If you value it, subsidize it

You would think that after what we saw with the COVID-19 pandemic and the ongoing shortage of doctors, nurses, and other healthcare practitioners, we would be seeing some sort of decline in the price of these educational programs.

Fewer people going into the field would mean lower prices for those programs, right? (Supply and demand.)

Let me hypothesize why this might not be happening.

We have deeply ingrained in our culture the idea that the most important thing you can do is make a lot of money. Therefore, the best thing you can do for yourself is obtain a degree that leads to a certain type of job that pays well.

This means that, because we’ve conditioned our kids to believe that money is everything, people will continue to borrow astronomical amounts of money to attend medical school, believing that they will earn enough to cover it afterward. 

I suspect that a similar pattern is emerging with other college degrees, where individuals are borrowing six figures to earn degrees that lead to jobs paying half that or less, and this will eventually affect medical students. 

This trend is already happening with dental students. There are now a few hundred dentists in the United States who owe more than $1 million in student debt!

Tuition costs are likely to continue rising while salaries remain stagnant. Consequently, we may have doctors with $1 million in loans earning $250,000 a year (or less).

I think one solution is collective action. To make a difference, we, as a society, must unite and declare that we will not continue this way. But that’s hard to do.

The other option is to implement some form of government intervention based on the values we hold as a country.

If we believe that we need more doctors, engineers, and teachers in this country, rather than more hedge fund managers and trust-fund babies, our policies have to match that belief.

One of my professors in college—a funny little self-described country boy from the Mississippi Delta—had something of a law he preached to us:

  • If you want people to start do something, subsidize it.
  • If you want people to stop doing something, tax it.

It works: this very idea is how we almost created a generation of non-smokers.

All the ad campaigns in the world about the dangers of smoking didn’t make a difference. What worked was taxing cigarettes to make them so prohibitively expensive that most Gen-Zers never started smoking them to begin with.

Now, we’re “taxing” the wrong things in the form of tuition increases and poor salaries.

Right now, we’re making it incredibly expensive to become a doctor or engineer. Or we’re making other fields financially unviable to work in (e.g., teaching) by failing to pay practitioners what they’re worth.

Our tax incentives and subsidies (the “rewards” our government doles out) don’t help these people, but they damn sure help those who are less visibly beneficial to society but make vastly more money. It’s why we have so many people entering finance and so few entering teaching.

I don’t know about you, but I think it’s time we flipped this.

The teaching experience got worse after COVID

When the COVID-19 pandemic erupted, it sent all the children home for an extended period of virtual schooling. This showed parents what it was like to deal with lots of kids all day long.

Not just “deal” with them either, but also hopefully have them learn something.

Multiply parents’ experience with their handful of children by 10, and that was what the average schoolteacher dealt with on a daily basis for years before 2020.

What fascinates me about this, however, is that the experience didn’t lead to an outpouring of support. It didn’t lead to calls for higher pay, better working conditions, and more classroom assistance for teachers.

Instead, COVID-19 made schooling much, much worse for teachers as, inexplicably, it led to a focus on culture war issues and concerns over what was being taught in the classrooms.

My math teachers lied to me

All my math teachers told me growing up that I had to learn arithmetic, algebra, geometry, all these formulas… but for what? 

Their sole argument when I pressed them with “why?” Because I wouldn’t always have a calculator in my pocket.

Well, the joke’s on them. Not only do I ALWAYS have a calculator on hand (sometimes literally in the case of my smart watch), but it can do a lot more than basic arithmetic. 

The phone in my pocket, the watch on my wrist—both of these have scientific calculator qualities (real TI-84 stuff) built in. They can do just about everything but graph. 

But you know what else? I’ve never had to use that power for anything in the real world.

I’ve never once had to calculate the slope of anything. I’ve never had to use linear equations for my job.

What I have needed to do was quickly figure out percentages in my head to help a customer.

Use probability to make a decision.

Measure off a table and do complex fraction stuff to get the merchandising in an Apple Store as close to perfect as possible. 

None of this was learned in a classroom. I learned it all doing work in the real world. That’s why I always ask, “What’s the project?” when learning something new.

(And I still have that calculator in my pocket. I wonder what they tell students nowadays why they have to learn those seemingly abstract facts?)

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6 reasons why you should and should not go back to school

I wrote recently about why taking action is more important to your work and career goals than going back to school for more degrees. Today I’m going to give you 6 reasons why you should and should not go back to school.

Why Not?

  1. DON’T go back to school if you cannot afford it. No education, not even a medical or law degree is worth massive amounts of debt. You won’t make as much money as you think you will, and you may not even get the degree. Don’t go to school if you can’t afford it.
  2. DON’T go back to school if you don’t have a plan for what you want to try to do. No plan is full-proof anyway–you may change your mind halfway through and decide the field is not for you. Also, you may be able to get the knowledge and education you need without spending a fortune on a degree (which may be irrelevant by the time you finish).
  3. DON’T go back to school because you think the degree will get a job for you. It will not: your skills, abilities, projects, portfolio of work, and ability to sell yourself are the only things that will do that.

Why You Should

  1. DO go back to school if the field you’re entering is highly specialized and requires certain education or certifications, e.g., medicine, law, engineering, public school teaching or administration, etc. This also applies to those of you who wish to become higher education professors.
    • Keep in mind that the opportunities in higher education are limited. You will most likely spend years as an adjunct, competing with hundreds of other candidates who have the same credentials and publications as you, and there is no guarantee that college will be as it was when this pandemic is all said and done. Check out this video by Adam Grant on graduate education.
  2. DO go back to school because you love education and simply want to further develop yourself with an advanced degree (but only if you can pay for it. DO NOT GO INTO DEBT FOR EDUCATION).
  3. DO go to school if it is the only way to obtain the knowledge you seek. It is highly unlikely this reason is valid: with all the options available to you online, it’s easy to get an unoffical master’s degree in just about any field imaginable. It’s also easy and free to take real college classes online from Ivy League universities and other top institutions all over the country. (Click here if you want tips on how to get a useful education for almost no money. Dan Miller has another great article on the subject here.)

Learning is important. Well-educated individuals are in demand and in short supply in every industry in the United States and abroad. But well-educated does not mean letters behind your name or fancy degrees from famous colleges.

Well-educated means you have the real and practical knowledge, skills, abilities, and most importantly, the will and the desire to take initiative and execute on the work put in front of you.

You don’t have to go back to school, but you do have to continue your education.

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