http://www.alternet.org/story/149226/

The severe economic crisis, now in its fourth year, is being used to batter the remnants of the social welfare state. Having decimated aid to the poor over the last 30 years, especially in the United States, the economic and political elite are now intent on strangling middle-class benefits, namely state-provided pensions, health care and education.

The initial neoliberal assault under Ronald Reagan and Margaret Thatcher reorganized the capitalist economy and hammered private-sector unions into submission. This was accomplished by putting labor back into competition with itself by off-shoring industrial production, through deregulation and with frontal assaults on labor rights, organizing and solidarity.

Similarly, the current attack is a two-pronged effort to reorganize state social services, either by eliminating or privatizing them, and decimate public-sector unions whose workers provide those services. While the safety net is being withered by attrition, police and spying agencies are getting more powers and funding, and the wealth of the super-rich and record corporate profits are deemed off-limits to taxation to close any government budget gap.

Simply put, the elderly are superfluous to capitalism. With high rates of joblessness the “new norm,” more and more people are being made disposable. This leads to an efficient if brutal logic: cutting old-age income and health care will make it easier to scrap old, useless workers. In fact, this reality is already coming to pass. One study published in 2008 found that over a 16-year period life expectancy had declined for many poor American women — precisely those who are disproportionately represented among the elderly heavily dependent on Social Security and Medicare.

Slashing social services affects everyone by increasing the pool of workers desperate for any sort of paying job, pushing down wages and benefits. This will all be pushed under the rubric of “personal responsibility,” and it will probably be successful as long as opposition is weak and divided. The main beneficiaries will be the super-wealthy who gain both from tax cuts as the social sector is chopped up and higher corporate profits as wages and benefits are slashed more deeply.

The attack on pensions is mainly occurring in the West and those countries close to its orbit. So while the United States, Greece, Ireland, Japan, France, Turkey, Spain, Poland and Latvia have been cutting or trying to squeeze state-run pensions, others such as Bolivia, China and Venezuela have been increasing funding of old-age pensions in recent years (though within these countries the picture is more complicated because social spending may be declining overall and inflation increasing).

The Right has stridently opposed Social Security since it was enacted in 1935, but the modern attack on pensions originated during the Reagan-Thatcher era. While he proposed making Social Security voluntary during the 1964 Goldwater campaign, when he reached office Reagan temporarily froze cost-of-living adjustments, raised the future retirement age to 67, taxed benefits of higher-income earners, made it more difficult for the disabled to claim benefits and forced the self-employed to pay 100 percent of payroll taxes. Then under Clinton, according to some economists, inflation was understated to suppress cost-of-living adjustments, resulting in benefits that should be 50 percent higher than the current average of $1,072 a month. Thatcher and Tony Blair formed the same one-two punch as Reagan and Clinton, but they went further by partially privatizing much of the state-run pension system.

The second historical component is the current crisis, which is severely widening the economic chasm. According to the New York Times, corporate profits “have grown for seven consecutive quarters, at some of the fastest rates in history,” hitting a record of $1.66 trillion on an annual basis. Taking advantage of Federal Reserve and U.S. Treasury monies, Wall Street has notched record profits over the last two years. And the top one percent actually increased their share of the wealth through the end of 2009.

As for the overall economic picture, industrial production is back to where it was in 2000 and the all-important capacity utilization rate – which measures how much of existing manufacturing plants are actually operating – is below 75 percent, compared to a level above 80 percent before the crash. This is like saying more than one-fourth of factories are idle. The trade deficit is at 3.7 percent of the gross domestic product. Only 874,000 jobs were created during the first 10 months of 2010, well short of the 1.2 million needed to keep up with population growth, and some 260,000 state workers lost their jobs during this period, leaving 7.5 million fewer jobs than when the recession began.

The household picture is even grimmer: family income shrank more than 4 percent in 2008 and 2009; the official poverty rate of 14.3 is the highest since 1994; 13.5 percent of home mortgages are in delinquency or foreclosure; the percentage of people receiving health insurance through their employer has dropped by 13 percent over the last decade and the real unemployment rate — the “U6 rate” which includes those who have given up looking for work — is at 17 percent. Household debt stands at 118 percent of after-tax income.

Most economists say there are really only four sources of potential growth in our economy: consumer spending, business investment, trade and government. As the data above indicates, the first three are on life support, while the Obama White House bungled the stimulus plan, helping the right in discrediting government intervention, which is still the only remaining option. These economic conditions prevail throughout the West, which is the backdrop for the global assault on pension plans. Thus the conclusion is stark: there is no functioning engine to drive economic growth.  

With so much idle productive capacity, the bromide of giving tax breaks to spur business investment is little more than throwing away money. With American families drowning in debt, getting smacked with rising healthcare costs, having lost $15.8 trillion in wealth and fearing joining the armies of unemployed, they are incapable of pulling the economy out of its funk with increased consumption. Increased trade is one possibility, which would require a weaker dollar to make U.S. exports more competitive. But, as Paul Krugman points out, this is opposed by Republicans who believe continued economic decline will enhance their electoral chances in 2012. Despite investment money pouring into the BRIC countries – Brazil, Russia, India and China – agricultural commodities and precious metals, these markets are too narrow and shallow to form a new asset bubble, such as the ones in tech and housing that fueled economic growth for nearly two decades. And in any case, we know how well those bubbles worked out.

When business investment, consumption, trade, debt and speculation all falter, that leaves government as the only sector that can revive a capitalist economy. But, as I first pointed out in December 2008, the Obama administration knew the stimulus was almost certain to fail because the downturn was sapping a staggering $1 trillion a year from the economy at that point, while the plan offered a relatively meager $787 billion. Of that, only $600 billion of stimulus money was spent in the last two years and, according to Paul Krugman, more than 40 percent of that was in tax breaks that tend to offer the least bang for the buck. So in early 2009, faced with an economy leaking 7 percent of the GDP a year, Obama offers a plan that plugs 1 to 2 percent a year.

In the final equation, the Obama stimulus only covered some of the shortfall in state and local budgets. But that money is drying up, and that, to a large degree, is the reason state services and workers are now under attack.

But now we are in for more bloodletting of social services and government workers because the failed stimulus has legitimized the establishment hysteria over the federal debt. Debt matters but the simplest way to reduce it is by a combination of economic growth and inflation. This is what happened to U.S. debt after WW2, which peaked at about 120 percent of GDP, far more than today even with the economic depression and bailouts. Instead, the right is pushing policies that may result in a worst-case scenario. Cutting spending and taxes –which Obama has endorsed – could lead to further economic contraction and deflation. This will make federal debt payments doubly onerous because tax revenues will shrink as the dollar strengthens.

There is another solution to reviving the economy without piling on debt: tax the wealth of the elite. According to economist Rick Wolff, “high-net-worth” Americans have around $12 trillion in investable assets, which excludes the value of their homes. A 13 percent wealth tax would wipe out the entire 2010 federal budget deficit of $1.56 trillion while doing little to crimp the economy because this money is literally lying around.

Yet Obama never seriously considered even the Keynesian policy of debt-driven financing for national re-industrialization because he was the darling of Wall Street – and number one recipient of its dollars – for his unwavering support of the Bush bailout in September 2008 and by taking counsel from Larry Summers and Tim Geithner during the campaign. Once in the White House Obama shunned jobs programs on a massive enough scale to revive the economy because the indirect method of debt-driven financing would shore up benefits, wages and labor bargaining power, thus cutting into corporate profits, while the direct financing method, taxing the rich, would mean they would have to pay for programs that would eventually cut into their profits.

The Obama administration has consistently fought for policies that involve weakening labor — such as its attacks on auto workers and teachers and the cynical gesture of calling for a freeze on the pay of federal workers– driving down wages, letting unemployment rise, and squeezing social services and benefits, all to transfer more wealth upward.

The wealthy have profited three times off the crisis: from the bubble itself, during the bailouts and from government bonds sold to them to pay for the bailouts. Putting pensions on the chopping block would give them a fourth opportunity to profit off the same crisis.

If debt is a problem, then bondholders should take a haircut because they took the risk. Of course, that’s not how capitalism works. So, in the case of Social Security, which has nearly $2.6 trillion in its trust fund and can meet ALL obligations through 2037 even assuming no changes are made, the plan is to raid it to pay off bondholders.

That’s why a crisis is being manufactured. Obama’s deal to reduce payroll tax by two percentage points will pilfer an estimated $120 billion from the trust fund that will supposedly be paid back by revenues from the general treasury. This means the deficit will increase, feeding into the fabricated panic over Social Security and debt.

For any country, cutting pensions is disastrous to long-term economic health. In the United States, Social Security accounts for 40 percent of the income of the population over 65 and nearly 50 percent for women in this group. It would also leave more people in the workforce as older workers delay retirement. Because the elderly tend to spend their benefits right away, on housing, food, transportation and medical services this means less demand and lower economic activity. And combining all this with trying to crush public workers also means more unemployed, less tax revenue and a shrinking economy.

It all adds up to a recipe for a depression. Two conclusions are inescapable: Obama is far more Herbert Hoover than FDR, and change will only come from creative independent movements instead of marching into the tomb of the Democratic Party.

Arun Gupta is a founding editor and the publisher of The Indypendent newspaper. He is writing a book on the politics of food for Haymarket Books.

I was, generally speaking, a fairly well-behaved kid. I’ve no reasonable explanation, then, for burning a hole in the wall of the one-room school I attended in the late 1930s.

It wasn’t an original idea. A precedent had been set by somebody who’d come and gone before I arrived at Union School the previous year as a third grader. He (I can’t imagine it was a “she”) had heated the steel rod used to stoke the fire in the stove until it was red hot, pressed the end of it against the white-painted interior wood wall near the entrance door, and pushed until it burned all the way through. The result was a very neat black hole about the size of a marble.

The blackened area around the hole looked a little like fetching eyelashes.

One cold winter morning, arriving at the tiny school after the nearest neighbor had added fresh coal to the fire and gone, but before anyone else had arrived, it occurred to me that a similar hole three or four inches to the left of the existing hole offered an interesting possibility. Using a black crayon, I could add eyebrows to good effect.

I got the hole done, but not the eyebrows. Sixth grader Naomi arrived, saw the still-smoldering new “eye,” and waited at the door to tattle to the teacher.

Confronted by high authority, my eyes-with-eyebrows project seemed less than wise, much less funny. I vaguely recall responding to Miss Woods’ observation that I could have burned the school down by mumbling something about the big community tin drinking cup hanging on a nail beside the nearby water cooler. I think I suggested that it provided the necessary insurance against disaster.

She didn’t buy it. I was sent home and told to come back with my mother or father, or both.

In the years since I burned that hole, I’ve stayed connected to schools and schooling as a student, teacher, administrator, college professor, writer of texts and professional books, contributor to academic journals, education columnist for newspapers, blogger, visitor to schools around the world, and consultant to publishers, states and foundations.

And for the last 20 years, I’ve done my best to burn holes in the myth that standardized tests are a means to the end of improving America’s schools. I haven’t the slightest doubt that if the testing tail continues to wag the education dog, it will kill the dog and with it the ability of future generations to cope with their fates.

It’s not that America’s schools don’t have really serious problems. They certainly do. And I’m not talking just about big, inner city institutions surrounded by blight, encircled by barbed wire, entered through metal detectors, patrolled by cops, and churning out dropouts, future prison inmates, and other social problems.

There are many of those, but I’m not singling them out. As a mountain of research makes clear, what ails them is primarily long-term poverty and the myriad problems poverty spawns. That’s a matter I’m not qualified to write about, but for those who think test scores actually mean something important, I’ll note in passing that Finland always ranks near the top, and their child poverty rate is less than 3%, while America’s rate is over 20% and climbing rapidly. Those who believe skilled teachers can level the education playing field enough to erase that difference in the quality of the material they’re given to work with aren’t just not in the game, they’re not even in the ball park.

Yes, include those blighted urban schools as a target of my criticism, but include also America’s many well-ordered schools in quiet, leafy suburbs. Include schools in top-scale ZIP codes that have been adopted by venture capitalists who see to it that every hint of a need is instantly met. Include schools where, before opening bells, Benz, Bentley, and BMW doors swing open and kids slide out to be greeted by name by headmasters and faculties. And include schools where chauffeur-driven limousines deliver their body-guarded charges because school policy forbids noisy arrivals by helicopter. (Yes, there are such schools.)

Consider as failing every school – public, charter, private, whatever – that assumes that corporately produced, standardized tests say something important about something important. Using test scores to guide education policy makes about as much sense as using the horoscope of whoever happens to be Secretary of State to guide US foreign policy.

That standardized tests are a useful tool for guiding education reform is a myth, pure and simple – a myth constructed from ignorance and perpetuated by misinformation, or conjured from hope and reinforced by cherry-picked data.

I grew up in Appalachia where the old adage, “You can’t make a silk purse out of sow’s ear” was familiar speech. Standardized tests are a “sow’s ear.” The only things they can measure accurately are random bits of information stored in short-term memory.

But even if every kid remembered everything taught, it’s hard to imagine a more wasteful use of teacher and learner time and taxpayer money than preparing for and taking standardized tests.

When the world changed little or not at all from generation to generation and nearly everyone was illiterate, unaided memory was essential. What needed to be known existed in the memories of the elders, and the young, living in that static world, either learned it from them or suffered the consequences.

That era is long gone. It’s over. Finished. It began to end when writing was developed, and its demise proceeded with the invention of the printing press, cheap books, photography, moving pictures, television, the Internet, search engines, and other means of information gathering and archiving. In today’s world, tests of unaided memory are about as useful as (insert another Appalachian slang expression having to do with the anatomy of boar hogs).

Standardized, subject-matter tests are worse than a waste. We’re spending billions of dollars and instructional hours on a tool that measures one thought process to the neglect of all others, wreaks havoc on the minds and emotions of teachers and learners, and diverts attention from a fundamental, ignored problem.

That problem? Longshoreman and college professor Eric Hoffer summed it up a lifetime ago. Because the world is dynamic, the future belongs not to the learned but to learners.

Read that sentence again. Then read it again. Even if standardized tests didn’t cost billions, even if they yielded something that teachers didn’t already know, even if they hadn’t narrowed the curriculum down to joke level, even if they weren’t the main generators of educational drivel, even if they weren’t driving the best teachers out of the profession, they should be abandoned because they measure the wrong thing.

The future belongs not to the learned but to learners. American education isn’t designed to produce learners, and the proof of that contention is the standardized test.

America’s system of education is designed to clone the learned. And motivated either by ignorance or greed, the wealthy and powerful, using educationally naïve celebrities as fronts, are spending obscene amounts of money to convince politicians, pundits, policymakers, and the public that this is a good and necessary thing.

Thus far, they’ve been wildly successful. If they’re not stopped, those now sitting in our classrooms won’t just witness America’s descent into Third World status, they’ll accelerate it.

On a somewhat lighter note, and in the spirit of the season, below is a link to a free gift – a complete, down-loadable book. It’s not my new What’s Worth Learning?, but it’s perhaps more appropriate for days made busy by holiday preparation: http://www.marionbrady.com/documents/TheRoadtoHell.pdf 

07 December, 2010
TruthDig.com

Innocence, as defined by law, makes us complicit with the crimes of the state. To do nothing, to be judged by the state as an innocent, is to be guilty. It is to sanction, through passivity and obedience, the array of crimes carried out by the state.

To be innocent in America means we passively permit offshore penal colonies where we torture human beings, some of whom are children. To be innocent in America is to acquiesce to the relentless corporate destruction of the ecosystem that sustains the human species. To be innocent in America is to permit the continued theft of hundreds of billions of dollars from the state by Wall Street swindlers and speculators. To be innocent in America is to stand by as insurance and pharmaceutical companies, in the name of profit, condemn ill people, including children, to die. To be innocent in America is refusing to resist wars in Iraq and Afghanistan that are not only illegal under international law but responsible for the murder of hundreds of thousands of people. This is the odd age we live in. Innocence is complicity.

The steady impoverishment and misery inflicted by the corporate state on the working class and increasingly the middle class has a terrible logic. It consolidates corporate centers of power. It weakens us morally and politically. The fraud and violence committed by the corporate state become secondary as we scramble to feed our families, find a job and pay our bills and mortgages. Those who cling to insecure, poorly paid jobs and who struggle with crippling credit card debt, those who are mired in long-term unemployment and who know that huge medical bills would bankrupt them, those who owe more on their houses than they are worth and who fear the future, become frightened and timid. They seek only to survive. They accept the pathetic scraps tossed to them by the corporate elite. The internal and external corporate abuse accelerates as we become every day more pliant.

Our corrupt legal system, perverting the concept that “all men are created equal,” has radically redefined civic society. Citizens, regardless of their status or misfortune, are now treated with the same studied indifference by the state. They have been transformed from citizens to commodities whose worth is determined solely by the market and whose value is measured by their social and economic functions. The rich, therefore, are rewarded by the state with tax cuts because they are rich. It is their function to monopolize wealth and invest. The poor are supposed to be poor. The poor should not be a drain on the resources of the state or the oligarchic elite. Equality, in this new legal paradigm, means we are all treated alike, no matter what our circumstances. This new interpretation of equality, under which the poor are abandoned and the powerful are unchecked, has demolished the system of regulations, legal restraints and services that once protected the underclass from wealthy and corporate predators.

The creation of a permanent, insecure and frightened underclass is the most effective weapon to thwart rebellion and resistance as our economy worsens. Huge pools of unemployed and underemployed blunt labor organizing, since any job, no matter how menial, is zealously coveted. As state and federal social welfare programs, especially in education, are gutted, we create a wider and wider gulf between the resources available to the tiny elite and the deprivation and suffering visited on our permanent underclass. Access to education, for example, is now largely defined by class. The middle class, taking on huge debt, desperately flees to private institutions to make sure their children have a chance to enter the managerial ranks of the corporate elite. And this is the idea. Public education, which, when it functions, gives opportunities to all citizens, hinders a system of corporate neofeudalism. Corporations are advancing, with Barack Obama’s assistance, charter schools and educational services that are stripped down and designed to train classes for their appropriate vocations, which, if you’re poor means a future in the service sector. The eradication of teachers’ unions, under way in states such as New Jersey, is a vital component in the dismantling of public education. Corporations know that good systems of public education are a hindrance to a rigid caste system. In corporate America everyone will be kept in his or her place.

The beating down of workers, exacerbated by the prospect that unemployment benefits will not be renewed for millions of Americans and that public sector unions will soon be broken, has transformed those in the working class from full members of society, able to participate in its debates, the economy and governance, into terrified people in fragmented pools preoccupied with the struggle of private existence. Those who are economically broken usually cease to be concerned with civic virtues. They will, history has demonstrated, serve any system, no matter how evil, and do anything for a salary, job security and the protection of their families.

There will be sectors of the society that, as the situation worsens, attempt to rebel. But the state can rely on a huge number of people who, for work and meager benefits, will transform themselves into willing executioners. The reconfiguration of American society into a corporate oligarchy is conditioning tens of millions not only to passively accept state and corporate crimes, but to actively participate in the mechanisms that ensure their own enslavement.

“Each time society, through unemployment, frustrates the small man in his normal functioning and normal self-respect,” Hannah Arendt wrote in her 1945 essay “Organized Guilt and Universal Responsibility,” “it trains him for that last stage in which he will willingly undertake any function, even that of hangman.”

Organs of state repression do not rely so much on fanatics and sadists as ordinary citizens who are desperate, who need a job, who are willing to obey. Arendt relates a story of a Jew who is released from Buchenwald. The freed Jew encountered, among the SS men who gave him certificates of release, a former schoolmate, whom he did not address but stared at. The SS guard spontaneously explained to his former friend: “You must understand, I have five years of unemployment behind me. They can do anything they want with me.”

Arendt also quotes an interview with a camp official at Majdanek. The camp official concedes that he has assisted in the gassing and burying of people alive. But when he is asked, “Do you know the Russians will hang you?” he bursts into tears. “Why should they? What have I done?” he says.

I can imagine, should the rule of law ever one day be applied to the insurance companies responsible for the deaths of tens of thousands of Americans denied medical care, that there will be the same confused response from insurance executives. What is frightening in collapsing societies is not only the killers, sadists, murderers and psychopaths who rise up out of the moral swamp to take power, but the huge numbers of ordinary people who become complicit in state crimes. I saw this during the war in El Salvador and the war in Bosnia. It is easy to understand a demented enemy. It is puzzling to understand a rational and normal one. True evil, as Goethe understood, is not always palpable. It is “to render invisible another human consciousness.”

Alexander Solzhenitsyn in his book “The Gulag Archipelago” writes about a close friend who served with him in World War II. Solzhenitsyn’s defiance of the Communist regime after the war saw him sent to the Soviet gulags. His friend, loyal to the state, was sent there as an interrogator. Solzhenitsyn was forced to articulate a painful truth. The mass of those who serve systems of terrible oppression and state crime are not evil. They are weak.

“If only there were vile people … committing evil deeds, and if it were only necessary to separate them from the rest of us and destroy them,” Solzhenitsyn wrote. “But the line dividing good and evil cuts through the heart of every human being. And who is willing to destroy a piece of his own heart?”

The expansions of public and private organs of state security, from Homeland Security to the mercenary forces we are building in Iraq and Afghanistan, to the burgeoning internal intelligence organizations, exist because these “ordinary” citizens, many of whom are caring fathers and mothers, husbands and wives, sons and daughters, have confused conformity to the state with innocence. Family values are used, especially by the Christian right, as the exclusive definition of public morality. Politicians, including President Obama, who betray the working class, wage doomed imperial wars, abandon families to home foreclosures and bank repossessions, and refuse to restore habeas corpus, are morally “good” because they are loyal husbands and fathers. Infidelity, instead of corporate murder, becomes in this absurd moral reasoning the highest and most unforgivable offense.

The bureaucrats who maintain these repressive state organs, who prosecute the illegal wars in Iraq and Afghanistan or who maintain corporate structures that perpetuate human suffering, can define themselves as good—as innocent—as long as they are seen as traditional family men and women who are compliant to the laws of the state. And this redefinition of civic engagement permits us to suspend moral judgment and finally common sense. Do your job. Do not ask questions. Do not think. If these bureaucrats were challenged for the crimes they are complicit in committing, including the steady dismantling of the democratic state, they would react with the same disbelief as the camp guard at Majdanek.

Those who serve as functionaries within corporations such as Goldman Sachs or ExxonMobil and carry out crimes ask of their masters that they be exempted from personal responsibility for the acts they commit. They serve corporate structures that kill, but, as Arendt notes, the corporate employee “does not regard himself as a murderer because he has not done it out of inclination but in his professional capacity.” At home the corporate man or woman is meek. He or she has no proclivity to violence, although the corporate systems they serve by day pollute, impoverish, maim and kill.

Those who do not carry out acts of rebellion, no matter how small or seemingly insignificant, are guilty of solidifying and perpetuating these crimes. Those who do not act delude themselves into believing they are innocent. They are not.

Chris Hedges is a senior fellow at The Nation Institute and a weekly columnist for Truthdig. His newest book is “Death of the Liberal Class.” On Dec. 16 he, Daniel Ellsberg, Medea Benjamin, Ray McGovern, Dr. Margaret Flowers and several others will hold a rally across from the White House to protest the wars in Iraq and Afghanistan and attempt to chain themselves to the White House fence. More information on the Dec. 16 protest can be found at www.stopthesewars.org.

Let’s talk about global warming in language deniers understand: energy independence and potential for new enterprise

By George Marshall

Academics meeting in Bristol at the weekend for Britain’s first conference on the psychology of climate change argued that the greatest obstacles to action are not technical, economic or political – they are the denial strategies that we adopt to protect ourselves from unwelcome information.

It is true that nearly 80% of people claim to be concerned about climate change. However, delve deeper and one finds that people have a remarkable tendency to define this concern in ways that keep it as far away as possible. They describe climate change as a global problem (but not a local one) as a future problem (not one for their own lifetimes) and absolve themselves of responsibility for either causing the problem or solving it.

Most disturbing of all, 60% of people believe that “many scientific experts still question if humans are contributing to climate change”. Thirty per cent of people believe climate change is “largely down to natural causes”, while 7% refuse to accept the climate is changing at all.

How is it possible that so many people are still unpersuaded by 40 years of research and the consensus of every major scientific institution in the world? Surely we are now long past the point at which the evidence became overwhelming?

If only belief formation were this simple. Having neither the time nor skills to weigh up each piece of evidence we fall back on decision-making shortcuts formed by our education, politics and class. In particular we measure new information against our life experience and the views of the people around us.

George Lakoff, of the University of California, argues that we often use metaphors to carry over experience from simple or concrete experiences into new domains. Thus, as politicians know very well, broad concepts such as freedom, independence, leadership, growth and pride can resonate far deeper than the policies they describe.

None of this bodes well for a rational approach to climate change. Climate change is invariably presented as an overwhelming threat requiring unprecedented restraint, sacrifice, and government intervention. The metaphors it invokes are poisonous to people who feel rewarded by free market capitalism and distrust government interference. It is hardly surprising that political world view is by far the greatest determinant of attitudes to climate change, especially in the US where three times more Republicans than Democrats believe that “too much fuss is made about global warming”.

An intuitive suspicion is then reinforced by a deep distrust of the key messengers: the liberal media, politicians and green campaign groups. As Jeremy Clarkson says, bundling them all together: “…everything we’ve been told for the past five years by the government, Al Gore, Channel 4 News and hippies everywhere is a big bucket of nonsense.” Michael O’Leary, the founder of Ryanair, likens “hairy dungaree and sandal wearing climate change alarmists” to “the CND nutters of the 1970s”. These cultural prejudices, however simplistic, align belief with cultural allegiance: “People like us,” they say, “do not believe in this tripe.”

However much one distrusts environmentalists, it is harder to discount the scientists… depending, of course, on which scientists one listens to. The conservative news media, continues to provide a platform for the handful of scientists who reject the scientific consensus. Of the 18 experts that appeared in Channel 4′s notorious sceptic documentary The Great Global Warming Swindle, 11 have been quoted in the past two years in the Daily and Sunday Telegraph, five of them more than five times.

Dr Myanna Lahsen, a cultural anthropologist at the University of Colorado, has specialised in understanding how professional scientists, some of them with highly respected careers, turn climate sceptic. She found the largest common factor was a shared sense that they had personally lost prestige and authority as the result of campaigns by liberals and environmentalists. She concluded that their engagement in climate issues “can be understood in part as a struggle to preserve their particular culturally charged understanding of environmental reality.”

In other words, like the general public, they form their beliefs through reference to a world view formed through politics and life experience. In order to maintain their scepticism in the face of a sustained, and sometimes heated, challenge from their peers, they have created a mutually supportive dissident culture around an identity as victimised speakers for the truth.

This individualistic romantic image is nurtured by the libertarian right think tanks that promote the sceptic arguments. One academic study of 192 sceptic books and reports found that 92% were directly associated with right wing free market think tanks. It concluded that the denial of climate change had been deliberately constructed “as a tactic of an elite-driven counter-movement designed to combat environmentalism”.

So, given that scepticism is rooted in a sustained and well-funded ideological movement, how can sceptics be swayed? One way is to reframe climate change in a way that rejects the green cliches and creates new metaphors with a wider resonance. So out with the polar bears and saving the planet. Instead let’s talk of energy independence, and the potential for new enterprise.

And then there is peer pressure, probably the most important influence of all. So, when dealing with a sceptic, don’t get into a head to head with them. Just politely point out all the people they know and respect who believe that climate change is a serious problem – and they aren’t sandle-wearing tree huggers, are they?

- George Marshall is founder of the Climate Outreach Information Network and the author of Carbon Detox and the blog climatedenial.org.

Reprinted from the guardian.co.uk.

Future mandates, however, might be better served by taking into account findings from a University of Illinois study suggesting the academic benefits of physical education classes, recess periods and after-school exercise programs. The research, led by Charles Hillman, a professor of kinesiology and community health and the director of the Neurocognitive Kinesiology Laboratory at Illinois, suggests that physical activity may increase students’ cognitive control – or ability to pay attention – and also result in better performance on academic achievement tests.

“The goal of the study was to see if a single acute bout of moderate
exercise – walking – was beneficial for cognitive function in a period of time afterward,” Hillman said. “This question has been asked before by our lab and others, in young adults and older adults, but it’s never been asked in children. That’s why it’s an important question.”

For each of three testing criteria, researchers noted a positive outcome linking physical activity, attention and academic achievement.

Study participants were 9-year-olds (eight girls, 12 boys) who performed a series of stimulus-discrimination tests known as flanker tasks, to assess their inhibitory control.

On one day, students were tested following a 20-minute resting period; on another day, after a 20-minute session walking on a treadmill. Students were shown congruent and incongruent stimuli on a screen and asked to push a button to respond to incongruencies.  During the testing, students were outfitted with an electrode cap to measure electroencephalographic (EEG) activity.

“What we found is that following the acute bout of walking, children performed better on the flanker task,” Hillman said. “They had a higher rate of accuracy, especially when the task was more difficult. Along with that behavioral effect, we also found that there were changes in their event-related brain potentials (ERPs) – in these neuroelectric signals that are a covert measure of attentional resource allocation.”

One aspect of the neuroelectric activity of particular interest to researchers is a measure referred to as the P3 potential. Hillman said the amplitude of the potential relates to the allocation of attentional resources.

“What we found in this particular study is, following acute bouts of walking, children had a larger P3 amplitude, suggesting that they are better able to allocate attentional resources, and this effect is greater in the more difficult conditions of the flanker test, suggesting that when the environment is more noisy – visual noise in this case – kids are better able to gate out that noise and selectively attend to the correct stimulus and act upon it.”

In an effort to see how performance on such tests relates to actual classroom learning, researchers next administered an academic achievement test. The test measured performance in three areas: reading, spelling and math.

Again, the researchers noted better test results following exercise.

“And when we assessed it, the effect was largest in reading comprehension,” Hillman said. In fact, he said, “If you go by the guidelines set forth by the Wide Range Achievement Test, the increase in reading comprehension following exercise equated to approximately a full grade level.

“Thus, the exercise effect on achievement is not statistically significant, but a meaningful difference.”

Hillman said he’s not sure why the students’ performance on the spelling and math portions of the test didn’t show as much of an improvement as did reading comprehension, but suspects it may be related to design of the experiment. Students were tested on reading comprehension first, leading him to speculate that too much time may have elapsed between the physical activity and the testing period for those subjects.

“Future attempts will definitely look at the timing,” he said. Subsequent testing also will introduce other forms of physical-activity testing.

“Treadmills are great,” Hillman said. “But kids don’t walk on treadmills, so it’s not an externally valid form of exercise for most children. We currently have an ongoing project that is looking at treadmill walking at the same intensity relative to a Wii Fit game – which is a way in which kids really do exercise.”

Still, given the preliminary study’s positive outcomes on the flanker task, ERP data and academic testing, study co-author Darla Castelli believes these early findings could be used to inform useful curricular changes.

“Modifications are very easy to integrate,” Castelli said. For example, she recommends that schools make outside playground facilities accessible before and after school.

“If this is not feasible because of safety issues, then a school-wide assembly containing a brief bout of physical activity is a possible way to begin each day,” she said. “Some schools are using the Intranet or internal TV channels to broadcast physical activity sessions that can be completed in each classroom.”

Among Castelli’s other recommendations for school personnel interested in integrating physical activity into the curriculum:

• scheduling outdoor recess as a part of each school day;

• offering formal physical education 150 minutes per week at the elementary level, 225 minutes at the secondary level;

• encouraging classroom teachers to integrate physical activity into learning.

An example of how physical movement could be introduced into an actual lesson would be “when reading poetry (about nature or the change of seasons), students could act like falling leaves,” she said.

The U. of I. study appears in the current issue of the journal Neuroscience. Along with Castelli and Hillman, co-authors are U. of I. psychology professor Art Kramer and kinesiology and community health graduate student Mathew Pontifex and undergraduate Lauren Raine.Reposted from the University of Illinois at Urbana-Champaign.

(NaturalNews) Much of western society has been inherently taught through the establishment of educational institutions that knowledge of the world, people and events solely emanates from textbooks, scholars and the media. Historically, the mass education of children has facilitated in the suppression of independent thought, self-efficacy and personal responsibility leading to conformity, lack of awareness, little respect for differences and a systematic fear of change leaving individuals devoid of true spiritual knowledge. The rapidly dissolving and obsolete societal norms emanating from the mass hording of unnecessary material possessions and the unrelenting and oblivious self-enslavement through debt are but some of the many tools to keep the masses in an unconscious state of servitude and unaware of the realities of viable and necessary change.

In order to properly tackle the many challenges of today, we need radical change, new age thought and bold and dynamic tactics. The world or tomorrow should and will be an amazing place to live a unified, healthy and happy life for all creatures on earth. In order to change things from the way they are to the way they soon will be, we need valiant, open-minded individuals to begin to wake up and increase their awareness of what needs to be changed; we need to possess an unspoken reverence for the environment, animals, plants and each other; we need society to release our pervasive and media-entrenched fear of mythological external threats; we need universal knowledge in order to embrace the proper change we need to move forward as one; and we need unconditional love for every illuminating living being in this world. If each one of us can do these five things as individuals and be the change we want to see in the world, then society will slowly transform and shift from being what we could have been to what we soon will be: one vibrating conscious being devoid of manipulation, fear and greed and full of unity, passion and love.

1. Increasing Awareness

One of the keys to true change is through the awakening of the masses to independent thought and reason. Much of the western world goes through life wearing a metaphorical blindfold guided solely by the voice of conformity from the mass media and the incognizant majority. Much of the world simply believes what they have always been told without verifying the veracity of much of this information. In fact, 87 percent of the population`s only source of information is from the media. Past revolutionaries like Thomas Jefferson understood, “The advertisement is the most truthful part of a newspaper”. It is akin to an adult being fed from birth; there is no reason to seek out food if you have always been given it, unless of course we realize the food we have been given has no substance or nutrition. When we begin to question everything we have been told, only then can we arrive at our own truth. Our inborn gifts of emotional intelligence and intuition have been usurped by group think, mass negligence, blinded conformity, corporate pseudo-science and lack of true awareness. Once people understand that the first step in a fervent revolution emanates from the possession of sound awareness of what rightfully needs to be changed, then love, passion and hope will spread from one end of the globe to the other igniting the once sleeping masses to action. It is time for individuals to have awareness of how eating certain foods makes them feel, how certain thoughts can enlighten or suppress them, where their clothes are made, where the food they eat originates from, and what each of us are truly here to do. As James Thurber once said, “Let us not look back in anger or forward in fear, but around in awareness”.

2. Respect For All

Having respect for all living creatures across the globe as well as for mother earth herself, is an invaluable component in manifesting conscious change across the world. Supplanting personal greed with honor and reverence of the inherent power and love of plants, animals and each of our fellow brothers and sisters will allow the masses to awaken from their unconscious slumber of ineptitude and obliviousness. Lack of respect for others allows dormant individuals of western society to rationalize the mass slaughter of animals for food, whales for research, the destruction of natural resources and the extinction of million-year old species for monetary gain. If enough corporations pillage, plunder and poison the land in which we eat, drink and sleep on, it becomes the accepted norm from the complacent and complicit population of followers quickly desensitized by the initial egregiousness of these acts. By removing our fallacious ingrained thought patterns behind the necessity of material possessions, increased waste, over consumption and the exploitation of resources, we can then learn to replace what we use and to respect and love the earth as it was intended to be. Having respect for all living creatures will simultaneously remove societal judgement, greed and fear from all who choose to embrace such a noble and revolutionary attribute.

3. Release of Fear

One of the most powerful ways to foment change in the world is through the release of internal and external fear; fears of failure, aging, illness, death and terrorism readily hinder our spiritual growth and ascension. Once our fears have been assuaged and subsequently eliminated, our vibration is heightened and we begin to truly live with passion, love and harmony on earth. If we as individuals can begin to look objectively at the reality of our institutionalized fear, we can begin to simply acknowledge it and release it. Holding on to fear to akin to being stuck in cement, we are psychologically entrapped into making misinformed and poor decisions. The media promulgates fear on a daily basis in an attempt to keep the masses despondent and controlled by systematically over reporting the negative and the under reporting the positive and uplifting stories. This conscious focus on terrorism, disease, murder and death only seeks to paralyze the masses with fear, hopelessness and despair. The predicted result is among individuals is inefficacy for change, personal disconnectedness, anxiety, fear and ultimately, control. This integral shift from fear to courage and eventually stillness in oneself allows individuals to reclaim back their power and minds to facilitate in the greatest conscious shift the world has ever seen.

4. Universal Knowledge

Unwavering change on earth will not commence until individuals begin to possess the sound knowledge and understanding that they have the power to create the life they are destined for. This true knowledge of health, well-being, happiness and prosperity has been clandestinely hidden, suppressed and manipulated by society to keep populations fearful, ill, powerless and psychologically constrained. This illusory control is dissolved when individuals realize that the techniques used to keep them in line were unfounded and untrue. For it is knowledge of this inherent truth that escapes the majority of individuals and ostensibly maintains the unconscious, yet self-imposed prison of disease, divisiveness, fear and massive inaction. It is as if someone who was in despair and couldn`t swim was told that the depth of water they were in was 30 feet, while it was only four feet they drowned instead of simply looking down or trying to standing up. True knowledge, for those who choose to accept it, will allow individuals to save themselves while the others who chose to reject the inherent truths will continue to drown from their own conformity and misconceptions.

Our thoughts are the single most powerful way to maintain health and well-being and when needed, to heal our bodies. Thoughts, whether positive or negative, intervene on the quantum level, which is 120 million times smaller than the atomic level. Thoughts change the quanta which changes the atoms, which alters the electrons, which in turn changes the cells, then the tissue, up to the organs, then the organ systems and finally the organism. We have the power to become whatever it is we want to become, to heal whatever ailment we have manifested in life. This power is only activated through true knowledge, knowing we have these latent gifts, which have purposely been bestowed upon us in order to call upon them when in need. At birth, we inately possess much of the knowledge that we need for life, it is life itself that attempts to water down and destroy our inherent gifts of knowledge, truth and love. As Thomas Jefferson once said, “Educate and inform the whole mass of the people. . . They are the only sure reliance for the preservation of our liberty”.

5. Unconditional Love

Our minds, bodies and souls are incessantly in search of love; the love of ourselves, our families, each other and life is a powerful drive regulated by the hypothalamus in each and every one of us. All living creatures including plants, animals and humans do not just want love, they are hard-wired to need love. Those who aren`t given love at an early age simply need more to make up for it, not to be locked away devoid of love forever. Without love, we are unable to trust and without trust we are unable to love. Trust evolves from the dissolvement of fear and the makes way for one of the greatest gifts we can give to ourselves and each other. Until we truly accept and love ourselves, we cannot love our brothers and sisters. We are never taught to love ourselves, instead we are unconsciously instilled to seek out our faults, weaknesses and shortcomings and to compare ourselves to others. Society and the soon to be defunct corporate agendas have shaped us into believing we must all be the same, wear the same clothes, have the same bodies, see the same films, eat the same food, live in the same houses, work at the same jobs and believe the same tall tales.

Individuals needs to slowly awaken from their interminable slumber and increase their awareness of the world, their respect for each other while breaking free of their fears, learn as much truthful knowledge as possible and truly love ourselves and each other. Each of these five ideals will only be met if western society begins to realize that to change the world, we must first wake up and change ourselves. Thomas Jefferson put it best when he said, “Every generation needs a new revolution”. Clearly, the time for change and the impending revolution is now.

About the author

Dr. Gregory Damato enjoys a vegan lifestyle and runs a Quantum Biofeedback clinic treating various clients ranging from autism to cancer. He is currently authoring a book for parents educating on the many hidden dangers of vaccines, chemical toxicity in toys, GM foods, the effects of EMFs and EMRs and ways to combat rising childhood illness and neurological disease by naturally building immunity, detoxification and nutrition. His goal is to increase global awareness of the myriad of health issue facing us today and the fact that 100% of them are preventable and completely reversible.

Reprinted from NaturalNews.

(Dallas, August 20, 2008) – More than 200,000 US public school students were punished by beatings during the 2006-2007 school year, Human Rights Watch and the American Civil Liberties Union said in a joint report released today. In the 13 states that corporally punished more than 1,000 students per year, African-American girls were twice as likely to be beaten as their white counterparts.

In the 125-page report, “A Violent Education: Corporal Punishment of Children in US Public Schools,” the ACLU and Human Rights Watch found that in Texas and Mississippi children ranging in age from 3 to 19 years old are routinely physically punished for minor infractions such as chewing gum, talking back to a teacher, or violating the dress code, as well as for more serious transgressions such as fighting. Corporal punishment, legal in 21 states, typically takes the form of “paddling,” during which an administrator or teacher hits a child repeatedly on the buttocks with a long wooden board. The report shows that, as a result of paddling, many children are left injured, degraded, and disengaged from school.  
 
“Every public school needs effective methods of discipline, but beating kids teaches violence and it doesn’t stop bad behavior,” said Alice Farmer, Aryeh Neier Fellow at Human Rights Watch and the ACLU, and author of the report. “Corporal punishment discourages learning, fails to deter future misbehavior and at times even provokes it.”  
 
The report found that in the 13 southern states where corporal punishment is most prevalent, African-American students are punished at 1.4 times the rate that would be expected given their numbers in the student population, and African-American girls are 2.1 times more likely to be paddled than might be expected. There is no evidence that these students commit disciplinary infractions at disproportionate rates.  
 
“Minority students in public schools already face barriers to success,” said Farmer. “By exposing these children to disproportionate rates of corporal punishment, schools create a hostile environment in which these students may struggle even more.”  
 

Students with mental and physical disabilities are also punished at disproportionate rates, with potentially serious consequences for their development. In Texas, for instance, 18.4 percent of the total number of students who were physically punished were special education students, even though they make up only 10.7 percent of the student population.  
 
“A Violent Education” is based on four weeks of on-the-ground research in Mississippi and Texas in late 2007 and early 2008, including more than 175 interviews with children, teachers, parents, administrators, superintendents, and school board members.  
 
The report documents several cases in which children were beaten to the point of serious injury. Since educators who beat children have immunity under law from assault proceedings, parents who try to pursue justice for injured children encounter resistance from police, district attorneys, and courts. Parents also face enormous, sometimes insurmountable, obstacles in trying to prevent physical punishment of their children. While some school districts permit parents to sign forms opting out of corporal punishment for their children, the forms are often ignored.  
 
In the report, Human Rights Watch and the ACLU cite experts on best practices in school discipline, who emphasize traditional approaches such as detention, and modern approaches such as positive behavior support systems. Positive behavior support systems, which are school-wide discipline systems that stress a clear structure of rewards and consequences for student behavior, have been effectively implemented in major US school systems. States and school boards that fail to implement best practices allow the status quo, or school beatings, to remain in place.  
 
Human Rights Watch and the ACLU call upon the US government to prohibit corporal punishment in all public schools and urge state governments, school boards, superintendents, and administrators to eliminate physical punishment in their schools.  
 
Selected Witness Accounts:  
 
“He took me into the office and gave me three licks. … He made me hold onto the wall and he paddled me. … It hurt for about two hours, it felt like fire under my butt.”  
- Matthew S., who was paddled in second grade for throwing food in a school cafeteria in the Mississippi Delta.  
 
“The other kids were watching and laughing. It made me want to fight them… When you get a paddling and you see everyone laugh at you, it make you mad and you want to do something about it.”  
- Peter S., a middle school student in the Mississippi Delta.  
 
“What made me so angry: he’s three years old, he was petrified. He didn’t want to go back to school, and he didn’t want to start his new school. I was so worried that this was going to constantly be with him, equating going to school with being paddled.”  
- Rose T., mother of a 3-year-old boy in Texas who was bruised from physical punishment after he refused to stop playing with his shoes in class.  
 
“I went into the principal’s office. … He gave me a chair and said hold onto the chair. The paddle had holes in it. Then he just did three swats. … I was hit on my buttocks. … There were holes in the paddle to make it go faster. … It hurt very much. There were definitely red marks and then swelling… almost welt-like markings. It didn’t last for more than a couple days. … It left me feeling very humiliated. I think there were several levels of emotion. Physical pain, mental humiliation. … And being a female at that age, it was like there was this older man hitting me on the butt. That’s weird… even at that age I knew it was inappropriate.”  
- Allison G., a recent graduate punished as a teenager in Texas for being late to class multiple times.  
 
“I’ve heard this said at my school and at other schools: ‘This child should get less whips, it’ll leave marks.’ Students that are dark-skinned, it takes more to let their skin be bruised. Even with all black students, there is an imbalance: darker-skinned students get worse punishment.”  
- Account of Abrea T., former teacher in rural Mississippi.  
 
“I see corporal punishment as a form of slavery. Beating on the slaves was how the headman got them to do something… we’re focused so much on making kids do what we want. Think about the mental capacity that this kind of treatment leaves our children with. We are telling them we don’t respect them. They leave that principal’s office and they think, ‘they don’t consider me a human being.’ That young person loses self-respect.”  
- Account from Doreen W., school board member in a Mississippi Delta town.

A Violent Education: Corporal Punishment of Children in US Public Schools
Report, August 20, 2008

Audio Link

Written by Emma Back, a global health policy expert, and Catherine Cameron, one of the authors of the Stern Review , with a foreword by Lord Nicholas Stern, the UNICEF UK report reveals that children, especially in Africa and Asia, face a future in which disasters, violence and disease will be more frequent and intense, clean water and food supplies will diminish, and incomes and productivity will fall. It highlights how climate change is already having and will continue to have an overall adverse impact on children’s lives, as well as on all the Millennium Development Goals relating to children, including health, survival, education and gender equality.

David Bull, UNICEF UK Executive Director, said, “Those who have contributed least to climate change – the world’s poorest children – are suffering the most. If the world does not act now to mitigate and adapt to the risks and realities of climate change, we will seriously hamper efforts to reach the Millennium Development Goals (MDGs) by 2015 and sustain development progress thereafter. Many more children could die.  It’s clear that a failure to address climate change is a failure to protect children.”

The report maps the consequences of climate change for children in the context of the MDGs and children’s rights, highlighting:

• Increased child poverty due to reduced incomes and threatened livelihoods (affecting MDG 1): Climate change could cause an additional 40,000 to 160,000 child deaths per year in South Asia and sub-Saharan Africa through Gross Domestic Product (GDP) losses alone.
• Increased hunger (MDG 1 and 4): With temperature increases of 2°C, an additional 30 – 200 million people will be placed at risk of hunger globally rising to as many as 550 million with warming of 3°C.
• Fewer children able to attend school, especially girls (MDG 2 and 3): The negative impact on livelihoods may make it more likely that parents remove their children from school – and in most cultures this will almost certainly mean removing girls first – so that they can collect water and fuel and supplement household income
• Increased childhood disease (waterborne/communicable) (MDG 6 and 7): Malaria: changes in environmental factors mean malaria – which already kills 800,000 children every year – is now being seen in areas which were previously outside the range of malarial mosquitoes, such as the highlands of Kenya and Jamaica. Diarrhoea: Climate change will increase the burden of diarrhoeal disease in low income countries by between 2 and 5 per cent by 2020. Dengue: Estimates suggest the population at risk could increase to 3.5 billion by 2080 (from 1.5 billion today) due to climate changes.

“Government, private sector and individuals all have a role to play,” Bull continued. “The UK Department for International Development needs to ensure that children are involved – and empowered – when they develop their policies to tackle climate change. Children’s issues were not on the agenda 10 years ago in Kyoto – nor were their voices heard. It is critical that the United Nations Framework Convention on Climate Change (UNFCCC) meeting in Copenhagen in December 2009 puts children at the heart of the discussions and includes their voices in the debate.”

The report highlights the ways in which UNICEF already works with children and their communities to help them adapt to climate change, such as supporting people to be prepared for natural disasters as they become more frequent, tackling the problem of contaminated or reduced water supplies by providing wells and pumps or using new techniques such as rainwater harvesting.  However, according to the report, much more needs to be done to protect children. The policy recommendations in the report include:

• Calling on the UK Government to ensure a reduction in carbon dioxide emissions of at least 80 per cent against 1990 levels by 2050 and ensure that the implications of climate change for children are on the agenda of the UNFCCC meeting in Copenhagen in December 2009.
• Urging the Department for International Development (DFID) to do development differently, by mainstreaming the climate change implications for children across its work and empowering children to have a voice in the debate.
• Calling on UK companies and individuals to substantially reduce their emissions and contribute to the costs of mitigating and adapting to climate change.

UNICEF UK is also asking the UK public to visit www.unicef.org.uk/climatechange and join the campaign by writing to their MP, calling for the UK Government to increase the 2050 emissions reduction target from 60% to at least 80% and to include aviation and shipping in the climate change bill.

For more information contact Sarah Epstein, UNICEF UK media office, 0207 312 7606 or 07766 052 658 or email sarahe@unicef.org.uk

Read the full report

A new study by researchers at Rice University and the University of Texas-Austin finds that Texas’ public school accountability system, the model for the national No Child Left Behind Act (NCLB), directly contributes to lower graduation rates. Each year Texas public high schools lose at least 135,000 youth prior to graduation — a disproportionate number of whom are African-American, Latino and English-as-a-second-language (ESL) students.

By analyzing data from more than 271,000 students, the study found that 60 percent of African-American students, 75 percent of Latino students and 80 percent of ESL students did not graduate within five years. The researchers found an overall graduation rate of only 33 percent.

“High-stakes, test-based accountability doesn’t lead to school improvement or equitable educational possibilities,” said Linda McSpadden McNeil, director of the Center for Education at Rice University. “It leads to avoidable losses of students. Inherently the system creates a dilemma for principals: comply or educate. Unfortunately we found that compliance means losing students.”

The study shows as schools came under the accountability system, which uses student test scores to rate schools and reward or discipline principals, massive numbers of students left the school system. The exit of low-achieving students created the appearance of rising test scores and of a narrowing of the achievement gap between white and minority students, thus increasing the schools’ ratings.

This study has serious implications for the nation’s schools under the NCLB law. It finds that the higher the stakes and the longer such an accountability system governs schools, the more school personnel view students not as children to educate but as potential liabilities or assets for their school’s performance indicators, their own careers or their school’s funding.

The study shows a strong relationship between the increasing number of dropouts and school’s rising accountability ratings, finding that:

• Losses of low-achieving students help raise school ratings under the accountability system.
• The accountability system allows principals to hold back students who are deemed at risk of reducing the school’s scores; many students retained this way end up dropping out.
• The test scores grouped by race single out the low-achieving students in these subgroups as potential liabilities to the school ratings, increasing incentives for school administrators to allow those students to quietly exit the system.
• The accountability system’s zero tolerance rules for attendance and behavior, which put youth into the court system for minor offenses and absences, alienate students and increase the likelihood they will drop out.

The discrepancy between the official dropout rates, in the 2 to 3 percent range, and the actual rates can be attributed to the state’s method of counting, which does not include students who drop out of school for reasons such as pregnancy or incarceration or declare intent to take the GED sometime in the future.

The study analyzes student-level data of 271,000 students in one of Texas’ large urban districts over a seven-year period. It also includes analysis of the policy and its implementation, extensive observations in high schools in that district and interviews with students, teachers, administrators and students who left school without graduating.

###

The study has been published in the peer-reviewed policy journal “Educational Policy Analysis Archives” and is the first research to track the impact of high-stakes accountability on students, employing individual student-level data over a multi-year period. The study can be viewed at http://epaa.asu.edu/epaa/v16n3/.