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Posts Tagged ‘school’

How About Paying Parents for Their Kids’ Good Grade? This Guy Is Really Thinking Like a Freak

In  Think Like a Freak, we touch briefly on paying schoolkids for good grades — which, much of the time, isn’t successful. This inspired a note from a reader named Gary Crowley, who describes himself as “an economics major in college many years ago”:

Hey Guys,

Loved Think Like a Freak.

One thought: Why don’t we trying paying parents for kids getting good grades??? If the parents are motivated to make money, from someone else’s hard work, then they’ll make the kids work harder and want them to stay in school.  I think paying the kids doesn’t take  advantage of the leverage of a parent over their child.  Just a thought.

As a child in the feudal system of a blue-collar Irish-Catholic East Coast family, my Dad took great pride in and took the credit for his beautiful lawn. This would be the same lawn that his children did all the work on. Haha. Don’t see why it wouldn’t work for grades. And I’m sure the parents would be just as proud, even if they’re getting paid.

Gary’s note may also be referring to a brief passage in Think about the parents of schoolkids:


Preschool for Everyone?

Earlier this year, President Obama announced a plan to provide public pre-K education to low- and middle-income children, a proposal that has provoked debate about the actual demonstrated benefits of early education.  As Freakonomics guest contributors John List and Uri Gneezy wrote here a few months ago, there’s a frustrating lack of information on how effective these kinds of programs are — although List and Gneezy are trying to rectify that gap with their Chicago Heights research project.

A new working paper (abstract; PDF) by Elizabeth U. Cascio and Diane Whitmore Schanzenbach attempts to shed some light on the question by analyzing the effects of universal public preschool programs in Georgia and Oklahoma, two states that have already implemented such programs.  Their findings are interesting: the programs seem to improve some outcomes for lower-income kids, but also result in higher-income families shifting kids from private to public preschool.  Here’s the abstract:


Where Does "Character" Come From?

A new working paper (abstract; PDF) by James Heckman and Tim Kautz looks at the relationship between “character” and student achievement as measured by test scores. Long story short: achievement tests don’t necessarily measure what will often matter most once students hit the real world.

This paper reviews the recent literature on measuring and boosting cognitive and noncognitive skills.  The literature establishes that achievement tests do not adequately capture character skills–personality traits, goals, motivations, and preferences–that are valued in the labor market, in school, and in many other domains. Their predictive power rivals that of cognitive skills.  Reliable measures of character have been developed.  All measures of character and cognition are measures of performance on some task.  In order to reliably estimate skills from tasks, it is necessary to standardize for incentives, effort, and other skills when measuring any particular skill.

Character is a skill, not a trait.  At any age, character skills are stable across different tasks, but skills can change over the life cycle. Character is shaped by families, schools, and social environments.  Skill development is a dynamic process, in which the early years lay the foundation for successful investment in later years.


Does Juvenile Incarceration Act as a Deterrent?

Is putting a juvenile offender in jail a useful deterrent or one big step in the wrong direction? That’s the question asked in a new working paper (abstract; PDF) by Anna Aizer and Joseph J. Doyle. It appears that the deterrence argument doesn’t hold much water:

Over 130,000 juveniles are detained in the U.S. each year with 70,000 in detention on any given day, yet little is known whether such a penalty deters future crime or interrupts social and human capital formation in a way that increases the likelihood of later criminal behavior. This paper uses the incarceration tendency of randomly-assigned judges as an instrumental variable to estimate causal effects of juvenile incarceration on high school completion and adult recidivism. Estimates based on over 35,000 juvenile offenders over a ten-year period from a large urban county in the US suggest that juvenile incarceration results in large decreases in the likelihood of high school completion and large increases in the likelihood of adult incarceration. These results are in stark contrast to the small effects typically found for adult incarceration, but consistent with larger impacts of policies aimed at adolescents.


Here's a School Incentive You Probably Never Thought of (and That's a Good Thing)

Fourth-graders in Declo, Idaho, faced an unusual incentive scheme for reading: if they didn’t complete their work they could either forgo recess or have others kids draw on their face with marker. Several kids chose the latter punishment and, as you can imagine, this didn’t go over so well. It should be noted that the teacher had let the students choose these rules. From the Times-News:

When Cindy Hurst’s 10-year-old son arrived home from school Nov. 5, his entire face, hairline to chin, was scribbled on in red marker — including his eyelids. He also had green, red and purple scribble marks over the red, and his face was scratched by a marker that had a rough edge.

“He was humiliated, he hung his head and wanted to go wash his face,” said Hurst. “He knows he’s a slow reader. Now he thinks he should be punished for it.” …

As more and more schools look for better ways to motivate students, I am guessing this tactic won’t gain a lot of traction.

(HT: C.P.)


How Crack Cocaine Widened the Black-White Education Gap

A new working paper (abstract; PDF) from William N. Evans, Timothy J. Moore, and Craig Garthwaite presents one explanation for the decline in black high-school graduation rates beginning in the 1980s:

We propose the rise of crack cocaine markets as an explanation for the end to the convergence in black-white educational outcomes beginning in the mid-1980s. After constructing a measure to date the arrival of crack markets in cities and states, we show large increases in murder and incarceration rates after these dates. Black high school graduation rates also decline, and we estimate that crack markets accounts for between 40 and 73 percent of the fall in black male high school graduation rates. We argue that the primary mechanism is reduced educational investments in response to decreased returns to schooling.

How did crack cocaine depress schooling returns? “Crack markets had three primary impacts on young black males: an increased probability of being murdered, an increased risk of incarceration, and a potential source of income,” explain the authors. “Each limits the benefits of education.”  In other words, high school looks less attractive when you’re more likely to end up dead or in jail, or earn money.

This finding echoes a passage from Freakonomics:


Evidence on School Choice

Economists, long inspired by Milton Friedman and others, generally embrace the concept of school choice. But actual evidence on its efficacy has been thin.

A new working paper by Justine S. Hastings, Christopher A. Neilson, and Seth D. Zimmerman, using data from a low-income urban school district, offers some encouraging news for choice advocates:

[W]e use unique daily data on individual-level student absences and suspensions to show that lottery winners have significantly lower truancies after they learn about lottery outcomes but before they enroll in their new schools. The effects are largest for male students entering high school, whose truancy rates decline by 21% in the months after winning the lottery.

How do the authors interpret this finding?


The Best Third-Grade Teacher Ever

One of the most important economic issues we face today is how much to spend on education, both individually and as a society. As tax revenues decline due to demographic changes and deteriorating business conditions, municipalities have to make tough choices about which programs to cut, and education is often an early victim. Because we don’t yet have good measures of all the future benefits produced by better education today, school programs are easy targets for cost-cutting measures, especially in lower-income regions where parents are focused on meeting more basic needs and less likely to put up a fight. But experiments like Geoffrey Canada’s Harlem Children’s Zone hint at the enormous impact that early educational support can have on lifetime achievement.

I have my own example: Mrs. Ficalora, the best third-grade teacher ever.


Cutting Class, With the School's Help

Via the Globe & Mail: it used to be that when you wanted to cut class, you’d have to get a friend to sign you into class, or you’d have to beat your parents home to delete any incriminating messages on the answering machine. But those methods are bush league compared to a recent California initiative. United Press International reports that 50 high school students were caught colluding with a school administrator in an attendance scam:


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.


A Smart Incentive or Obesity Persecution?

French diet guru Pierre Dukan is urging his government to give extra marks in school for a healthy BMI. The Telegraph reports:

“Obesity is a real public health problem that is rarely – if at all – taken into account by politicians,” Mr Dukan told newspaper Le Parisien ahead of the book’s launch.

Mr Dukan said his education plan would be “a good way to sensitise teenagers to the need for a balanced diet.”

He denied it would punish overweight children, saying: “There is nothing wrong with educating children about nutrition. This will not change anything for those who do not need to lose weight. For the others, it will motivate them.”


Horizontal vs. Vertical: An International Comparison of Teaching Methods

A new study released by NBER from authors Yann Algan, Pierre Cahuc and Andrei Shleifer takes a look at how teaching practices affect social capital. It’s long and detailed, so we’ll only give you the highlights: in a nutshell, there are major differences between societies that teach vertically (like a teacher lecturing) and societies that teach horizontally (with students working together in groups.)

And because everyone loves international comparisons, the difference between horizontal and vertical countries breaks down as follows:

Students work in groups more in Nordic countries (Denmark, Norway, Sweden) and Anglo-Saxon countries (Australia, United States and to a lesser extent Great Britain). This teaching practice is less common in East European countries and the Mediterranean (Greece, Cyprus, Portugal and, to a lesser extent, Italy). In contrast, in East European and Mediterranean countries, teachers spend more timing lecturing.


Incentivizing the School Commute

We’ve written about bribing kids to get better grades. But what about bribing them to walk or ride their bike to school?
A new working paper examines a program in Boulder, Colorado that attempted to incentivize kids to bike or walk to school over a span of several years. The program began with a $10 cash prize for the first two years, but then switched over to a $10 bike store coupon thereafter. One lucky student who rode and walked to school every day during a “prize period” won the coupon.
Even considering the small, non-cash winnings, biking and walking to school increased 16 percent during the prize period. Here’s the abstract:


The Vanishing Walk to School

Since the late 1960s, the share of U.S. kids and teens who are overweight has more than tripled. Why? I personally find Ronald McDonald kind of sinister, but it’s possible that Happy Meals might not deserve all the blame. In fact, Noreen McDonald—no relation to Ronald—of the University of North Carolina at Chapel Hill has analyzed a trend that might be contributing to the alarming rise in childhood obesity. Kids today aren’t walking or biking to school like they used to.
In 1969, the National Household Travel Survey found that roughly 41% of school-age children/teens got to school by “active travel” (i.e. walking and biking, though mostly walking, which then and now is more than 10 times more prevalent than biking).
In 2001 the walk/bike share was down to roughly 13%, a pretty spectacular drop. For elementary school children the change was even more stark. Today, even students who live within one mile of school have a less than 50% chance of walking; about 86% of similarly situated students walked in 1969.


Study Shows School Uniforms Improve Attendance, But Not Grades

The school uniform debate isn’t exactly raging these days, but there’s still data to be gathered and examined as to how slacks and blazers affect school kids. According to a new study by researchers at the University of Houston, school uniforms seem to be decently effective at improving student attendance and teacher retention, but have no real impact on improving student achievement. For their data, researchers looked at the effects school uniforms had on a large urban school district in the Southwest United States.
Here’s the abstract:


From the Comments: A Market for Skipping Class

We got tons of responses to our Bleg last week on how professors should incentivize classroom attendance. Thank you everyone for your suggestions, a few concerns kept coming up in the comments:

  • Is the student a consumer?
  • Does attending class equate learning?
  • Are students a fair market to judge professors?
  • Do bonus/penalty systems work?

Most readers encouraged making the class interesting enough so that the professor is the sole incentive for students to show up. Others suggested an attendance incentive — ranging from points for showing up, to test questions handed out at the beginning of class — or a policy that puts students’ grades at risk for not showing up.


Our Daily Bleg: How Should a Professor Incentivize Classroom Attendance?

Art Wright, a professor*, writes in to say:

I have this problem: I am course-planning for the fall term right now, and I’m trying to figure out the best way to develop an attendance policy. Many professors deduct points or letter grades for a certain number of absences. In contrast, I had someone recommend that I give points if students come to most or all of the class meetings. So I’m left wondering: What is the best way to incentivize class attendance for my students? What, in your opinion, will get them to attend most – if not all — of the class meetings?

What advice do you have for Art?
If you’re a professor, let us know what you’ve tried that has worked or failed. If you’re a student or used to be one (I assume that means everyone here), what did it take to get you to show up regularly?
*By the way, Art is a visiting professor of New Testament at the Baptist Theological Seminary at Richmond. Am wondering how readers might answer (or engage with) his question differently if I’d introduced him as such rather than simply as a “professor.” Of all the assumptions we make and biases we carry, it strikes me that religion encourages some of the strongest ones.


Clearing Out the "Rubber Rooms"

New York City Dept. of Education has been savaged over reports that it stows bad teachers in ‘rubber rooms’ rather than simply firing them. A new report says that many of those teachers are being returned to the classroom after having paid a fine.


Memorizing the Digits of Pi

Pi is an irrational number. Which means that as a decimal, it goes on forever. What’s the best way to memorize this infinite chain of numbers? How about music? Or poetry?