Monthly Archives: June 2011

30 percent of the Greek economy is off the books

When the lead headline of the New York Times reads, “Greek Turmoil Raises Fears of Instability Around Europe,” and the whole world’s economy is vulnerable to political decisions in this country of about 11 million, here is something important to note about Greece. About 27%-30% of the Greek economy is “informal”: off the books, in the shadows, unreported, or otherwise shielded from taxation (see Stavros Katsios’ analysis, in PDF). That compares to about eight percent of the US economy.

The consequences are severe and directly relevant to the current crisis. It’s hard to balance the budget when nearly one third of economic activity is arbitrarily shielded from taxation. It is equally difficult to muster political support for steep tax increases and deep spending cuts (which are necessary to balance the budget) if some people pay what they owe and others pay nothing. To make matters worse, the ones who avoid taxes are likely to be affluent and well-connected. I wouldn’t vote to cut my own retirement benefits and raise my own taxes if I thought that my wealthiest compatriots could shield their income from the government.

Tax avoidance doesn’t come free but requires bribes known as “speed money,” and political quid pro quos that are costly. Finally the whole economic system (the least efficient in Europe) is hampered because people arbitrarily channel their investments and consumption into the informal economy.

I can’t say what to do about this, because reform strategies always depend on local conditions, traditions, and leaders. The country that coined the word “xenophobia” (and that lost 520,000 lives during the Nazi occupation) is evidently reluctant to be pushed around by outsiders. But the idea of enforcing Greece’s own laws should be relatively palatable to Greeks. That is not an imperialistic concept foisted on them by the Germans (through the European Central Bank) or the IMF. In any case, the size of the Greek informal economy is our problem insofar as it contributes to an international economic crisis.

economic freedom correlates with poverty

The Mercatus Center, a libertarian outfit, provides rankings of states’ “freedom,” defined as the absence of taxation, spending, and regulation by governments. So if a state spends more on education or requires more years of schooling, its people are considered less free. Writers like de Tocqueville and Mill provide classical liberal accounts in which social norms and families (not just governments) are threats to personal freedom, and mind-broadening experiences like education (even if state-funded and mandatory) can expand freedom.

But the Mercatus Center is entitled to its view, which is state-phobic.  They are eager to show that their index of freedom correlates with economic growth. What jumps out at me, instead, is the appearance of some of our most economically dynamic and important states (Massachusetts, California, Hawaii, New Jersey, and New York) at the very bottom of their freedom list.

In fact, I find a not-very-strong but negative correlation between freedom and median household income:

New Hampshire is a Mercatus utopia: high freedom, high wealth. But what about New Jersey: low freedom but rich? Or New York, an outlier on the unfree end of the spectrum, yet with above-average household income?

The graph above uses the whole Freedom Index, including items like drug laws and same-sex marriage that seem fairly remote from economics. Indeed, Mercatus found no correlation between its  “personal freedom” subscore and growth. But they also have an economic freedom index that’s all about taxation and regulation. Again, the correlation with wealth is negative–less freedom means higher household income:

My graphs do not by any means prove causation. But I suspect that more than a century of state investment in infrastructure and education is one reason for the high income (but low “freedom”) of New York and Massachusetts, whereas low state investment helps to explain the relative poverty (but high “freedom”) of states like Texas and Oklahoma.

nostalgia

(Washington, DC) All this typing about politics, ideas, policy, the American people–2,077 posts on this site, plus articles, emails, graphs–and what I really care about, of course, is me: my own passage through time. For instance, how long ago did we visit Lancaster County with two children, one young enough to have her nursery school’s stuffed bear with her for the weekend, and the winter came suddenly as we drove homeward, and the radio told us we were at war in Afghanistan?

On my last visit to DC, on a clammy night, unpremeditated, I walked down our dark old block, feeling that I was walking into the past. You only know a street intimately if you have explored it with small children. The tree roots of Cortland Place, for example: we fed the tiny ants who swarmed there by dripping apple juice from a sippy cup. I know shortcuts for trikes, slopes for rolling. Amid the murk, I half expected to find us hunting fireflies.

Consolation: only by moving forward can we make room for the new ones whose entry into the world is the basis of freedom.

Consolation: I am wisp, but we are something significant, and that is why politics, ideas, policy, and the people matter after all.

Massachusetts kids fight for civic ed

(In DC for a Bringing Theory to Practice conference. This item also appears on the Huffington Post)

Here is news that may shake your stereotypes. Urban students from several Massachusetts cities (in a coalition called Teens Leading The Way) have chosen to fight for a statewide civic education requirement. Today, they will testify in the state capitol in favor of Senate bill # S00183 (which they wrote) to require a civics course.

Isn’t “civics” boring and despised by kids? Aren’t today’s youth slackers, obsessed by celebrity culture but apathetic about politics? And aren’t kids from Boston, Lowell, Worcester, and other urban school systems especially “at risk” for dropping out–not champions of extra academic requirements?

The answer to each of these questions is no. Young people volunteer in their communities at higher rates than their parents did and voted at near-record levels in 2008 (though not so much in 2009 and 2010). Many youth are notably idealistic, concerned about serious public issues, and eager to learn more.

To be sure, young people’s knowledge of political and civic issues is not impressive. In this year’s National Assessment of Education Progress (NAEP) in civics, only 24 percent of high school seniors scored at “proficient” or higher, demonstrating solid understanding of the topic. Many young people are critical of their own civic and political knowledge, and that is one explanation they offer for why they don’t vote. But they favor educational experiences and requirements that would boost what they know. In a national poll we conducted almost a decade ago, two thirds of young Americans favored a new mandatory civics requirement for high school graduation.

Urban students have an impressive record of constructive civic engagement, as shown by Lowell kids’ sustained effort to get the voting age lowered to 17 in their city, and many other projects. Like young people everywhere, they respond exceptionally well when given opportunities to contribute to their communities. Youth who enroll in programs like Lowell’s United Teen Equality Center (UTEC) or YouthBuild flourish and succeed because they are treated as assets and challenged to do serious work for their communities, not viewed as chronic problems.

Finally, “civics” need not be boring but is often quite engaging. The word “civics” summons a scene of a teacher diagramming the three branches of government on a chalkboard for rows of silent students. Young people do need to understand the structure of their government. But effective civics teachers introduce the facts as part of interactive discussions and projects on issues that matter to kids. For instance, if students discuss crime in their neighborhood and develop effective, research-based recommendations for reducing it, then the relationship between the city council and the police department will matter to them and they will be eager to learn about it.

That is why the young people in Teens Leading The Way are supporting legislation to require the study of government, history, and civil rights along with opportunities to use such knowledge to create community change through service and community-action projects. Service, when tied to classroom work, has been found to boost students’ graduation rates and college attendance, probably because they gain positive motivations and skills.

These elements of effective civic education have been demonstrated to work in rigorous research. They are already offered by excellent teachers in some of our schools, but many kids never experience them. That is why the students are fighting for “civics” on behalf of themselves and their generation.

everyone is Kevin Bacon

(in Washington, DC) Friends who were with me at the first National Action Civics Conference this weekend in Chicago–see my HuffPost piece for more on the conference–know that a running joke emerged there. Because I had helped to connect some of the groups that formed the Action Civics collaborative and knew most of the people at the conference, people started calling me the “Kevin Bacon of Civics.” Flattering–but I could prove that several other individuals in the room were just as connected as I am.

In fact, 875 other movie actors are better connected than Kevin Bacon is. The reference, of course, is to a game that three college students invented when they realized that they could link the actor, Mr. Bacon, to any other actor in Hollywood by no more than three links (where a “link” means appearing together in a movie or commercial). They concluded that Kevin Bacon is extraordinarily well connected. But Albert-László Barabási and his colleagues have found that Hollywood forms a dense network in which almost all actors are within three links of each other. (See his book Linked, pp. 59ff). Hundreds are more central to the network than Kevin Bacon is.

Now, it is possible that civic education is not as tight a network as Hollywood is, so that only a few people in civics have many links within the field. In fact, I think I have demonstrated through network-mapping that the civic renewal field is insufficiently networked. If there are only a few “Kevin Bacons of Civics,” we have a problem. But there are certainly more than just me.

How is it possible for an illusion to form that one individual is a uniquely significant network hub? Basically, you randomly start by exploring one person’s links and, if the network is pretty tight, he or she seems to be in the middle of it all. George Eliot’s Middlemarch (1871) is a brilliant book about networks, and Eliot already saw how the illusion could form:

Your pier-glass [mirror] or extensive surface of polished steel made to be rubbed by a housemaid, will be minutely and multitudinously scratched in all directions; but place now against it a lighted candle as a centre of illumination, and lo! the scratches will seem to arrange themselves in a fine series of concentric circles round that little sun. It is demonstrable that the scratches are going everywhere impartially and it is only your candle which produces the flattering illusion of a concentric arrangement, its light falling with an exclusive optical selection. These things are a parable. The scratches are events, and the candle is the egoism of any person now absent …. [Chapter 27]

Her mention of “egoism” is a warning against thinking that your network position is unusually significant.