Our latest Freakonomics Radio episode is called “Does ‘Early Education’ Come Way Too Late?” (You can subscribe to the podcast at iTunes or elsewhere, get the RSS feed, or listen via the media player above.)
The gist: in our collective zeal to reform schools and close the achievement gap, we may have lost sight of where most learning really happens — at home. Read More »
This week’s podcast is a rebroadcast of our episode called “How Much Does Your Name Matter?” (You can download/subscribe at iTunes, get the RSS feed, or listen via the media player above. You can also read the transcript; it includes credits for the music you’ll hear in the episode.)
The gist: a kid’s name can tell us something about his parents — their race, social standing, even their politics. But is your name really your destiny? Read More »
Season 4, Episode 2
When Harvard professor Latanya Sweeney Googled her name one day, she noticed something strange: an ad for a background check website came up in the results, with the heading: “Latanya Sweeney, Arrested?” But she had never been arrested, and neither had the only other Latanya Sweeney in the U.S. So why did the ad suggest so? Thousands of Google searches later, Sweeney discovered that Googling traditionally black names is more likely to produce an ad suggestive of a criminal background. Why? In this episode of Freakonomics Radio, Stephen Dubner investigates the latest research on names. Steve Levitt talks about his groundbreaking research on names, economic status, and race. And University of Chicago economist Eric Oliver explains why a baby named “Cody” is more likely to belong to conservative parents, and why another named “Esme” was probably born to a pair of liberals.
Our latest Freakonomics Radio podcast is called “How Much Does Your Name Matter?” (You can download/subscribe at iTunes, get the RSS feed, or listen via the media player above. You can also read the transcript; it includes credits for the music you’ll hear in the episode.)
The gist: a kid’s name can tell us something about his parents — their race, social standing, even their politics. But is your name really your destiny?
The episode draws from a Freakonomics chapter called “A Roshanda By Any Other Name” and includes a good bit of new research on the power of names. It opens with a conversation with NYU sociologist Dalton Conley and his two children, E and Yo. Their names are a bit of an experiment:
CONLEY: Of course it’s hard to separate out cause and effect here until Kim Jong-Un allows me to randomly assign all the names of the North Korean kids…but my gut tells me that it does affect who you are and how you behave and probably makes you more creative to have an unusual name.
Indeed, there is some evidence that a name can influence how a child performs in school and even her career opportunities. There’s also the fact that different groups of parents — blacks and whites, for instance — have different naming preferences. Stephen Dubner talks to Harvard professor Latanya Sweeney about a mysterious discrepancy in Google ads for Instant Checkmate, a company that sells public records. Sweeney found that searching for people with distinctively black names was 25% more likely to produce an ad suggesting the person had an arrest record – regardless of whether that person had ever been arrested. Read More »
In academia, it is seen as an honor when someone wants to reprint one of your published papers in an edited volume of collected papers. It is really an honor if someone wants to take the time to translate it into another language.
Roland Fryer and I feel so honored.
Back in 2004, Roland and I published a piece in the journal Education Next describing our research on racial test-score gaps. That paper was recently translated into ghetto English. The new version is here. It is a must-read (although very, very NSFW). Usually something gets lost in the translation, but I would say in this case it is an improvement.
We use direct financial incentives to motivate so many different activities in life. No one expects workers in a fast food restaurant to flip burgers for free. No one expects teachers to show up and teach without getting paid. But when it comes to kids in school, we think that the distant financial rewards they will earn years or decades later should be enough to motivate them, even though for most kids a month or two feels like an eternity.
To learn a little more about whether kids’ school effort responds to financial incentives, John List, Suzanne Neckermann, Sally Sadoff, and I carried out a series of field experiments we recently wrote up as a working paper (PDF here). Sally Sadoff (who you might remember from the Freakonomics movie as the woman who works tirelessly to help the students in Chicago Heights), talked about the research on Fox Business News.
Unlike most previous studies involving kids, schools, and payments, in this research we aren’t trying to get kids to study hard or learn more, we were going after something even more simple: just get the student to try hard on the test itself. So we don’t tell the kids about the financial reward ahead of time — we just surprise them right before they sit down to take the test by offering them up to $20 for improvements. Read More »
Our latest Freakonomics Radio on Marketplace podcast is called “Playing the Nerd Card.”
It’s about the rise in basketball players (and other athletes) showing up at press conferences wearing the kind of eyeglasses usually associated with Steve Urkel and Buddy Holly. Among the practitioners: LeBron James, Dwyane Wade, Kevin Durant and Russell Westbrook, Carmelo Anthony, and Robert Griffin III.
What’s going on here? Has the rate of myopia exploded, even among premier athletes?
We talk to Susan Vitale, a research epidemiologist with the NIH’s National Eye Institute, who worked on a large study on myopia in the U.S. There has indeed been a huge spike in recent decades, and it’s especially pronounced among blacks. Read More »
Harvard economist (and Freakonomics friend) Roland Fryer has a new paper out (full version here) that takes a look at the specific successful habits of charter schools. Along with co-author Will Dobbie, Fryer collected “unparalleled data” on 35 elementary and middle charter schools in New York City by conducting extensive interviews and videotaping classrooms.
Their results are fairly counter-intuitive. They showed that traditional solutions like class size, per-pupil expenditure, and the number of teachers with advanced degrees are not correlated with effectiveness, and in fact, “resource-based solutions” actually lowered school effectiveness.
Instead, they found five qualities that made up about 50 percent of a charter school’s effectiveness. These are:
1. Frequent teacher feedback
2. Data driven instruction
3. High-dosage tutoring
4. Increased instructional time
5. Relentless focus on academic achievement. Read More »