Posts Tagged ‘ youth ’

Congress and Climate: The Long View

Wednesday, July 28th, 2010
Nathan Richardson



Nathan Richardson is a visiting scholar at Resources for the Future. The views expressed here are his own.

by Nathan Richardson

As you know by now, no climate bill will emerge from this Congress. Most have picked up Lindsey Graham’s metaphor — “cap and trade is dead” — though I prefer to think of a bill as “mathematically eliminated”. In other words, the right reaction is not permanent loss of hope but “wait til next year.” That hope is faint, however, given the likely makeup of the next Congress.

It has not taken long for the process of taking stock and assigning blame to begin. Will Marshall here at Progressive Fix has written on Congress’ failure (and I agree with everything he writes). The New York Times op-ed page has been dominated by pieces on why the bill failed, and who is to blame. Grist  summarizes reactions. I don’t have much to add to what has already been said. I’m disappointed, but not surprised, and I think there is plenty of blame to go around. That said, I’m still very optimistic about the prospects for action on climate – and by that I mean specifically a national, comprehensive carbon price – in the relatively near future. I think failure in 2010 is a setback, but will be viewed in retrospect as a minor one. This is little different from the way I felt weeks or months ago, but events of last week seem to have suddenly made me a contrarian. Climate pessimism is the new zeitgeist. So why the optimism? Because changes are coming that make climate action inevitable. The world is moving, with or without the Senate.

Some of these changes are structural. Above all, climate policy has to face physical reality, not just social and political preferences. The science of climate change is clear on the big issues, is constantly improving its predictions, and is deepening our understanding of the climate system. The longer we wait, the more we will know — and the warmer the planet will get. Those skeptical of climate science have played almost no role in the failure of climate legislation this year; they were marginal from the beginning. Better knowledge, and tangible evidence of the consequences of climate change, will make the case for action steadily stronger. Physics, as much as politics, will move the “centrist” position on climate towards action. I hope this will be by way of clear but remote physical evidence, such as melting icecaps, rather than by way of weather disasters or droughts. Demographics point in the right direction as well. Young people tend to be more strongly in favor of limiting carbon emissions (though not all polls agree). As today’s youth start to vote and gain power and influence, legislators will have to respond or choose another career.

Another more or less structural change on the way is pressing need for deficit reduction. As both Tyler Cowen and Nate Silver have pointed out in the last couple of days, this, too, will increase the chances of a price on carbon. Higher taxes are almost a certainty given our debt burden and the plausible range of spending cuts. As Cowen puts it, a price on carbon is the “least bad tax” in the sense that it discourages harmful actions (emitting carbon) rather than productive activity.

Other changes come from policies already in the pipeline. Existing state and federal laws provide some authority for regulating carbon emissions, though results will be more modest and costs higher than they would be with a uniform national carbon price. This is my area of expertise, and we’ve written a lot on the issue at Resources for the Future. The summary is this – the EPA can get modest but meaningful carbon reductions with the tools it has, likely at modest cost. EPA regulations on “traditional” pollutants like sulfur dioxide, which are emitted primarily by fossil fuel (and above all coal) plants will also have co-benefits for carbon emissions. These incidental reductions in carbon emissions will make the goals we need to reach with an eventual carbon price more modest. In the past, health benefits from reduction in pollution from coal has been cited as a secondary reason to price carbon. Now, the tables are turned – moves to reduce these pollutants using existing Clean Air Act authority will have climate benefits. Put it this way – in the long or even medium-term, climate action isn’t dead, but coal is, at least unless carbon capture and storage technology becomes available at modest cost. David Roberts at Grist makes this point, with the added irony that coal will likely be begging for cap-and-trade before long, since it would probably give the industry a handout in the form of allowances that could be sold as plants are shut down.

Finally, there’s the economy. Whether out of opportunism or genuine fear, concerns over the economic impact of climate policy fueled opposition this year. If 2010 politics could be matched with the 2007 economy, I have no doubt that a climate bill (of some kind) would have passed the Senate. The politics will get rosier for climate action, for the reasons I explained above. The economy will strengthen as well, and “jobs” will not dominate politics to the extent that they are the only acceptable justification for policy, and the rhetorical foundation of all opposition to policy. Those that agree with Ross Douthat that “sometimes it makes sense to wait, get richer, and then try to muddle through” will be more prepared to muddle through as we get richer. If the economy does not improve, we have bigger problems – though the one small benefit of our economic troubles is that it has likely bought us a little time on climate. Carbon emissions are down sharply over the last few years. In fact it will be an interesting question to look back once we have some perspective and ask whether the economic crisis was beneficial or harmful in climate terms.

These changes are all inevitable or at least very likely. Together, they will make a carbon price ever more politically possible, and eventually politically necessary. As most people who have considered the climate problem seriously have known for a long time, pricing carbon is the only workable solution. Eventually, it will come.

Of course, whether climate action will happen is easier to predict than how long it will take. I don’t have an solid answer for the latter question. Some of the shifts I mention will take longer than others. Structural changes, like global warming itself and demographic shifts, may take a long time to affect politics. Policies in the pipeline are more well-understood, but many are in the planning stage and could be held up, possibly by litigation. Meaningful EPA regulations on carbon could be in place by late 2011, or might not be effective until near the end of the decade. Economic improvement should, I hope, come more quickly – but there are of course no guarantees, and the “joblessness” of the recovery to date may mean the economy will dominate politics for longer than growth figures would indicate. So I don’t  know when we’ll have real climate legislation. My best guess would be 2013 -  another presidential & congressional election, presumably a stronger economy, fossil industries under pressure from the EPA and states, and, plausibly, palpable evidence of climate change could all converge to make a comprehensive climate bill politically possible. But that’s only a guess.

A critical look at last week’s events and, indeed, the last few years of congressional inertia is warranted. Pushing for action on climate – whether at the grassroots or in the Capitol – is still desperately needed. The longer we wait, the greater the risk and the higher the cost. But these events are just minor scenes in a story whose end we already know. Climate action may come sooner, or it may come later, but it will come.

Photo Credit: Casino Jones’ Photostream

Reviving the Labor Market with Middle-Skill Jobs

Wednesday, April 7th, 2010
Harry Holzer



Harry J. Holzer is a professor of public policy at Georgetown University and served as chief economist for the U.S. Department of Labor in the Clinton administration.

by Harry Holzer

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The importance of worker education and skills to labor market success in the U.S. has never been clearer than it is now. The current economic downturn has hit all groups quite hard, but especially those with the least education and fewest skills. And as the labor market slowly begins to recover this year, we will be reminded of a basic fact of economic life: Workers increasingly need meaningful postsecondary education or training to find jobs that pay enough to sustain a middle-class lifestyle.

To its credit, the Obama administration recognizes how essential education and skills are in expanding labor market success, and has created some important initiatives to improve outcomes for all groups — especially the disadvantaged, who suffer the most from “achievement gaps” that open early in life. The administration’s Race to the Top fund creates strong incentives and financial support for school reforms in the K-12 system. Its American Graduation Initiative will provide grants for innovation in community colleges designed to improve both attendance and graduation rates. And the government has hiked Pell Grants by a considerable amount, as part of recently enacted reforms in the funding of federal student loan programs.

But are these initiatives enough, or should we be casting a wider net when dealing with various kinds of skill gaps and their role in labor markets? We need to consider the many levels at which shortfalls in education and skills plague American workers, and then determine the appropriate range of remedies for these problems.

Specifically, we need to prepare American youth and adults not only for jobs requiring four years of college and graduate study, but also for those we call “middle-skill” jobs — jobs that require something beyond a high school diploma but less than a bachelor’s degree. These jobs frequently pay well and are in high demand in the U.S. labor market, but too few workers now have the skills to fill them. A range of policy interventions to improve the skill levels and workforce-relevant credentials among Americans can raise the numbers of good jobs they can fill, and provide a gateway to the middle class that is now often closed for so many.

The Scale of Our Challenge

About a quarter of all American youth still drop out of high school each year.1 The research shows that some do so because of poor basic skills, but others are driven by boredom and the lack of any observed relevance of their high school coursework to their future earnings prospects.2 Of course, by dropping out, they create a self-fulfilling prophecy in which their earnings prospects are certain to be poor throughout their lives. Many will withdraw from the labor market altogether — especially under the current circumstances of a severe downturn and likely slow recovery. For some groups of dropouts (like young African-Americans), the odds of becoming incarcerated and parenting outside of marriage will be enormous, generating huge costs to themselves and to the rest of society.

Another quarter of American youth fail to attain any postsecondary education beyond high school graduation.3 They leave school without occupational skills or work experience that the labor market rewards, and with no plans for enhancing those skills. Both their employment rates and earnings levels after leaving school will be limited for many years, as they move from one unrewarding job to the next.

Among those who attend college — whether two- or four-year — dropout rates are also very high. Fewer than 60 percent of students in four-year colleges graduate within six years.4 For those who attend community college, the odds of emerging with any type of credential after six years are even lower, below 50 percent.5 This is particularly true for minority and disadvantaged students, both youth and adults. Indeed, it is likely that a large majority of newly funded Pell Grant recipients will attend college, get stuck in remedial classes and drop out before obtaining any meaningful credential.

Even among those who finish, the labor market value of the certificates and associates degrees they acquire vary enormously, with too many students obtaining credentials that the market does not particularly value or reward.6 Our community and four-year colleges often lack any direct ties to our workforce development systems, and do not provide students with available information on career progressions or labor market opportunities. And many colleges do not face incentives or financial support for expanding capacity in areas of strong market demand, especially in the technical areas where instructors and equipment are relatively more costly to obtain.

Building Up the Middle-Skill Market

Our labor market generates strong rewards on average for those with college and, especially, graduate degrees, particularly in the “STEM” fields (science, technology, engineering and math). Improving student attainments in these areas is important for maintaining a competitive economy. But it is also striking that, over time, there remains strong demand in the U.S. for many middle-skill jobs.

Contrary to the popular view that we are developing a “dumbbell” labor market or an “hourglass” economy — with a shrinking middle and an expanding top and bottom — my work with Robert Lerman points to continuing strong demand and good pay in a wide range of jobs and sectors at the middle of the labor market. Indeed, a wide range of evidence shows that employers often have difficulty filling these middle-skill jobs, even when wages are rising and the job market is not very tight.

What kinds of jobs are these, and where are they located? In health and elder care, there will continue to be strong demand for nurses (including licensed practical nurses and certified nursing assistants) and many other kinds of technicians and aides. In construction (which will recover, albeit slowly, from the bursting of the housing bubble), there are frequent shortages in the skilled crafts. In manufacturing — despite a long-term decline in employment — demand remains quite strong for skilled workers, like machinists and even for welders.

A wide variety of economic sectors generate demands for technicians in equipment installation, maintenance and repair. A shift to a “greener” economy will generate many such jobs, as will increased federal spending on the repair and modernization of infrastructure. And in several diverse parts of the service sector, there is a strong need for well-trained personnel: police and firefighters, legal aid and protective service employees, and even cooks and chefs in restaurants.

Many of these jobs pay well enough to help support a middle-class lifestyle, and would be within reach of many of our high school graduates and dropouts who currently flounder in the job market and in life. It’s a tragic irony that over two million Americans are incarcerated on any given day — and several times that number are permanently scarred by criminal records — because many never saw pathways to good-paying jobs, while employers frequently can’t find enough trained welders, electricians and plumbers when they need them.

Of course, strong basic skills are required in all of these areas. No one would argue against the need to close the “achievement gaps” in youth literacy and numeracy skills — or that young people should be better prepared to handle college-level work. Still, the many levels at which educational outcomes are weak, along with the lack of occupational training and relevant workplace experience for so many who will likely not attend or complete college, suggests the need for a broader approach — one that prepares young people for labor market opportunities, wherever they appear.

A Range of Fixes

Both federal and state governments need to implement a range of policies that will reduce high school dropout rates and encourage young people and adults to develop the skills needed to obtain a postsecondary credential and succeed in the workforce. Different policies are appropriate for different groups; there is no magic bullet, and one size does not fit all.

Research is now generating a body of statistical evidence on “what works” in enhancing educational and employment outcomes for different populations.

First, it is clear that high-quality career and technical education in secondary and postsecondary schools can generate strong payoffs for at-risk youth. The Career Academies, which operate at 1,500 high schools nationwide, provide students with occupational training and work experience in a particular economic sector, even while they take academic courses and curricula. Evidence suggests that the Academies strongly reduce dropout rates among at-risk youth and improve their earnings for many years afterwards without discouraging students from obtaining postsecondary education. Other models, like Tech Prep and other apprenticeship programs, provide strong payoffs by moving young people directly from high school into community or technical colleges and offering them relevant work experience.

For youth who have already dropped out of school, the successful models are less clear. Intensive remediation efforts in a variety of settings — including the military model of the National Guard Challenge program — show some promise. But we also know that the provision of paid work experience to low-income young people is often critical for maintaining their interest and participation because they so value the upfront rewards of compensation. And systemic approaches that combine a range of services with educational and employment opportunities for young people, such as those in the Youth Opportunities program for poor neighborhoods implemented at the end of the Clinton administration, have generated successful outcomes.7

Second, workforce training for disadvantaged adults with some decent basic skills can be very successful if it generates a postsecondary credential and targets a strong sector of the economy that provides good-paying jobs. Indeed, sectoral training, in which workers are connected to employers and obtain work experience while they receive training, has shown some very strong results. Career pathway models, which combine classroom curricula and work experience leading to occupational certifications at a variety of levels, are also very promising.

Often, an active “intermediary” is needed to assist trainees with making connections to the labor market and obtaining the necessary support services (like child care and transportation) along the way. State-level training grants and technical assistance to employers in these sectors can often encourage them to train more of their incumbent workers and generate pathways into better-paying work within existing firms. Indeed, states like Pennsylvania, which have actively targeted key economic sectors and integrated their workforce and economic strategies, will likely reap major rewards as their labor markets recover in the next few years.

Third, we are learning what generates greater success in improving the odds of certificate or degree completion for disadvantaged students in community colleges. Performance-based financial aid (above and beyond the Pell Grant), which might include stipends, mandatory support services and small “learning communities” of students, all seem to help.

Further, programs that integrate remedial education and occupational training seem to generate higher success rates for disadvantaged students. One such approach, the well-known I-BEST program in the state of Washington, integrates basic adult education with occupational training (from two teachers) in each class; statistical evidence so far indicates that it has a potentially strong impact on educational outcomes. New curricular developments, like modular classes and “stackable credentials,” might help as well.

Fourth, under the very best circumstances, millions of low-income youth and adults will still end up in the many low-paying jobs that our economy now creates. We need stronger pay incentives to make sure these workers remain attached to the labor market under these circumstances. The Earned Income Tax Credit played a huge role in encouraging low-income single mothers to take jobs under welfare reform, and would likely have similar success in rewarding disadvantaged childless adults and non-custodial fathers when they work. And subsidized work for ex-offenders in the form of “transitional jobs” reduces their recidivism and raises work effort, at least in the short term.

Conclusion

What all of this suggests is that a broader set of educational and employment supports must be provided to encourage further success at all these levels. Reforms in the K-12 system remain critical and greater funding for Pell Grants will help.

But these should not be done in isolation from efforts to expand high-quality career and technical education, and better integrate education, workforce and economic development systems. Enhanced financial support for both youth and adults in a wide range of postsecondary education institutions, including community and technical colleges and apprenticeship programs, must be linked to a broader range of labor market information and services for them, while the systems themselves must be made more responsive to labor market realities. And expanding both educational opportunities and work supports for at-risk or disconnected youth and adults — including those still in high school as well as those who have dropped out of school and the labor market — are critical as well.

Any public resources expended in such efforts should be based on evidence of best practices and tied to further rigorous evaluation. In the current fiscal situation, such resources are scarce. But the social and economic costs of not making the needed investments in the skills of our youth and adults are enormous, while the payoffs to successful efforts in these realms can be quite impressive.

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1 James Heckman and Paul LaFontaine, “The American High School Graduation Rate: Trends and Levels.” IZA Discussion Paper No. 3216, December 2007.

2 Robert Lerman, “Career-Focused Education and Training for Youth,” in H. Holzer and D. Nightingale eds. Reshaping the American Workforce in a Changing Economy. Washington, D.C.: Urban Institute Press, 2007.

3 See Heckman and LaFontaine, op cit.

4 Frederick M. Hess, et. al., “Diplomas and Dropouts: Which Colleges Actually Graduate Their Students (and Which Don’t),” American Enterprise Institute, June 2009; available at http://www.aei.org/paper/100019.

5 Thomas Bailey, et al., “Is Student Success Labeled Institutional Failure? Student Goals and Graduation Rates in the Accountability Debate at Community Colleges,” Community College Research Center, Teachers College, Columbia University, 2006. Of those students entering in any year, 36 percent earn degrees and certificates while another 13 percent have transferred elsewhere but not yet earned a degree.

6 Louis Jacobson and Christine Mokher, “Pathways to Boosting the Earnings of Low-Income Workers by Increasing their Educational Attainment,” The Hudson Institute and CNA, January 2009.

7 See “Youth Opportunity Grant Initiative: Executive Summary,” Decision Information Resources, March 2008. Report submitted to Employment and Training Administration, U.S. Department of Labor, Washington, D.C. The evaluation evidence showed increases in secondary school enrollments and in labor force participation rates for youth in the high-poverty neighborhoods receiving these grants.

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