Suchergebnisse

Intro -- Failure by Design -- Table of Contents -- List of Figures -- Acknowledgments -- Foreword -- The Great Recession: The damage done and the rot revealed -- The Great Recession's Trigger: Housing bubble leads to jobs crisis -- Fallout: the job-market -- Fallout: broader measures of economic security-poverty, health insurance, and net wealth -- The Policy Response to the Great Recession:What was done, and did it work? -- The dynamics of the Great Recession -- Recovery Act controversies: what was in it? -- Recovery Act controversies: did it work at all? -- Recovery Act controversies: why has consumer and not governmentspending led the recovery? -- The Great Recession Ended More Than a Year Ago-so, "Mission Accomplished"? -- Apathy, not overreach -- Exchange rate policy -- Monetary policy -- Fiscal policy -- Clear economics, fuzzy politics -- The Cracked Foundation Revealed by the Great Recession -- Falling minimum wage -- Assault on workers' right to organize -- Global integration for America's workers and insulation for elites -- The rise of finance -- Abandoning full employment as a target -- You get the economy you choose -- Incomes in the 30 years before the Great Recession:growing slower and less equal -- Is everybody getting richer but the rich are just getting richer faster? -- Why have typical families' incomes and overall economic growth de-linked? -- The arithmetic of rising inequality: falling wage growth for most American workers -- The economics of rising inequality -- Lower wage growth did not buy greater economic securityor sustained progress in closing racial gaps -- How did American families cope with lower wage-growth and rising insecurity? -- Where to from Here? -- Bibliography -- About EPI -- About the Author -- The State of Working America Web site.

The Manhattan Institute report, How Much Are Public School Teachers Paid?, uses hourly earnings from the 2005 National Compensation Survey (NCS) to contend that teachers are better paid than most white-collar professionals, including many in occupations commonly understood to be quite lucrative. The report relies on hourly earnings data in an attempt to provide an apples-to-apples comparison of pay for a standard unit of work. Unfortunately, this approach is fundamentally flawed because the NCS calculation of weeks and hours worked is very different for teachers and other professionals. In fact, the Bureau of Labor Statistics — which publishes the NCS — has explicitly warned its users not to use hourly rates of pay in this exact same context. It is unclear why the authors of this report have apparently have chosen to ignore that warning, but what remains is a measure of compensation that is of very little use in informing policy discussions of teacher pay.