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May 2018

Mueller’s Questions for Trump Show the Folly of Special-Counsel Appointments By Andrew C. McCarthy

The Justice Department should not permit the president to be interrogated on so paltry and presumptuous a showing.

I am assuming the authenticity of the questions that Special Counsel Robert Mueller reportedly wants to ask President Trump. The questions indicate that, after a year of his own investigation and two years of FBI investigation, the prosecutor lacks evidence of a crime. Yet he seeks to probe the chief executive’s motives and thought processes regarding exercises of presidential power that were lawful, regardless of one’s view of their wisdom.

If Bob Mueller wants that kind of control over the executive branch, he should run for president. Otherwise, he is an inferior executive official who has been given a limited license — ultimately, by the chief executive — to investigate crime. If he doesn’t have an obvious crime, he has no business inventing one, much less probing his superior’s judgment. He should stand down.

The questions, reported by the New York Times, underscore that the special counsel is a pernicious institution. Trump should decline the interview. More to the point, the Justice Department should not permit Mueller to seek to interrogate the president on so paltry and presumptuous a showing.

When should a president be subject to criminal investigation?
It is a bedrock principle that no one is above the law. The Framers made clear that this includes the president. But, like everything else, bedrock principles do not exist in a vacuum. They vie with other principles.

Two competing considerations are especially significant here. First, our law-enforcement system is based on prosecutorial discretion. Under this principle, the desirability of prosecuting even a palpable violation of law must be balanced against other societal needs and desires. We trust prosecutors to perform this cost-benefit analysis with modesty about their mission and sensitivity to the disruption their investigations cause.

Second, the president is the most essential official in the world’s most consequential government. That government’s effectiveness is necessarily compromised if the president is under the cloud of an investigation. Not only are the president’s personal credibility and capability diminished; such an investigation discourages talented people from serving in an administration, further undermining good governance. The country is inexorably harmed because a suspect administration’s capacity to execute the laws and pursue the interests of the United States is undermined. Naturally, this is of little moment to rabid partisans who opposed the president’s election and object to his policy preferences. By and large, however, Americans are not rabid partisans; they want the elected president to be able to govern, regardless of which party is in charge.

‘How to Lie With Statistics’: Teachers Union Edition They conflate state and total funding, play games with baselines, and ignore noncash teacher benefits.By Allysia Finley

If you’ve ever taken a statistics class, you’ve probably read Darrell Huff’s “How to Lie with Statistics.” Teachers unions appear to have drawn some lessons from the 1954 book. They’re using misleading statistics to rally public support for teacher walkouts in West Virginia, Kentucky, Oklahoma, Arizona and Colorado. Here are some of their distortions.

• They conflate school funding and state education spending. In Oklahoma, unions proclaimed that per pupil school spending fell by 28.2% over the past decade. That refers to the inflation-adjusted state’s general funding formula. But total per pupil outlays increased by 16% in nominal terms between 2006 and 2016, according to the U.S. Census Bureau’s most recent public education finance report. Adjusting for inflation, that’s a decline of only about 2%.

On average across the country, state funds make up only 47% of total school spending. Most of the rest comes from local property taxes. Since property tax hikes are politically unpopular, unions put pressure on state lawmakers to increase education spending from general funds. That has the benefit of diffusing accountability for local spending.

• They use elevated spending baselines. Teachers unions nearly always compare school spending and teacher salaries today with peak levels before the great recession, which were inflated like housing prices. Between 2000 and 2009, average per pupil spending across the country increased 52%, according to the National Center for Education Statistics. After flat-lining for a few years, per pupil spending ticked up by 7.5% between 2012 and 2015. School spending growth might have slowed over the past several years, but it still increased faster than the consumer price index.

Per pupil funding in Oklahoma shot up 46% between 2000 and 2009. During this period, average teacher salaries rose 52%. While average salaries have since fallen by 5%, even on an inflation-adjusted basis they remain higher today ($45,245) than in 2000 ($44,861) or 1990 ($44,088).

• They don’t account for other forms of compensation. Since 2000, per pupil spending on employee benefits has doubled. Benefits make up about 29 cents of every dollar of staff compensation, compared with 21 cents in 2000. In Arizona, about 24% of staff compensation goes to employee benefits, up from 18% in 2000. Teachers don’t see this in their paychecks, but pensions and health benefits are the fastest-growing expenses for many school districts, and most of the money goes to retired teachers.

• They elide data that don’t fit their argument. According to the National Education Association’s annual survey, the biggest average pay bumps in 2016 were in California (4.3%), Colorado (3.9%) and Wisconsin (3.5%). Wisconsin’s 2011 collective-bargaining reforms limit annual base salary increases to 2% while letting districts negotiate pay with individual teachers based on criteria other than job and education level. CONTINUE AT SITE

Who Runs the Legal Academy? by Mark Pulliam

It’s worse than you thought; the lunatics license the asylums in addition to running them.http://www.libertylawsite.org/2018/05/02/who-runs-the-legal-academy/

The most disturbing detail that emerged from the coverage of Professor Josh Blackman’s widely-publicized shout-down by leftist protesters at CUNY Law School was that CUNY law dean Mary Lu Bilek—who defended the disruptive mob as “reasonable” and engaging in “protected free speech”—serves on an ABA “site visit team.” Indeed, her official CUNY bio states that Bilek “served on the ABA Special Committee on the Professional Education Continuum, and chaired the Section on Legal Education Diversity Committee.” An academic who can’t tell the difference between a reasoned debate and the “hecklers’ veto” is a honcho with the organization responsible for accrediting law schools? [1] That struck me as odd, so I dug deeper.

This is the first installment in an occasional series.

Bilek, it turns out, has a long progressive resume, albeit entirely consistent with the left-wing agenda of the ABA. One reason that law schools are becoming monolithic social justice academies and ideological echo chambers is that the ABA—in its capacity as regulator—is pushing them to do so. When I looked at my alma mater (the University of Texas law school) recently, I was staggered by the extent of the internal bureaucracy dedicated to “diversity and inclusion,” including a full-time administrator devoted to “student affairs, inclusion and community engagement” and a dean-appointed “committee on diversity and inclusion.” (This is in addition to race-based preferences in admissions that UT has fought hard to continue.)

I was initially curious about why a publicly-funded law school that continually complains about inadequate legislative funding would expend its scarce resources on a subject seemingly unrelated to the school’s core mission: teaching students to be competent lawyers. Then I discovered that the ABA has made “diversity and inclusion” one of its accreditation standards. Standard 206 states that: