Results for “education” 1800 found
“Quantifying Economic Reasoning in Court: Judge Economic Sophistication and Pro-business Orientation” (draft coming soon)
Abstract: By applying computational linguistics tools to the analysis of US federal district courts’ decisions from 1932 to 2016, this paper quantifies the rise of economic reasoning in court cases, ranging from securities regulation to antitrust law. I then relate judges’ level of economic reasoning to their training. I find that the significant judge heterogeneity in economic sophistication can be explained by attendance at law schools with a large presence of the law and economics faculty. Finally, for all regulatory cases from 1970 to 2016 I hand code whether the judge ruled in favor of the business or the government. I find that judge economic sophistication is positively correlated with a higher frequency of pro-business decisions even after controlling for political ideology and a rich set of other judge covariates.
Academics should not be forced to squeeze their research into weekends and holidays, according to the Dutch education minister, who admitted that pressure on some researchers had become intolerable and that professional competition had gone “too far.”
Ingrid van Engelshoven wants to reduce stress and time pressure in academe by tipping the balance away from competitive grants and toward more stable support for universities, reversing a long-term research funding trend in the Netherlands and elsewhere.
Speaking to Times Higher Education in the Hague, she hoped that reforms to Dutch academe would mean that in five to 10 years, academics would be able to do their research “within normal working hours.”
“So you don’t have to skip your vacation, skip your weekend, because you’re busy all week with teaching your students, designing your online courses [or] … drafting your applications for grants,” she said.
Here is the full story by David Matthews.
I have not applied further indentation:
“…this is seemingly starting to be a big deal in OK, but flying under the radar.
- 10-15 years ago Oklahoma passed a law allowing online-only charter schools with a separate regulatory structure from physical charter schools.
- Critically, the unions did not think to push for an enrollment cap.
- There are 5-10 schools, all quite small, except for one named EPIC.
- Has enrollment (~38,000) that is larger than any district in the state. This enrollment is currently surging faster than its usual high growth because of COVID-19 and could reach 46,000 by the Oct 1 “Money Head Count” deadline.
- From Oct 1, 2018 to Oct 1, 2019, EPIC’s enrollment grew more than the enrollment growth for the entire state of OK.
- Like all public charters in OK, the school is free to attend. Parents get paid $1000 per student per year for school supplies and activities.
- They have 100% online and blended learning options. Teachers in the online-only are paid by how many students they take on and can earn over $100,000. The state average pay for teachers is just over $50,000/yr.
- They are a non-profit but they are run by a closely related for-profit management company that is paid 10% of gross revenue. (Incentives!)
- Everyone in OK education that isn’t EPIC, hates EPIC. The state has multiple lawsuits and audits alleging that they have been committing fraud. These go back as far as 2012 but none have yet been resolved, even with open investigations by the Oklahoma State Bureau of Investigation. The alleged amounts are less than 1% of cumulative revenue.
- An Oklahoma Watch survey from several years ago found that parents were choosing EPIC primarily because they felt their students were falling behind at their districted school, were escaping bullying, or had a desire to pursue other activities i.e. competitive gymnastics.
- On the Oklahoma State Dept. of Education A-F scorecard, EPIC scores better than every traditional Oklahoma City Public Schools and Tulsa Public Schools middle school or high school. It performs roughly near the state average.
- 4-year high school graduation rates are SIGNIFICANTLY lower than traditional schools.
- It seems likely this is because with the online format you cannot graduate without completing assignments on time. There are OKCPS schools that have 1% of students performing at grade level and 95% graduation rates.
- Total Oklahoma K-12 enrollment for 2019-2020 was ~700,000. So EPIC is now over 5% of total state enrollment. They have been growing roughly 50%/year, but that was starting to slow some before the pandemic.
And they are trying to scale gamification of learning:
Like most online education providers, retention has been their weakest point.
Oklahoma schools are required to have each school facility staffed with a certain number of non-teaching positions (librarian, counselor, etc.) so fixed costs are very high. Teacher salaries are usually 35-40% of the budget and are one of the only variable cost centers. Most money is allocated by the state, following the student. EPIC is not far from doing real damage to traditional school finances. This does not seem to be on most people’s radar. It could get more interesting, yet.
That is the topic of my latest Bloomberg column, here is one excerpt:
So far the data are fragmentary, but they indicate that parties, bar-going and after-hours fraternization — not athletic practices — have been the major risks contributing to Covid-19 clusters among young people of college age. For all the talk of banning athletics, how about university regulations banning all alcohol consumption (including off-campus) for all registered students, under the pain of academic suspension? [NB: more schools have started trying at least partial versions of this since I wrote the column.]…
There is the risk that football players and other collegiate athletes will bring the virus home to their parents and older relatives. Still, that danger seems to be at least as high if they are bored and going out drinking, compared to practicing and trying to secure their place on the team. It simply is not obvious that athletics create a new risk.
Under the current system, student athletes can opt not to participate, just as many NBA players have elected not to play in the league’s “bubble.” While there are social pressures to go ahead and play, they are no different than the pressures to socialize more generally. Yet there are no calls to ban young people from socializing, even though that too is clearly a dangerous activity — perhaps the most dangerous activity — in terms of Covid-19 spread.
There is much more at the link.
This is a fantasy, not a prediction, still we can hold out hope, here is my latest Bloomberg column:
In my fantasy, the [Western] schools that are open to expanding their India operations will rise considerably in reputation. India, and South Asia more generally, is in the midst of a phenomenal explosion of talent in diverse fields…
You might wonder whether India actually needs all of these foreign branches, when it has some superb schools of its own, for instance the various Indian Institutes of Technology. In my fantasy, some Indian institutions of higher education will improve and force some competitors — shall we say UC Berkeley? — to leave the country. Yet many talented Indians will find attending a branch of Harvard or Yale to be an appealing option. Furthermore, the top foreign schools may form alliances with Indian institutions (as Yale has done in Singapore), giving students the best of both worlds.
This future gets better yet. Over time, the population of Indian alumni of prestigious U.S. universities will increase, relative to those who studied and graduated in America. America’s top schools thus will become engines of opportunity. It might also become obvious that the students attending in the U.S. are underperforming their Indian counterparts. What better way to light a competitive fire under the current dominant institutions?
And maybe some of the keenest and most ambitious American students will prefer to study in India rather than in America. (Perhaps a “canceled” American student could be sent to Brown Uttar Pradesh?) Wouldn’t you want to study with the very best of your peers, knowing you might be sitting next to the next generation’s Einstein, von Neumann or, of course Ramanujan?
There is more at the link, noting that this is a Swiftian fantasy of sorts.
Done through Bloomberg Opinion, here is one excerpt from me:
In a tier-one American research university, I envision something like 20% of the curriculum being on line. No more Monday-Wednesday-Friday 8 a.m. classes, fewer boring classes and some people will be able to graduate in three years. Professors will have more time to meet with students, and I am happy to demand more from the faculty in this regard. Virtually every class will be on tap, once cross-university registration and credit exchange is allowed.
The product will be much better, more convenient, and face-to-face meet-ups will be more alive than ever, at least once Covid-19 recedes.
Noah of course has plenty to say too, here is the full discussion.
A correspondent writes me:
I live in Minneapolis and have worked in education policy here for a few years. With all of the unrest going on here, I feel increasing urgency to learn more about a question that’s been puzzling me for many years, and which I can’t seem to find a satisfactory answer to: why is Minnesota one of the worst states in the nation for disparities between black and white students, both in education and other outcomes such as employment and income?
Of course, most of my liberal colleagues and friends will say something like, “structural racism”, which isn’t really an explanation. That doesn’t explain why we to do so poorly in disparities, when other somewhat similar states such as Michigan and Illinois do better than us in their educational disparities.
All of this makes me think – there must be a study of disparities among minority or historically marginalized groups that looks across countries and cultural contexts, to try and understand what specifically causes students from those communities to perform poorly in school. And surely there must be cases where poor minority groups perform better in school than would be expected.
Do you have any suggestions for reading that could start me on the path to figuring this out?
I’m not sure this could work, but everyone else is doing weird ideas, so let’s consider another one.
Remember Lancastrian methods of education from 19th century England? Part of the idea was to keep small group size, and economize on labor, by having the students teach each other, typically with the older students instructing the younger.
Here is my suggestion: have students use an app to arrange in-person meetings, in groups of five, for periods of a few weeks running. Social distancing and masks can be applied as conditions at the time dictate. The app will match students on the basis of stated interests, and sometimes by other methods too, such as levels of mathematical sophistication or if you wish cultural diversity. The app also will tell them where to meet on campus, all classes being held outside.
Some classes would be led by professors, but there are not enough professors to go around so many others would be led by the more senior or otherwise better informed students. Professors and TAs could rotate across various groups if so needed.
All students are given free iPads, connected to campus wireless, and sometimes those iPads would serve as collective blackboards for the small groups.
Central admin. or departments could impose curricular structure in advance, or within a topic area particular assignments might be generated by “Unconference” methods, for instance the students might agree to read a particular book or essay, or to all learn a particular skill. To the extent overseeing faculty are scarce, you can try having the students themselves finding the relevant teaching materials. Very good groups would have the option of continuing for further weeks.
Start in August, keep on going until its gets too cold, they did it at Valley Forge and people learn in the desert and tropics too. Many of the meetings can be short — say 45 minutes — and you can privilege the more valuable majors with locations in the shade. Put up as many tents as you can.
Every class has a supply of back-up YouTube material, and associated testing, for when the weather is bad, or for when the semester has to end.
For the final semester grade each student writes a 20-25 pp. paper about what he or she learned through these units. Professors and sometimes TAs would grade those papers, and do note this is not an insuperable grading burden. It rewards the “did you learn anything useful at all?” approach, rather than “did you manage to sit and suffer through through all of your boring classes?”.
I suspect it feels too much like chaos to a university administrator, but perhaps that is an argument in its favor?
You will note that this method, for all of its learning uncertainties, has two big advantages. First, it really does prioritize the health of everyone involved. Second, students still have lots of contact with each other and get to enjoy some version of the campus experience. The interactive groups might even provide a more engaging campus experience than did the status quo ex ante, keeping in mind that some schools will combine this method with the abolition or radical paring down of dorms.
Addendum: Hand out free diapers, all other plans have that issue too.
I will debating/discussing the topic “Does coronavirus mean the end of traditional education?” @ the Cambridge Union. A bit disappointing not to be in the hallowed hall but should be interesting nonetheless. The debate will be live-streamed at 2pm ET on Wednesday.
Will a move towards digital, decentralised teaching transform a model that once seemed so entrenched? Will the loss of exams become permanent for many? In an online panel with the Cambridge Union, four world-renowned figures share their perspective on what the future holds for education in the wake of the coronavirus pandemic.
Justine Greening served as Secretary of State for Education under Theresa May, following stints at International Development and Transport. Having left Parliament, Greening now chairs the Social Mobility Pledge.
Stephen Toope is Vice-Chancellor of the University of Cambridge. He previously held the same position at the University of British Columbia, and is perhaps best known for his regular emails to the Cambridge student body.
Alex Tabarrok is a Professor of Economics at George Mason University. Together with Tyler Cowen, he is best known as the co-founder of Marginal Revolution University, a free online platform for studying economics.
Shirley M. Tilghman was the nineteenth President of Princeton University, serving for twelve years until 2013. She is globally recognised for her scholarship in molecular biology.
Lord David Willetts, former Minister of State for Universities and Science under David Cameron in the UK.
That is my new Bloomberg column, written for a special feature and thus 2x the normal length. Here is one excerpt:
The decisions of American families also will choke off out-of-state tuition revenue. Note that about three-quarters of America’s higher education sector, by enrollment, is state schools. The out-of-state tuition rate is the real cash cow of American higher education, and sometimes it can approach three times the in-state rate. Schools’ reliance on out-of-state revenue is going to take a big hit, as it was premised on a degree of individual geographic mobility that simply does not exist right now and may not be restored anytime soon.
I suspect many parents will, whether it is rational or not, prefer to keep their children closer to home.
The most vulnerable state schools will be those in underpopulated states and far from population centers. The University of Vermont, with about three-quarters out-of-state students, ought to worry…
Another problem will be the plummeting enrollment of foreign students, who typically are paying out-of-state tuition rates…
The University of Rochester, with about 27% foreign students, will find this adjustment especially difficult.
There is much more at the link, recommended. One theme is that upper tier schools will stay in business, but by relaxing admissions standards and by cannibalizing students from lower-tier schools (I am curious to see how those students do in their newly found “promotions”).
p.s. Average is Over
p.p.s. “free college” is a really bad idea, worse than before. State schools cannot at the moment survive the complete loss of tuition revenue.
The COVID-19 crisis is accelerating a long-term trend, the shift to online education. I’ve long argued that online education is superior to traditional models. In an excellent essay in the New York Times, Veronique Mintz, an eighth-grade NYC student agrees:
Talking out of turn. Destroying classroom materials. Disrespecting teachers. Blurting out answers during tests. Students pushing, kicking, hitting one another and even rolling on the ground. This is what happens in my school every single day.
You may think I’m joking, but I swear I’m not…during my three years of middle school, these sorts of disruptions occurred repeatedly in any given 42-minute class period.
That’s why I’m in favor of the distance learning the New York City school system instituted when the coronavirus pandemic hit.
…Distance learning gives me more control of my studies. I can focus more time on subjects that require greater effort and study. I don’t have to sit through a teacher fielding questions that have already been answered.
…This year I have struggled with math. The teacher rarely had the patience for questions as he spent at least a third of class time trying to maintain order. Often, when I scheduled time to meet with him before school, there would be a pileup at his door of students who also had questions. He couldn’t help us all in 20 minutes before first period. Other times he just wouldn’t show up….With distance learning, all of that wasted time is eliminated. I stop, start and even rewind the teacher’s recording when I need to and am able to understand the lesson on the day it’s taught.
Veronique’s online courses were put together in a rush. Imagine how much more she will learn when we invest millions in online classes and teach at scale. The online classes that Tyler and I teach, using Modern Principles and the Sapling/Achieve online course management system, took years to produce and feature high quality videos and sophisticated assessment tools including curve shifting (not just multiple-choice), empirical questions based on FRED, and adaptive practice–plus the videos are all subtitled in multiple languages, they can be sped up or slowed down, watched at different times of the day in different time zones and so forth. Moreover, technology is increasing the advantages of online education over time.
…we show that rank mobility increases as the percentage of mothers with a high school diploma increases. We find weaker evidence that mobility increases with the percentage of mothers with a university degree.
That is from a new paper by Marie Connolly, Catherine Haeck, and Jean-William P. Lalibert.
The unemployment rate for young college graduates exceeds that of the general population, and about 41 percent of recent college graduates — and 33.8 percent of all college graduates — are underemployed in that they are working in jobs that don’t require a college degree, according to new data from the Federal Reserve Bank of New York.
Here is more from Elizabeth Redden. The sad thing is, this is evidence of meritocracy, not a stinking economy.
There is a new and updated take on this topic by Autor, Goldin, amd Katz:
The race between education and technology provides a canonical framework that does an excellent job of explaining U.S. wage structure changes across the twentieth century. The framework involves secular increases in the demand for more-educated workers from skill-biased technological change, combined with variations in the supply of skills from changes in educational access. We expand the analysis backwards and forwards. The framework helps explain rising skill differentials in the nineteenth and twenty-first centuries, but needs to be augmented to illuminate the recent convexification of education returns and implied slowdown in the growth of the relative demand for college workers. Increased educational wage differentials explain 75 percent of the rise of U.S. wage inequality from 1980 to 2000 as compared to 38 percent for 2000 to 2017.
Note that for the most recent rise in inequality across 2000-2017, most of it has happened within educational groups. The less polite way of putting that — my words not those of the authors — is that the real marginal product of education is explaining less of the variation in earnings, or in other words the higher earners are drawing upon something they are not getting at school.
Students of the “education as signaling” debate also should note that, due to these results, now a) signaling is more relevant for your early wage offer, and b) signaling is less relevant for your eventual wage profile, which in fact is now more determined by your personal level of skill.
In my Warren post I wrote:
7. College free for all: Would wreck the relatively high quality of America’s state-run colleges and universities, which cover about 78 percent of all U.S. students and are the envy of other countries worldwide and furthermore a major source of American soft power. Makes sense only if you are a Caplanian on higher ed., and furthermore like student debt forgiveness this plan isn’t that egalitarian, as many of the neediest don’t finish high school, do not wish to start college, cannot finish college, or already reject near-free local options for higher education, typically involving community colleges.
Bryan wishes me to point out that he does not favor “free tuition for all,” and indeed that is true, as I can verify from years of discussion with him. Nonetheless I still believe such a policy would come closer to limiting educational signaling (by making so many schools worse and lowering the value of the signal) than would Bryan’s preferred policies toward higher ed.