Category Archives: Education

Biden’s Student Loan Plan Isn’t Just Bad Economics; It’s a Political Time Bomb

President Biden’s student loan forgiveness plan has inspired criticism from both sides of the political spectrum. The right decries the unfairness to those who either paid off their student loans or worked their way through college without them. The left says the $10,000 ($20,000 for those who received Pell grants) is not enough to make a significant difference for most people struggling with paying back the loans.

But the one-time, lump sum forgiveness is only the tip of the iceberg on what Biden’s plan will do. The changes to the income-based loan repayment policies are much more significant and will create far more perverse incentives. Peter Schiff did an excellent analysis of this on a recent podcast.

The Obama era reorganization of student loans under government control set limits to the percentage of discretionary income one would have to pay. Borrowers were capped at a payment of 10 percent of all income over 150 percent of the poverty level. Any remaining principle after 20 years of those payments was forgiven.

Biden’s plan makes the following changes:

Discretionary income is redefined at income over 225 percent of poverty level

The percentage cap over this level is reduced from 10 percent to 5 percent

The maximum repayment term is reduced from 20 years to 10 years.

An example given on the White House’s fact sheet says, “A typical single public school teacher with an undergraduate degree (making $44,000 a year) would pay only $56 a month on their loans.” That translates to just $6,720 over the entire ten years the schoolteacher would be liable to make payments.

$6,720 is a mere 11 percent of the maximum total loan ($57,500) allowed to obtain a bachelor’s degree. The schoolteacher would be forgiven 89 percent of the principle and all of the interest under those circumstances.

For those who choose to pursue a graduate degree, the total loan amount allowed rises to $138,500. While it’s unlikely a graduate with a master’s or doctorate would earn that little, it is certainly not unheard of these days. In that case, the borrower would end up paying a mere 4.8 percent of the principle and none of the interest over the ten years.

The White House fact sheet provides a more likely scenario for those with advanced degrees. “A typical nurse (making $77,000 a year) who is married with two kids would pay only $61 a month on their undergraduate loans.” $77,000 is also a decent estimate for the average assistant professor or education administrator during the first ten years after graduation. That graduate would pay back just $7,320 or 5.2 percent of the principle and none of the interest over ten years.

As Schiff points out, not only does this incentivize people to max out the amount they borrow to go to college, it actually incentivizes people to pursue degrees with lower returns on investment (ROI) since that is where the maximum loan forgiveness occurs. Those who obtain STEM degrees equipping them to earn much higher incomes will pay a much larger percentage of the debt they incur.

Schiff’s analysis concentrates on the atrocious economics of the plan. But there is also a political element no one is talking about.

In another especially interesting podcast, Ryan McMaken and Tho Bishop discussed the “awakening” of the right to the fact the state is not necessarily their friend, not even those institutions within the state (law enforcement, intelligence, the military) they have typically revered.

To paraphrase part of their discussion, the 20th century myth that elections are a time when all Americans “come together” to make important decisions is giving way to what they described as the more realistic, 19th century perception: that politics and elections are about seizing power and using that power to help one’s friends and hurt one’s enemies. The Biden student loan plan couldn’t fit this framework better.

Obviously, no one who has the desire and ability to get into medical or engineering school will opt to pursue a degree with lower ROI simply because they will have to pay less of their loan principle. But the reverse is definitely true. Someone who might otherwise forego an advanced degree in sociology, education, or the much-maligned gender studies will now have a virtually irresistible incentive to enroll.

Guaranteed student loans themselves have grossly expanded academia and inflated the cost of higher education, even before the government took over and removed what little market discipline remained. The ratio of administrators to teachers and students has also exploded, providing jobs for the otherwise useless advanced degrees in education administration.

Biden’s plan will allow tuitions to make another leg up in price, underwriting another explosion in professors, administrators, and students who otherwise might be forced to do something more productive. And the political views and loyalties of that combined population is close to uniformly leftist. Economics departments were once exceptions to the rule. Increasingly, that is no longer true.

While it is virtually impossible to complete a university degree in any major without being exposed to a certain amount of leftist indoctrination, it is most intense in precisely the fields of study most likely to grow the fastest under Biden’s new plan. It will not only reward his friends but grow their ranks exponentially.

The Republican Party remains viable in American politics solely because of the federal system. Were decisions made based purely on a simple national majority, all decisions would be made by the Democratic Party. President Biden’s student loan plan has the potential to produce enough left-leaning voters to overcome those federal constraints. If Republicans want to remain politically relevant, they need to dismantle this monster at their earliest opportunity.

Tom Mullen is the author of It’s the Fed, Stupid and Where Do Conservatives and Liberals Come From? And What Ever Happened to Life, Liberty, and the Pursuit of Happiness?

Biden’s Student Loan Bailout is More Proof the Government Doesn’t ‘Invest’

President Biden today announced he would forgive up to $20,000 in student loans for people making less than $125,000 per year, with several other qualifications determining the amount each applicant is eligible for.

Biden’s political opponents have raised very reasonable objections to this politically motivated favoritism just over two months before the mid-term elections. What about people who paid off their loans? Why only student loans and not others arguably taken to underwrite more productive efforts than women’s studies or French poetry?

Why does someone who borrowed money to start a profitable business that employs people have to pay back its loans when someone who works a tax-subsidized job does not?

While calling out such blatant vote-purchasing for its violation of equal justice under the law and other statist dogma is perfectly valid, let’s not forget the economic law demonstrated by this bailout: the government cannot “invest.”

Politicians love to use that word for its wealth transfer schemes. “Invest in infrastructure,” “invest in working families” (which families don’t work?), and, in this case, “invest in education.”

Merriam-Webster dictionary provides two relevant definitions for the word “invest.” Government-guaranteed student loans doesn’t meet either of them:

1: to commit (money) in order to earn a financial return

2: to make use of for future benefits or advantages

Had the government’s “investments” in student loans met the definition of the word, there would be no need for a bailout. The money spent on tuition would be paid back out of the additional earnings students realized over and above what they would have earned without going to college.

That they not only aren’t in the black based on additional earnings to what they would have earned with a high school diploma, but can’t pay the loans back at all, should end once and for all the ability for politicians to claim they are “investing” in anything.

This excludes all the student loan borrowers who can pay back their loans but now will shift some of that burden onto others. Doctors, lawyers, university professors, and other affluent debtors will force plumbers, taxicab drivers, and construction workers – not to mention other doctors, lawyers, etc. who worked their way through school without student loans or who already paid them back – to pay their debts.

The grand experiment with government “investing” in higher education has produced two returns: people who can’t earn enough to pay back the loans and people who can but choose to force somebody else to do so.

All the same arguments against student loan bailouts can be made against public education in general. Why are homeowners forced to pay for public schools whether they use them or not, while wealthy renters pay nothing? Why is the service called “education” Sovietized in the first place? Is there something special about education that makes the government owning its means of production successful?

Of course not. Just look at the results. The more the government has “invested” in education, the less literate and numerate graduating students have become. Like every government-provided service, the cost keeps going up and the quality keeps going down.

Education, healthcare, infrastructure, transportation, the military – they are all the focus of massive government “investment.” And those investments all continue to produce the same returns: skyrocketing prices and plummeting quality.

Everything the government does is Afghanistan.

Investors in the private sector aren’t better people. They merely work under different incentives. When private sector actors invest, they stand to lose their own money. This powerful incentive doesn’t produce perfect results, but it produces infinitely better results than government spending. And when private sector investments go bad, no one else is forced to pay for their mistakes.

That is, unless one is on the Christmas list of the ultimate government investor, the Federal Reserve System. Its “investments” in stimulating the economy are the most damaging of all, producing steadily rising prices, artificial booms, disastrous busts, and more and bigger bailouts over time.

We have no choice but to pay for Biden’s latest vote buy. But let’s not let him or any other politician continue to call their loot distribution “investment.” Doing so should be tried in The Hague as a crime against veracity.

Tom Mullen is the author of It’s the Fed, Stupid and Where Do Conservatives and Liberals Come From? And What Ever Happened to Life, Liberty, and the Pursuit of Happiness?

What if school shootings are caused by drugs instead of guns?

adderallWhat if the entire schooling paradigm of having children sit at desks for 8 hours is especially unnatural for boys?

What if schools have been decreasing opportunities to release pent up energy and making boys even more repressed while participating in this compulsory institution?

What if society has responded over the past several decades by inventing new pseudo-diseases like “ADHD” to describe normal, boyish behavior and then recommended treatment of these non-diseases with psychotropic drugs whose known side effects are homicidal and suicidal thoughts?

What if these drugs succeed in keeping boys at their desks but for a small percentage result in them flipping out and acting on the homicidal and suicidal thoughts caused by the pills they are taking?

What if 100% of the mass shooters over the past twenty years were taking psychotropic drugs?

What if this convergence of compulsory schooling, decreased opportunity to release energy, and treatment of normal boyish behavior with dangerous drugs is the real reason school shootings are occurring more frequently?

What if there used to be far more guns in school than there are today, but far less drugged children, and that is the reason there were far less mass shootings?

Why is no one in the media asking these questions?

Tom Mullen is the author of Where Do Conservatives and Liberals Come From? And What Ever Happened to Life, Liberty and the Pursuit of Happiness? Part One and A Return to Common Sense: Reawakening Liberty in the Inhabitants of America.

The Thanksgiving Day deception: Exhibit A against public schools



Embarkation_of_the_Pilgrims (640x419)TAMPA, Fla., November 27, 2013 — Tomorrow is Thanksgiving Day and millions of schoolchildren couldn’t be happier. Not only will they have a fantastic meal on Thursday, but they get a mini-vacation from school. For at least the past week, they’ve been cutting Pilgrim hats and Native American headdresses out of crepe paper and listening to stories about the Pilgrims’ first few years in Plymouth Plantation.

Little do they know they’ve been lied to.

It’s not that what they’re told isn’t true. The Pilgrims did sail over on the Mayflower. They did face incredible hardship, losing half their numbers during the first winter and half of their supplemented numbers again during the second. The Indians did help them. Squanto really did advise them to put a dead fish under each cornstalk to help it grow in the New England soil.

But that’s not what saved them from starvation.

Governor William Bradford was quite explicit in his diary about the real reason the Pilgrims starved during the first two winters. It wasn’t because they were suddenly incompetent after prospering in England and the Netherlands for decades. It was because they set up a communist economy. The Pilgrims had reluctantly agreed with their investors to hold all property in common, under the erroneous assumption doing so would give the investors a faster return on investment.

It worked as well in 17th century New England as it did in 20th century Russia and China.

Bradford is also clear about what halted the “misery.”  It wasn’t Squanto’s gardening tips. It was because they abolished communism and set up a private property system. As Bradford writes,

“At length, after much debate of things, the Governor (with the advice of the chiefest amongst them) gave way that they should set corn every man for his own particular, and in that regard trust to themselves; in all other things to go on in the general way as before. And so assigned to every family a parcel of land, according to the proportion of their number for that end, only for present use (but made no division for inheritance), and ranged all boys and youth under some family. This had very good success; for it made all hands very industrious, so as much more corn was planted then otherwise would have been by any means the Gov. or any other could use, and saved him a great deal of trouble, and gave far better content.”

After establishing even this imperfect private property model, the Pilgrims never starved again. That seems pretty important, doesn’t it?

It’s not some minor detail like how they started wearing buckled shoes or how much beer they had onboard the Mayflower (they had quite a bit). It’s the crux of the Pilgrim’s story, why they starved and how they solved that problem.

There is a vital lesson the Pilgrims learned from this experience that schoolchildren should be learning as well. Bradford thought it important enough to include this aside before continuing his narrative:

“The experience that was had in this common course and condition, tried sundry years, and that amongst godly and sober men, may well evince the vanity of that conceit of Plato’s and other ancients, applauded by some of later times; -that the taking away of property, and bringing in community into a common wealth, would make them happy and flourishing; as if they were wiser then God.”

During their entire primary and secondary education, children will hear the Pilgrim story retold, using details taken from the very same primary source. They will hear about the Pilgrims starving and about Squanto’s fish trick, being led to believe that was what saved the Pilgrims.

They won’t hear the truth, even though one has to trip over oneself to tell the Pilgrims’ story without revealing it. Some may argue younger schoolchildren are too young for such a “political” subject, but they’re never too young to hear about how awful private property and free enterprise are or how the government saves us all from “robber barons,” or how human beings are a scourge upon the Earth that pollutes the air and destroys habitats.

One thing is certain. The very first events in American history are grossly misrepresented by the public school system (the earlier Jamestown settlers had a similar experience with communism, which the schools also fail to teach). It certainly doesn’t end there. Given the importance of what is omitted, it is hard to believe the omission is not intentional.

Regardless, the public school version of early American history begins by depriving schoolchildren of a vital lesson: private property is essential to human survival. Communism led to starvation in 1620 just as it did in 20th century Europe and Asia.

With an education that starts this way, it’s not hard to understand why these innocent kids grow up to support a $4 trillion government that recognizes no limits on its power.

Strike a blow for freedom. Pull your kids out of school.

Tom Mullen is the author of Where Do Conservatives and Liberals Come From? And What Ever Happened to Life, Liberty and the Pursuit of Happiness? Part One and A Return to Common Sense: Reawakening Liberty in the Inhabitants of America.

More anti-libertarian nonsense: Libertarians are heartless

TAMPA, March 28, 2013 – This week’s anti-libertarian nonsense is “libertarians are heartless.”

There are many variations on this theme. Libertarians oppose government-run education so they must not want poor people to get an education. They oppose government-run healthcare so they must want poor, sick people to die. They oppose government-subsidized housing so they must want poor people to be homeless, too (if they aren’t already). Libertarians are selfish, amoral…You get it.

Libertarians also oppose state religions, but no one claims libertarians are against religion. I wonder why? It seems to follow.

The people who make these claims don’t understand what libertarianism is and don’t really understand the nature of government or their relationship to it, either.

Libertarians do not object to you helping the poor. They merely object to you forcing someone else to help the poor.

Libertarianism answers only one question: When is violence or threatening violence justified? The libertarian answer is only in self-defense. That includes defending your life from an immediate attack upon it or defending yourself against a previous theft of property or other crime.

This is where libertarians face reality and their opponents don’t. Libertarians understand all government action is violent action. That’s not because people in the government aren’t doing it right. It’s because that is what government is designed to be. Violence is its raison d’etre.

The philosophical justification for government in a free society is security. Because humans will sometimes invade the life, liberty or property of their neighbors (whether next door or in another country), there has to be some adequate means to force the perpetrator to cease his criminal activity and make restitution to his victim.

Government is supposedly the answer. Government is the pooled capacity for violence of everyone in the community. That’s all it is. That’s why Thomas Paine based his entire treatise Common Sense on one fundamental assumption:

“Society in every state is a blessing but government even in its best state is but a necessary evil; in its worst state an intolerable one;”

Why an evil? Because it is an institution of violence, nothing more. This is a foundational American idea. It is the reason for the entire Bill of Rights. Government must not be allowed to suppress speech because offensive speech does not justify violence. Government may not prohibit the keeping and bearing of arms because merely possessing arms does not justify violence against the possessor.

When intolerable? When it is used to initiate force, rather than respond to it. If one individual steals from another, the victim has a natural right to point a gun at the thief and demand his property back. In society, the individual supposedly delegates this power and the government points the gun at the thief for him. Almost no one would consider this unjust.

But what if no crime has been committed? Suppose I knocked on your door and demanded money from you at gunpoint. Would you drop the charges against me if you found out I had taken your money and paid some anonymous stranger’s medical bills? Do you believe that is the best way for human beings to solve the problem that the stranger can’t afford to pay them?

Almost no one would answer either of those questions “yes.” Yet, there is absolutely no substantive difference between that scenario and a government-run healthcare program (or education, or housing…). The only superficial difference is a government official is holding the gun. But most Americans can’t see it and will actually argue with you that it isn’t there.

There is an easy way to find out. Simply refuse to cooperate. Deduct the amount you owe for Medicare from your tax return next month and include a note waiving any benefits from the program. Or deduct the amount of your property taxes that underwrite public education and Medicaid (which is most of the bill) and indicate you waive the right to utilize either.

What will happen next? You will get some “reminders” about the oversight in the mail, followed by increasingly threatening letters. Sooner or later, someone in a black robe will write on a piece of paper. Then, men with guns will show up at your door. Don’t believe me? Test my theory.

So what do libertarians really say that is supposedly selfish or amoral? That initiating force against people is wrong. Period. You are free to help other people who need it, but you cannot force your neighbors to do so under a threat of violence if they don’t. You may build schools and hospitals for the poor and ask for contributions for anyone you wish. You just can’t pull out a gun if they decline to participate.

At one time, Americans believed so strongly in this principle that they seceded from their country and formed a new one based upon it. Imagine if they reestablished it again.

Libertarianism anyone?

 

Tom Mullen is the author of Where Do Conservatives and Liberals Come From? And What Ever Happened to Life, Liberty and the Pursuit of Happiness? Part One and A Return to Common Sense: Reawakening Liberty in the Inhabitants of America.

Obama and Romney on reviving the economy: Blow up the education bubble

TAMPA, October 18, 2012 – Mitt Romney has been able to cruise through two debates with Barack Obama by utilizing a surprising strategy. When Obama has gone on the attack, citing the “draconian cuts” that the delusional on both sides of the aisle imagine Romney would propose as president, Romney has completely defused the president by simply telling the truth.

He’s not cutting anything.

He went a step further during last night’s debate. Like Obama, Romney is not only refusing to cut a single penny from any government program (other than Big Bird), but he’s now on the record that expanding the welfare state is a key plank in his “job creation” plan. In addition to stating “I want to make sure we keep our Pell Grant program growing,” Romney went on to emphasize the importance of keeping student loans available.

Forget the supposedly conservative principle that it is immoral for the government to force one citizen to put up his money to guarantee loans taken out by another, much less force that citizen to pay another’s tuition outright. That principle is long, long gone from the conservative psyche.

What is disturbing is that neither candidate seems to have any idea that their plans for education will exacerbate a bubble that has all of the same characteristics of the housing bubble.

Continue at Communities@ Washington Times…