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• Affordable housing in Kansas City
• Education during the pandemic
• Jumping off the TIF bandwagon
• Public safety and the earnings tax in Kansas City
• Analysis of the Hancock Amendment and the gas tax increase

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We are in danger as a society of creating a self-fulfilling prophecy. We tell everyone that teaching is a thankless, underpaid job and then we wonder why we see declining rates of people going into teaching. 

It is time for us to engage in a little positivity. Teaching is a great profession.

Take for evidence the results of a recent working paper by Alberto Jacinto and Seth Gershenson. Using survey data from the National Longitudinal Survey of Youth 1979 (NLSY) and the attached Child and Young Adults Supplement (CYA), they examine whether children pursue a career in the same field as their mothers. Their data include jobs of 4,572 children and 2,488 mothers.

Interestingly, they find that children of teachers are significantly more likely to go into teaching than children of nonteachers. They write, “19% of the children of teachers go on to become teachers, compared to only 8% of the children of nonteachers.” While they see some similar trends in other comparable jobs, such as nursing, the relationship between mothers and their children’s jobs is not as strong anywhere as it is in teaching. As Jacinto and Gershenson note, “there is something unique about teaching, as there is relatively strong inter-generational transmission of the profession, even when compared to “similar” professions.”

Jacinto and Gershenson don’t have an explanation for why this is so. They wonder, “Does the transmission of teaching occur because of parental pressure, network membership, information and choice set, or a combination of factors?”

I have a hypothesis: teaching is a great job and the kids of teachers know it!

Sure, there are challenges; it’s work and all work has its thorns and thistles. Nevertheless, teaching as a profession has many redeeming qualities.

Teaching is a job with purpose. As Justin Tarte, the executive director of human resources in the Union R-XI School District wrote on Twitter: “What most adults will never experience in their jobs: A student visiting them years later to say thanks for being there when nobody else was. A parent writing an email saying you changed their child’s life & they can’t thank you enough. That’s why being a teacher is awesome.”  

Teaching provides a stable middle class income. People think teachers make much less than they actually do, typically underestimating the average amount by nearly $19,000. Plus, benefits for teachers are nearly twice as generous as they are for workers in the private sector.

Teaching provides a family-friendly schedule. There are few other jobs where you get winter break, spring break, summers off, plus an additional allotment of “sick” or “personal” days throughout the year.

I could go on, but I think you are getting the point—teaching is a great profession. It’s time we said so.

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Thanks to What’s Up Kansas City, you can view my comments below.

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State Representative Chris Kelly and State Senator Kurt Schaefer discussed the state of the state at the Show-Me Forum in Columbia on Monday, February 6. Both agree Missouri doesn’t have enough revenues, but Rep. Kelly insists the shortfall shouldn’t come from education.

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As a long-time teacher of economics in Missouri, I believe that Hayek’s words are just as apt today as they were 50 years ago. Here we live in a country that has been singularly successful both in creating material prosperity and enabling more and more people to enjoy the blessings of “life, liberty, and the pursuit of happiness.” Yet despite this unrivaled record of success, many of those entrusted with the education of our children regard capitalism, the engine of the nation’s prosperity, not as something to be celebrated, but as something deplorable or shameful.

I have seen first-hand how an aversion to free markets, competition, and economic logic permeates our classrooms. To cite one example, a good friend of mine once invited a professor of education to collaborate in designing a summer curriculum on entrepreneurship for disadvantaged youth in Saint Louis. The professor, a prominent member of his university’s college of education, was aghast. He told my friend that entrepreneurship is the very antithesis of education and the teaching of good citizenship. And over the past 12 years, that is the world view that he has inculcated in hundreds if not thousands of future teachers at all levels of education.

Consider the daughter of my friend. Her teacher, while discussing the environment and the spotted owl, denounced the meat and fur industries. The daughter, parroting her teacher, told her mother that the government should ban both industries. Noticing the obvious slant to the curriculum, mom challenged her daughter to compare the benefits and costs, including the loss of jobs and income. Daughter, resorting to ideological labels in lieu of reasoned response (a sure sign of educational neglect), declared her mother a “capitalist pig.”

Why this bias? Could it be that educators identify entrepreneurial free markets as win-lose zero sum confrontations? One’s gain must be another’s loss? Perhaps they imagine the violent overthrow of kind cooperation in favor of brutal aggression and profit. Self-esteem is sacrificed to the survival of the fittest. The very thought, however fanciful, rattles the nerves of educators.

Market competition, in fact, brings people together through voluntary exchange. You satisfy your own needs by discovering ways to satisfy the needs of others. This evolution from self-sufficient individuals to interdependent beings elevates social cooperation from a generous impulse to the essential linchpin supporting our means of survival. This should warm the hearts of educators everywhere.

Now consider what happens when governments replace entrepreneurs in picking the winners and losers. For example, analyze the multitude of tax credits that Missouri government gives away to insiders with lobbyists. Here, taxpayers are coerced into financing the Taj Mahals of wellconnected developers. Far from a cooperative game of willing participants, this is favoritism for the few, which eliminates competition and promotes waste.

Competition and free markets are the best assurances of social cooperation and peaceful coexistence. That is what we should be teaching our children. Even more, it is what we should be teaching our teachers.

Gregory Aubuchon is a policy analyst at the Show-Me Institute, which promotes market solutions for Missouri Public Policy.

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There will be more children home-schooled. […] Sports are going to be very big this year […] In the youth community, the younger people will be brought together by playing sports […]

Homeschooling has been steadily growing in popularity for years, so we can expect that trend to continue unless something out of the ordinary occurs. And kids will play sports in 2010? I could have told them that.

Another psychic weighs in on agriculture and the locavore movement, a topic I wrote about several times during 2009:

I see locally grown crops. I think people will band together and raise more local food.

I, too, see local food growth in the next year, especially in Springfield, Columbia, Kansas City, and other places where people have been interested in it — and lobbying for policies that would favor it — for a while now.

And there’s another prediction about kids and education, this time from a “spiritual adviser”:

I see a big change coming with schools and education. I see something major with education. I don’t know what that is.

It isn’t exactly precise, but you can’t expect anything more detailed from a quote that was given for free. If you want to know what changes are brewing in education, you’d probably have to pay a psychic for their expertise. Or just be patient and keep reading Show-Me Daily.

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