Featuring A. Trevor Thrall, Associate Professor, School of Policy, Government, and International Affairs, George Mason University; and Erik Goepner, Doctoral student in public policy, George Mason University; with comments by Betsy Woodruff, Politics Reporter, The Daily Beast; Emily Ekins, Research Fellow, Cato Institute; and Aaron Schumacher, Director, International, Foreign Policy Group, and Senior Vice President, Young Professionals in Foreign Policy; moderated by Christopher Preble, Vice President for Defense and Foreign Policy Studies, Cato Institute.
A limited constitutional government calls for a rules-based, freemarket monetary system, not the topsy-turvy fiat dollar that now exists under central banking. This issue of the Cato Journal examines the case for alternatives to central banking and the reforms needed to move toward free-market money.
Americans are finally enjoying an improving economy after years of recession and slow growth. The unemployment rate is dropping, the economy is expanding, and public confidence is rising. Surely our economic crisis is behind us. Or is it? In Going for Broke: Deficits, Debt, and the Entitlement Crisis, Cato scholar Michael D. Tanner examines the growing national debt and its dire implications for our future and explains why a looming financial meltdown may be far worse than anyone expects.
The Cato Institute has released its 2014 Annual Report, which documents a dynamic year of growth and productivity. “Libertarianism is not just a framework for utopia,” Cato’s David Boaz writes in his book, The Libertarian Mind. “It is the indispensable framework for the future.” And as the new report demonstrates, the Cato Institute, thanks largely to the generosity of our Sponsors, is leading the charge to apply this framework across the policy spectrum.
Education Myths: What Special-Interest Groups Want You to Believe about Our Schools — and Why it Isn’t So
Featuring the author, Jay P. Greene, Senior Fellow, Manhattan Institute and Chair, Department of Education Reform,
University of Arkansas, with comments by Howard Nelson, American Federation of Teachers
In this book, Jay P. Greene of the Manhattan Institute examines 18 widely held beliefs about American education, concluding that they just aren’t true. In addition to myths about class size and teacher pay, he debunks common views about special education (special education programs burden public schools), certification (certified or more experienced teachers are more effective), graduation (nearly all students graduate from high school), draining (choice harms public schools), segregation (private schools are more racially segregated), and a host of other hotly debated issues. Come join us for an interesting discussion of the key issues in American education.