In the Wall Street Journal Opinion section today, Stephen Moore writes a slightly different take on rent-seekers or freeloaders in his piece called, We’ve Become a Nation of Takers, Not Makers.
His statistics are eye opening.
If you want to understand better why so many states—from New York to Wisconsin to California—are teetering on the brink of bankruptcy, consider this depressing statistic: Today in America there are nearly twice as many people working for the government (22.5 million) than in all of manufacturing (11.5 million). This is an almost exact reversal of the situation in 1960, when there were 15 million workers in manufacturing and 8.7 million collecting a paycheck from the government.
And, it’s not just manufacturing. Moore takes a closer look at states known for other things:
Iowa and Nebraska are farm states, for example. But in those states, there are at least five times more government workers than farmers. West Virginia is the mining capital of the world, yet it has at least three times more government workers than miners. New York is the financial capital of the world—at least for now. That sector employs roughly 670,000 New Yorkers. That’s less than half of the state’s 1.48 million government employees.
Moore goes onto to discuss something near and dear to my heart — managing inputs rather than outputs, which leads to declines in productivity:
After setting the table to show that productivity (i.e. output per employee) has increased dramatically over the last several decades in the private sector, Moore writes:
Where are the productivity gains in government? Consider a core function of state and local governments: schools. Over the period 1970-2005, school spending per pupil, adjusted for inflation, doubled, while standardized achievement test scores were flat. Over roughly that same time period, public-school employment doubled per student, according to a study by researchers at the University of Washington. That is what economists call negative productivity.
But education is an industry where we measure performance backwards: We gauge school performance not by outputs, but by inputs. If quality falls, we say we didn’t pay teachers enough or we need smaller class sizes or newer schools. If education had undergone the same productivity revolution that manufacturing has, we would have half as many educators, smaller school budgets, and higher graduation rates and test scores.
And we may yet see that with innovations like Khan Academy.