Category: Education
Does (constant #days) year-round schooling matter?
Some new research says no. Steven C. McMullen and Kathryn E. Rouse, from their piece “The Impact of Year-Round Schooling on Academic Achievement: Evidence from Mandatory School Calendar Conversions,” in The American Economic Journal, report:
In 2007, 22 Wake County, North Carolina traditional calendar schools were switched to year-round calendars, spreading the 180 instructional days evenly across the year. This paper presents a human capital model to illustrate the conditions under which these calendars might affect achievement. We then exploit the natural experiment to evaluate the impact of year-round schooling on student achievement using a multi-level fixed effects model. Results suggest that year-round schooling has essentially no impact on academic achievement of the average student. Moreover, when the data are broken out by race, we find no evidence that any racial subgroup benefits from year-round schooling.
There is an ungated version here.
Visualization data for world development
From Damian Clarke:
I am a PhD student in economics at the University of Oxford, and a fan of your blog. Much of my work focuses on the microeconomics of development (principally fertility and education), however I am also working on the use of open data in economic development – quite an exciting area. I write you with regards to this open data work. Recently I have written a module for Stata which allows anyone to automatically import any of the over 5000 indicators maintained by the World Bank, and produces both a geographic and time series representation of the data (I provide a png attachment of this graph here if you are interested in seeing it)…
Whilst this program may be useful for researchers, I think its prinicipal benefit is in pedagogy – perhaps even users of MRUniversity would be interested in visualising for example fertility, GDP, current account balances, etc in a simple command. The syntax really is very easy: “worldstat Africa, stat(GDP)”.
I provide at the end of this email a brief description, and more details are available on my site: https://sites.google.com/site/damiancclarke/computation#TOC-worldstat
…worldstat is a module which allows for the current state of world development to be visualised in a computationally simple way. worldstat presents both the geographic and temporal variation in a wide range of statistics which represent the state of national development. While worldstat includes a number of “in-built” statistics such as GDP, maternal mortality and years of schooling, it is extremely flexible, and can (thanks to the World Bank’s module wbopendata) easily incorporate over 5,000 other indicators housed in World Bank Open Databases.
…it is automatically available from Stata’s command line by typing: “ssc install worldstat”
The Solow Model
The Solow Model is a workhorse model of economic growth. Many subsequent papers in growth theory and in business cycle theory build on this model. A model of growth helps us to structure our thinking. Why is it, for example, that China is growing faster than the United States despite having much poorer institutions such as the rule of law? Surprisingly, even a simple version of the Solow model offers some useful predictions and ways to interpret aspects of the the growth data. At MRUniversity this week we have four videos on the Solow model. These videos are a bit more technical than many of our previous videos and we think they will be useful in many other classes such as macroeconomics, especially if you are using a truly excellent textbook. The videos will also be useful for anyone who wants to read more of the literature on growth theory or the empirics of growth (such as can be found, for example, in Barro and Sala-i-Martin’s Economic Growth or David Weil’s textbook Economic Growth). Even if you don’t want to study the theory in more depth, we think these videos will be useful for understanding development and how economists use theory and data to understand the sources of growth (and its absence).
Tuition by Major
A task force convened by Florida Governor Rick Scott has recommended changes in tuition subsidies according to job market demand:
Tuition would be lower for students pursuing degrees most needed for Florida’s job market, including ones in science, technology, engineering and math, collectively known as the STEM fields.
The committee is recommending no tuition increases for them in the next three years.
But to pay for that, students in fields such as psychology, political science, anthropology, and performing arts could pay more because they have fewer job prospects in the state.
“The purpose would not be to exterminate programs or keep students from pursuing them. There will always be a need for them,” said Dale Brill, who chairs the task force. “But you better really want to do it, because you may have to pay more.”
The task force has the right idea but the right way to target subsidies is not to the job market per se (let alone Florida’s job market), wages already reflect job market needs. Subsidies instead should be targeted to fields where education has the greatest positive spillovers, benefits that spill over wages and flow to the public at large. Overall, this likely means subsidizing the STEM fields more than anthropology which is why the taskforce has the right idea. If the task force wants to explain the idea, however, they should make it clear that the goal is to focus subsidies on those fields where education most benefits the taxpayer.
Publishing pays in economics
Here is a new paper by Suzanne O’Keefe and Ta-Chen Wang:
We study salaries of economics faculty at the University of California to determine how publications affect salary. We find that each publication in a top 10 journal has a positive and significant effect on annual base salary of 1.5%, or $2,053. Unlike previous research, our analysis specifies the impact of publications in specific journals. Publications in American Economic Review, Econometrica, and Review of Economics and Statistics have an independent positive effect on salary. Compensation is also affected by faculty rank, seniority, university of employment, and teaching awards. Base salary does not significantly differ by gender, however, gross salary is about 9% lower for women. After controlling for migration and faculty rank, seniority has a negative impact on salary.
Here is a sentence of interest:
Full-time tenure-track economics faculty members in the UC system have gross salaries ranging from about $70,000 to $378,000.
Against my expectations, UCLA economics professors are paid more than 13k more, on average, than UC Berkeley economics professors. The pay gap for women is larger in economics than in these universities as a whole.
The possibly gated article is here, and for the pointer I thank Michelle Dawson.
New Videos at MRU
Lots of new material at MRU this week. In earlier videos we look at the relatively direct effect of geography on development, e.g. factors such as malaria and access to the coast. In videos released today we look at how geography can influence growth indirectly through the choice of institutions. We also provide background material on measuring GDP and PPP, using the Rule of 70, and we prepare the way for next week’s more technical videos on the Solow model with a brief, non-technical review of the Solow model.
A Macro Homework Question: Answer in the Style of…
I just returned from a trip to South Korea. Today, to prepare for the next trip, I took my jacket to the dry cleaners. Turning the pockets out, I discovered a substantial number of South Korean won. The transaction costs of exchanging the won for dollars are now very high. I will keep the won as souvenirs.
Question: What are the consequences of my decision for the South Korean economy? Answer in the style of a well-known economist. What would Scott Sumner say? (almost too easy!) What about Keynes? Krugman? Cowen? Prescott?
Can you raise your kid as a conservative or liberal?
Here is a new study (caveat emptor all the way):
This new study, by a team led by psychologist R. Chris Fraley of the University of Illinois at Urbana-Champaign, begins with new mothers describing their intentions and approach in 1991, and ends with a survey of their children 18 years later. In between, it features an assessment of the child’s temperament at age 4.
…“Parents who endorsed more authoritarian parenting attitudes when their children were one month old were more likely to have children who were conservative in their ideologies at age 18,” the researchers report. “Parents who endorsed more egalitarian parenting attitudes were more likely to have children who were liberal.”
Obviously genes are an alternative channel of influence. And this is a stunner:
Also, the Illinois researchers did not gauge the parents’ political beliefs.
So I don’t believe the interpretations at all. Still, it is interesting to see the extent of attitudinal persistence, and furthermore “…our results also showed that early childhood temperament predicted variation in conservative versus liberal ideologies.” I suspect, however, that politics would turn out to be less susceptible to parental shaping than, say, religion or general temperamental approach to religion.
I consider this study radically incomplete, but still it is interesting to see the question tackled with a twenty-year time window and some ex ante planning.
For the pointer I thank www.artsjournal.com.
In which the Minnesotans call off the paddy wagon and leave us free
Pogemiller, according to the e-mail, said a 20-year-old statute requiring institutional registration clearly did not envision free online, not-for-credit offerings.
“When the legislature convenes in January, my intent is to work with the Governor and Legislature to appropriately update the statute to meet modern-day circumstances,” said Pogemiller. “Until that time, I see no reason for our office to require registration of free, not-for-credit offerings.”
Of course pursuing such an issue was not a political winner in the first place.
The link is here, and for the pointer I thank M.
Water Economics
The next set of lessons in MRUniversity’s development economics course is on water economics. Water is one of the most important issues in developing countries for many reasons, including agriculture, health, and wealth. Every year, millions of people die because of lack of access to clean and safe water. It is estimated that over 1 billion people in the world don’t have adequate access to such an essential resource, and the poor pay the biggest price.
In this section, we cover:
- The effects water monopolies can have on consumers
- The pros and cons of water privatization in developing nations, including major examples from Buenos Aires, Bolivia, Saudi Arabia and Yemen
- Why it’s so hard to regulate private water companies effectively
- What can happen to the price of water when it is interfered with through subsidies and price controls
- The tragedy of the commons in water economics
- How water ethics influences the actual supply of water
- And finally, what happens when countries engage in trading water commodities
Crack cocaine and education
From William N. Evans, Craig Garthwaite, Timothy J. Moore:
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.
The ungated version is here.
Reason TV Interviews Alex on MRU
Huffington Post covers Marginal Revolution University
The very good article is here, excerpt:
Cowen said the Internet has changed so many aspects of our lives, so “Why should education stay behind?
“Education is changing rapidly and we want to go to our graves feeling we were on the right side of history, so-to-speak,” he said.
Our food and agriculture videos are up at MRU
Here is the description from the site:
The Food and Agriculture Productivity section of the Development Economics course is now available.
Early economics was largely the economics of agriculture, and these days food supply remains a critically important topic in development economics, especially in the poorer countries. Take India for instance — currently about half of the Indian labor force works in agriculture.
We cover some of the most fundamental questions about food supply and offer some optional videos on food as well. It’s not just about fighting hunger and starvation — agricultural surpluses are part of the path toward industrialization.
Particular topics include micronutrients, GMOs, the recent rice price spikes, garlic, watermelon, and “Yams, a Man’s Crop,” among others.
A German icon moves on
After 63 semesters spanning nearly 40 years of studying, German engineer Werner Kahmann finally managed to get his university diploma. In an interview with the Süddeutsche Zeitung he explained why it took him so long.
Here is one part of the story:
The first time Kahmann put his diploma on hold, he broke his leg playing football. The second time, it was 1984 and his daughter was born so he took time out to help raise her. “Then in 2004 when student fees were introduced, I de-matriculated again.”
In 2011, the fee system changed and Kahmann found himself with his nose in a book one again. But this time, it was for real – he earned his diploma a year later, even though the university did not even run the course anymore.
There would be downsides to being a graduate though, he said. “Paying for public transport and not getting reduced tickets for the zoo,” being two of Kahmann’s complaints.
For the pointer I thank Chris Reicher.