Archives For education

If you’ve never been out with a large group of teachers, and I don’t mean five or six of them, I’m talking about 30 or 40 people, a word of caution. Teachers can drink so much that sailors would caution them to slow down and maybe have some water instead. The wildest parties that yours truly has ever witnessed were teachers’ nights where the people who have to deal with some of the worst local bureaucrats and your kids, put even the rowdiest frat boys to shame. But why do teachers needs to let loose so badly on a regular basis? Well, it’s mostly thanks to standardized testing, which is ruining their profession and their students’ learning potential. How? Well, let me hand it over to John Oliver’s model monologue on the subject, vetted by all the teachers I know, and confirmed to be absolutely, spectacularly dead on when it comes to this painful subject…

To sum it up, standardized tests are given far too much, they’re written very poorly and with no sense of how to ask age appropriate,  or sometimes even sane questions, graded by a random group of people recruited on classified sites according to a senseless standard, are pushed by clueless politicians and their appointees, and exist primarily for the benefit of testing companies, because they sure as hell haven’t improved education one iota. In fact, they did the opposite. If you ever dealt with anything in the world of education or academia, you’ll hear that if you teach your students well enough, there’s no reason why they shouldn’t pass a standardized test that’s supposedly measuring their educational milestones, or why you should focus on teaching to the test in the first place. But that only works when the tests are sane and appropriate, and you are not tying numerically impossible and ridiculous benchmarks to both student grade and teachers’ pay. When you peer inside the process, it quickly becomes apparent that the politicians and the test makers haven’t the faintest clue what they’re doing and when you point our their abject and borderline malicious incompetence, they resort to political invective about teachers’ unions.

To her the politicians tell it, the tests are fine, the benchmarks are fine, it’s those dang teachers who won’t get with the program because [insert list of imaginary teacher pay and benefits you’ll see on right wing shock jock blogs here]. But you see, most teachers care and most of them do want to help the kids. However, as those on the front lines, they see that the current tactics are not working and that in many other places in the world currently outperforming Americans on all sorts of educational benchmarks, standardized testing is nowhere near as prevalent. Why? The schools in other educationally high achieving countries get better funding, teachers get not just better education, but better pay and more autonomy because they just spent six years learning how to develop minds and are hired and treated as professionals, and the schools track pupils into possible career paths of interest early to give them a jump start on their future. The notable exceptions are Asian schools where students live and die by the test, but even there, there are far, far fewer than some 130 tests over the course of 14 years we currently have in the U.S.

So how exactly are students around the world doing better? Partly, many live in countries where schools have strict national standards and more equal funding across the board, the population is more homogeneous, and income inequality is less pronounced. This is important because the biggest achievement gap in education often boils down to poverty. And sometimes there’s good old fashioned cheating involved. Chinese students who are supposedly doing far better than all of their American counterparts are actually hand picked to be the only ones who count towards the country’s score on international achievement tests. While the rest of the countries taking the test count pretty much everyone, China insists on grading only its best and brightest. If the U.S. pulled the same trick, it would dominate the rankings since American students account for close to a third of the top performers on such tests. However, the problem still remains that for all the testing that was supposed to help identify and fix gaps, all we’ve successfully done is hand over tens of billions of dollars to testing companies because the average student is still performing at an exceedingly mediocre level that has now fallen on colleges to fix with an expensive remedial circuit of classes that nobody actually wants to teach, much less teaches well.

And there are even more bad news there as standardized tests are ruining even that as well. It may be disheartening to hear that after finally making it through the testing gauntlet before you finally get to college, you need to take yet another set of standardized tests to see if you need a few remedial classes. It gets worse when you’re told that you do in fact need them because the tests you took have the predictive power of a coin flip regarding your performance. Yet again, a test written by companies for a profit with little clue what to actually test points to a problem we’ll need to fix and when it does, politicians demand even more testing, more money, more classes, and oceans upon oceans of useless data. The more conspiratorially minded might even call the No Child Left Behind Act a stealthy giveaway to testing companies, but in reality it’s a symptom of a political culture in which a politician is supposed to be an expert in everything and have the appropriate media-friendly solution to every problem. Instead of actually parsing the issues, the lawmakers demand improvement and accountability, then help pass laws requiring both with no clue how to implement them. In come lobbyists who sell them a fanciful bill of goods with which non-experts can’t argue, and the experts who can lack the political pull to be heard.

As a result, the current American education system stretching almost into graduate school, is a product of the blindly ambitious leading the powerful but ignorant, pulled to the side by a snake oil salesman or two who sense that they can make money on the whole thing, all while telling us that they only want to help. But let’s be honest. Yes, the politicians at the top want to help as do those below them, I’m sure. However, the testing companies only give a damn about quarterly returns and profit margins, and because those politicians who want to help have no background in education, or have been out of it for so long they only have the faintest recollections of what it means to teach someone, are often clueless, they easily let profiteers sway them to pursue not the right course of action, but the one most profitable for the companies hiring the lobbyists. It’s a vicious circle. Ignorance breeds more ignorance because it doesn’t know any better. And as it runs schools into the ground, neither will the students whose formative educational years have basically been reduced to little more than filling in little bubbles with a number two pencil…

exposed brain

For those of you who haven’t read my post about social activism in the skeptical movement, or don’t remember it, I would recommend a quick refresher before proceeding. One of the biggest reasons why a pop sci blogger would be concerned with this topic is because such debates are spilling into college campuses at an alarming rate, and colleges is where we’re supposed to be, at least in theory, minting future scientists and public intellectuals. How ready and willing they’re going to be to challenge their minds, hear contradictory ideas, and tackle tough questions many find painful to discuss or that have no easy answers, will shape how and even if they’ll have any tangible impact on the world around them. Don’t get me wrong, I certainly don’t want to censor, discourage, or outright antagonize social justice activists, I want college students to hear what a passionate activist has to say about a topic. What I will advocate against, however, is making all of college so safe emotionally and potentially physically, that it borders on the absurd.

Here’s a prime example of this. In a bid to respond to the scandals surrounding colleges’ role in their students’ sex lives one university is seriously mulling imposing a ban on women entering a fraternity between 10 pm and 3 am. Sororities objected of course, and with good reason. You’ll never solve a problem by restricting people’s freedom of choice and movement and it’s such an amazingly tone-deaf and dehumanizing idea to think that it’s fine to basically punish women just to avoid bad PR instead of dealing with widespread binge drinking which contributes to most of the cases they’d like to avoid at all costs. But that’s how bureaucrats think. If drunken fraternity hookups cased trouble, let’s just ban events where such situations occur. Easy fix and no need to dig deeper, right? Wrong. It’s just one more a clear signal that colleges are dropping the ball and failing their students, morally and educationally. How exactly is a topic for several upcoming posts, but think of this as a taste of how college administrators “problem-solve.”

life cycle

Despite what many readers might think, the only reason why the politics I advocate on this blog come across as fairly liberal is because nowadays, ideas like better education funding or public competitions for worthwhile government contracts to improve our infrastructure or advance the scientific and engineering engine of an advanced economy are now considered lefty goals. Not too long ago, all these things were being promoted by Republican politicians as answers for the future in which automation and globalization were devouring jobs, but now it’s the liberals ready to at least talk about doing both, particularly about making public colleges free by closing some corporate loopholes which allow huge corporate behemoths to avoid paying billions. If just like these companies say, we need more and better education for their future employees, let them put some skin in the game and put up the required $30 billion per year out of the $2 trillion that sits in overseas bank accounts, or has been deducted from their taxable income.

Now we don’t have to get punitive and I’m sure we can work out some deal by which American companies doing business overseas get to claim taxes paid to the countries in which they have been doing business as a deduction, or even some sort of massive tax holiday to encourage a major asset migration. Better still, we could even let companies get deductions and tax credits if they directly invest in colleges as they’re moving their money over. The point is that with literally trillions involved, surely 1.5% of that could make it to colleges. We’re basically insisting on every student going to college in order for them to get gainful employment, why then make college an expensive, life-hindering proposition? We’ve given students 12 years of free schooling and now we’re going to make them pay through the nose to get a job that keeps them worrying about an extremely toxic, non-dischargeable debt? That’s just asinine and transparently predatory.

While I’m sure college loan companies will protest all of this bitterly because public colleges are no longer going to be a steady income source, it’s hard to feel sorry for them, much like it’s not easy to have compassion for a loan shark losing his business to a new community bank. And a even though a few million dollars from them can definitely bolster a campaign, the ire of future voters who remember you as the politico who voted to keep them trapped in debt they had very little choice but to take, is going to matter a lot more come election time. So there is momentum behind this issue, and as the college loan bubble expands, expect the issue to get raised again and again. Free public colleges won’t happen overnight, but there’s way too much pressure not to do something to make them easily accessible. It’s really the only way to move our otherwise battered and deeply unequal economy towards sanity. But there is a big catch.

Before we even consider making public colleges a free service for high school students with the grades and skills, we need to have a conversation about what the successful college education should look like and how proper accreditation should work. If we don’t, we risk giving away that hard-won cash to institutions what will waste it on ads, put little towards education, pocket most of the remaining funds, and do a massive disservice to their students over the long run. We can already make a huge step towards free public colleges by shutting down for-profits, which leach billions of dollars from the government and spend close to four times as much on branding and marketing than they do on actual education, which shows when their students pay tuition on par with Ivy League schools, but have a 22% graduation rate and an 18.7% loan default rate for the two thirds of their students who have to take on loans to be able to attend.

We also need to figure out what gainful employment looks like. Again, we do understand that it should be a job that can pay the bills and gainful employment rules caught the aforementioned for-profits counting working part time at a fast food place as gainful employment to avoid fines and legal actions. But traditional colleges have similar problems, with half of their grads ending up underemployed and in debt. A lack of debt would definitely help already, but if we are going to be paying for their education, we need to make sure it actually leads somewhere. This would also mean ending the now decade-long issue of companies and colleges talking right past each other on what should constitute a proper degree program by agreeing on a set of standards by which degrees should be judged. Making college education free is a great idea, but there is so much potential for it to go wrong that we can’t simply insist on free colleges, we need to design better college educations and then fund the best and most viable programs. Anything less is a politically suicidal and economically non-viable misuse of $30 billion per year…

future highway

As I said before, we really want the Musks and Gates of the world to keep investing exactly the way they’re investing now and we want to keep on encouraging their choices through every tax credit, rebate, and whatever other enticement we can think of. Then we need to take that cash and start pouring it into the sciences and education. Why? Because the biggest reasons those knocked out of the job market by machines and outsourcing will not be able to find new, steady work are a) one-way globalization by nations happily trading goods and services, but severely restricting the flow of labor, and b) lack of skills for new careers and the prohibitively high price tag of acquiring relevant credentials. The former is very, very hard to solve because it’s asking certain countries to put the good of the world above their self-interest, which is political suicide for their leaders. The latter, on the other hand, is something we can take on quickly.

Right now, the typical new degree requires about $18,000 not including books, fees, and living expenses for the next three to four years. And by the time you graduate, your job may already be made obsolete by a new app or maxed out by existing candidates. You’ll also have trouble with getting enough experience in your new chosen field for employers and end up having to work an unpaid internship position just to put something on your resume. Oh and your student debt could only be dismissed by an act of Congress or an alien invasion, and given the current political climate, I would bet cash money on the aliens. Although I’m sure Sally May would keep their employees hounding debtors even while buildings around them are being mowed down by the invaders’ lasers until the bitter end, knowing how they typically operate…

This is an asinine state of affairs. We need something closer to formally accredited certification programs and really, really consider making the college degree optional again for fields which honestly don’t involve specialized knowledge requiring years of theoretical study. If we sponsor enough universities to offer them for affordable sums and actually do job training programs with major companies, we’d be giving millions of people displaced by machines new chances in life. There are trade schools and community college programs that try to fulfill this function already, but there aren’t enough, too many are just predatory scams, and too many HR departments will scoff at these credentials when they see them on a candidate’s resume. We need to tackle this as directly as possible because even management experts consider the way companies hire to be often broken and completely illogical, often indicating a management problem.

We also need to take our education system seriously, easing up on standardized testing across the board and setting our sights on helping students discover what they really want to do in life as they’re getting their general education, providing chances for real world experiences in their fields of choice. When they can see what their lives would actually entail if they choose to follow their dreams, they’ll make better choices about how to peruse them rather than play education poker with a college which views them as customers receiving a product for which they borrow many to pay and expect a bang for their buck, not students to be educated so they can acquire a career by employing the theoretical framework their professors give them.

The common thread in all this is of course lowering the financial and time commitment bars for getting to work and learning new skills as they are needed by the marketplace by getting rid of nonsensical requirements that don’t actually help students or adults looking to make a change. Not only would it help them immeasurably, but they could give them a chance to explore their potential, try more new things in life, and live up to their aspirations without sticker shock. Yes, we could try to create some sort of minimum national income for all citizens as some suggest, but other than the many social questions this idea raises, questions we’re obviously not ready and willing to answer, passively reacting to a decline in jobs and income growth for the 99% by widening the social safety net and hoping that we can change things by doing exactly what got us into this mess in the first place, this approach would kill the potential of millions.

Today we’re snuffing out engineers, writers, doctors, and designers by under-educating them the first 12 years of their schooling, bilking them the next four, and subjecting their resumes to death by a thousand keywords and buzzwords. Just giving them some money while placing all their goals even further out of reach isn’t going to do any good whatsoever. What we need is a lot more moon shots, crazy inventions, and government aided competitions for solutions to our big problems; big picture thinking that asks “what about tomorrow?” rather than “how do I make a buck today?” We got into this mess by taking the easy way, by assuming things won’t change. More of the same solutions to our problems, like Piketty’s wealth tax, or standardized testing, or more lopsided free trade deals, or pouring our money into another bubble, won’t get us out. We need to rethink our priorities and focus on investing in a new post-industrial world where basics like education, wealth, and jobs, aren’t just zero-sum games.

minimalist office

Generally the informal rule around Weird Things is not to persue the same topic two days in a row, but there are always exceptions, especially in the case of hard data that brings the points discussed the day before into better focus. So while yesterday we talked about the mismatch in what science advisers recommend to the government about the job prospects of STEM grads and what really happens, today we’ll peek at the other side of the debate. As noted previously, one of the reasons why companies today claim they can’t find qualified employees is because they believe that the only qualified employee is one who has done the exact job the position for which they’re hiring entails and anything other than that is an unwarranted gamble. But they’re also very down on colleges overall, with more than half saying that they have trouble finding an applicant pool worthy of their time and dinging the grads’ communication, critical thinking, and problem solving skills in a way that makes it sound as if colleges hand diplomas to anyone.

And yet, amazingly enough, some 93% say that college graduates work out well and make fair and good employees, with the good employee designation being awarded to college graduates more than twice as much as fair to boot. Likewise, more than half believe that a college degree, especially the four year kind, is just as important as it was five years ago, if not more, and about two thirds will refuse to wave any educational requirement before reading a resume. So to sum all of this up, colleges are churning out barely literate, functionally useless candidates who can’t find their way out of a paper bag and are way over their heads when applying for a job, and yet they become good employees and college education is an extremely important qualifier during the hiring process. Wow, and the companies that took this survey criticize college students for a startling inability to communicate since these results are completely contradictory when taken at face value. But you see, there’s an underlying thought that clears up these odd results.

One of the more frequently cited complaints by companies is that college graduates can’t jump into a new job and hit the ground running. Now, this would make sense since colleges teach the theory, the basics, and the science behind something, not necessarily how to do a specific job function, and argue that it’s not their job to do so and never has been. To companies who don’t want to spend money on training, internships, and long term commitments to their employees to mold their workforce over years rather than the quarterly reports, this is unacceptable. They do want college graduates and they do want the colleges to give them the basics, but they’re also looking for colleges to become high end vocational schools. The graduate they want to hire out of school doesn’t just have good grades but can plop behind a desk and use industry standard tools when shown to his or her cube. So when a newly minted computer science grad can’t get into a chair, load up, say Visual Studio, and start weaving a UI with jQuery and Knockout, they think that colleges have come up short in their duty to produce qualified workers.

We can go back and forth about all the issues in higher education today. We can talk about all the useless degree programs, the high profile terrible advice given to young students, the fact that not everybody needs to go to college, and that the current college system can actually stall your career if you don’t balance your degrees and work history just right, and we should try to address the downright predatory and unfair system of student lending in place today. But even though these discussions need to be held to fix the problems we’re facing in colleges, perhaps the most important discussions we need first and foremost are negotiations between academics and companies that hire their students. Certainly colleges do fail some graduates and I’ve seen perfectly bright and intelligent students left years behind the industry despite going to schools with good names and reputations, given unrealistic expectations of what their degrees would do in the real world. At the same time, for companies to force students and parents to pick up a big tab for specific job training and turn professors into underpaid corporate trainers is absurd.

We need to move past nebulous qualitatives and settle some real requirements for what we’re trying to expect from a college education, honestly aware that the system cannot be all things to all people and there needs to be a balance between learning the theory and learning a job. And if we can accomplish that, students will have an easier time deciding their majors, paying on the loans they took out to go to school, and then getting jobs after they’re done. Maybe companies will have more realistic expectations of what colleges can do for them and start training people, just like they did in the good old days, when employees were a lot less disposable than they are today and new hires were expected to grow with the company and expand their skill sets instead of performing the required units of work to then move elsewhere. A good way to start this sort of debates would be to think through the system from the viewpoint of a student rather than how to hit a macro metric that could easily be changed by the powers that be…

mass media advice

Nature recently published a thorough look at Norman Augustine, an engineer who now advises political bigwigs on how to allocate research and development dollars for scientific ventues. A lot of his recommendations are praised as overdue, common sense, and essential. But there’s one nagging criticism that emerges every time. Augustine argues that the United States needs to get more STEM students from around the world because the United States can’t compete with entire armies of new engineers and scientists emerging from China and India. Sounds like good advice as well because science is fundamentally a collaborative process and the more ideas germinate and can be tested, the faster we can advance the task of acquiring and applying the brand new knowledge universities and research labs are supposed to produce. Unfortunately the data that lies under this recommendation appears to be fundamentally flawed…

The first version of the report ended up including at least one major exaggeration: that China graduated nearly ten times more engineers than the United States (600,000 versus 70,000) — a comparison used to argue for increasing the number of scientists and engineers in the United States. But the Chinese data probably included two-year technical degrees whereas the US figure did not. The error “contributed to the alarm quality of the report”, says Michael Teitelbaum, an economist at the Alfred P. Sloan Foundation in New York… “I don’t know of any serious analyst with an open mind who has concluded there are shortages in the science and technology workforce,” he says. In fact, many US scientists and engineers were struggling to find high-quality jobs in academia and industry, a trend that continues today.

Whoops. True, the "serious analyst with an open mind" part sounds a lot like a fallacy because there are analysts who disagree that there are enough STEM grads in the United States, but the problem of scientists and engineers being unable to find jobs is very real. We churn them out in significant numbers but companies don’t want to hire them because they’re too busy looking for perfect fits into their exact jobs, not transferable skills, and severe budgets cuts in higher ed can leave PhDs on food stamps. Which brings us to the real dilemma in American STEM disciplines today. Students often take on huge debts, study for 6 to 8 years for a shot at a $35,000 a year post-doc by professors who believe that it’s not their duty to prepare them for jobs, then with an immense debt burden and little pay face companies who refuse to hire them because they want someone with three years of very particular experience for an entry level position or prefer to offshore the positions to save money up front despite the often mixed results.

Augustine’s voice joining major tech companies who support massive offshoring and H1-B visas, which are dominated by a small clutch of Indian consulting companies, only makes the problem worse for the STEM grads. Now not only can they not find work, but they’re being told that we’re not graduating enough scientists and engineers and need to import them from abroad. What an incredibly cruel, mixed message! We have the best universities in the world. Only they don’t get enough STEM grads through the system and those they do are apparently unfit for work, while a technical college half a world away apparently churns out a surplus of the STEM grads we want those being produced by the world’s best colleges to be? Now, it is just me or does this make no sense whatsoever? Do the people who advocate this line of debate really research the quality of the data they use? Or do they simply brush it aside and assume that the complains about a lack of properly qualified STEM workers is the honest truth of companies with no ulterior motives?

overheated mouse

As an old expression teaches us, when you have a hammer, all your problems look like nails, so it’s no surprise that Silicon Valley bigwigs interested in improving education quickly turn to coding and training kids for future computer science jobs. Really, that’s pretty much all they know and they were very successful, so surely the answer to our nation’s economic and educational woes can be solved by teaching everyone how to code, from toddlers to marketing executives, right? According to the brothers behind the Code.org project, computer science classes would remove the need for tax hikes and spending cuts currently being debated into oblivion on Capitol Hill, as well as make countless workers immune to outsourcing. Just so you know how seriously they’re taking the need for coding in schools, here’s a money quote from the article that details exactly how they plan to fix schools and reclaim economic prosperity with programming classes…

[Hadi Partovi] told me “It’s a challenge that our country needs to face.” Some of these gaps are because schools don’t treat computer science the way it should, and they don’t recognize coding as an essential skill, like reading and writing is. Partovi has taken this on as his personal goal, as well as the goal of Code.org.

How can I put this delicately? You need to be able to write your name to function in society. You need to be able to read signs to get anywhere on your own. You don’t need to know how to write recursive JavaScript functions to get a mortgage or apply for a credit card. You don’t need to be able to write an implementation of Djikstra’s algorithm in Python to find your way around town. I’d say it would be great if you could and more power to you if you enjoy working with graph theory as it applies to the real world, but we have GPS devices for that, and they’re already built to find the most efficient and practical routes to your destination. We also have maps and street signs, which require that you know how to read rather than how to code. Schools don’t see coding as a critical life skill because it’s not. It’s an essential skill for programmers, but for some odd reason, some members of my profession in Silicon Valley tend to forget that not everyone out there is a programmer, and not everyone wanted to be a programmer since childhood.

When basing essential skills on one’s own career, we could argue that plumbing, woodworking, accounting, or electrical engineering should rank just as highly as basic literacy. Pipes leak and taxes need to get done, not to mention that homes can have bad wiring and people need some furniture around the house, and you can definitely make a living doing any of these things as a full time professional. But when was the last time you had to lay new pipes in your home? Or the last time you had to fix the wiring in your office? Or built your own furniture? It’s impossible to be skilled in everything and every useful job can lay the same exact claims made by the Partovis as to why they should be given outsize attention and resources in schools. But hold it a minute, say the Partovis, by 2020 there will be a million IT jobs with no one to fill them. Imagine the benefit to our economy if we found a million high paying jobs for computer science students immune to all outsourcing, trained for their first day of professional coding code since grade school.

Yeah, about those million jobs. This assumes a straighline projection in which computer science jobs grow at twice the national average without a hiccup for seven years and that none of them could be outsourced. It could be possible that IT jobs will keep exploding, but considering that a few Indian firms have an enormous IT consulting footprint and has convinced many a CEO and CIO to ship countless programming jobs overseas or hire their coders, the idea that these jobs are here to stay isn’t a given. If anything, fewer projected workers would give them an incentive to crank up outsourcing rather than invest into education at home. Why? Because it’s cheaper on paper, despite many a well justified warning about the unreliable quality of code that comes back. It would also be a good idea to keep in mind that schools are now being graded mostly by high-stakes testing, and while teachers are being told to teach their students how to take all the mandatory tests and score well enough on them not to defund the schools, they’re probably not going to be all that keen on incorporating computer science into the curriculum.

Likewise, the assumption that colleges will continue to churn out the same number of comp sci grads over the next seven years doesn’t seem plausible to me. In late summer and early fall, as colleges were getting ready to start a new academic year, hardly a week went by without e-mails and Facebook messages asking what I thought about computer science as a major, referring to some friend or cousin who has an IT job and seems to be doing very well. People are well aware that computer science is a lucrative field with a lot of demand. But the truth of the matter is that not everyone can be a programmer and that not everyone wants to be. Trying to create armies of coders by going out of our way to show how supposedly easy and fun it is doesn’t mean that more people will choose it and if the only reason why they’re going into the field is for the size of their expected paychecks, they’re not going to like the field and either quit or be ran out of their city’s IT companies in a hurry. Better education for the nation begins with reigning in testing for the sake of testing, and with more time to explore and study science, not by plopping kids down in front of a computer and telling them how programming is a crucial life skill when it’s not.

new world order

A while ago, a seemingly harmless opinion article about digital currency on a current events site provoked a flood of conspiracy theorists claiming that digital money was a tool for the New World Order to track down those they didn’t like, or that it was one of the signs of the End Times which were described in Revelations. Considering that the Illuminati probably don’t care about how you spend your time and money while planning global domination and whatnot, the odds that digital money was going to make you a target for the NWO seem rather slim. But there’s another news-making Mark of The Beast out there, according to a Texan high school student, an RFID tag to track attendance and make sure that a certain district gets its daily allotment per student. When she refused to wear it, the school suspended her and told her parents she should either wear a tag or find a new school. The parents were quite obviously furious about what they see as major violations of their freedom of religious expression and the legal manure soon hit the fan.

Considering that equating the mark of a demonic creature most historians say serves as a rather heavy-handed metaphor for Roman emperors, with an RFID tag in a badge seems hyperbolic at best, there is a very valid issue in all this. There’s significant potential for abuse if you can track the movement of every student at will and if the webcam case in Pennsylvania is any indication, administrators will abuse their privilege and law enforcement will decline to punish them, which really makes the mind boggle because the administrators in question took hundreds of candid pictures of students involved in various stages of undress and the FBI would’ve had a very solid child pornography case on its hands, one they should’ve made and prosecuted. What will RFID tags reveal about students’ habits and will administrators drunk with newfound power abuse this information to met punishments that cross the line? As the above-mentioned case shows, the only way to prevent that is not to give the administrators this information in the first place.

I suppose one could argue that millions of adults wear RFID tags in their ID badges for work and seem no worse off for it. But adults choose to work at a place that tracks their movements. High school students have very little say or choice in the matter and for many, moving to new districts may not be an option and if it is, an unfair one at that. For conspiracy theorists who ran with this story in InfoWars, this disregard for students’ rights is just the latest reminder that schools exist as brainwashing factories for the powers that be, an long held idea that both left wing and right wing conspiracy theorists believe. But the real issue we need to address is why this idea was not vetted with the public before it was implemented and what it says about how schools view how to educate their students. Are the kids and teenagers entrusted to them merely id numbers, exam and standardized test scores, and fund sources? How quickly the administrators wanted to tag their students and how they reacted when one said no seems to say an awful lot about how that school district views education and its students, and what it says is not encouraging.

unemployed lego clone trooper

Say you’re an employer in today’s economy and you’ve reached a point when you need to hire more people to meet customer demand. Considering the high unemployment rates and the most educated workforce on a quest to either get hired or advance their careers, the absolutely last thing you could complain about would be a lack of potential employees, right? Surely there must be plenty of people you can hire, many of them with the kind of skills you can use and out of a job through no fault of their own. And yet, the biggest complaint that some 52% of businesses constantly voice is a supposed lack of employable candidates with the right skills, and this complaint sent many a politician and activist looking for a solution to an educational crisis. But a new book by Peter Cappelli, an expert in management at one of the nation’s top business schools, lays out a case that it’s not the potential employees that are the problem, it’s the employers’ unrealistic expectations and a stunning lack of vision and imagination that are to blame for their hiring shortfalls. And it’s a strong case…

We all know people who have impossibly high standards for a romantic partner. We’ve all met the guy whose insistence that he will only date professional, doe-eyed underwear models with doctorates in particle physics from an Ivy League institution had us rolling our eyes. And we’ve all heard the girl whose dreams of a perfect, tall but not too tall and handsome but not too handsome modern day knight in shining armor made us doubt she’d ever even manage to have a relationship. Cappelli argues that from what he’s seen, many companies today behave just like those characters, seeking only the perfect employee and refusing to either train a new generation of workers, or raise the wages to attract the employees of their dreams. And since they either want an employee who’s been doing the exact job for which they’re hiring for at least three years at a competitor, or will train someone overseas how to do the same job for half the pay, they either end up competing over a very small number of people working for their competitors or hiring for the short term while plowing cash into new overseas ventures that can quickly become a massive liability due to many, many factors. This is not a gap in skills or a deficiency in education on the workers’ part, concludes Cappelli. It’s bad management.

And there’s more. There’s an ongoing boom in vocational schools and medical and tech related fields, so the supposed massive shortage of STEM workers may well be overblown, and we actually do have just enough scientists and engineers out there. However, employers are refusing to pay them adequately and expect them to have not just work experience in the field, but a very specific kind of work experience. Forget the much talked about “transferrable skills” from past careers. No one wants to hear about them. Even worse, while you might be the golden candidate now because you’re applying for the same job at company after company, you’ll have trouble moving up the career ladder because those hiring you want you to keep doing the same job that you’re doing now, not advance into new roles. Or your job could fall out of favor and you’ll find yourself unemployed in short order, and you’re likely to stay unemployed because employers are now often discarding resumes from those who lost their jobs, often assuming that if you were a good employee, you would still have your job, and if you don’t, this means that you simply weren’t valuable or good enough to keep. How do you combat such an obsessive, all-consuming myopia? And why do we allow the employers who refuse to hire anyone but dream candidates get away with blaming the workers for not living up to their wildest hopes and dreams?

What if we were to continue to follow this game of musical jobs? Employment wouldn’t grow much without an occasional economic bubble to prop up job creation, workers would constantly have to change careers in the attempt to keep up with the latest fad, amassing degree after degree and mountains of debt gambling on the latest major they undertake paying off into a job, wages would remain stagnant, and employers would still be complaining about a lack of qualified candidates, using the term “qualified” as a synonym for “perfect in every single way.” They’ll keep outsourcing, creating economic bubbles elsewhere and spending billions on efforts to manage the liabilities of sending work thousands of miles away to a group of people they barely know, in a country that will more often than not employ protectionist measures that allow former subcontractors to build their own versions of the companies that once employed them with their bosses-turned-competitors footing the bill for their creation and growth. This is an unstable, unsustainable trajectory, but unfortunately, it seems to be the trajectory we’re following, assuming that the market knows best even when it never did…

After years of warnings about low graduation rates in STEM disciplines from tech companies and DARPA, the call for more enrollments in scientific and engineering programs, and better, more science-centered primary schooling is being echoed across the media. It seems that the United States has been lagging behind and a new influx of chemists, biologists, physicists, computer scientists, and engineers is urgently needed to drive the economy and keep the nation from falling farther into the economic doldrums. To aid in that goal, the Bad Astronomer is writing inspirational paeans to experimental learning, and everyone is being urged to learn how to write code for the sake of our future. What’s so bad about outreach meant to inspire kids to put on lab coats or tinker with robots so when they grow up, they can quite literally build and grow our future? Ordinarily, I would say "not a damn thing" because the more people study how to apply the scientific method, the more we can inject rational debates into our currently badly suffering and appallingly hysterical civil discourse. But if we encourage them to peruse a scientific career without any changes to the system, things may end badly.

Here’s the dilemma. We value scientific education and expertise but we don’t seem to want to pay for it. When you go through the occupational reports and projections by the BLS, you can optimistically gather somewhere around a million scientific jobs if you don’t restrict yourself to only the occupations requiring a PhD. How could that be? What about all the colleges and large companies with R&D departments? Well, colleges don’t need hundreds of physics professors per department, they only need a small handful. Big companies also need a handful of researchers at best and many can’t afford them or aren’t willing to boost their R&D budgets since a department which doesn’t consistently produce a reliable stream of profits by its very definition looks less like an asset than a necessary evil on a quarterly report and elicit grumbles from impatient investors. A handful in this college and a handful in that lab and a handful in a few companies only makes a few handfuls. So with a lot of scientific jobs being few and far between, it’s insanely difficult to land one and when you do, you have to fight to keep it or you’ll be quickly pushed out because without constant breakthroughs or popular papers, a department chair or executive will want to give another of the thousand applicants for your job a shot.

On top of that, while compensation for PhDs in STEM fields reaches between $70,000 and $110,000 per year depending on their profession and experience, most post-docs have to make do with $35,000 a year at most and assistant jobs are not exactly the best paying scientific ventures. In fact, the only STEM fields that’ll reward graduates are computer science and engineering, but only because there are many companies in need of an engineer or a programmer on a constant basis and they’re highly unlikely to do any sort of R&D while they are employed. As I mentioned before, the market for professional IT workers is approaching 1.5 million jobs and the market for computer scientists is approaching 35,000 in the same time frames. So we’ll inspire all those young, eager, new STEM graduates into what exactly? Tiny job markets, 1 in 1,000 odds of being hired, and a career unlikely to last past their late 40s or early 50s? Who would want to subject themselves to it? Yes, there are a lot of people who just want to do what they love and aren’t worried about becoming millionaires. I really, really do get that. Unfortunately, love doesn’t pay the bills and we’re not talking about not being able to go on a luxury tour of Europe in a hypersonic train, or whatever it is that’s all the rage among millionaires these days. I was talking about paying the rent and paying down those often downright predatory college loans.

Just like we’re finally discussing that a college degree is no guarantee of financial stability despite being very aggressively pitched as such for more than two decades, and that far too many undergraduates have little in terms of income and too much in terms of debt while there are PhDs subsisting on food stamps, we really need to get realistic about the effects of a STEM boom based on little more than supportive rhetoric. Is minting more scientists a noble pursuit? Absolutely. But to insist on educating them through test-based droning, then send them through as many as eight years of grad school to throw them into a market with endless demand for cheap and highly educated assistants but room for only a small handful of researchers and experts, would be a huge disservice to the kids we’re now trying to inspire to peruse STEM fields. We have to change how we educate kids and refuse to allow testing as a crutch for politicians to pretend they’re actually doing something to improve schools. We have to fund more scientific pursuits and treat grants and productive research not as an expense but an asset. We have to create more jobs for PhDs and provide incentives to invest in research, whether it’s with tax breaks or credits, or by offering government competitions for contracts the way NASA has been doing with its COTS program. Yes, we need more STEM grads. But we need to treat them well too.