Given COVID-19 and its accompanying economic issues, what do you think people in their early-mid 20s should be doing or thinking about right now in terms of saving, spending, career planning, etc.? What’s overlooked or wrong in the most obvious or common advice? (I.e., “sit tight”, “spend some money at local businesses”, “give to charity”, “learn a new skill”, etc.) Obviously, employment status matters and different skillsets, talents, etc. affect what one can and should do. Candidly, I’m not sure how best to disaggregate young workers in relation to my questions.
That is an email from Gregory Irving. I am not sure my point here is “overlooked,” but if I had to offer one piece of advice it would be this:
“Right now it is harder than usual to build out your “soft network” of acquaintances, loose ties, and other people who could help you or become your future partners. You just can’t go out and meet people in the old ways. Yet in spite of this greater difficulty, virtually everyone’s allocation of time has shifted pretty dramatically. So there ought to be entrepreneurial opportunities to build up soft networks in ways that would not have been possible pre-Covid. Try to take advantage of those opportunities.”
What do you all say?
How can you possibly justify a $200,000+ college expense? How can you justify a $100,000+ college expense?
This is not necessary.
The average tenure hopeful adjunct makes $40 an hour. If you were to employ her as a private tutor at the cost of $60 an hour, and had four hours with her a week, and did that for 14 weeks (that’s the length of an average college course folks) that is about $3,400.
Were you to employ three such professor-tutors, that would be about $10,200, or a bit over $20,000 a year. In four years you would have racked up $80,000 in costs. But this is still $30,000 less than the total for the ‘cost conscious’ universities. It is a quarter of what you would pay for Trinity.
Remember: this $80,000 is for private tutoring, where individual attention would give you far and away a better and more thorough education than the 300-kids-in-a-lecture-hall style of classes that dominate undergraduate education today.
But it can get even cheaper. Let’s say you take the general principle of group classes from the university. Say you can find four other people to take all of these other classes with you. Just four. Well that equals out to $680 per class, or $16,000 a person for four years of classes.
To be fair, add in $1,000-$2,000 for textbooks and a subscription to JSTOR, for a total of about $17,000 to $18,000 for four years.
That is from Scholars Stage from 2018, still relevant today. (He went to the very reasonably priced Brigham Young University.) As I’ve said before, contemporary university study should have more of both on-line education and private tutoring, and less of what comes in between.
That is the new 655 pp. book by Joseph Henrich, due out September 8, and yes it is “an event.” The subtitle is “How the West Became Psychologically Peculiar and Particularly Prosperous,” and that is indeed one of the very most important questions in all of social science.
“WEIRD” of course refers to “Western, Educated, Industrialized, Rich, and Democratic.” And is it not weird that we (some of us, at least) are WEIRD?
Here is an excerpt from the opening segment:
Let’s close by returning to the core questions of this book:
1. How can we explain the global psychological variation highlighted above?
2. Why are WEIRD societies particularly unusual, so often occupying the extreme ends of global distributions of psychology and behavior?
3. What role did these psychological differences play in the Industrial Revolution and the global expansion of Europe during the last few centuries?
If you are wondering how this material might differ from Henrich’s previous output, there is above all much more on marriage customs and monogamy, for instance:
…I’ll make the case that monogamous marriage norms — which push upstream against our polygynous biases and the strong preferences of elite men — create a range of social and psychological effects that give the societies that possess them a big edge in competition against other groups.
Obviously recommended, and you will be hearing more about this both from me and from others. You can pre-order here.
The evidence indicates that GRE scores predict graduate school success, general intelligence, and also that SAT scores predict later success in science. Here is further evidence, and here is yet further evidence.
You don’t have to think that “high GRE score fields” are better than “low GRE score fields.” Many of my friends, for instance, think string theory is intellectually bankrupt, despite many of its proponents being very, very smart. I don’t have an opinion on string theory per se, but my friends might be right, and in any case I would rather read books from cultural studies, a lower GRE score field.
If you wish to understand the relative strengths and pathologies of theoretical physics and cultural studies, you cannot do that without knowing that the former is a relatively high GRE score field (or the equivalent) and that the latter is a relatively low GRE score field (or the equivalent).
There are many top economists on Twitter, most of them Democrats, who would never ever utter a word about GRE scores in a blog post or on Twitter. Yet when on an admissions committee, they will ruthlessly enforce the strictest standards for math GRE scores without hesitation. Not only in top ten programs, but in top thirty programs and even further down the line in many cases. It is very, very hard to get into a top or even second-tier economics program without an absolutely stellar math GRE score, and yes that is enforced by the same humans who won’t talk about the issue.
Just in case you didn’t know that.
Personally, I feel it has gone too far in that direction, and economics has overinvested in one very particular kind of intelligence (I would myself put greater stress on the old GRE subject test scores for economics, thus selecting for those with an initial interest in the economy rather than in mathematics).
When I did graduate admissions for George Mason University, I very consciously moved away from an emphasis on GRE scores, and for the better. My first goal was simply to take in more students, and a more diverse group of students, and in fact many of the later top performers were originally “marginal” students by GRE standards. Looking back, many of our top GRE-scoring students have not done better than the peers, though they have done fine. For GMU these admission criteria are (in my view) more like the Rosen-Roback model than anything else, though I would readily grant Harvard and MIT are not in the same position.
If you are afraid to talk about GRE scores, you are afraid to talk about reality.
I will be doing a second Conversation him, including about testing but by no means only. What should I ask him? For purposes of reference here was my first Conversation with him, likely I won’t repeat any of the same questions, though of course you are free to suggest I should.
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.
That is the new Jason Brennan book, just out yesterday, here is a summary:
This candid, pull-no-punches book answers questions big and small, including
• Should I go to graduate school—and what will I do once I get there?
• How much does a PhD cost—and should I pay for one?
• What kinds of jobs are there after grad school, and who gets them?
• What happens to the people who never get full-time professorships?
• What does it take to be productive, to publish continually at a high level?
• What does it take to teach many classes at once?
• What does it take to succeed in graduate school?
• How does “publish or perish” work?
• How much do professors get paid?
• What do search committees look for, and what turns them off?
• How do I know which journals and book publishers matter?
• How do I balance work and life?
This realistic, data-driven look at university teaching and research will make your graduate and postgraduate experience a success.
Here is my blurb:
“In Good Work If You Can Get It, Jason Brennan tells it like it is. You will get the truth, the whole truth, and nothing but the truth. This is the one book to read about trying to become a professor.”
Self-recommended. And here is Bryan Caplan’s excellent review.
By Jisung Park, Joshua Goodman, Michael Hurwitz and Jonathan Smith, in the latest issue of the AEA policy journal:
We demonstrate that heat inhibits learning and that school air conditioning may mitigate this effect. Student fixed effects models using 10 million students who retook the PSATs show that hotter school days in the years before the test was taken reduce scores, with extreme heat being particularly damaging. Weekend and summer temperatures have little impact, suggesting heat directly disrupts learning time. New nationwide, school-level measures of air conditioning penetration suggest patterns consistent with such infrastructure largely offsetting heat’s effects. Without air conditioning, a 1°F hotter school year reduces that year’s learning by 1 percent. Hot school days disproportionately impact minority students, accounting for roughly 5 percent of the racial achievement gap.
NYTimes: Around the world, scientists are racing to develop and mass produce reliable antibody tests that public health experts say are a crucial element in ending the coronavirus lockdowns that are causing economic devastation. But that effort is being hamstrung, scientists say, by a shortage of the blood samples containing antibodies to Covid-19, the disease caused by the virus, that are needed to validate the tests.
Recognizing a rare opportunity, some companies are seeking to cash in on the shortages, soliciting blood donations and selling samples at rich markups in a practice that has been condemned by medical professionals as, at the very least, unethical.
“I’ve never seen these prices before,” said Dr. Joe Fitchett, the medical director of Mologic, one of the British test manufacturers that was offered the blood samples. “It’s money being made from people’s suffering.”
I am reminded of Walter Williams who asks his students whether it is wrong to profit from the misfortune of others:
But I caution them with some examples. An orthopedist profits from your misfortune of having broken your leg skiing. When there’s news of a pending ice storm, I doubt whether it saddens the hearts of those in the collision repair business. I also tell my students that I profit from their misfortune — their ignorance of economic theory.
A price is a signal wrapped up in an incentive so if you want a strong signal and a strong incentive you need to let prices rise. The prices in this case don’t even seem that high:
From March 31 to April 22, prices asked by Cantor BioConnect for its cheapest samples — always sold by the milliliter, the equivalent of less than a quarter of a teaspoon — rose more than 40 percent, to $500 from $350.
Bear in mind the costs of collecting the sample, including nurse time and PPE. Some samples which are especially rich in antibodies, do sell for prices that are well above cost which is not surprising as those samples are in high demand as they may offer a cure.
Do the firms willing and able to pay the highest prices necessarily have the best science? No, not necessarily, but on balance the decentralized allocation process offered by markets and civil society will likely be far more effective than centralized, political allocation. We also know from field experiments around the world that higher prices for blood increase supply, a key consideration.
As Hayek said the moral rules of the tribe which appear natural to us–like don’t profit from misery–cannot maintain a civilization so we struggle between what we think is right and what actually works to prevent misery.
There can be no doubt that our innate moral emotions and instincts were acquired in the hundreds of thousand years—probably half a million years—in which Homo sapiens lived in small hunting and gathering groups and developed a physiological constitution which governed his innate instincts. These instincts are still very strong in us. Yet civilization developed by our gradually learning cultural rules which were transmitted by teaching and which served largely to restrain and suppress some of those natural instincts.
That is the topic of my latest Bloomberg column, here is one excerpt:
Among my friends and acquaintances, the best predictor of how seriously they take the matter is whether they read science fiction in their youth. As you might expect, the science-fiction readers are willing to entertain the more outlandish possibilities. Even if these are not “little green men,” the idea that the Chinese or Russians have a craft that can track and outmaneuver the U.S. military is newsworthy in and of itself. So would be a secret U.S. craft, especially one unknown to military pilots.
The cynical view is that the science-fiction readers are a bit crazy and are trying to recapture the excitement of their youth by speculating about UFOs. Under this theory, they shouldn’t be taken any more seriously than Tolkien fans who wonder if orcs are hiding under the next stone.
The more positive view is that science-fiction readers are more willing to consider new ideas and practices. This kind of openness presumably is a good thing, at least in general, so why aren’t the opinions of more “open” observers accorded more respect? Science-fiction readers have long experience thinking about worlds that are very different from the current one, and perhaps that makes them more perceptive when something truly unusual does come along.
Some of the individuals who were early to see and point out Covid-19 risk, such as tech entrepreneur Balaji Srinivasan, also have taken the UFO reports seriously, perhaps due to the same flexibility of mind.
Do read the whole thing, the column does not excerpt easily.
MRU introduces a new series, Economists in the Wild. In this series, we talk with economists in widely varying fields about their cutting edge research. First up in the series is David Autor on the rise of superstar firms and the fall of the labor share.
More great material for your online economics seminars and a great resource to use with Modern Principles!
I found it interesting throughout, the first half was on Covid-19 testing, and the second half on everything else. Here is the audio and transcript. Here is the summary:
Tyler invited Glen to discuss the plan, including how it’d overcome obstacles to scaling up testing and tracing, what other countries got right and wrong in their responses, the unusual reason why he’s bothered by price gouging on PPE supplies, where his plan differs with Paul Romer’s, and more. They also discuss academia’s responsibility to inform public discourse, how he’d apply his ideas on mechanism design to reform tenure and admissions, his unique intellectual journey from socialism to libertarianism and beyond, the common element that attracts him to both the movie Memento and Don McLean’s “American Pie,” what talent he looks for in young economists, the struggle to straddle the divide between academia and politics, the benefits and drawbacks of rollerblading to class, and more.
Here is one excerpt:
WEYL: There’s one really critical element of this plan that I don’t think has been widely discussed, which is that there are 40 percent of people in the essential sector who are still out there doing their jobs. There may have been some improvements in sanitation. There probably have been, though there have been a lot of issues with getting the PPE required to do that.
But those people are basically transmitting the diseases they always have been. And so, by far, our first priority has to be not “reopening the economy,” but rather stabilizing that sector of the economy so that transmission is not taking place within that sector.
Once we’ve accomplished that goal, it will actually be relatively easy to reopen the rest of the economy, given that that’s 40 percent. It’s just a doubling to get to everybody being in a disease-stabilized situation. So I really think the focus has to be on stabilizing the essential sector by building up this regimen. I think we can do that by the end of June.
Once that’s accomplished, I think we can, over the course of July, reintroduce most of the rest of the economy and have the confidence that, because we haven’t seen reemergence of diseases within the essential sector, that reintroducing everybody else will proceed in a similar fashion.
COWEN: Other than possibly the adoption of your plan, what do you think will be the most enduring economic or social change from this pandemic?
WEYL: My guess is that there will be a lot of large corporations that take on important social responsibilities because of the trust environment that you were talking about and that it becomes increasingly illegitimate for them to be run under a pure shareholder-maximization perspective once they’re taking on that role. I think we’re going to see fundamental shifts in some of the corporate governance parameters as a result of the social role that a bunch of companies end up taking on.
COWEN: At heart, coming out of the Jewish socialist tradition, through a matter of biographical accident, you first became a libertarian. Needed time to find your way back to the tradition you belonged to. Along the way, did economics, so you believe in some notion of markets, albeit directly adjusted by regulation and mechanism design. And you’ve moved away from methodological individualism.
But you’re this weird person of a Jewish socialist, believes in markets, and had this path leading away from libertarianism. No other person in the world probably is that, but you are. Is that a unified theory of you?
WEYL: Well, the thing that throws a little bit of a wrench into that is that I was actually a Jewish socialist before I became a libertarian.
COWEN: Does that strengthen or weaken the theory?
For me the most instructive part was this:
COWEN: What do you view yourself as rebelling against? At the foundational level.
But you will have to read or listen to hear Glen’s very good answer.
Very well-deserved, here is the full account, including a summary of her research. Excerpt:
Historians (e.g., Engerman and Sokolov) have long argued for the persistence of institutions and the “long shadow” of historical events on developing countries. For example, cross-national studies have noted that Latin America and North America organized labor differently during colonial periods and used cross-country historical data to support the idea that these differences have had long-run impacts. More generally, Acemoglu, Johnson, and Robinson compare the experience of countries with different institutions set in place during colonial time for largely accidental reasons, showing that these early differences continue to matter today.
In her work, Dell goes beyond the cross-country evidence, using historical accidents or peculiarities to shed light on persistent effects of institutional differences, including different in the organization of the state. She exploits historical settings in which she is able to very convincingly establish the persistent impacts of specific institutions as well as explore specific channels through which these impacts occur.
Do read the whole thing. Here are some previous MR posts on Melissa Dell.
The U.S. higher education sector will also be hard hit, with U.S. universities increasingly dependent on tuition from Chinese students. According to the Institute of International Education, China has remained the largest source of international students for ten years running,44 with 369,548 Chinese students enrolled in U.S. higher education programs in 2018 and contributing $15 billion in tuition payments.45 The postponement or cancellation of U.S. college entrance examinations in China, indefinite travel restrictions, and continued uncertainty surrounding when U.S. college campuses will reopen are expected to reduce Chinese demand for U.S. higher education in the 2020-2021 academic year.46 University administrators report that cancelled recruitment events in China and inability to work with local recruitment agencies could further depress Chinese student enrollment in U.S. university programs.
Here is the full document, on cascading economic impacts from China more generally. For the pointer I thank a loyal MR reader.
Here is the audio and transcript, here is part of the summary:
He joined Tyler to discuss whether the world as a whole is becoming harder to predict, whether Goldman Sachs traders can beat forecasters, what inferences we can draw from analyzing the speech of politicians, the importance of interdisciplinary teams, the qualities he looks for in leaders, the reasons he’s skeptical machine learning will outcompete his research team, the year he thinks the ascent of the West became inevitable, how research on counterfactuals can be applied to modern debates, why people with second cultures tend to make better forecasters, how to become more fox-like, and more.
Here is one excerpt:
COWEN: If you could take just a bit of time away from your research and play in your own tournaments, are you as good as your own best superforecasters?
TETLOCK: I don’t think so. I don’t think I have the patience or the temperament for doing it. I did give it a try in the second year of the first set of forecasting tournaments back in 2012, and I monitored the aggregates. We had an aggregation algorithm that was performing very well at the time, and it was outperforming 99.8 percent of the forecasters from whom the composite was derived.
If I simply had predicted what the composite said at each point in time in that tournament, I would have been a super superforecaster. I would have been better than 99.8 percent of the superforecasters. So, even though I knew that it was unlikely that I could outperform the composite, I did research some questions where I thought the composite was excessively aggressive, and I tried to second guess it.
The net result of my efforts — instead of finishing in the top 0.02 percent or whatever, I think I finished in the middle of the superforecaster pack. That doesn’t mean I’m a superforecaster. It just means that when I tried to make a forecast better than the composite, I degraded the accuracy significantly.
COWEN: But what do you think is the kind of patience you’re lacking? Because if I look at your career, you’ve been working on these databases on this topic for what? Over 30 years. That’s incredible patience, right? More patience than most of your superforecasters have shown. Is there some dis-aggregated notion of patience where they have it and you don’t?
TETLOCK: [laughs] Yeah, they have a skill set. In the most recent tournaments, we’ve been working on with them, this becomes even more evident — their willingness to delve into the details of really pretty obscure problems for very minimal compensation is quite extraordinary. They are intrinsically cognitively motivated in a way that is quite remarkable. How am I different from that?
I guess I have a little bit of attention deficit disorder, and my attention tends to roam. I’ve not just worked on forecasting tournaments. I’ve been fairly persistent in pursuing this topic since the mid 1980s. Even before Gorbachev became general party secretary, I was doing a little bit of this. But I’ve been doing a lot of other things as well on the side. My attention tends to roam. I’m interested in taboo tradeoffs. I’m interested in accountability. There’re various things I’ve studied that don’t quite fall in this rubric.
COWEN: Doesn’t that make you more of a fox though? You know something about many different areas. I could ask you about antebellum American discourse before the Civil War, and you would know who had the smart arguments and who didn’t. Right?
…I had a very interesting correspondence with William Safire in the 1980s about forecasting tournaments. We could talk a little about it later. The upshot of this is that young people who are upwardly mobile see forecasting tournaments as an opportunity to rise. Old people like me and aging baby-boomer types who occupy relatively high status inside organizations see forecasting tournaments as a way to lose.
If I’m a senior analyst inside an intelligence agency, and say I’m on the National Intelligence Council, and I’m an expert on China and the go-to guy for the president on China, and some upstart R&D operation called IARPA says, “Hey, we’re going to run these forecasting tournaments in which we assess how well the analytic community can put probabilities on what Xi Jinping is going to do next.”
And I’ll be on a level playing field, competing against 25-year-olds, and I’m a 65-year-old, how am I likely to react to this proposal, to this new method of doing business? It doesn’t take a lot of empathy or bureaucratic imagination to suppose I’m going to try to nix this thing.
COWEN: Which nation’s government in the world do you think listens to you the most? You may not know, right?