The Common Core Wall, is pretty standard fare. Note: an audio version is included for the reading disinclined and part 1 of the story is here. Cory Turner writes that schools' responses to Common Core all pretty much fall into three categories: 1. do nothing. 2. buy stuff from companies. 3. develop CC materials in-house. As you might expect, the focus is on schools that develop CC aligned materials in house; although, I love this bit about percentages of alignment:
Lain started the company to help schools with Option Two. Districts pay a subscription fee. In return, they get access to Learning List's private database, which includes reviews of products that may or may not line up with the Core standards. And a quick run through those reviews reveals serious variety in alignment. One product is 88 percent aligned, while another is just 63 percent aligned. A few are better. Some are far worse.
I for one want all my CC materials with a Chaotic Neutral alignment. More seriously, I have, uh, serious doubts about this kind of "alignment" measuring. It's clearly designed for the bureaucrats who are charged with making large purchasing decisions on behalf of districts. They either know nothing about teaching or don't have the time and resources to vet instructional products properly. Saying something is 88% aligned vs 66% aligned is great marketing but not much more. How, after all, could a Shakespeare play or the Federalist Papers be reduced to a percentage of alignment? Oh sorry teachers, were's going to have you cut Ophelia out of Hamlet because there's no gender standards this year. It's not in alignment!

Looking toward the third option, NPR links some great resources for those of you currently teaching, and discusses how they're generating lesson plans, .ppt slides, and more! All for the picking. I definitely support the beg, borrow, steal approach to writing curriculum. There just isn't the time to always generate new material for every class, every lesson, and every school day. What used to happen to me was, I'd find a good lesson and then adapt it to other units. Basically making it my own over the course of the year. I also realized that most teachers are making the same kinds of lessons and covering the same kinds of materials. This despite CC being relatively new and supposedly fixing the great disparities between schools.

The article profiles a district pulling apart old materials only to find out that, surprise, they mostly align to Common Core:
Baumann had her teachers take this old workbook (which the district couldn't afford to replace) and pull it apart. Then they went through every lesson, every page, every line and figured out what pieces corresponded to the new standards. Some sections worked but were in the wrong order or assigned to the wrong grade. Once a page had been matched up with the Core, it was color-coded based on the appropriate grade level and taped to the wall.
And here, in this quote, is the absurdity of it all. Most of what teachers were doing before Common Core is exactly the same as what they will be doing after Common Core! When they point out that something is "in the wrong order" or "assigned to the wrong grade" these educators are not saying "research shows the order of learning needs to be x,y,z and these should happen all in 10th grade." They're merely saying that their district decided to put it in a different order than before. So they make the changes and build a big color-coded wall chart and all settle down for a good night's sleep safe in the knowledge that they won't really have to change anything at all. In fact, that's the first sentence of the concluding paragraph!
When they finish, those old materials made new will be handed out. 
It's funny that the real story is there the whole time, plain as day: Common Core is neither new nor novel. Honestly, it rehashes the same tried and true ideas made into a "new" silly set of standards. My education career has been really, really short. Yet in the 3 years I was in the classroom (not always as the teacher) I saw 4 different sets of standards. Strangely, that didn't entail 4 different lesson plans or 4 different text books or 4 different approaches to learning. When I got my classroom did I write my lesson with Common Core in mind? Not really. I wrote my lessons based on what my students needed. Then, I looked back to the standards and made changes as necessary. More often than not, few changes were needed and those which I did make were mostly to satisfy the administrator who would be reviewing my curriculum looking, I suppose, for that magical alignment percentage. I think I will just write "This Curriculum is 100% aligned to Common Core" in big bold letters at the top of all my lessons from now on.

Friday, April 25, 2014

Some thoughts on Eastern Kentucky on the 2nd day of Hillbilly Days



Although I have been lucky enough to do some traveling, I have not had the good fortune to live anywhere outside the state of Georgia until now. Perhaps my time in Oxford counts for something but I don't consider four months to be much of a residence. Having spent my entire life in the South, around the Deep South, the Old South and the New South, I can say with some degree of certainty that Eastern Kentucky is not the South.

Maybe that doesn't come as a surprise to any of you who study history or know something of the Appalachian ways but I think it would be a hotly disputed fact with the locals of Pike county, where I now live. A cursory glance at Pikeville, the county seat, might reveal may things southern. Certainly the people here share that southern affinity for loud trucks, loud motorcycles, and going fast only in straight lines. Hunting and fishing are popular as are dirt-bikes and all terrain vehicles and obesity. Indeed, many things which one might consider southern are on display throughout Pikeville this week for the annual Hillbilly Days festival.

People come from miles around, quite literally. Hillbilly Days is the second largest festival in Kentucky after the eponymous Kentucky Derby. I doubt the two crowds would mix well anyway. And so, locals drag out their garbage and set up shop on their porches in anticipation of the travelers and their fat wallets. Out come old paintings, knittings, video-tapes, clothes, surplus medical supplies, and all manner of accumulated uselessness. Given the age of all the trash, I can't imagine that the people here sell much. Who goes looking for broken home oxygen canisters anyway?

More enterprising folks, locals and traveling vendors, bring in trailers and set them up throughout down town. All the streets are closed to traffic and, at least for this one occasion each year, the populace not porch selling go for a walk or a waddle or a roll around town. If you've been to a town fair or carnival, you can imagine the kind of good for sale from these trailers. Knick-knacks and t-shirts and do-dads and all the other hyphenated junk hang off the collapsible awnings just begging you to buy the trash which you will later drag onto your own porch to sell during your own town's major festival.

And food. Oh the food! It is the true main attraction for most Hillbilly visitors. In the weeks leading up to the holiday - yes, the schools and business are closed - people begin to talk in hushed and hungry tones about the food. When the festival arrives, the longest and most prominent trailer boulevard is set aside for the food court. Scents and flavors carried on the wind beckon to fairgoers throughout town. Every succulent shade of brown is represented here. All food groups are equal in the mountains. Enter next to the Mountain Dew outdoor stage, presented by Pepsi, and begin the counter-clockwise pilgrimage!

Everyone moving and teeming and heaving their great girth all at once can mesmerize newcomers. It certainly stunned me. Before long I had what must have been a gallon of Pepsi, a corn dog, chips 'n cheese, and deep fried Oreos, which look like hushpuppies until you realize that they're fried cake batter surrounding an Oreo. And that's just the first round! Trailer upon trailer vends nothing more than pure fat-fried magic. Pink Peggy's Pulled Pork. McCoy's Rib Bits. Hatfield's is to be avoided since only people from West Virginia eat there. Stick Chicken 'n Turkey. Gyros, oddly, are very popular. Those capable of reaching the end of the holy circuit (once is enough, no seven cycles here!) are rewarded with free blood sugar screenings. There appeared to be many competing for the high score. 513! We have a winner! Scooter on up here and get your insulin coupon!

Of course other attractions exist. You could go to the river-fill and ride the rickety rocket ships, tilt-a-whirl, or ferris wheel. There are ponies and a hay ride around the converted parking lot between the jail and the movie theater. A few charities have booths too and you could always go by the Kynect tent and get some Obamacare. Or, if you are brave enough to leave the comforts of downtown, you could go watch traffic on the bypass. Big trucks and loud motorcycles ride in long, endless circles around Pikeville; their rumbles and roars echo off the mountains forming an ever present soundtrack. If you're lucky, one of them may get to burn some rubber before slamming on the brakes to avoid a collision with the perpetual traffic jam in front of it. Many try, few succeed.

And yet, all this noise and consumption and endless garbage cycling aren't enough to convince me that I'm in the South. Something is missing here which is always present back home, history. Or, maybe more accurately, a connection to the rest of the world which history provides. Somehow Pikeville seems to just exist without much of any influence on or from the rest of the world. There's local history but not much else. Growing up in the South you find history creeping into everything that happens around you. I had a trench from the civil war in my front yard when I was 10 years old. All the streets are named after dead Confederates or Civil Rights leaders. The neighborhood my parents live in was all part of a plantation and the slave quarters are still there. My university, like most universities in the South, was built by slaves using money donated by slave plantation owners. Atlanta has ghettos.

The South may always be on the wrong side of history but at least it knows where it stood. Ask people around here and they assume Kentucky was in the Confederacy. They assume the heritage and the stupid Confederate flags and the racist posturing all belong to them without much to back it up. Hell, the Appalachian mountains were one of the principal paths of the Underground Railroad to get to Ohio. You'd never know it by the racist trash they're selling on their front porches or the conversations they're having safe in the knowledge that no black person will ever overhear.

I suppose that's the true nature of Eastern Kentucky. It's never really anything except the opposite of what you might expect it to be. It's a study in contradictions. Everything immediately apparent about Pikeville demonstrates man's dominion over nature. The highway and nearby railroad tracks are cut straight through mountains: blasted and carved and dug. Deep underfoot, men toil in coal mines digging out the remains of long extinct life. It will be burned to power millions of homes. Even the city, though I'd hesitate to call it that, Pikeville, sits on the filled-in bed of a diverted river. The long bend long since covered by dirt and gravel and pavement and homes. Now the Levisa Fork flows through a ravine cut parallel to the highway and the train tracks. Upon completion it was the second largest earth-moving project in our nation's history.

The city is home to a large hospital and a small medical school. There is not shortage of physicians to heal the population should they be able to afford it and willing to live. Everywhere signs advertise doctor's offices, pharmacies, pain clinics, chiropractors and other medicalish services.

But, the people here seem to do nothing but rot and die. They bear witness to corpulence such as I could never have imagined. I did not think this kind of obesity was logically or biologically possible. Heart disease is common. Diabetes, "the sugar" as locals call it, is probably more common. Everyone smokes. Everyone eats shitty food. Addiction to painkillers is quite common too. There's always a line at the pharmacy. Physicians are booked into perpetuity with follow-ups, reappraisals, and comorbid diagnoses: sickness, it seems, likes to prowl in packs. Nature's dominion, it turns out, is unchallenged.

Perhaps the river-fill is a fitting metaphor for this paradox. This town, built on dominion over nature and with plans in mind for the living, is sclerotic with disease and death. The formerly healthy river which once flowed here is now home to the lipid buildup of humanity. A bypass had to be performed lest the whole system seize up. Like all procedures of these sorts, it treats only the symptoms instead of the disease.

Thursday, April 3, 2014

On Retirement



I suppose I've written a post about similar issues before. I think I should reread my old posts more often because I pretty much took for granted arguments about Social Security and Medicare which I now know to be specious - more on that later. Here's a summary of what I'm going to write for those who don't want to read the whole thing:

tl;dr summary - We can't depend on traditional, life-long sources of wealth and income to provide for our retirement. Similarly, we can't depend on Social Security (for very different reasons than I thought years ago) to provide a meaningful post-work income. If you want to be ready for retirement, then you have to maximize your return on capital. To explain a bit more, let's look at personal finance through that age old economic lens of Land, Labor, and Capital. Conventional thinking about how one should live has the focus on the first two. You labor your whole life to generate income which is primarily invested in land (usually home ownership) and capital is a bit of a third wheel for extra savings, 401k, pensions etc. Historically, this is how American's have functioned since the end of WWII. Although the returns on capital have, usually, been higher than the return on land, it's been enough for a variety of reasons. Most of American's wealth has been tied up in owning a home. All of that is changing. The "housing ladder" has lost all of it's rungs and no longer contributes to a life-long growing equity stake in land. Wages and incomes from labor have been stagnant for damned near 30 years. Only capital can provide enough return to ensure the kind of retirement we've come to expect. Even worse, pensions are pretty much extinct and 401ks are being looted by the bankers. So go invest as much of your money in the stock market as possible. Don't know what to buy? Buy indexed stocks and low fee ETFs. Once interest rates come back to life and you can get returns greater than 3% or so, buy bonds and other longer term fixed growth investments. Why? Because nothing else is going to work.

Still don't understand? Here's a meme to help you figure it out:
In this case women are to be considered land.

Now for the actual dissection.

Part 1: Social Security, and a funded retirement, are a subsidy to the young.

Retirement is kind of a new thing. For most of human history your life would pretty much look like this:

  • You died in childbirth. 
  • You died in childhood. 
  • You made it! Into a life of toil a trudgery working for The Man until you died. 
If you were really, really lucky you'd somehow become indisposed in your old age and simply couldn't work. Unfortunately, that usually meant you were either sick or senile and the burden of taking care of you fell on your children (because your wife died giving birth to one of those ingrates).

Something funny happened in, I dunno, like, the 1800s. The life of servitude and peasantry, which had defined life for just about all of the world's population since forever, began to transform into a slightly less bad form of servitude and labor, often in factories and other industrial settings. Extended families split apart and moved to cities, sanitation improved, education became a thing for everybody, penicillin is awesome, yada yada yada, and the world after about a century of this looked a whole lot different.

All of a sudden we needed something to do with all these pesky old people (and it really wasn't that many of them back then but it was a lot more grey-hairs than they were used to). It didn't hurt that the Great Depression happened either. I mean, when 25% of your population is out of work, you start to come up with some pretty crazy ideas like: maybe old people should just be able to, you know, hang out? Until they die or something? That way we can give their jobs to the unemployed younger people. Wall-a! Social Security is born. No more indigent old people. No more old people working until they croak.

As a side effect, we realized that a society which required the younger generations of a family to quite literally take care of the older generations was not as productive or happy. Let's put this into thought experiment mode. If you, right now, had to take care of your parents every need and expense, without any modern sources of retirement income, could you? What if you had to buy insurance for your parents or grand parents? What if you had to have them live in your home? Do you have enough space? Can you afford a bigger space? Can you pay for a private nursing home entirely out of your pocket? What if they needed around-the-clock care? Could you or your spouse afford not to work because you're caring for your parents? Because that's the world we'd be living in without Social Security and Medicare for the elderly.

What many people don't think about when they talk about Social Security and Medicare is that it is, in effect, a giant freedom subsidy to the young. Coverage frequently focuses on payroll taxes and the Social Security trust fund and whether costs are staying down. In part, that's because we live in a world where having a retirement is something of a foregone conclusion. We can conceive of a retirement that's substandard but we really can't conceive of not having retirement. Stories are starting to creep up, though, about the burden caring for the elderly is beginning to place on families. Keep that in mind when I move to the next section.

The broader point here, is that those Great Depression era people were really fucking smart when they thought things through - yeah, I know about WWII and Atom Bombs and so much racism, but that doesn't change the good ideas they had. They rightly saw that young people need to be free to choose to work and learn and have families and do the shit that young people do. Among many other major constraints which needed to be addressed, caring for the elderly was one of them. This theme, freeing productive citizens from counterproductive burdens, was a major aspect of social policy for the middle 20th century. Usually, this was done by the state imposing small taxes on the majority of the population (like our payroll taxes) to pay for the services or income distributed to the elderly, sick, poor, mentally handicapped, etc. While we always think of the tradeoff as being one in which the young are paying for the retirement of the elderly, we forget what the alternative is: the young take care of the elderly themselves. It's not much of an alternative.

Part 2: "Fixing" Social Security and the effort to destroy state supported retirement.

I put fixing in quotes because it isn't broken. But some very serious people want you to think it is. Indeed, the claims about Social Security's myriad problems are pretty much accepted as fact by both political parties. As I noted at the outset of this piece, I even agreed with them and wrote about it two years ago. I aim to correct that mistake here and to provide better guidance for my lovely friends and readers.

So what are these problems which the very serious people point to? Mostly, they argue that Social Security is going to run out of money. Mitt Romney famously called it a Ponzi Scheme. I can also remember Al Gore speaking about putting Social Security funds in a "lock box" during the 2000 election. Like I said, very serious people. They argue that the number of workers paying into the payroll tax system is not growing enough to support the increasing number of retirees being paid by the system. Other critics argue that Social Security is bankrupt now. Neither is true for two reasons. First, critics often misuse the Social Security Trust fund as a stand-in for the whole Social Security system. It's not. The trust fund is basically the collected surplus which has built up for decades because more people paid in than were paid out (also, Ronald Reagan raised the payroll taxes to account for the disproportionate number of boomers). When they say that the trust fund will no longer be able to fund 100% of benefits, they aren't mentioning that the benefits will then be paid out of Social Security's operating budget. What they also don't mention is that the trust fund will be able to pay the vast majority of the benefits for another hundred years or so. Without any action taken at all, the SS Trust Fund will pay 100% of benefits until 2033 and about 75% of benefits from there on out, for almost 100 more years.

Second, yes there was a second point, very minute changes can make the SS Trust Fund run a surplus pretty much forever. While the critics talk about cutting benefits to the elderly or about raising the retirement age (therefore taxing the younger workers who would end up providing the difference in care and income or slowing job turnover, respectively), the easiest way to bump up the Trust Funds' funds is to raise the payroll tax cap. Right now, only income lower than $110,000 is subject to payroll taxes. If you make more, no percentage is taken out for payroll taxes. Raise that cap (or eliminate it) and the Trust Fund is solvent for as far as we can predict budgets into the future.

But wait, James, didn't you say that the Trust Fund was just a surplus? What about Social Security's regular operating budget? Yes. What about it? Well, can't congress just fund Social Security out of its annual budgets? Absolutely, it can and should. Indeed, people keep trying to pass laws which require congress to include various programs like Social Security and Medicare in the budget. That way, they're always funded by the government and then the trust fund doesn't matter (except that it exists and will still cover 75% of costs for about 100 years). This is mostly opposed because covering 25% of the costs of Social Security after 2033 is seen as adding to the deficit which would ruin our economy because reasons.

Regardless of how you look at it or which approach you take, there are small ways to fix Social Security which don't involve shafting old people. Yet, both parties seem dead set on benefit reduction and raising age caps as the only way forward. Perhaps those are the only approaches both parties could agree on? Who knows, but don't expect the actions taken going forward to include expanding benefits to the elderly. When you retire, given the current political "wisdom", don't expect to get much in the way of support from the state if it exists at all.

Part 3: Home Ownership, the American Dream

Another big push coming out of the Depression and then again after WWII was home ownership. People my age grew up in a country where most people could expect to own homes. It's pretty much the staple investment of the middle class. Just about any man who got a stable job in his twenties could expect to own a decent home. Just like retirement, this is a fairly recent invention. Historically, most people lived on the land they worked either for themselves or, looking further back, for a land owning aristocrat. Just like there was no dream of retirement, there was no dream of home ownership. If they were paid, the pay wasn't enough to afford buying out the land baron or to buy land somewhere else. Again, this all started to change in the 1800s and really took off following WWII, especially in the United States.

As an aside, is it any wonder that a generation growing up in the Depression, coming of age on the battlefields of Europe and Asia, and living in adulthood under the specter of nuclear annihilation didn't seek to enrich only itself but to share the gains of growth more widely (unless you were black or a woman)?

So what does this dream of home ownership have to do with retirement? Well, it's called the housing ladder. The idea is, most people should utilize (or leverage, if you're being critical) the equity in their homes to progressively increase the overall value of their real estate holdings. It's a byproduct of equal parts culture, policy, and finance. Let's use an example which is supposed to be how the ladder functions.

A man, let's call him Erik, lands his first salaried job in his early twenties. Like all good American men, Erik seeks to buy a home and get going on the road to adulthood. So he does! Erik is a responsible fellow and is approved for a 30 year home loan of about $150,000 with a decent interest rate if he can provide a down payment of about 20% (this is traditionally the down payment required for normal home loans but that's changed in recent years). He finds the house that meets his needs and desires, pays the down payment which he's worked hard to save, and is now the proud owner of a fairly normal, if not nice, home. He budgets responsibly and pays his mortgage in full each month he lives in the home. A few years later, Erik is married and has just had the first of many children (2.5 to be exact). It occurs to Erik that his home isn't really big enough for a family and he begins the process of finding a new home. He makes a bit more money now, and he's dutifully increased his stake in his home's value (through paying his ~$850 mortgage) from the original $20,000 down payment to about $70,000. That means he can use the equity in his current $150,000 home to finance a down payment of $70,000 on a loan of about $350,000! And I'm not even taking into account a rise in the value of his first home which would net him even more money. And what about the debt owed on the first 30 year mortgage? Well, thanks to a helpful bank, eager to help him achieve his dream of home ownership, Erik gets it all rolled up into the new mortgage!

That's the start of the housing ladder. People, just like our hypothetical Erik, trade up two or three times over the course of their lives. Sometimes they profit quite a bit because the value of the home increased while they owned it. Sometimes they don't but the value of the equity they've got in the home still allows them to trade up. Over time, families throughout America followed this ladder from modest starter house to average white-flight suburb to fancy gated golf course community. Each time, the value of the land increased and their equity stake grew in value. If these people were responsible and smart, they'd make sure that the proportion of their equity was on track to outgrow the amount of money owed on the mortgage.

Maybe Erik's third home is only $400,000 and he had a higher income so the loan is proportionally much smaller the third time around. By the time Erik retires, he has paid off his mortgage completely and is living a nice home on a golf course in a gated community. His kids are grown. He and his wife are done with work and don't need such a big place. Like many Americans, they sell the large family home (now worth half a million dollars!) and buy a smaller, cheaper place for about $100k in a senior living community which is still gated and still on a golf course and still has very few blacks. They've cashed out the remaining $400k in equity and, combined with other sources of retirement income, live out the remainder of their lives. Their kids get to fight over whatever money is left over when they die.

When we look at retirement, we have to remember that Social Security was always only part of the plan for helping the elderly. It was basically a floor - retirement would only get so bad that seniors had to rely on the monthly check from the government and medical services covered by Medicare. The other major driver of a successful retirement was supposed to be home ownership. When Johnson pushed his Great Society reforms in the 1960s, home ownership was enshrined, at least in policy, as a public good. Not just because it was viewed as good for the economy and the productive young, but because they rightly judged that having a long term investment in your home and in growing your stake in the home you owned could ease the burden on the young and on the state in supporting your retirement. Even now, after the most severe housing crash since the Great Depression, most Americans' most significant investment is in their home. Even people with less than $1000 in savings (which is about 25% of the population) own homes. Importantly, home ownership was never supposed to be a panacea of wealth. Rather, it was strategy to get people to invest in themselves, their communities, and ultimately their children. Good schools, good public services, and good private amenities all led to increasing home values. Earning more money and improving yourself at work allowed better maintenance of the debt, the home, and the community. Good schools educated kids well, they went to college (ideally), and were able to climb the ladder themselves. The parents could leave some wealth to their families when they passed on. Did it work that way for everyone? No. But it worked that way for enough people, for a while at least.

Part 4: Home Ownership: The American Nightmare

Somewhere along the line, home ownership began to get very screwy. That ladder of ownership which served and focused the middle class's personal finances started losing rungs. The idea of owning a home as an investment changed from a generation long focus to a short term focus. The institutions which encouraged home ownership also encouraged speculation. Suddenly, that equity had to be used immediately. People borrowed agains the equity to get nice cars or renovate the house or do a ton of blow. Besides, it's not like people were making any money at work! Incomes were largely stagnant since the mid 80's. At the same time, the idea of a down payment went out the window. Since lenders were busy lending to anyone because they need more mortgages to feed the Wall St. securitization machine, they didn't care about the whole reason behind a down payment. Not just to prove creditworthiness - a down payment is a sort of nest-egg. Ideally, it grows with you. Not only did we blow up the whole economy betting on houses and stuff (but oh god the cocaine!) we destroyed the utility derived from traditional home ownership. People believed that they really should live in $500,000 homes as a first home. Even after the crisis, people are still thinking that way.

Tellingly, the way we sought to fix home ownership was both short term and did nothing to help families rebuild their finances. We promised thousands to first time homebuyers, essentially subsidizing the behaviors which we ought to discourage. We created programs to keep people in homes which, although humane, prevented price discovery and benefitted only the banks that foreclosed on them anyway.

The boomer (worst) generation that's been retiring for the last few years is hitting the ugly reality of not having strong home values or large equity stakes. Hell, many of them were playing so loose with their finances, they they forgot to pay off their mortgages, and second mortgages, and car loans, and coke dealers. They're retiring in debt! Even if they sell the houses, they could be underwater (meaning they still own more then the house is worth) or barely break even. Thule, the scary guy who hangs out with the coke dealer, is just happy to break knees, but the banks want to break spirits.

Not only that, but flat wages and high unemployment meant that the young people waiting to buy homes, couldn't find any to buy. They couldn't get financing because of the collapse in lending after 2008 and they couldn't compete with the hedge funds buying up houses to rent during the 2010-2013 "recovery". Not only that, but the finances of the new working generation, my generation, are largely garbage thanks to lots of school debt, poor employment prospects, and their broke parents.

The housing industry depends, in a large part, on the idea of the ladder. If a whole generations of 20 somethings aren't buying houses and trading up a few times over the course of their lives, the industry is in trouble. They are basically going to have to cater to the few wealthy enough to buy and the majority who can only afford to rent. Millionaires, slumlords, and the rest of us! The American Dream of home ownership.

Part 5: Income (LOL)

I'm not sure that I have to write anything here. If you haven't heard that incomes have been stagnant for, like, 30 years then you haven't been paying attention. instead of rehashing what should be obvious to anyone with a pulse, let me shorten up this section by saying that low and stagnant incomes make saving for retirement damned difficult. Also, to some extent, the money you earn at your first job is a predictor for future earnings. If you are making minimum wage at 28, it's not looking good for your earnings at 68. The fruits of your labor have not been worth so little since, well, since the Depression, I suppose. Without income form the state or income from cashed out home equity, what does that leave people to retire on?

Part 6: Investment

Here's a fun story. One of my former roommates was dating an accountant. She had just graduated with her Master's in Accounting and was making good money at a large firm. We were all having a discussion one night - me, pessimistic as usual, and ranting about the economy. I guess, since economics is kind of a hobby of mine, the Accountant asked the English Major, "What is an IRA and how do I buy one?".

I was, needless to say, gobsmacked. One does not simply walk into Mordor buy an IRA. "The A," I explained, "stands for Account. You just go to a bank and ask to open one and deposit up to $5,000 a year. Then you invest that money into whatever you like."

"Oh," she was clearly puzzled, "It's just that, as part of my job I go to local schools and teach a personal finance class. We just did a lesson on retirement and IRAs and it says that if you put in the maximum amount every year starting at age 24 you will have like $2 million."

"At what rate of return?" I ask.

She got the packet from her bag and sure enough, the IRA worksheet assumed a 6% rate of return, annually. The Master Accountant, explained that she thought it was a security or bond with a fixed rate of return. In the full light of understanding, she and I then had a conversation about whether or not she was lying to the youths and why we have a financial education system in which Accountants don't lean much, if anything, about personal finance.

I'm not trying to pick on this person. She was a sweet girl and meant well. I'd imagine that she probably did open an IRA and hopefully invested well because this was 2009 so she would have had a good ROI since then.

Instead, I think that the story about rate of return is an important one. Compounding interest and dividend reinvestment are the most powerful force in personal finance yet most people know almost nothing about them. Maybe, just maybe, they remember compounding from math class and can apply it to finance. The IRA, contributed to and compounding at 6% is a good example. Although possibly misleading, it shows how modest annual investment can yield great rewards over the long term.

But how do you get a good return on investment? Well, who fucking knows? That's the whole point. It's not guaranteed and anyone who tells you he knows how to invest and always make money is going to jail because they're running a Ponzi scheme. But what I do know is this: the rules and taxes governing finance and investment income have been written to the advantage of those who have investments and earn income from them. While the ever shrinking fruits of your labor are taxed at 20-25% (for a middle class income, at least) the income from investments is, in many cases, protected. Certain types of retirement accounts are tax sheltered. Dividends are taxed at a lower rate than income. Capital losses can be written off for up to $3000 a year and, if used carefully, can offset gains. Not only that, but sometimes the underlying assets go up. Hell, the stock market was up like 30% last year. Even if you "merely" matched the market, you gained 30%!

Of course, your ability to invest is constantly under attack. Slowing or absent wage growth is one culprit. You can't invest what you don't have. Second, employer contributions to 401k accounts are disappearing. Where they used to match your contributions is some form or fashion, now they may not match at all. That extra money is especially important early on in your working life (because of the compound interest). Third, 401ks are often overly limited in the kinds of accounts you can invest in. Sometimes you can only pick from a small set of mutual funds which charge high fees. In a few cases, the fees are even high enough to wipe out your gains. This is happening with one of my wife's 401k accounts from when she contracted at CDC. Forth, unfortunately, the price of that "choice" of plans is fiduciary responsibility. That's right, you picked that plan, so the company and the company who manages the fund aren't under any responsibility to actually grow your money. Even worse, the markets have been strong for a little while but the funds used in many 401ks  have vastly underperformed the market. Your retirement is getting picked clean at each step. All you can do is open up your own retirement accounts to invest with and hope your 401k isn't looted to badly.

Even worse, many young people are graduating with high levels of debt. That both sucks up money which could be used for investment and serves as a kind of disinvestment - draining away much, if not all, of the gains from investments elsewhere.

Part 7: Conclusion

So great, you've read all of this and seen that there's basically nothing to help you in 50 years when you retire. What should I do, James, what should I do? You are screaming at the computer right now. Well, you should do your best to emulate the habits of rich people. And I don't mean that in the Paul Ryan culture-of-dependency right wing kind of way. I mean that in the personal finance kind of way.

Here's why: the rich have gamed the system. (See yesterday's supreme court hearing.) Decades of slow changes to the way that our nation regulates finance and taxes the wealthy have made investment income the least taxed form of wealth. Owning money is the best way to get money. Capital, in other words, is cheap. If you are able to, invest in things like a rich person. Can you dump millions into securities? No, but, as the IRA example above shows, millions are not necessary. You aren't trying to invest to turn a quick profit; that's called trading. Investing is over your whole lifetime. From working age 20 something to your retirement. And nothing comes even close to stocks  over a 50 year time frame. While that's not a guarantee, it's what the rich are doing and they are making the rules to their benefit. Why swim up stream when the Salmon are all swimming down?

What about housing? Well, I'm not opposed to home ownership but, if you are dead set on owning a home, try to do your best to follow the housing ladder. Don't buy until you can afford a significant down payment or in all cash if possible. I don't care if you're 35 and buying your first home. That extra equity can be a lifesaver if the market goes under and you're selling at a loss. Don't go for a mortgage which is going to make you "house poor"; i.e. all of you money is just going to house payments. In other words, you don't need the expensive house in the good community right now. Additionally, buying that first house has a ton of fees associated with the realtor, signing costs, loan fees, inspections, taxes, etc. And don't forget that houses are expensive to maintain and it's all at the cost of the owner. Plus, there's no guarantee that you'll get a profit out of it (which is, again, why building equity was an important aspect). Land, in other words, is expensive. Also, this is just my 2 cents addition, if you know you're going to be moving out in 3-5 years, don't by a house. Prepare to live in a home for a decade or more and only move if the situation is right. Otherwise you're just treating it like another bad investment.

Work like a dog and try to earn more when possible. I know it seems impossible now but our generation has to get out of the barista jobs and into the offices of the world. Without relatively stable, salaried income, planning for retirement is impossible. Labor unfortunately, is cheap for those who own capital, and expensive for the rest of us. The jobless recovery will, hopefully, not last forever. As an alternative to investing, pay down your debts as quickly as possible. In the land of the blind (debt slaves) the one eyed man is king (debt free).

Lastly, spread the word about Social Security and other benefits for the elderly. They're not broke or bankrupt. They don't represent a major debt burden for the taxpayer unless we purposefully botch the funding. There's no need to cut benefits or raise the retirement age when small fixes now can maintain it in to perpetuity. And, remind people that social plans like these are, in reality, a subsidy to the young. Nobody thinks this way and we need to change the language of the debates. If the state steps out, younger generations have to step in (because, we're really nice that way) which drains our time and resources. If we want retirement to exist when we're old, we have to protect it now. If we want our children to have lives of their own - not just care for us all day while we piss ourselves and yell about the good-old-days, then we need to be prepared.

Vote for candidates who want to strengthen Social Security. Don't buy a house just because that's "what you do when you grow up". And for goodness sake, invest every spare penny because that's, oddly enough, the safest bet you can make. And then don't touch it for 50 years.

Old way of thinking about an individual's productive assets: Land>Labor>Capital
New way of thinking about an individual's productive assets: Capital>Labor>Land