Sunday, November 27, 2011

A cure-all: Strengthen Middle Class

New York Times
OPINION

Jobs Will Follow a Strengthening of the Middle Class

Bill Marsh/The New York Times
Sources: Robert B. Reich, University of California, Berkeley; "The State of Working America" by the Economic Policy Institute; Thomas Piketty, Paris School of Economics, and Emmanuel Saez, University of California, Berkeley; Census Bureau; Bureau of Labor Statistics; Federal Reserve

By ROBERT B. REICH

Published: September 04, 2011 LINK

Robert B. Reich is the former secretary of labor, a professor at the University of California, Berkeley, and the author of "Aftershock: The Next Economy and America's Future."

THE 5 percent of Americans with the highest incomes now account for 37 percent of all consumer purchases, according to the latest research from Moody's Analytics. That should come as no surprise. Our society has become more and more unequal.

When so much income goes to the top, the middle class doesn't have enough purchasing power to keep the economy going without sinking ever more deeply into debt - which, as we've seen, ends badly. An economy so dependent on the spending of a few is also prone to great booms and busts. The rich splurge and speculate when their savings are doing well. But when the values of their assets tumble, they pull back. That can lead to wild gyrations. Sound familiar?

The economy won't really bounce back until America's surge toward inequality is reversed. Even if by some miracle President Obama gets support for a second big stimulus while Ben S. Bernanke's Fed keeps interest rates near zero, neither will do the trick without a middle class capable of spending. Pump-priming works only when a well contains enough water.

Look back over the last hundred years and you'll see the pattern. During periods when the very rich took home a much smaller proportion of total income - as in the Great Prosperity between 1947 and 1977 - the nation as a whole grew faster and median wages surged. We created a virtuous cycle in which an ever growing middle class had the ability to consume more goods and services, which created more and better jobs, thereby stoking demand. The rising tide did in fact lift all boats.

During periods when the very rich took home a larger proportion - as between 1918 and 1933, and in the Great Regression from 1981 to the present day - growth slowed, median wages stagnated and we suffered giant downturns. It's no mere coincidence that over the last century the top earners' share of the nation's total income peaked in 1928 and 2007 - the two years just preceding the biggest downturns.

Starting in the late 1970s, the middle class began to weaken. Although productivity continued to grow and the economy continued to expand, wages began flattening in the 1970s because new technologies - container ships, satellite communications, eventually computers and the Internet - started to undermine any American job that could be automated or done more cheaply abroad. The same technologies bestowed ever larger rewards on people who could use them to innovate and solve problems. Some were product entrepreneurs; a growing number were financial entrepreneurs. The pay of graduates of prestigious colleges and M.B.A. programs - the "talent" who reached the pinnacles of power in executive suites and on Wall Street - soared.

The middle class nonetheless continued to spend, at first enabled by the flow of women into the work force. (In the 1960s only 12 percent of married women with young children were working for pay; by the late 1990s, 55 percent were.) When that way of life stopped generating enough income, Americans went deeper into debt. From the late 1990s to 2007, the typical household debt grew by a third. As long as housing values continued to rise it seemed a painless way to get additional money.

Eventually, of course, the bubble burst. That ended the middle class's remarkable ability to keep spending in the face of near stagnant wages. The puzzle is why so little has been done in the last 40 years to help deal with the subversion of the economic power of the middle class. With the continued gains from economic growth, the nation could have enabled more people to become problem solvers and innovators - through early childhood education, better public schools, expanded access to higher education and more efficient public transportation.

We might have enlarged safety nets - by having unemployment insurance cover part-time work, by giving transition assistance to move to new jobs in new locations, by creating insurance for communities that lost a major employer. And we could have made Medicare available to anyone.

Big companies could have been required to pay severance to American workers they let go and train them for new jobs. The minimum wage could have been pegged at half the median wage, and we could have insisted that the foreign nations we trade with do the same, so that all citizens could share in gains from trade.

We could have raised taxes on the rich and cut them for poorer Americans.

But starting in the late 1970s, and with increasing fervor over the next three decades, government did just the opposite. It deregulated and privatized. It cut spending on infrastructure as a percentage of the national economy and shifted more of the costs of public higher education to families. It shredded safety nets. (Only 27 percent of the unemployed are covered by unemployment insurance.) And it allowed companies to bust unions and threaten employees who tried to organize. Fewer than 8 percent of private-sector workers are unionized.

More generally, it stood by as big American companies became global companies with no more loyalty to the United States than a GPS satellite. Meanwhile, the top income tax rate was halved to 35 percent and many of the nation's richest were allowed to treat their income as capital gains subject to no more than 15 percent tax. Inheritance taxes that affected only the topmost 1.5 percent of earners were sliced. Yet at the same time sales and payroll taxes - both taking a bigger chunk out of modest paychecks - were increased.

Most telling of all, Washington deregulated Wall Street while insuring it against major losses. In so doing, it allowed finance - which until then had been the servant of American industry - to become its master, demanding short-term profits over long-term growth and raking in an ever larger portion of the nation's profits. By 2007, financial companies accounted for over 40 percent of American corporate profits and almost as great a percentage of pay, up from 10 percent during the Great Prosperity.

Some say the regressive lurch occurred because Americans lost confidence in government. But this argument has cause and effect backward. The tax revolts that thundered across America starting in the late 1970s were not so much ideological revolts against government - Americans still wanted all the government services they had before, and then some - as against paying more taxes on incomes that had stagnated. Inevitably, government services deteriorated and government deficits exploded, confirming the public's growing cynicism about government's doing anything right.

Some say we couldn't have reversed the consequences of globalization and technological change. Yet the experiences of other nations, like Germany, suggest otherwise. Germany has grown faster than the United States for the last 15 years, and the gains have been more widely spread. While Americans' average hourly pay has risen only 6 percent since 1985, adjusted for inflation, German workers' pay has risen almost 30 percent. At the same time, the top 1 percent of German households now take home about 11 percent of all income - about the same as in 1970. And although in the last months Germany has been hit by the debt crisis of its neighbors, its unemployment is still below where it was when the financial crisis started in 2007.

How has Germany done it? Mainly by focusing like a laser on education (German math scores continue to extend their lead over American), and by maintaining strong labor unions.

THE real reason for America's Great Regression was political. As income and wealth became more concentrated in fewer hands, American politics reverted to what Marriner S. Eccles, a former chairman of the Federal Reserve, described in the 1920s, when people "with great economic power had an undue influence in making the rules of the economic game." With hefty campaign contributions and platoons of lobbyists and public relations spinners, America's executive class has gained lower tax rates while resisting reforms that would spread the gains from growth.

Yet the rich are now being bitten by their own success. Those at the top would be better off with a smaller share of a rapidly growing economy than a large share of one that's almost dead in the water.

The economy cannot possibly get out of its current doldrums without a strategy to revive the purchasing power of America's vast middle class. The spending of the richest 5 percent alone will not lead to a virtuous cycle of more jobs and higher living standards. Nor can we rely on exports to fill the gap. It is impossible for every large economy, including the United States, to become a net exporter.

Reviving the middle class requires that we reverse the nation's decades-long trend toward widening inequality. This is possible notwithstanding the political power of the executive class. So many people are now being hit by job losses, sagging incomes and declining home values that Americans could be mobilized.

Moreover, an economy is not a zero-sum game. Even the executive class has an enlightened self-interest in reversing the trend; just as a rising tide lifts all boats, the ebbing tide is now threatening to beach many of the yachts. The question is whether, and when, we will summon the political will. We have summoned it before in even bleaker times.

As the historian James Truslow Adams defined the American Dream when he coined the term at the depths of the Great Depression, what we seek is "a land in which life should be better and richer and fuller for everyone."

That dream is still within our grasp.


Socialism v Social Democrat

LINK


Socialism vs Social Democracy — What’s The Difference?

It’s very interesting living in the United States, where democracy came into its modern existence… but where its expression is also most truncated.

Americans are politically aware of only two political/economic dimensions: Republican or Democrat; Conservative or Liberal; Right or Left; Capitalist or Socialist; Big Government or Small Government; Free-Market or Communist…

We are politically poorer for it and, hence, less respectful of nuanced but significant differences in perspective, less respectful of other alternatives to the current political structure…. and therefore, afford ourselves less opportunity for new solutions to solve our varied and serious problems.

I am almost constantly defending myself against the accusation of being a “Socialist” — an insult in America — when what I am is far from it. But even so, what is wrong with one supporting a socialist perspective? Or a Libertarian perspective? Nothing. Neither is a perspective that I maintain, but they’re certainly valid for anyone else if this is indeed a free society of democratic values and expression.

And, if that is true, why are these other perspectives not proportionally represented in the United States government through our elected branches? And, now we’re back to where we started and where our political expression is truncated.

So, let me shed some light on the nuanced but significant difference between Socialism and Social Democracy…. between a Socialist and a Social Democrat (distinctions and movements quite well understood everywhere outside the United States).

Socialism vs Social Democracy — What’s The Difference?

  • One is about collective ownership of the means of production;
  • the other about organic social solidarity with private ownership of production.
  • One is restrictive;
  • the other libertarian.
  • One is metaphysical (excessively abstract reasoning);
  • the other empirical (demonstrable, verifiable reasoning).
  • One is dogmatic;
  • the other scientific.
  • One is emotional;
  • the other reflective.
  • One is destructive;
  • the other constructive.
  • Both are in pursuit of the greatest possible welfare for all.

– One aims to establish happiness for all;

– the other to enable each to be happy in one’s own way.

  • The first regards the State as a society “sui generis,” of a unique essence, the product of a right outside of and above all society, with special rights and able to exact special obediences;
  • the second considers the State as an association like any other, generally managed no better and no more efficient than others.
  • The first proclaims the sovereignty of the State;
  • the second recognizes no sort of sovereign.
  • One wishes all monopolies to be held by the State;
  • the other wishes the abolition of all monopolies.
  • One wishes the governed class to become the governing class;
  • the other wishes the disappearance of classes.
  • Both declare that the existing state of things cannot last.

– The first considers revolutions as the indispensable agent of evolutions;

– the second teaches that repression alone turns political evolutions into revolution.

  • The first has faith in a cataclysm;
  • the second knows that social progress will result from the free play of individual efforts.
  • One wishes that there should be none but proletariats;
  • the other wishes that there should be no more proletariats.
  • The first wishes to take everything away from everybody;
  • the second wishes to leave each in possession of its own.
  • The one wishes to expropriate everybody;
  • the other wishes everybody to be a proprietor.
  • The first says: Do as the government wishes;
  • the second says: Do as you wish yourself.
  • The former threatens with despotism;
  • the latter promises liberty.
  • The former makes the citizen the subject of the State;
  • the latter makes the State the employee of the citizen.
  • One proclaims that labor pains will be necessary to the birth of a new world;
  • the other declares that real progress will not cause suffering to any one.
  • The first has confidence in social war;
  • the other believes only in works of peace.
  • One aspires to command, to regulate, to legislate;
  • the other wishes to attain the minimum of command, of regulation, of legislation.
  • One would be followed by the most atrocious of reactions;
  • the other opens unlimited horizons to progress.
  • The first will fail;
  • the other will succeed.
  • One desires equality; the other seeks equity.

– The first by lowering heads that are too high;

– the other by raising heads that are too low.

  • One sees equality under a common yoke;
  • the other will secure equity in complete liberty.
  • One is intolerant;
  • the other tolerant.
  • One frightens;
  • the other reassures.
  • The first wishes to instruct everybody;
  • the second wishes to enable everybody to instruct one’s self.
  • The first wishes to support everybody;
  • the second wishes to enable everybody to support one’s self.
  • One says:

– The land to the State

– The mine to the State

– The tool to the State

– The product to the State

  • The other says:

– The land to the cultivator.

– The mine to the miner.

– The tool to the laborer.

– The product to the producer.

  • One is the infancy of Socialism;
  • the other is its manhood.
  • One is already the past;
  • the other is the future.
  • One will give way to the other…

Based upon the writing of ~ Ernest Lesigne – Liberty V, 10 (December 17, 1887), No. 114, p. 5.

Better parents = Better students

How About Better Parents?
By THOMAS L. FRIEDMAN

Published: November 20, 2011

The New York Times LINK


N recent years, we've been treated to reams of op-ed articles about how we need better teachers in our public schools and, if only the teachers' unions would go away, our kids would score like Singapore's on the big international tests. There's no question that a great teacher can make a huge difference in a student's achievement, and we need to recruit, train and reward more such teachers. But here's what some new studies are also showing: We need better parents. Parents more focused on their children's education can also make a huge difference in a student's achievement.

How do we know? Every three years, the Organization for Economic Cooperation and Development, or O.E.C.D., conducts exams as part of the Program for International Student Assessment, or PISA, which tests 15-year-olds in the world's leading industrialized nations on their reading comprehension and ability to use what they've learned in math and science to solve real problems - the most important skills for succeeding in college and life. America's 15-year-olds have not been distinguishing themselves in the PISA exams compared with students in Singapore, Finland and Shanghai.

To better understand why some students thrive taking the PISA tests and others do not, Andreas Schleicher, who oversees the exams for the O.E.C.D., was encouraged by the O.E.C.D. countries to look beyond the classrooms. So starting with four countries in 2006, and then adding 14 more in 2009, the PISA team went to the parents of 5,000 students and interviewed them "about how they raised their kids and then compared that with the test results" for each of those years, Schleicher explained to me. Two weeks ago, the PISA team published the three main findings of its study:

"Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA 2009 than students whose parents read with them infrequently or not at all. The performance advantage among students whose parents read to them in their early school years is evident regardless of the family's socioeconomic background. Parents' engagement with their 15-year-olds is strongly associated with better performance in PISA."

Schleicher explained to me that "just asking your child how was their school day and showing genuine interest in the learning that they are doing can have the same impact as hours of private tutoring. It is something every parent can do, no matter what their education level or social background."

For instance, the PISA study revealed that "students whose parents reported that they had read a book with their child 'every day or almost every day' or 'once or twice a week' during the first year of primary school have markedly higher scores in PISA 2009 than students whose parents reported that they had read a book with their child 'never or almost never' or only 'once or twice a month.' On average, the score difference is 25 points, the equivalent of well over half a school year."

Yes, students from more well-to-do households are more likely to have more involved parents. "However," the PISA team found, "even when comparing students of similar socioeconomic backgrounds, those students whose parents regularly read books to them when they were in the first year of primary school score 14 points higher, on average, than students whose parents did not."

The kind of parental involvement matters, as well. "For example," the PISA study noted, "on average, the score point difference in reading that is associated with parental involvement is largest when parents read a book with their child, when they talk about things they have done during the day, and when they tell stories to their children." The score point difference is smallest when parental involvement takes the form of simply playing with their children.

These PISA findings were echoed in a recent study by the National School Boards Association's Center for Public Education, and written up by the center's director, Patte Barth, in the latest issue of The American School Board Journal.

The study, called "Back to School: How parent involvement affects student achievement," found something "somewhat surprising," wrote Barth: "Parent involvement can take many forms, but only a few of them relate to higher student performance. Of those that work, parental actions that support children's learning at home are most likely to have an impact on academic achievement at school.

"Monitoring homework; making sure children get to school; rewarding their efforts and talking up the idea of going to college. These parent actions are linked to better attendance, grades, test scores, and preparation for college," Barth wrote. "The study found that getting parents involved with their children's learning at home is a more powerful driver of achievement than parents attending P.T.A. and school board meetings, volunteering in classrooms, participating in fund-raising, and showing up at back-to-school nights."

To be sure, there is no substitute for a good teacher. There is nothing more valuable than great classroom instruction. But let's stop putting the whole burden on teachers. We also need better parents. Better parents can make every teacher more effective.

Response to Marine of the 53%


Open Letter to that 53% Guy

byMax Udargo



WED OCT 12, 2011 AT 09:01 AM PDT


Hello,

I briefly visited the “We are the 53%” website, but I first saw your face on a liberal blog. Your picture is quite popular on liberal blogs. I think it’s because of the expression on your face. I don’t know if you meant to look pugnacious or if we’re just projecting that on you, but I think that’s what gets our attention.

the rest



...Look, you’re a tough kid. And you have a right to be proud of that. But not everybody is as tough as you, or as strong, or as young. Does pride in what you’ve accomplish mean that you have contempt for anybody who can’t keep up with you? Does it mean that the single mother who can’t work on her feet longer than 50 hours a week doesn’t deserve a good life? Does it mean the older man who struggles with modern technology and can’t seem to keep up with the pace set by younger workers should just go throw himself off a cliff?...

HCR coming through for senors

AP Newsbreak: Medicare's drug coverage gap shrinks

LINK
WASHINGTON (AP) — Medicare's prescription coverage gap is getting noticeably smaller and easier to manage this year for millions of older and disabled people with high drug costs.

The "doughnut hole," an anxiety-inducing catch in an otherwise popular benefit, will shrink about 40 percent for those unlucky enough to land in it, according to new Medicare figures provided in response to a request from The Associated Press.

The average beneficiary who falls into the coverage gap would have spent $1,504 this year on prescriptions. But thanks to discounts and other provisions in President Barack Obama's health care overhaul law, that cost fell to $901, according to Medicare's Office of the Actuary, which handles economic estimates.

A 50 percent discount that the law secured from pharmaceutical companies on brand name drugs yielded an average savings of $581. Medicare also picked up more of the cost of generic drugs, saving an additional $22.

The estimates are averages, so some Medicare recipients may do worse and others better. Also, it's still unclear if the discounts will start to overcome seniors' deep unease about the law.

Concern over cutting Medicare to expand coverage for the uninsured helped push older voters toward Republicans in the 2010 congressional elections. Obama and the Democrats have been trying to woo them back ever since.

"For people with high drug expenditures, the 50 percent discount offers real savings," said Tricia Neuman, director of Medicare policy for the nonpartisan Kaiser Family Foundation. "It's certainly more helpful than no coverage at all, which is what they had previously."

More than 2 million beneficiaries already have gotten some help, discounts that have gone largely to middle-class seniors, because the poor are covered in the gap at taxpayer expense.

For retired elementary school teacher Carolyn Friedman, it meant she didn't need a loan to pay for drugs that keep her epilepsy under control.

"What a change for the better," said Friedman, 71, of Sunrise, Fla. "This year it was easier to pay my bills, whereas last year I had to borrow money to pay for my medications when I was in the doughnut hole."

One of her brand-name anti-seizure drugs cost about $370 in the gap last year, and the other about $270. This year Friedman paid about $150 and $130, respectively, for a month's supply.

Medicare covers about 47 million older and disabled people, and about 9 in 10 have some kind of prescription plan. Most rely on the drug benefit, also known as Part D, which is delivered through private insurance plans.

Beneficiaries have until Dec. 7 to change their drug plans for 2012. Consumer advocates recommend that seniors check their coverage during open enrollment to see if their current choice remains the best for next year. Many families start the process around the Thanksgiving holiday.

The coverage gap, a money-saving idea from a previous Congress, never has been popular.

It starts after an individual beneficiary and his or her drug plan have spent a total of $2,840 on medications for the year. Seniors are then on their own for the next $3,600.

Once total spending reaches about $6,440, Medicare's catastrophic coverage kicks in and beneficiaries pay only a token amount. Most people do not spend enough in the doughnut hole to qualify for catastrophic coverage.

Although few private insurance plans still cap the amount they spend on medications, Medicare's hole-in-the-middle approach is highly unusual.

The Republican-led Congress that passed the drug benefit under President George W. Bush was trying to balance coverage and costs, as many conservatives fretted about creating a new unfunded entitlement.

Supporters wanted all beneficiaries to get some initial benefit from the program, and they wanted to protect those with overwhelmingly high costs. The resulting compromise led to the doughnut hole.

Under Obama's health care law, the gap will be gradually phased down by 2020.

This year, the law provides a 50 percent discount on brand name drugs and 7 percent break on generics. Next year the discount on generics rises to 14 percent. When the changes are fully phased in, beneficiaries will still be responsible for their annual deductible and 25 percent of the cost of their medications until they reach catastrophic coverage.

If Republicans succeed in repealing what they dismiss as "Obamacare," the discounts would be wiped out as well.

Joan Gibbs thought her pharmacy had made a mistake. Her total cost for a brand-name painkiller in the doughnut hole came out lower than her co-payment earlier in the year, at a time her plan was picking up most of the tab.

"I reluctantly called the insurance company," said Gibbs, 54, who lives near Cleveland. "If they had made a mistake, I knew they would catch it sooner or later. I was very surprised that it turned out to be such a good discount."

Gibbs is on Medicare because of an auto-immune disorder and other medical problems that left her unable to work.

Other beneficiaries say it's still a struggle, even with the discounts.

John Robinson of Bel Air, Md., has diabetes and heart problems. A retired director of patient accounts for a hospital, Robinson said he runs up his credit card balance to pay for insulin, other medications and diabetic supplies in the doughnut hole.

"Thank God for credit cards," said Robinson, 71. "I thought it was better this year, but it still cost me more money than I had."

___

Online:

Medicare plan finder: http://tinyurl.com/2c6o5fh