Skip to main content

Who benefits from government?

When I discuss taxes and equity, I teach my students about the benefits principle of tax equity (i.e., who pays the tax should correspond to who receives the benefits) and discuss this as one rationale for why we have a progressive income tax system. But students always have a hard time grasping the possibility that "rich" people benefit from government as much as "poor" people. This attitude is also contributing to California's budget difficulties since Republicans are insisting that the budget gap must be closed entirely with spending cuts - I can only assume that those who support this position are seriously underestimating the benefits they personally receive from government services. So I LOVED this editorial from the Sac Bee that points out the many ways that not-poor people benefit from state spending. I'll be using it next semester as the starting point for our discussion of progressive taxes:
The largest portion of the state's general fund budget (more than half, or $51.7 billion) goes toward education. Do no rich and middle-class folks send their children to public schools or to California's public universities? Do UC Berkeley or UCLA or UC Davis have no rich or middle-class kids?

The next-largest portion of the budget goes toward health and human services (about one-third, $31.6 billion). Do middle-class folks have elderly parents who need nursing home care? Costs average $4,500 a month. While some people can afford to pay this bill on their own, most seniors quickly exhaust their savings and assets. In fact, a majority of all the people in nursing homes in California have their care paid for by Medi-Cal.

Then there's the state prison system (more than 10 percent, $10 billion). Who benefits when convicted criminals are taken off the street and sent to prison – only the poor? C'mon.

The state also spends money on transportation and economic development (nearly 3 percent, $2.6 billion). Do the rich and middle class use roads, bridges, trains, airports and ports?

Then there's state spending on California's natural resources (2 percent, $1.9 billion). Do the rich and middle class enjoy the state park system? Do they get protection from wildfires? Do they get clean water supplies from the state's waters? Do they benefit from flood protection levees?

In the current economic downturn, are middle-class folks affected by job cuts? Might they need health insurance coverage or food stamps or unemployment checks while they search for a job?

Comments

  1. Here's a modest proposal: Admissions fees to state parks that vary with the zip code of residence. We have zip code based income data, so let's charge higher admissions fees for park visitors who live in higher income zip codes. (I am, by the way, at least 60% serious about this.)

    ReplyDelete

Post a Comment

Comments that contribute to the discussion are always welcome! Please note that spammy comments whose only purpose seems to be to direct traffic to a commercial site will be deleted.

Popular posts from this blog

This is about getting through, not re-inventing your course

As someone who has worked hard to build a lot of interactivity into my courses, I have never been interested in teaching fully online courses, in part because I have felt that the level of engaged interaction could never match that of a face-to-face class (not that there aren't some exceptional online courses out there; I just have a strong preference for the in-person connection). But the current situation is not really about building online courses that are 'just as good' as our face-to-face courses; it is about getting through this particular moment without compromising our students' learning too much. So if you are used to a lot of interaction in your F2F class, here are some options for adapting that interaction for a virtual environment: [NOTE: SDSU is a Zoom/mostly Blackboard campus so that's how I've written this but I am pretty sure that other systems have similar functionality] If you use clickers in class to break up what is otherwise mostly lect...

Designing effective courses means thinking through the WHAT and the HOW (in that order)

I think most folks have heard by now that the California State University system (in which I work) has announced the intention to prepare for fall classes to be primarily online. I have to say, I am sort of confused why everyone is making such a big deal about this - no matter what your own institution is saying, no instructor who cares about their own mental health (let alone their students) should be thinking we are going back to 'business as usual' in the fall. In my mind, the only sane thing to do is at least prepare  for the possibility of still teaching remotely. Fortunately, unlike this spring, we now have a lot more time for that preparation. Faculty developers across the country have been working overtime since March, and they aren't slowing down now; we are all trying to make sure we can offer our faculty the training and resources they will need to redesign fall courses for online or hybrid modalities. But one big difference between the training faculty needed ...

THE podcast on Implicit Bias

I keep telling myself I need to get back to blogging but, well, it's been a long pandemic... But I guess this is as good an excuse as any to post something: I am Bonni Stachowiak's guest on the latest episode of the Teaching in Higher Ed podcast, talking about implicit bias and how it can impact our teaching.  Doing the interview with Bonni (which was actually recorded a couple months ago) was a lot of fun. Listening to it now, I also realize how far I have come from the instructor I was when I started this blog over a decade ago. I've been away from the blog so long that I should probably spell this out: my current title is Associate Vice President for Faculty and Staff Diversity and I have responsibility for all professional learning and development related to diversity, equity and inclusion, as well as inclusive faculty and staff recruitment, and unit-level diversity planning. But I often say that in a lot of ways, I have no business being in this position - I've ne...