Wowza! I just realized today that there’s less than a month to go until the end of the school year! Time sure does fly when you’re having fun.

Especially fun this month has been putting the finishing touches on the junior/senior field trip to Orlando, Florida! For the second year in a row, we’re headed down south for a fun-filled week at Disney World and Kennedy Space Center. This year I’m taking a group of 50 students and 5 chaperones and as time gets closer and closer we’re all getting super excited.

Of course, this will be the first time I visit the Happiest Place on Earth while preggo, so no roller coasters for me. Still, I can’t wait to see the students enjoy the park while I eat delicious food and take in some fun sights.

The biggest question I get from most of my educator friends when I tell them about the trip is about money. How are we affording a luxurious charter bus, an entire week at a posh hotel, all meals, Parkhopper passes, educational programs, and the astronaut training program at Kennedy Space Center?

One word: Fundraising. Or two words (fund raising?). Whatever. I retyped this like five times before I gave up on guessing.

confused-baby

Good impression of me trying to figure out why English is so stupid.

Anyway, I thought today I’d share with my favorite rebel crew some fun ways you and your school can raise some money, too. I’ve also included how much money we’ve made in the past, but keep in mind we have a student body of only 300 students. Here are some of my favorites:

1. Teacher Swap: This one is a HUGE hit with the students. Here’s how it works: A big jar decorated with each teacher’s face/name is placed on a table in the front office (or wherever you have space and its convenient for students to use it). For one week, each morning during homeroom (or whenever you designate) students can purchase swap tickets. We use the rolls of regular raffle tickets and we sell one for 50 cents, three for $1, and 20 for $5.

The kids then write the name of one teacher on the ticket, and then draw an arrow and write the name of another teacher. This indicates that they want Teacher #1 to swap places with Teacher #2. For example, maybe they want to put the introverted math teacher in the drama class, or vice versa. We found they usually like to do whatever they can to embarrass teachers.

Finally, students put the ticket in the jar, and at the end of the week staff will tally up the votes and publish the results. One day the following week (usually on a Friday for us), teachers “swap” places for the day and teach the other class. It’s really fun for teachers and students who get to interact with people they might not see every day. We net about $400 on this one.

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For some reason, I think you could’ve put him anywhere and he would’ve been a fun teacher.

2. Staff Embarrassment: Examples of this include Pie in the Face, Kiss a Pig, Duct Tape Teacher to the Wall, Teacher Torture, etc. Pie in the Face and Kiss a Pig are exactly what they sound like. Students/staff pay for votes on who they want to see kiss a pig, or who they want to throw a pie at (we use whipped cream in aluminum pie pans).

Our favorite thus far is Duct Tape a Teacher to the Wall, where students pay $1 for each foot of tape. Participating teachers are standing on a chair up against a wall that can hold tape. Kids keep paying for the tape and taping up the teacher until you eventually reach a point where the chair can be removed and the teacher will be stuck to the wall. We net about $200 on this one.

Teacher Torture is a lot like Teacher Swap, only instead of swapping places, students buy tickets to vote for which embarrassing thing various teachers are willing to endure. For example, one teacher who is well-known for his facial hair agreed to shave if he earned the most votes. Another teacher agreed to sing in front of the entire school (her absolute fear).

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This one is a must-try – really! It’s awesome.

3. Car Smash: This has the potential to make a lot of money, especially if you have a large student body or if you get community members involved. You must have warm, dry weather for this one (safety first!), so we usually do this in the springtime.

This one works like it sounds. A local scrap metal/junk yard donated a car (for free!) and we found a kind-hearted worker there who agreed to deliver and take away the car when we’re done. The day of the event, we spread a huge tarp in a grassy area and place safety cones around the crash zone. We set up three sections of weapons: $2 easy weapons (eggs, tomatoes, silly string); $4 medium weapons (baseball bat, golf club, hammer); and $6 large weapons (sledge, axe, maul). People stand in line to take a turn at smashing the car (safety gear is provided).

The week leading up to the smash, we raffle off the first hit. People buy tickets and then we pick a random name from the jar the day of the event. We earned about $400 for this last time with one car, but if you add a car or have more people, you could earn much more. For additional money, you can also sell concessions at the event.

car-smash

Super fun and destructive.

4. Penny Wars: For this one, each homeroom classroom gets a milk jug or jar for donations. Pennies are the desired commodity and are the only currency that count positively. Every other silver coin or paper money gets subtracted from your jug, so the key is to create a nice balance of putting pennies in your class container while sabotaging the other class by putting in silver or paper.

We do this for a week, and we average about $300.

Penny Wars_0

Making money, honey.

5. Silly Games or Contests: This would include stuff like a Hot Wing Eating Contest, Cornhole Tournament or Twister Tournament. This works really well in conjunction with a Field Day, where students might pay a $5 entry fee and then the winner takes half the pot. Brackets are set up for the competition and students cheer others on as they play. You could probably make about $50 or $100 on this after you give up the half to the winner. This would also pair well with Car Smash, which would give people something do to after they are done smashing or in lieu of smashing.

GO-Cornhole-Tourney-pic3

I am the BOSS at this game.

6. Students Serve: Examples include a Flapjack Breakfast, Chicken Lunch, Spaghetti Dinner. In our state, you are required to have a food handling license to make food, so for this one we have to team up with a local restaurant who is willing to do the food making and we just have students serve.

For example, for one of our Florida trip fundraisers this year Applebee’s allowed us to sell tickets for $7 a piece for a pancake breakfast, and all we had to pay the restaurant was $1.89 per ticket plus tax, netting us about $5 per ticket sold. We made a total of $300 on this, but if our students had been more motivated to sell (it was held during a busy time of the year), we could have really made a bunch more.

flapjacks-stack

I know what I am having for breakfast tomorrow!

7. Silent Auction: This one requires some legwork, and good community partnerships. We begged and pleaded with all the local businesses for donations of various items and services, and they really came through. We were able to offer everything from timeshare vacations and college/professional sports tickets to free bowling and ice cream sundaes. The local car dealerships offered car service packages, and retail stores donated many local wares.

This made about $1,000 on its own, but we combined the auction with a spaghetti dinner fundraiser and a school talent show (all in one night), so all said we took home almost $2,500 total. Keep in mind we are in a low-income county and of course we are a small, public school, so I expect you would earn much more if you have a large school or a school in a wealthier district (I’ve heard of schools making $10,000 on events like these).

silent-auction-items-photo-vacation-for-charity

Not the same craziness as a live and loud auction, but fun anyway.

8. School Talent Show: Like I mentioned, we did this in combination with other events, but this could be done on its own, too. We have an added advantage of having an award-winning drama instructor and a really supportive community theater crowd, so our talent (staff and students) is really stellar and attracted tons of people. We also added some local actors/actresses to the playbill (they were able to offer previews of upcoming musicals), so that helped snag some more attendance as well.

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Because talent is so subjective.

Other (Admittedly Less Inventive) Ways to Make Money

You don’t have to get all crazy with ideas for fundraisers. Sometimes the old, tried-and-true sales work just fine.

1. Food Sales: This includes food like Krispy Kreme, Fruit, Candy, Pizzas and Bake Sales. We sold Krispy Kreme doughnuts last year and made about $200. I know bands and sports teams at other local high schools make much more selling fruit and pizza kits.

2. Stuff Sales: This includes stuff like Thirty-One, Scentsy and Yankee Candle. Depending on the company or hostess, the students earn a certain percentage of what they sell for fundraising.

3. Local Discount Cards/Books: In our area, this fundraiser is super popular with local churches. They get local businesses to agree to offer a certain percentage off, or a certain amount off, or maybe a BOGO offer to cardholders. You print those sponsors and deals on the card, which is good for a year. Cards sell for about $5 each.

4. Social Networks: Sites like FundRazr, Donors Choose and Kickstarter. You have to be socially connected for these to work. I used FundRazr on my Facebook account last year and my friends/family donated about $300 total to the junior/senior trip.

I’m sure you guys have some great ideas, too. Feel free to share in the comments section!

Hiya, Rebel Family! It’s about time for my monthly message of unconventional ramblings. This month has been a particularly busy one for Mrs. Teach, and I’m sure many of you have been flailing to reach the mini-finish line called Spring Break, too.

The spring semester is a weird time for most teachers. You have this loooong, relaxing vacation at Christmas time and when January rolls around, things seem new and refreshing. You jump right back in; you’re ready to tackle any teaching obstacle that comes your way.

jackblack

This is how it feels to come back after a long break. Ready to rock it!

While January starts out promising, it doesn’t take long for certain things to become mundane and irritating. While the fall semester was full of mini-breaks (Labor Day, Fall Break, Veteran’s Day, Thanksgiving and Christmas), there aren’t many opportunities for time off in the spring.

February arrives. It’s cold and dreary outside, and staff and students have been cooped up for quite some time. People are cranky and restless, which makes for a difficult learning environment. It’s still a long and winding road to spring, not to mention summer, and it seems like the year will never come to an end.

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This is how it feels as the semester rolls on. Horrible desperation.

Finally, March blows in. Technically, spring will arrive this month (although the exact date changes depending on your time zone), but Spring Break (a much-needed mental and spiritual break) is still several weeks away.

For most, April marks a turning point. The finish line is in sight. Two months to go. Things are warming up; more opportunities for outside learning excursions are possible. Of course, now that teachers are refreshed and renewed, the students have developed a case of senioritis, prom fever, and have a general lack of interest in all things school-related.

Which brings us to now. For Mrs. Teach, Spring Break began yesterday. For the next 10 days, I will be living a life of glorious relaxation and rejuvenation.

HA, HA, HA. Yeah right.

That’s what I tell myself each semester as I come upon Spring Break, but let’s be serious. These days usually turn into a mad dash of getting things done around the house that I never have time for during the school year.

Sadly, this is true for many teachers, and over time, it can become a recipe for burnout and depression. However, as one great blog post reminded me recently, “Sane people make better teachers.”

thisguy

Don’t be this guy!

As educators, we NEED to make sure we take time for breaks and life in general. So, here are some tips to how to keep your sanity and still keep on teaching:

- EdWeek Writer Megan Allen gives a great list of ideas in her article, “Reclaiming Your Teacher Mojo.”

-Author/Teacher Mike Anderson shares gems of information on the topic in his book, “The Well-Balanced Teacher.” He also has great links on his Facebook Page of the same name.

-In this RadioLab podcast, the physiological effects of stress, and some coping skills to combat them, is examined in detail.

And finally, for any drive-by visitors who might feel inclined to point out some arcane idea about why should teachers be stressed out when they get a “summer vacation,” take a gander at this Edutopia piece, called “The Myth of Having Summers Off.” It is fantastic, and true.

On a happy note, one of my “Me” time things I am vowing to make more room for from now on is posting on this blog. Working three teaching jobs, creating a new life in my womb, being a domestic goddess, and taking classes at the same time has sucked all my “fun” energy this semester. I am going to reclaim it, starting now!!

What are your “fun” goals for this spring and summer? Share in the comments section!

Hellllooooo to you out there in Education Land! Hope this semester has been treating you well thus far, and that the winter doldrums haven’t dragged you down and out. Me? I’ve had an eventful year so far.

In addition to my full-time day job at the high school this semester, I am teaching two courses at the college and I am taking an online class to boost my required continuing education hours.

Oh, AND I am cooking a new life in my belly. Yep, that’s right – Mrs. Teach is expecting a little Baby Teach at the end of the summer/early fall! This world has officially gone crazy.

baby

Source: The inside of my freaking uterus! Gah!!

And before you give me the “people have babies every day, what is the big deal” spiel, let me explain why this is particularly crazy for ME: According to medical science, I am not supposed to be able to have babies.

For more than a decade now, Mr. Teach and I have been told by every doctor, specialist, and endocrinologist we visited that it would be pretty much impossible for me to get pregnant (I am diabetic and have other hormone issues).

Then, about five years ago, we gave up the dream of a family and focused instead on careers, traveling, and other couples-type endeavors. We decided we’d wait awhile and maybe we’d adopt or something “some day.”

antarctica

Mr. and Mrs. Teach in Antarctica, spending money they SHOULD have saved for future child’s education.

Well, we don’t have to wait for that day anymore! Apparently, the universe decided it needs another mad scientist in its midst, and I have been chosen to make that happen (woo hoo!!).

What does this mean for you, my rebel family? First, as I’m sure you have already noticed by the month-long wait between this and my last post, it means my mind is not exactly focused on education topics all day long.

In fact, the weirdest topics are now filling my thoughts. Some of them ARE teaching-related, so I guess I could share those.

Things like …

1. Am I going to become just like the dreaded parent I hate?

I work with all kinds of parents every day, and for the most part things turn out OK. But then there are THOSE parents. You know the ones – they hover, worry, and drive you crazy on every little aspect of their child’s education. I never really sat and thought about WHY they were that way, though. Is it a choice? Or will I become one of them without knowing it?

2. Please, God, don’t let my child turn out like ______.

Does it REALLY matter how you raise them? I mean, I know it does kind of, but ultimately, do you really have a say if your child becomes a total FREAK? This scares the bejesus out of me, especially when I really watch some of the kids in my school.

3. Will another teacher ever be good enough for my child?

I’m not trying to sound conceited here, but I am usually pretty darn efficient and creative in the classroom. Unfortunately, we ALL know those of us who aren’t. I really don’t think I am going to be able to tolerate a teacher “dud” in my child’s classroom. Then again, will I EVER think another teacher will do a good enough job, and if not, does that mean I am already #1 on this list?

4. Oh shit, I am going to have a kid THIS old one day …

Ok, so I know I am already in my mid-30s which is late to be starting a family, and many of my friends have high schoolers already, but dang, that scares me. I am getting OLD, and they will be OLD one day, and that just makes me feel … well, OLD.

5. I am now affected by every darn emotional thing. You know it is bad when a dumb high school break up has you ready to tear up. It’s like living my life on an MTV “reality” show.

I should honestly give up my counseling part of my day job, especially when I am more unstable than a hormonal high schooler.

judgement

My mantra right now.

Plus, being at the end of my first trimester means pregnancy brain has officially taken over, and tasks I used to find simple and quick have now become muddled and confusing. This makes teaching, blog-posting, and having even normal, everyday conversations look like an Olympic sport to me.

Student: “Mrs. Teach, you gave us this quiz last week.”

Me: “Oh, did I? Well, lucky you. Take it again.”

(OK, not a REAL conversation, but this is how I feel all day.)

Now that I think of it, being pregnant actually has a lot in common with the first year as a teacher (I would NOT want to re-live that year, so maybe you understand what I’m talking about). Here is a link I found that describes it more fully.

I know I have spent much of today’s post sounding negative, but that is the anxiety and exhaustion talking. Actually, Mr. Teach and I are super excited about this new adventure. I am worried about how this is going to work with my teaching schedule, but I’m sure all will be fine.

In the meantime, I need you to bear with me, y’all. I don’t know where this journey is gonna take me and this crazy website of ours, but I sure am happy you are along for the ride.

Got any first-time parent advice? Leave it in the comments section!

Here at Rebel Central, Mrs. Teach corresponds with hundreds of parents and educators regarding a wide range of education-related topics. Sometimes the conversations surround how to motivate students. Other times we discuss lesson plan ideas or just lament the absurdities of daily life as a teacher. The most talked about issue by far, however, is the subject of grading.

You may be surprised to learn that grading systems as we know them today are relatively new. According to BC Teachers Federation, the first formal testing and evaluation system was created in the 1800s as a way to ensure doctors were properly qualified to practice medicine.

cocaine_card

Although, medical doctors thought cocaine was the fix to a toothache, so we’re not sure how much accuracy there was in testing back then.

It wasn’t until America had an increase in urban population around the 1900s that large-school bureaucracies began to replace the one-room schoolhouse, and with it a new grading system was born.

For more than a century now, schools at every level have been relying on percentages or letter grades to signify whether or not a student was learning and retaining required information. Does that mean the process is efficient? Not so much. Several studies have reported on the inadequate and subjective nature of grades.

For example, some teachers add points to a grade for “effort.” Others round up for some students, but remain strict on others. Since grading varies so widely from class to class and school to school, it can be difficult to categorize a student’s knowledge level based on a report card.

In fact, many primary and secondary schools don’t even bother to report anything below a grade of 69 on report cards (a failing grade for schools on a 7-point grading scale), so you have no way of knowing if a student actually earned a 30 or was just one point from passing.

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As an educator at both the high school and college level, Mrs. Teach has some serious issues with the common grading system. What are we really teaching students with these grades? I can’t tell you how many times students have become so fixated on earning a specific score that they completely miss the point of scientific exploration.

It’s OK to make a mistake. It’s OK if your science lab doesn’t turn out how you planned. What really matters is how you learn from these mistakes and try again. Kids need to learn this, but the grading system doesn’t allow for these types of lessons. (Or, you can be like one mom and school district employee who dismissed learned altogether by hacking the district system and changing her children’s grades.)

And since we’re putting it all out there, why is it OK to master just 70 percent of a class and continue on? As my friend, fellow educator, and mom of twin teenagers Mrs. Adult Educator pointed out recently, we don’t allow for this kind of pass rate in any profession out in the real world.

She’s right. Think about it. How many planes do you want to land safely every day? One hundred percent, right? We don’t hope for “at least 70 percent” because that’s good enough, do we?

What about if you are going into surgery? Would you like your doctor to be proficient on “about 70 percent” of your anatomy? Probably not.

plastic surgery

Pretty sure this plastic surgeon barely passed his classes.

 And your bank? It’s all right if they just get your balance correct 70 percent of the time, I’m sure.

You get the point. Why on Earth do we allow students to pass along from grade to grade and subject to subject just barely understanding a little over half of the necessary knowledge?

Thankfully, there is a movement – albeit a slow one – to change grading as we know it out there in education land. For 10 years now, the entire state of Oregon has given districts the option to use proficiency-based grading systems. Instead of using letter grades, participating schools track mastery of concepts aligned with state standards.

There are actually quite a few alternatives to letter and percentage grading. My favorite idea is what the United States Air Force uses. When I was in the military, it was referred to as KSA – knowledge, skills, and abilities. They still use this in the federal resume process.

Here’s how it works. Each job in the Air Force has specific training requirements (not unlike schools having specific state standards). Once you go through formal job training at a technical school (kinda like primary school – you’re going to learn the basics but not necessarily how to apply them), you receive your first duty assignment.

Even though you’ve passed your basic and technical training, you arrive at your duty station still in training, only now you are able to apply what you’ve learned to the job at hand, under the supervision of other, more experienced workers in your job (kinda like secondary school, or community college).

In the Air Force, we categorize these trainees and supervisors as 3-level, 5-level, 7-level, and 9-level. Starting out, you will be a 3-level. There is a specifically mapped out list of requirements you must master in order to move up to the next level. The requirements range from formal tests about your job to real-world scenarios and observations to ensure you know how to apply what you’ve learned.

Your supervisor (someone who is a 5-level or higher) will chart your progress using a standard form that lists each specific requirement (exactly like the state standards and objectives found in schools). When you have “mastered” a topic, the standard/objective is dated and initialed. There is also a space for a narrative for the supervisor to note specific strengths and weaknesses.

“Mastery” of an item does not mean you are finished with it. For example, if you show regression in a certain area, the supervisor may choose to re-open that standard for remediation, making a notation in your file as to what caused the regression and what needs to be done to show mastery again.

Something like this would actually be quite simple to implement. We already have set standards and objectives provided for every subject and every grade level. Instead of spending countless hours grading tests and papers and other grade/point system assignments, teachers would write real-time observations and notations about a student’s progress.

grades

Now, if we could only change parents.

The narratives and corresponding work would then be added as part of the school file, and that file could be moved from grade to grade, creating a portfolio of sorts that would follow the student through his or her school career. The Journal for Higher Education actually completed several studies on descriptive versus letter grading, which provide good background on the subject.

Another great idea along these lines, especially if you are required to still use grading, is the use of individualized rubrics. Julie Ramsay, a 5th-grade teacher and author of the blog “Eduflections,” recently shared some excellent examples of how to change from a teacher-led classroom to a student-led one. (You can also check out hers and other blogs here.)

The biggest issue with this KSA/narrative idea? Colleges.

Although some Ivy League schools are on board with getting rid of subjective grades, most colleges use 13 years of primary and secondary school grading to decide an applicants worthiness of scholarships and highly coveted spots in their student body. This doesn’t sit well with Mrs. Teach. Since we know grades are subjective, and that they don’t actually show which concepts a student learned or didn’t learn, how is it fair to judge a child’s future place of learning on such a precarious house of cards?

CollegeAdminGame

I no longer want to help kids play this stupid game.

As mentioned previously in The Great, Big, Ponzi Scheme of Education, I’ve met super intelligent students who don’t perform well on tests (but actually understand and can apply the concepts), just as I’ve met idiots with 4.0 GPAs simply because they have a good memory (and can’t apply anything).

As a high school teacher, I resent being a grade, file, and data collector for universities and colleges who are using my students as pawns in an expensive and dangerous game of “who is most worthy for admission.” Colleges should have to develop their own system of classification that will give a more accurate snapshot of the current abilities of applicants.

It’s not right that a student who got in with the wrong crowd for a few years and didn’t do as well as they should have is then punished by a college years later, even if they managed to clean up their act and have more ability to do college-level work than the goody-two-shoes who lived a sheltered life and has a 4.0 GPA.

college fun

Our current system of grading (and assessments in general) is broken. It allows some of our smartest and most scientific/curious students to fall through the cracks and be relegated to blue collar or low-wage work simply because they can’t memorize calculus formulas.

The winds of change are in our favor. We don’t have to sit by and accept things as they are just because they’ve always been done that way. Try a new rubric idea, or get involved with alternatives to letter grades. WE have the power to right this wrong, but we have to be prepared to get a little dirty in the process. Want to read more? Here are some more great links about alternatives to letter grades:

12 Alternatives to Letter Grades in Education 

Grades and Grading: An Exploration of Current Practices and Alternatives 

From Degrading to De-Grading 

P.S. You may have noticed a slow down in the amount of posts on the blog – sorry about that. This semester is especially busy, and I suspect only one or two posts a week will be all I can handle. If you need a Unconventional Teacher fix in the meantime, visit my Facebook page at Unconventional Teacher (updated daily), or join me on Twitter – @kmillerscience (updated several times a week).

As always, feel free to leave your comments in the reply section. Do you have any neat grading tips to share?

As part of the college and career counseling side of my job, I have a weekly meeting with each of my high school seniors. We use the 30-minute time slot to discuss a myriad of subjects – goal setting, study tips, college life, financial aid, communication, job interviews, stuff like that – and it also gives me an opportunity to gauge how each student is doing overall (home life, relationship stuff, etc.).

Oftentimes, these meetings can be quite insightful, as I explained previously in Top 10 Things Your Students Want You To Know. This past week was no exception, as the topic of discussion turned to payroll, taxes, and generational welfare.

One of my seniors got her first paycheck of the year (with the 6.2 tax rate reinstated, versus the 4.2 rate that was temporarily in place), and she was appalled to see the lower amount.

“[Mrs. Teach],” she said, “I got a measly $127 this week! I don’t know why it is so low, because I usually get more.”

Another student sitting nearby mumbled, “That’s because of the stupid increase in taxes.”

“What increase?” Student #1 asked, as she furrowed her brow and turned to face her classmate.

Student #2 sighed, looked up from her computer, and said, “You know, the increase in the old people tax. The one we pay so all those retired people can take vacations and drink wine and all that shit.”

And so it began. A class discussion about social policy, politics, and the future repercussions of a country hooked on welfare entitlements.

We’ll come back to the discussion in a moment. First, let’s provide some context and data.

The U.S. Census Bureau considers a “Baby Boomer” to be someone born between 1946 and 1964. Almost 80 million American children were born during that time, which means by 2030, the over-65 segment of the population will encompass 20 percent of the populace.

That’s 1 in every 5 citizens. Ever seen the enormous amount of seniors living in Florida? That’s what the entire country will look like.

funny-senior-citizens-sign

We’ll probably see a lot more of these, too.

According to the Congressional Budget Office – does anyone else agree that term sounds like an oxymoron – Congressional Budget? Ha! – Anyway, according to the CBO, Social Security spending topped $725 billion in 2011, more than any other item in the entire budget that year (and technically more than they took in, because they are running on a deficit).

Full disclosure: That figure accounts for ALL the 56 million recipients (disabled, dependent children, and retirees), but retirees account for a whopping 36 million of those recipients, so it’s fair to say the large majority of the Social Security funds went to those aged 65 and older.

So where does all that money come from? (Scary side note, by the way: The average citizen has no idea where the government gets its money from. They think there is a magical pot of money somewhere or something.)

With Social Security and Medicare, which was the reason for my student’s outrage, entitlements are largely funded by payroll taxes through something called the Federal Insurance Contributions Act (FICA) (other taxes and creative financing come in to play, but the large majority of funding comes from the taxpayer).

Under FICA, 12.4 percent of a workers’ earned income is paid to current Social Security beneficiaries. Workers in 2013 contribute 6.2 percent towards the total 12.4, and employers pony up the rest. FICA also taxes from workers and employers an additional 2.9 percent of income to pay for Medicare.

You can also look at it like this (although it is quite depressing). Basically, if you earn $43,000 per year (the average 2011 wage according to government statistics), you are paying out almost $3,300 per year to other people so they don’t have to work. In other words, you are busting your ass for an entire month for something that will never directly benefit you. (Not to mention the OTHER taxes you are required to pay.)

tax-slave

Sad and true.

“But, it WILL benefit you,” some of you might say. “Someday, you will get to receive retirement benefits, too, so stop worrying about it!” To this, I reply: Don’t bet on it.

At 33 years old, I will be able to “retire” and collect benefits in the year 2046 (under current retirement rules which consider 67 to be normal retirement age for anyone born after 1960). Except it’s not that simple, and the returns we are seeing now are not what my generation, or future generations, will receive.

Social Security and Medicare operate on a pay-as-you-go basis, which means there isn’t a fund somewhere where taxpayer contributions are deposited, waiting for future withdrawal. Instead, current taxpayers are paying for current beneficiaries. Which means as more Baby Boomers retire, more workers are immediately needed to cover monthly expenses.

That’s where one of the biggest problems exists.

When the Social Security program was first created, there were a lot more workers paying in to the system, and not many taking out. By 1950, there were about 16 workers for every retiree. Today, that figure has dropped to 3 workers for every retiree. It is expected to drop to 2 workers in the next 20 years – right when we need more funding for the increased amount of entitlements.

demographicsofsocialsecurit

Which leads to another issue: People are living longer. The average life expectancy in the United States in 1900 was just over 47 years. By the 1950s, it had jumped to 68 years. In 2009, it was 79 years. Remember, this is average – so there are some dying much younger, and some dying much older.

Let’s say you start working at age 18 (which is increasingly difficult – teen unemployment is at its highest levels since World War II). If you retire at age 57 (the average age of retirement according to a recent study by MetLife), you will have worked (and paid taxes) for about 39 years.

What if you live to be the ripe old age of 85? This is increasingly likely. Statistics show that if you make it to 65 and are generally healthy, you can add about 20 years to your life expectancy. In our above scenario, by starting work at 18 and ending at 57, you will work for 39 years of your life and not work for about 46.

Is that even fair? Should it be someone else’s responsibility to pay for you to be unemployed for more than half of your life?

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Good. Then pay for it yourself.

You’ll often hear the retirees scream about Social Security “is not welfare,” because they “paid in all of they money they are taking out.” Ummm. Not so. Reason Magazine explains this better than me, so here is an excerpt:

“A single man earning the average wage ($43,500 in 2011) who retired in 1980 would have paid a total of $96,000 in Social Security taxes and received lifetime benefits of $203,000, or about 211 percent of contributions.

A single man earning the average wage but retiring in 2010 faces a vastly different situation: He would have paid $294,000 in taxes to receive benefits of just $265,000, or about 90 percent of contributions.

For the same person retiring in 2030, taxes of $398,000 yield $336,000 in benefits, or just 84 percent of contributions.

The calculations for Medicare underline the point that everybody is getting more out of the program than they are paying in. Consider a single woman earning the average wage who turned 65 in 1980. She has paid in $8,000 but will take out $81,000 in benefits, or more than 10 times her contribution.

The same woman turning 65 in 2010 will have paid $58,000 in taxes to receive $185,000 in benefits, or a threefold return.

A single woman retiring in 2030 will have paid $87,000 to get $275,000.”

Besides, just so you are aware, even the Supreme Court has declared that Social Security is not a “right” you are entitled to, nor is it a contract made between you and the government. Congress can change the laws at any time, and can pick and choose if and when you receive a dime.

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All right. Now that we’ve painted the basic background of the picture (not enough people paying in, people living too long, seniors feeling entitled to retire earlier and earlier, and people receiving the benefits regardless of need), let’s go back to our original conversation.

My high school students overwhelmingly have a negative view of Social Security and Medicare, particularly in regards to retirees. I can’t say I blame them.

It’s one thing when grandma and grandpa work hard, save, are responsible with their money and scrape up enough to retire with a few years left to reflect upon life and enjoy the grandkids.

I don’t begrudge someone the little extras of going to a movie or out to dinner every once in awhile. I understand the desire of an occasional vacation or recreational activity. But that’s not what I see out there on a consistent basis.

I see a group of people who benefited from the frugal living of their parents’ generation, yet did not necessarily incorporate those lessons into their own lifestyles.

I see people who were born in one of the greatest economic boom times in our country’s history. A time where college degrees weren’t required in order to get entry-level jobs; where finding a job wasn’t that hard, and being laid off wasn’t a constant worry.

I see a generation of individuals who railed against “the man,” who spouted mantras of “communal living” and “sharing is caring,” but ultimately only followed those beliefs when THEY were the ones on the receiving end.

I hear a generation of retired people talking about how “selfish” the next generations are, while at the same time, are demanding a bigger and bigger monthly check from a smaller and smaller amount of already overtaxed and overburdened workers.

And finally, I know an increasing number of retirees who feel entitled to fancy meals, unlimited around-the-world adventures and larger and more luxurious homes and vehicles.

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Social Security and Medicare are no longer a means to help out poverty-stricken, unable-to-work seniors, but instead have become a supplement to a living-beyond-your-means lifestyle.

How long will the younger generations continue to enslave themselves for a system that exploits and alienates them? Not long.

When asked what they would do if taxes continued to be increased  (which they’ll have to be in order to maintain payouts), most students summed up their answer with two words: “I quit.”

Have you ever heard the saying, “You can’t get blood from a turnip?” Well, you can’t take taxes from someone who doesn’t work, either. It was an interesting conversation with my teenagers, to say the least. And I didn’t know what to say at the time, deciding instead to listen and reflect.

However, later that same day, almost as if the universe wanted to provide some cosmic comparison of the vast difference between the mindsets of young and old, I overheard the following conversation:

Lady #1 (in her 50s): You know [so-and-so, a mutual friend] has a son at college now. Doesn’t that make you feel old?

Lady #2 (in her 60s): Wow, I didn’t realize he was grown up already. You know what made me feel old? Turning 60.

Lady #1: I don’t know. I used to think 50s and 60s were old, but now that I’m here, they aren’t old at all. I have more money, more patience, and more time for the things I want to do.

Lady #2: I know what you mean. My house is paid off. I have a retirement check (she works part time at my school and is retired from the school system), and I can travel whenever I want. 

Lady #1: Sure is better than our parents had it.

Lady #2: Definitely, and I’m glad. I watched the people in my parent’s generation toil and slave at work until they were too old to do it anymore. When they retired, they were sick or disabled and they often died just a few years later.

Lady #1: I can’t imagine having to work until you are in your 70s. I know a guy who just retired at 52. Now he is free to travel the world and have some fun.

Lady #2: Yeah, we worked hard and now we get to enjoy the fruits of our labor.

Ugh. Point proven. This issue has its tentacles in many other facets of society. In future posts, we’ll take a look at the increasing irrelevance of a college degree, the dismal rate of teen unemployment, and shift of society from production-based to service-based industry.

In the meantime, tell me what YOU think. Are we headed down the road of generational warfare? If so, what can be done?