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.
A Textbook Problem: The Politics of Textbook Adoption
Featuring Diane Ravitch, New York University; Frank Wang, Saxon Publishers; and Stephen Driesler, Association of American Publishers.
In The Language Police author Diane Ravitch makes it clear that the process by which textbooks are adopted in the United States is hyper-politicized, and children are suffering as a result. Interest groups on both the left and the right have huge impacts on what does – or more often does not – go into textbooks, rendering them devoid of quality content. This is especially true in huge markets like California and Texas, where textbooks are adopted at the state level. Moreover, despite the disappearance of good content, textbooks keep getting bigger; children have to lug them in heavy backpacks or cart them around in pieces of wheeled luggage. How did this happen? More important, what can be done to fix it? Please join us as we address both those questions in a serious discussion about textbooks in American schools.