reply to post by Realtruth
As far as I understood it, you cannot have your previously remunerated service deducted from your checking and/or savings account...i.e., people
cannot just say, "Oh, sorry, remember the pay you received for your services from the tax payers? Yeah, we're gonna have to go ahead and take that
back from you." A pension is not some fanciful "extra" money that the teachers will get when they retire. It's money deducted from their salary,
starting when the first got their first pay check and going forward until their last pay check.
These withholdings are pooled together and, just like any other "insurance" or "social" system, you figure some people die before retirement, some
people die just after retirement, some people live to a ripe old age, and everyone else lies somewhere in between.
Under those assumptions, the 50% (or whatever it would be depending on the pension plan) would be deducted, pooled, and re-distributed later in life.
In other words, complaining about the pensions is tantamount to complaining about salary already paid-in-full (of which, a certain portion happened to
be returned back to the state pension plan for holding.
In other words once over: it's theft of wages earned for services rendered.
To complain about pensions as some mythical "bonus" taken from the tax payers in addtion to pay is ridiculous.
I don't recall you touching on this, but a teacher does not work from 7 to 3.
There is lesson planning, grading, evaluating, conferences, training (before teaching and concurrent to it), disciplining, extracurricular activities
and the like that take up more time than you would know. Trust me on this.
At the elementary level, the testing and grading is less of an issue, but the planning, which of course is highly visual and sensorial (mobiles,
posters, arts and crafts, etc.) is also time consuming.
There are state standards and with NCLB, you have standardized testing that consumes your time for basically petty reasons.
Let's not kid ourselves. This is the shock doctrine, as Naomi Klein detailed empirically in her book by the same name.
The crisis is real (though we seem to ignore how
it happened), but the measures taken are completely unrelated to solving it.
These 16 states (if that number is still correct) are pushing legislation that does not reflect changes. If they wanted to create jobs, why do their
bills neglect jobs and only go after trivial amounts of money.
No body is discussing the elephant in the room...you know, the one that straddles the Tigris and Euphrates and whose trunk lies somewhere around the
Hindu Kush. That elephant is pondering taking a massive dump on North Africa shortly...that will be an expensive addition to the piles of dung this
elephant has strewn about. But enough of my colorful coprophilic metaphors.
These teachers, I do believe, know better about education than some hack who didn't graduate college (Walker) or, as is the case in my state, some
hack who was party to the largest medicare fraud in US history, having pleaded the 5th some 72 times on his deposition (Yes, I'm a Floridian).
Take away their bargaining and watch corporations swoop in and take over the educational system.
Those of you who support smaller government would applaud this measure, but I would issue a strong warning that a school cannot be run like a company.
In a company, you get rid of your worst employees, sure, so you might be thinking that will clean up the pool of teachers, leaving only the creme de
: Just like a pet food company, whose customers are not really the true consumer, a charter school will still receive tax payer money,
but now with the obligation to make money with it, rather than the heretofore obligation of taking the pittance these schools receive from property
funds and distributing education as equally as possible to the many students in the given community. With a charter school, you'll be looking at
increased pay for administrators and owners, bargain basement acquisition of supplies (do they make American history text books somewhere in China
yet???) and class sizes that would make a university lecturer blush.
Then what do those kids in poorer neighborhoods do? Oh, that's right, people like you deny the link between education and crime and the fact that
it's a vicious circle...a race to the bottom in some cases.
Ghetto has tenaments, blight, poverty and crime >>> Property value is lower >>> Property taxes are lower >>> Schools are poorly equipped and
underfunded >>> Local students already in a precarious situation are ill-equipped to get out of their neighborhood >>> Ill-equipped students in
ill-equipped schools >>> Drop out rate high, learning rate low, class sizes high, bright future low >>> higher crime rate, imprisonment, more blight
>>> Even lower tax rates >>> Even poorer schools.
What fantasy world do some of you live in???