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Posts Tagged ‘Education’

Are Good Manufacturing Jobs Bad News for Education?

Here’s a fascinating new working paper from Yale economist David G. Atkin, called “Endogenous Skill Acquisition and Export Manufacturing in Mexico” (abstract here; PDF of an earlier version here). The gist:

This paper presents empirical evidence that the growth of export manufacturing in Mexico during a period of major trade reforms, the years 1986-2000, altered the distribution of education.  I use variation in the timing of factory openings across municipalities to show that school dropout increased with local expansions in export manufacturing. The magnitudes I find suggest that for every twenty jobs created, one student dropped out of school at grade 9 rather than continuing through to grade 12.  These effects are driven by the least-skilled export-manufacturing jobs which raised the opportunity cost of schooling for students at the margin.

It makes sense, of course, that students on the margin might happily abandon school in favor of a good job. But is that necessarily a bad thing? How should a society balance jobs and educational ambition? And who should be thinking harder about this issue — India or China? Or perhaps the U.S.?


Dump Algebra

Being a good teacher, I like to think, requires a curious and freethinking mind. A supporting example is Andrew Hacker, described by a former Cornell colleague as “the most gifted classroom lecturer in my entire experience of 50 years of teaching.” His book Higher Education?: How Colleges Are Wasting Our Money and Failing Our Kids—and What We Can Do About It, co-authored with Claudia Dreifus, convinced me that tenure is harmful. His latest broadside, “Is Algebra Necessary?”, in last Sunday’s New York Times, is as provocative.

He argues that we should stop requiring algebra in schools. Despite the vitriol in several hundred comments (“We read them so you don’t have to.”), he is right.


Bribing Kids to Try on Tests

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.


Is College Worth It? Non-Grads Say Yes

Notwithstanding the ongoing controversy over rising college tuition costs, there’s one group of people who think that college is worth the cost: people who haven’t gone. Catherine Rampell of Economix blogs about a new survey of recent high school graduates:

Seven in 10 of these recent graduates said they would need more education if they were to have a successful career. Despite their belief in the value of post-secondary education, though, only 38 per cent definitely planned to attend college to get more education in the next five years. Barriers included skyrocketing tuitions and family obligations.

Many of the respondents felt differently at the start of high school — 35 per cent thought they would “definitely” go to college and 28 percent believed they would “probably” go.  Minority students were even more optimistic at the start of high school:


How to Cheat in Online Courses

An article in Chronicle of Higher Education explains how the increase in online courses has made cheating a lot easier. For example, Bob Smith (not his real name) successfully arranged a test-cheating scheme with several friends.  The tests “pulled questions at random from a bank of possibilities” and could be taken anywhere, but had to be taken within a short window of time each week:

Mr. Smith figured out that the actual number of possible questions in the test bank was pretty small. If he and his friends got together to take the test jointly, they could paste the questions they saw into the shared Google Doc, along with the right or wrong answers. The schemers would go through the test quickly, one at a time, logging their work as they went. The first student often did poorly, since he had never seen the material before, though he would search an online version of the textbook on Google Books for relevant keywords to make informed guesses. The next student did significantly better, thanks to the cheat sheet, and subsequent test-takers upped their scores even further. They took turns going first. Students in the course were allowed to take each test twice, with the two results averaged into a final score.

“So the grades are bouncing back and forth, but we’re all guaranteed an A in the end,” Mr. Smith told me. “We’re playing the system, and we’re playing the system pretty well.”


Solving Problems in the Real World

I owe my favorite local bookstore, the Harvard Bookstore, for making another day for me. Wandering the tall, packed shelves on a warm and breezy evening, I ran across Schaum’s Outline of Principles of Economics. One subtitle on the cover: “964 fully solved problems.” The problems include, for example (from page 50): “True of false: As used in economics, the word demand is synonymous with need,” or “True or false: A surplus exists when the market price is above the equilibrium price.”

I didn’t long much for either answer.

Instead, as the U.S. mortgage market has, as James Kunstler predicted on October 10, 2005, imploded “like a death star” and dragged “every tradable instrument known to man into the quantum vacuum of finance that it create[d],” as euros flee from Greece, and as bank loans dry up in Spain, I wished that the 964 fully solved problems included one or two of the real problems.


Mark Cuban on the "College Bubble"

Mark Cuban, who answered reader questions here a while back, compares rising college tuition costs to the housing bubble in a recent blog post.  Here’s his argument:

It’s just a matter of time until we see the same meltdown in traditional college education. Like the real estate industry, prices will rise until the market revolts. Then it will be too late. Students will stop taking out the loans traditional Universities expect them to. And when they do tuition will come down. And when prices come down Universities will have to cut costs beyond what they are able to. They will have so many legacy costs, from tenured professors to construction projects to research they will be saddled with legacy costs and debt in much the same way the newspaper industry was. Which will all lead to a de-levering and a de-stabilization of the University system as we know it.

And it can’t happen fast enough.


Education and Ambition

When it comes to educational attainment, good intentions aren’t enough.  New research, led by Liz Todd of Newcastle University, looks at schemes to increase the educational attainment of low-income children by changing “aspirations and attitudes“:

“For more than 10 years national and local policy has focused attention on raising aspirations. But there is no evidence that if you want to impact on the attainment of lower-income pupils that changing attitudes and aspirations is the way to go. There is an urgent need to change direction,” says Todd.  “It’s not that aspirations aren’t important. It’s not about turning them on but keeping them on track. It’s highly unlikely that any child starts school wanting to be unemployed.”


What Teachers Think About Girls' Math Skills

A disheartening new study by Catherine Riegle-Crumb and Melissa Humphries finds that teachers discount the math skills of white females, even when girls’ grades and test scores indicate a comparable level of skill.  Here’s the abstract:

This study explores whether gender stereotypes about math ability shape high school teachers’ assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers’ perceptions of students in different gender and racial/ethnic subgroups and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Analyses of nationally representative data from the Education Longitudinal Study of 2002 (ELS) reveal that disparities in teachers’ perceptions of ability that favored white males over minority students of both genders are explained away by student achievement in the form of test scores and grades.


Differential Pricing in Higher Education

The New York Times of March 30 reported that a California junior college planned to set two levels of tuition for some of its classes.  Many colleges set differential tuition based on in-state residence, level of class, or type of course.  But this plan would have explicitly set tuition differentially in order to fund additional offerings that would not otherwise be provided.  Essentially, the college was trying to move up the supply curve of courses, recognizing that demand far exceeds supply at the current (very low) tuition level.  The plan generated an outcry among people bothered by the pricing of education and was “indefinitely postpone[d].” But higher education requires resources; and if taxpayers refuse to pay taxes but insist on services, this seems like a perfectly reasonable way of meeting demand.  I expect that, as in so many areas, California will once again lead the nation, this time into an expansion of additional differential pricing of course offerings in higher education.


A New Solution to Rising Tuition Costs

We’ve blogged in the past about the college tuition inflation. Now some students think they may have a solution.  FixUC, a student organization based at UC Riverside, wants the university to stop charging tuition and instead take 5 percent of students’ yearly salaries for the 20 years after graduation.  “Charging students when they don’t have money doesn’t make sense,” says Chris LoCascio, the group’s leader. “In 20 years, our plan would double the amount of money coming into the UC system.”


Are America's Schools Failing … or Thriving?

An article published in the American Journalism Review last week by Paul Farhi argues that despite the popular narrative, America’s schools aren’t doing so badly. He writes:

Some schools are having a difficult time educating children – particularly children who are impoverished, speak a language other than English, move frequently or arrive at the school door neglected, abused or chronically ill. But many pieces of this complex mosaic are quite positive. First data point: American elementary and middle school students have improved their performance on the Trends in International Mathematics and Science Study every four years since the tests began in 1995; they are above the international average in all categories and within a few percentage points of the global leaders (something that few news reports mention). Second data point: The number of Americans with at least some college education has soared over the past 70 years, from 10 percent in 1940 to 56 percent today, even as the population has tripled and the nation has grown vastly more diverse. All told, America’s long-term achievements in education are nothing short of stunning.


The Rise of the Prize

This is a guest post by Vijay V. Vaitheeswaran, who is the China Business Editor of The Economist and author of the just-published book Need, Speed, and Greed: How the New Rules of Innovation Can Transform Businesses, Propel Nations to Greatness, and Tame the World’s Most Wicked Problems.

The Rise of the Prize
By Vijay V. Vaitheeswaran

Could the incentive prize be the most powerful and yet most underutilized tool we have to tame the wicked problems of the twenty-first century?

Prizes in themselves are nothing new, of course. The Longitude Prize — a purse of up to £20,000 — was offered by the British Parliament in 1714 for the discovery of a practical means for ships to determine their longitude. This was an enormous problem on the high seas, as the inability to work out longitude on the sailboats of the age often led to costly and deadly errors in navigation. The greatest minds of the British scientific academy wrestled with this problem, but could not crack it.


Question of the Day: Does a Lack of Exposure to the Arts Lead to Disaster?

A reader named Matt Radcliffe writes:

I’ve been working on a project concerning musical theater performance. I have a hypothesis which seems intuitive enough to me — that a lack of exposure to creative arts can lead to disastrous results for individuals (lack of education, poverty, etc).

I can find a plethora of research that proves the opposite (exposure to creative arts can lead to success), but I can’t find anything towards my hypothesis.


Can Single-Sex Education Make Women Less Risk-Averse?

Research indicates that women are generally more risk-averse than men, and this risk-aversion is often cited as a partial explanation for the shortage of women in high-level corporate positions. A new essay by Alison Booth, Lina Cardona Sosa, and Patrick Nolen suggests that single-sex education may change women’s risk preferences.  In a recent paper, the researchers conducted a controlled experiment:

[W]e designed a controlled experiment using all incoming first year economics and business students at a British university. The subjects were asked to make choices over real-stakes lotteries at two distinct dates – the first week of term and the eighth week of term…

Prior to the start of the academic year, students were randomly assigned to classes. Our ‘nurturing’ environment is the experimental peer-group or class to which students were randomly assigned by the timetabling office. The class groups were of three different types – all female, all male, or mixed gender.


TV's Relationship to Mental Retardation and Autism

TV is bad for children.  Wait, no it’s not.  Yes, it is!   And it’s really bad for their hearts!

Here’s the latest paper on the topic, from Michael Waldman, Sean Nicholson, and Nodir Adilov.  Using a natural experiment to rule out the possibility of reverse causation, the authors find “a strong negative correlation between average county-level cable subscription rates when a birth cohort is below three and subsequent mental retardation diagnosis rates, but a strong positive correlation between the same cable subscription rates and subsequent autism diagnosis rates.”  


Classrooms With 500,000 Students

I am fascinated by the Stanford online courses in machine learning and artificial intelligence. My first inkling of them came when quite a few of my students started taking the artificial-intelligence class. Olin is very small, only about 400 students, so I realized that these online courses must be large. But I almost fell over when I saw that enrollment varied from 66,000, at the low-end, to 160,000.

Sebastian Thrun, who co-taught the artificial-intelligence course to 160,000 students, is now leaving Stanford teaching in order to teach courses to 500,000 students for free. What an inspiring goal!


Seal Training or Learning?

Yesterday I got a short and sweet insight into learning, courtesy of the New England Aquarium, where I took our daughters for our weekly visit. One of our favorite exhibits is the training session for the sea lions and fur seals. In the audience this time were about 100 school children with parents and teachers. To introduce the session, the lead trainer conducted the following discussion:

How many of you do chores? (Many hands go up.)

How many of you get an allowance for doing chores? (Most hands remain in the air.)

How many of do homework?

  • How many you have to finish your homework before you can go outside to play? (Lots of hands still in the air.)

    I see lots of hands! It makes homework not so bad because you get a reward at the end.


    • What's Wrong With Cash for Grades? (Ep. 83)

    Our latest Freakonomics Radio on Marketplace podcast is called “What’s Wrong With Cash for Grades?”

    (You can download/subscribe at iTunes, get the RSS feed, listen via the media player above, or read the transcript below.)

    In it, Steve Levitt talks to Kai Ryssdal about whether it’s effective to pay kids to do well in school. Levitt, along with John List, Susanne Neckermann, and Sally Sadoff, recently wrote up a working paper (PDF here) based on their field experiments in Chicago schools. Levitt blogged about the paper earlier; here’s the Atlantic‘s take.


    What to Do With Cheating Students?

    I’m nearly certain that a pair of students cheated on my final exam—the probability they had so many identical answers on the multiple-choice exam is infinitesimal. If I pursue them, it takes me time, and there’s no assurance they will be found guilty. If I don’t, I’ll feel badly about giving them an undeserved grade. Even for fairly risk-averse students, cheating seems like a good idea. I doubt that most cheating is caught; and unless the penalty is very severe (expulsion) and/or the students’ costs of contesting the accusation are high, and both are very well-publicized, the incentive to cheat for students with weak consciences seems overpowering. To salve my own conscience I’ll report them, although it’s probably a waste of my time; but I doubt that reporting them will deter their future cheating or deter others very much.


    Roland Fryer Identifies Five Habits of Successful Charter Schools

    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.


    Cash Transfers: The Key to Keeping the World's Working Kids in School?

    A new paper from Eric V. Edmonds and Norbert Schady finds that cash transfer programs in developing countries may keep kids in school and out of the labor force. From the abstract:

    Poor women with children in Ecuador were selected at random for a cash transfer equivalent to 7 percent of monthly expenditures. The transfer is greater than the increase in schooling costs at the end of primary school, but it is less than 20 percent of median child labor earnings in the labor market. Poor families with children in school at the time of the award use the extra income to postpone the child’s entry into the labor force. Students in families induced to take-up the cash transfer by the experiment reduce their involvement in paid employment by 78 percent and unpaid economic activity inside their home by 32 percent.


    The World's Best Economics Department?

    A new website, from the University of Chicago’s Initiative on Global Markets (IGM), will “pose one question a week, and post answers from 40 senior professors at elite U.S. universities” in an effort to create “the world’s best economics department.”

    “We’re doing this because we think economists have a distorted role in policy debates,” said Brian Barry, the director of IGM. “When experts fight about minor points they get much more attention than when they broadly agree about important ones. And when they disagree about big issues, the reasons don’t often come through clearly. Sometimes, ideas that are shaky or on the fringe get passed off as mainstream.”

    So far, economists have responded to questions about federal “buy American” mandates, education and taxes.


    If You're Looking for a Deal on Tuition…

    In stark contrast to the rest of its peers, the University of Charleston, a private university in West Virginia, recently announced a 22 percent tuition cut for new students for the fall 2012 semester. From a recent press release:

    The university is guaranteeing that no undergraduate student will pay more than $19,500 for tuition next year. This is a reduction of $5,500 or 22% from 2011-12 tuition of $25,000. Tuition for new freshmen and undergraduate transfer students will be $19,500. Tuition for returning undergraduates next year will be $25,500, with a guarantee of at least $6,000 in university aid, ensuring that no student will pay more than $19,500 in tuition.


    Does Democracy Make Us Richer and Better Educated? Or Is It the Other Way Around?

    It’s one of the ultimate chicken or egg questions: Does democracy lead to increases in education and income, or do education and higher income lead to democracy? It’s a tricky one, considering that over the last 200 years, they’ve essentially moved in tandem across much of the developed world.
    So which is affecting which? A new working paper (full version here) by Fabrice Murtin and Romain Wacziarg attempts to untangle the two to understand whether democracy grows from education and higher income, or vice versa.


    Cost of College on the Rise (Again)

    The numbers are in on how much it costs to go to college this year, and (surprise) they’re up again, thanks largely to decreases in state funding and increasing enrollments. The biggest price hikes came in the public sector: An 8.7 percent increase for in-state tuition at public two-year schools, and an 8.3 percent jump in the price of four-year public institutions, for in-state students.

    If you remove California (which enrolls about 10 percent of the nation’s full-time public four-year college students), those numbers drop to 7.4 percent and 7 percent, respectively. That’s because California jacked its prices for public four-year colleges a whopping 21 percent this year. Hence the student protests last spring.

    Here are the highlights:


    Evaluating Teachers: What About Doing it the Old-Fashioned Way?

    As part of our ongoing obsession with improving public education, we bring you a new study from Jonah E. Rockoff of Columbia Business School and Cecilia Speroni, a former doctoral student at Columbia’s Teachers College, that explores the power of objective and subjective teacher evaluations. While an emphasis on merit pay and test scores can lead to widespread cheating (as covered in this week’s Freakonomics Marketplace podcast), not to mention the occasional Matt Damon outburst, Rockoff and Speroni offer a potential glimmer of hope for the old-fashioned approach: the study finds that subjective teacher evaluations for New York City teachers had strong predictive power for future student performance. Here’s the abstract:


    Did Risk of Divorce Drive Boomer Women to Increase Their Education?

    A new working paper from authors Raquel Fernandez and Joyce Cheng Wong highlights the stark differences in the lives of two generations of American women: those born in 1935 and those born just 20 years later in 1955. The authors found that education, wage structure and divorce were the main causes to changes in labor force participation.

    From the abstract:

    Women born in 1935 went to college significantly less than their male counterparts and married women’s labor force participation (LFP) averaged 40% between the ages of thirty and forty. The cohort born twenty years later behaved very differently. The education gender gap was eliminated and married women’s LFP averaged 70% over the same ages… We find that the higher probability of divorce and the changes in wage structure faced by the 1955 cohort are each able to explain, in isolation, a large proportion (about 60%) of the observed changes in female LFP.


    School Bus Ads: Good Use of Space, or Crass Commercialization?

    Facing a combined budget deficit of more than $100 billion for fiscal year 2012, a lot of states are cutting education budgets to make ends meet: laying off teachers, reducing hours and services. But recently, a handful of states have found a creative way to raise revenue from public education by putting advertisements on school buses.
    Seven states, the latest being New Jersey, now allow school districts to sell ads on the sides of public school buses. Florida is currently considering it. So is Guam apparently. There are even two companies, Alpha Media and Steep Creek Media (both in Texas), that specialize in nothing but school bus advertisements.