The fix for ‘blighted’ towns isn’t tariffs. It’s education

Published in The News Tribune, May 1, 2025

Tariffs won’t revive American manufacturing — and they certainly won’t help the “forgotten half” of young Americans without a college degree, which is exactly where we need to focus if we want to fix what truly ails America’s economy. In justifying tariffs,

President Donald Trump claims to be redressing a loss of our nation’s manufacturing base. “Ninety-thousand plants and factories (have been lost) since NAFTA,” he frequently claims, a “fact” repeated by Vice President J.D. Vance, who recently stated that such losses have left small American towns “blighted.”

America does face a real economic problem. But it is not about the loss of manufacturing jobs. Nor is it one that tariffs will fix.

It is true that by some measures, the US manufacturing sector is in decline. Just 25 years ago, over 17 million were employed in this industry; today, fewer than 13 million are. During that same period, however, the inflation-adjusted output of U.S. manufacturing rose more than 40% — from $1.6 trillion to $2.4 trillion.

How could both things be true? It’s because manufacturing jobs are steadily being replaced by machines and technology. With AI on the rise, this trend is only accelerating. Good jobs increasingly require good skills.

But still, could tariffs help to grow manufacturing jobs? Tariffs raise the price of manufactured goods, and higher prices make manufacturing more profitable; they could thereby encourage new investments. Yet past experience with tariffs tells us how costly this approach to job creation is.

One recent study by Goldman Sachs, for instance, estimates that Trump’s tariffs could result in 100,000 new manufacturing jobs; however, the authors also estimate job losses nationwide from higher prices to be around five times this number. Another study of the US steel industry estimated that each new job created by steel tariffs cost steel buyers an additional $650,000, while in the case of tariffs on washing machines, each new job came at the cost of $820,000 more in consumer spending on washing machines.

Tariffs may create jobs in select industries — but they’re an extraordinarily inefficient way to do it.

So what might we do to address our economic ills? The first step is identifying what those problems really are. I’d point to the fact that for decades now, men without a college degree have been increasingly dropping out of the labor force, joining a group that economists call “the discouraged workers.” Falling wages and bleak employment prospects for those without a college degree accounts for a good deal of this trend.

This brings us to our nation’s real economic challenge: not how to bring back yesterday’s jobs, but how to prepare Americans for tomorrow’s. This challenge spotlights a shortcoming in our educational system, one that overly emphasizes a single route from high school to the labor force: college. This is despite the fact that nearly half of all Americans do not complete any sort of college degree.

We do far too little for what the sociologist James Rosenbaum calls this “forgotten half.” Most developed countries’ educational systems offer high-quality vocational options, which a large share of their high school students take. And employment outcomes improve for high school graduates who enroll in high-quality vocational programs compared to those who don’t. Moreover, many countries also provide publicly funded training and skill development opportunities for those over 18.

So rather than looking to tariffs to fix our “blighted” communities, and rather than tearing down our imperfect system of education, what we need from a President is a broader plan to support our youth’s pathway into the labor force.

And yes, that means nudging our educational system toward one that’s more inclusive — by recognizing there’s more than one path to good jobs.

The “Departmental Trench:” A Cautionary Note from the Interdisciplinary Trenches

Written with Mary Hanneman

University departments – disciplinary ones in particular – have lately become targets of criticism, with some scholars claiming that “academic departments create more barriers than benefit.” Departments are said to divide people, curb innovative thinking and research, lead to over-specialization, and encourage rote coursework. Disciplines, some argue, “tend to focus only on a set of trees within a great forest,” and fail to integrate the range of skills students need for tackling real world problems. One IHE op-ed called departments “disciplinary trenches [that] hold us back.” Meanwhile, a movement for the creation of interdisciplinary departments grows.

As long-standing faculty members of a very large and non-departmentalized interdisciplinary school, a model many might be tempted to emulate, we question the functionality and benefit of large and wide-ranging academic units. In practice, these Continue reading

Washington should invest in Child Savings Accounts to help bridge income gaps

Published March 5, 2019 in the Seattle Times

“The Fleecing of the Millennials.” This is the provocative headline of a recent opinion piece by a New York Times columnist. David Leonhardt convincingly makes the case that the income gap between younger and older generations has been widening.

There’s nothing alarming about an older generation having more income and wealth than a younger one, of course. But Leonhardt investigates trends in this gap over time. He found that, on average, today’s young adults between the ages of 25 and 34 earn the same now as they did nearly half a century ago. Meanwhile over this same time period, the income of those between 55 and 64 grew by a quarter; and it grew by 75 percent among the retired population.

Continue reading

Is Free Tuition Europe’s Message to America?

Published November 15, 2015 in Tacoma’s News Tribune.

grad capsBERGEN, Norway.  Should college be free for students, as Bernie Sanders contends?

Those who take this position usually support it with two claims: We need the best-educated workforce in the world, and cost should not deter young people from developing their talent.

In other words, free tuition would lead to a more prosperous and equitable America. And since college in countries such as Denmark and Norway is free, why can’t it also be free for Americans?

Yet if we follow Sanders’ suggestion and look abroad for inspiration, it’s not so clear that “free tuition” is the take-home message. Look closely at other nations, and it is apparent that we almost excessively invest in college. Continue reading

PISA provides Turkey with good news, bad news, and lessons

Published in Today’s Zaman December  22, 2013 (with Turan Kayaoğlu)

Two weeks ago, the Organisation for Economic Co-operation and Development (OECD) released country-level results from its 2012 Programme for International Student Assessment (PISA). What typically follows in most news coverage is handwringing and awkward explanations, as few receive the hoped-for good news. Continue reading

Efforts boost college success for low-income and minority students

Published in The News Tribune, May 22, 2013.

Critics of the United States like to single out our large disparities in life outcomes as evidence of our country’s moral failures. As disturbing as differences in income and wealth are, we Americans remain wedded to our foundational story: With hard work and a large dose of determination, even the poorest among us can climb the social ladder.

We probably each can recite such a Horatio Alger story. I see them each year in my classroom, where sit immigrants who have fled poverty and conflict, having exchanged it for the security and success our country offers them. Continue reading

Praising math successes part of fostering big change

Published in The News Tribune, April 24, 2013.

There’s an increasing drumbeat around making sure all high school students graduate with solid math skills.

You could hear it in News Tribune articles this month. One (“Math problems are a problem for job-seekers, employers say,”, 4-4) described how some local employers require their employees to have a basic grasp of math, but were finding that most high school graduates did not.

In another we learned that 16,000 of the state’s high school seniors have yet to pass the state math test, and thus may not graduate (“Thousands might not graduate because of WA math test,” 4-15).

It so happens that between the publication of these two articles, I found myself in Yakima attending the Washington State Math Council’s annual State Mathematics Contests. Continue reading

Higher education exploits its athletes

Published in The News Tribune, April 10, 2013.

When employers gain the lion’s share of the value created in the workplace, we commonly call this economic exploitation. Slavery is the extreme example, but exploitation can occur when workers gain something more than zero percent of what is produced.

A nation’s “wage share” provides a rough approximation of how the value of what a country produces is split between workers and employers. In the United States, the wage share is about 58 percent.

Bear with me a minute, because I’m now going to relate this to March Madness. Continue reading

State’s future tuition program caught in conundrum

Published in The News Tribune, February 13, 2013

Only make promises you can keep.

That’s good, solid advice.  In light of what we now know about Washington’s embattled Guaranteed Education Tuition (GET) program, we might modify that to something along the lines of “Only make promises you won’t regret keeping.”

The good thing about GET is that it reduces the financial uncertainty associated with college by allowing anyone to pay for tuition at a set price today, and receive the value of tuition — whatever that might be — tomorrow.  In this way GET has helped many Washingtonians plan for the expense of college. Continue reading

Op-ed: Approve Initiative 1240 to allow public charter schools

Published in The Seattle Times, October 22, 2012

Three previous swings at establishing public charter schools in Washington came up empty, so why are proponents for them still at bat?

Passion for charter schools is part of the reason Initiative 1240 is on the Nov. 6 ballot. Another reason is that hope springs eternal — a changing political environment opens up new possibilities and with it, perhaps, a different outcome. Finally, a new campaign for charters might succeed in dispelling common arguments against them that could change the debate.

One common argument is that there’s no evidence the average public charter school outperforms traditional public schools. While true, this fact shouldn’t lead to the conclusion that charters aren’t good for Washington’s children. Continue reading