The Biggest Issue
Ohanian Comment: Published by Harvard University Press, the book under discussion costs $39.95. Brooks provides an interesting summary, and then we get to his real point: the skills slowdown is the biggest issue facing the country. Too bad Brooks didn't include Richard Rothstein's work in his reading, not to mention taking a look at the Bureau of Labor statistics for available jobs. If teachers produce a surge in "skill levels," just what are these workers going to do? Will they want to move to India to find employment?
Do you think IBM, to name just one culprit, is laying off workers right and left because these workers don't have sufficient skill levels? I lived in Schenectady, with the highest productivity level at General Electric on anybody's record, and I watched Neutron Jack Welch systematically lay off workers and destroy the beautiful little city's economic base. Corporate greed was the operating principle. And after retiring from GE, Welch was chosen by Mayor Bloomberg to develop a leadership plan for New York City's public school principals.
"This is a real chance to take a swing at something and make it sensational," said Welch, who will also teach at the Leadership Academy. "We used to say in the corporation, 'any one of you jerk managers who's got a dull crowd hanging around with you don't [sic] deserve your job'...We'll challenge principals in the same way."
Take a close look at the opening paragraph in this column. Ask yourself what "economic freedom" means. Take a close look at what it means for Barack Obama to be linked with this rhetoric.
Think about what "America's progress" means. Think about who's really threatening it. Then think about what the mindless and rapacious drive for "progress," aka Gross National Product, has done to us.
By David Brooks
Why did the United States become the leading economic power of the 20th century? The best short answer is that a ferocious belief that people have the power to transform their own lives gave Americans an unparalleled commitment to education, hard work and economic freedom.
Between 1870 and 1950, the average AmericanĂ˘€™s level of education rose by 0.8 years per decade. In 1890, the average adult had completed about 8 years of schooling. By 1900, the average American had 8.8 years. By 1910, it was 9.6 years, and by 1960, it was nearly 14 years.
As Claudia Goldin and Lawrence Katz describe in their book, Ă˘€śThe Race Between Education and Technology,Ă˘€ť AmericaĂ˘€™s educational progress was amazingly steady over those decades, and the U.S. opened up a gigantic global lead. Educational levels were rising across the industrialized world, but the U.S. had at least a 35-year advantage on most of Europe. In 1950, no European country enrolled 30 percent of its older teens in full-time secondary school. In the U.S., 70 percent of older teens were in school.
AmericaĂ˘€™s edge boosted productivity and growth. But the happy era ended around 1970 when AmericaĂ˘€™s educational progress slowed to a crawl. Between 1975 and 1990, educational attainments stagnated completely. Since then, progress has been modest. AmericaĂ˘€™s lead over its economic rivals has been entirely forfeited, with many nations surging ahead in school attainment.
This threatens the countryĂ˘€™s long-term prospects. It also widens the gap between rich and poor. Goldin and Katz describe a race between technology and education. The pace of technological change has been surprisingly steady. In periods when educational progress outpaces this change, inequality narrows. The market is flooded with skilled workers, so their wages rise modestly. In periods, like the current one, when educational progress lags behind technological change, inequality widens. The relatively few skilled workers command higher prices, while the many unskilled ones have little bargaining power.
The meticulous research of Goldin and Katz is complemented by a report from James Heckman of the University of Chicago. Using his own research, Heckman also concludes that high school graduation rates peaked in the U.S. in the late 1960s, at about 80 percent. Since then they have declined.
In Ă˘€śSchools, Skills and Synapses,Ă˘€ť Heckman probes the sources of that decline. ItĂ˘€™s not falling school quality, he argues. Nor is it primarily a shortage of funding or rising college tuition costs. Instead, Heckman directs attention at family environments, which have deteriorated over the past 40 years.
Heckman points out that big gaps in educational attainment are present at age 5. Some children are bathed in an atmosphere that promotes human capital development and, increasingly, more are not. By 5, it is possible to predict, with depressing accuracy, who will complete high school and college and who wonĂ˘€™t.
I.Q. matters, but Heckman points to equally important traits that start and then build from those early years: motivation levels, emotional stability, self-control and sociability. He uses common sense to intuit what these traits are, but on this subject economists have a lot to learn from developmental psychologists.
I point to these two research projects because the skills slowdown is the biggest issue facing the country. Rising gas prices are bound to dominate the election because voters are slapped in the face with them every time they visit the pump. But this slow-moving problem, more than any other, will shape the destiny of the nation.
Second, there is a big debate under way over the sources of middle-class economic anxiety. Some populists emphasize the destructive forces of globalization, outsourcing and predatory capitalism. These people say we need radical labor market reforms to give the working class a chance. But the populists are going to have to grapple with the Goldin, Katz and Heckman research, which powerfully buttresses the arguments of those who emphasize human capital policies. ItĂ˘€™s not globalization or immigration or computers per se that widen inequality. ItĂ˘€™s the skills gap. Boosting educational attainment at the bottom is more promising than trying to reorganize the global economy.
Third, itĂ˘€™s worth noting that both sides of this debate exist within the Democratic Party. The G.O.P. is largely irrelevant. If you look at Barack ObamaĂ˘€™s education proposals Ă˘€” especially his emphasis on early childhood Ă˘€” you see that they flow naturally and persuasively from this research. (It probably helps that Obama and Heckman are nearly neighbors in Chicago). McCainĂ˘€™s policies seem largely oblivious to these findings. ThereĂ˘€™s some vague talk about school choice, but Republicans are inept when talking about human capital policies.
America rose because it got more out of its own people than other nations. That stopped in 1970. Now, other issues grab headlines and campaign attention. But this tectonic plate is still relentlessly and menacingly shifting beneath our feet.
New York Times
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