Escalante Stood and Delivered. It's Our Turn. | Andrew J. Coulson | Cato Institute: Commentary

Escalante Stood and Delivered. It's Our Turn. | Andrew J. Coulson | Cato Institute: Commentary: "Jaime Escalante, the brilliant public school teacher immortalized in the 1988 film, Stand and Deliver, died this week at the age of 79. With the help of a few dedicated colleagues at Garfield High in East Los Angeles, he shattered the myth that poor inner-city kids couldn't handle advanced math. At the peak of its success, Garfield produced more students who passed Advanced Placement calculus than Beverly Hills High.

In any other field, his methods would have been widely copied. Instead, Escalante's success was resented. And while the teachers union contract limited class sizes to 35, Escalante could not bring himself to turn students away, packing 50 or more into a room and still helping them to excel. This weakened the union's bargaining position, so it complained.

By 1990, Escalante was stripped of his chairmanship of the math department he'd painstakingly built up over a decade. Exasperated, he left in 1991, eventually returning to his native Bolivia. Garfield's math program went into a decline from which it has never recovered. The best tribute America can offer Jaime Escalante is to understand why our education system destroyed rather than amplified his success — and then fix it."

"Despite a century-and-a-half of expansion and centralization, this approach, too, has failed. Without systematic incentives rewarding officials for wise decisions and penalizing them for bad ones, public schooling became a ferris wheel of faddism rather than a propagator of excellence."

"Thanks to profit sharing and Web broadcasting of their lectures, top teachers in Korea's tutoring sector earn big salaries and have virtual class sizes in the scores of thousands. The combination of high technology and market incentives not only allows but compels tutoring firms to recognize and make the most of their top teachers."

"Unleash the freedoms and incentives of the marketplace, so teachers like Escalante become the Steve jobs or Bill Gates of education, profiting from their exceptional ability to serve our children."

McCain Channeling Dick Cheney | Nat Hentoff | Cato Institute: Commentary

McCain Channeling Dick Cheney | Nat Hentoff | Cato Institute: Commentary: "Obama hasn't quite gone that far, but he has seriously proposed permanent detention for terrorism suspects who can't be tried because alleged evidence against them has been obtained by torture."

How much "change" is that? I don't think it is much compared to what people expected of him.

China Trade and American Jobs | Daniel J. Ikenson | Cato Institute: Commentary

China Trade and American Jobs | Daniel J. Ikenson | Cato Institute: Commentary: "according to the results from a growing field of research, only a fraction of the value of U.S. imports from China represents the cost of Chinese labor, materials and overhead. Most of the value of those imports comes from components and raw materials produced in other countries, including the U.S.

In a 2006 paper, Stanford University economist Lawrence Lau found that Chinese value-added accounted for about 37% of the total value of U.S. imports from China. In 2008, using a different methodology, U.S. International Trade Commission economist Robert Koopman, along with economists Zhi Wang and Shang-jin Wei, found the figure to be closer to 50%. In other words, despite all the hand-wringing about the value of imports from China, one-half to nearly two thirds of that value is not even Chinese. Instead, it reflects the efforts of workers and capital in other countries, including the U.S. In overstating Chinese value by 100% to 200%, the official U.S. import statistics are a poor proxy for job loss."

"According to a widely cited 2007 study by Greg Linden, Kenneth L. Kraemer and Jason Dedrick of the University of California, Irvine, each Apple iPod costs $150 to produce. But only about $4 of that cost is Chinese value-added. Most of the value comes from components made in other countries, including the U.S. Yet when those iPods are imported from China, where they are snapped together, the full $150 is counted as an import from China, adding to the trade deficit and inflating EPI's job-loss figures.

In reality, those imported iPods support thousands of U.S. jobs up the value chain — in engineering, design, finance, manufacturing, marketing, distribution, retail and elsewhere. A 25% tariff on imports from China would penalize the non-Chinese companies and workers who create most of the iPod's value."