Education – Page 17 – artdiamondblog.com

The Economics of Intercollegiate Athletics

Here is more evidence that the role of athletics in higher education should be reconsidered. Another useful discussion occurs in the book by Christensen and Eyring. An earlier entry on this blog is also relevant.

(p. 230) The Knight Commission on Intercollegiate Athletics offers “College Sports 101: A Primer on Money, Athletics, and Higher Education in the 21st Century.” “In fact, the vast majority of athletics programs reap far less money from external sources than they need to function. Virtually all universities subsidize athletics departments through general fund allocations, student fees, and state appropriations, and the NCAA estimates in a given year that only 20 to 30 athletics programs actually generate enough external revenue to cover operating expenses. Institutional subsidies to athletics can exceed $11 million, according to data provided by the NCAA. With costs in athletics rising faster than in other areas of university operations, it is not clear how many institutions can continue to underwrite athletics at their current level . . . Rigorous studies of the subject, however, suggest that there is no significant institutional benefit to athletic success. . . . Indeed, donations to athletics departments may cannibalize contributions to academic programs. . . . There are two other myths to be dispelled. First, there is no correlation between spending more on athletics and winning more . . . Second, increased spending on coaches’ salaries has no significant relationship to success or increased revenue . . . October 2009, at 〈http://collegesports101.knightcommission.org〉.

Source:
Taylor, Timothy. “Recommendations for Further Reading.” Journal of Economic Perspectives 24, no. 2 (Spring 2010): 227-34.
(Note: ellipses in original.)

The Knight Commission report can be downloaded at:
Weiner, Jay. “College Sports 101: A Primer on Money, Athletics, and Higher Education in the 21st Century.” Knight Commission on Intercollegiate Athletics, 2009.

The Christensen and Eyring book is:
Christensen, Clayton M., and Henry J. Eyring. The Innovative University: Changing the DNA of Higher Education from the Inside Out. San Francisco, CA: Jossey-Bass, 2011.

Coase: “Firms Never Calculate Marginal Costs”

Source of YouTube video:
http://www.youtube.com/watch?feature=player_embedded&v=ZAq06n79QIs#!

(p. 257) You can watch a 99 year-old Ronald Coase speaking in December 2009 for 25 minutes on the subjects of “Markets, Firms and Property Rights.” “One of the things that people don’t understand is that markets are creations. . . . In fact, it’s very difficult to imagine that firms act in the way that is described in the textbooks, where you maximize profits by equating marginal costs and marginal revenues. One of the reasons one can feel doubtful about this particular way of looking at things is that firms never calculate marginal costs . . . I think we ought to study directly how firms operate and develop our theory accordingly.” From the conference “Markets, Firms and Property Rights: A Celebration of the Research of Ronald Coase,” held at the University of Chicago Law School by the Information Economy Project at George Mason University School of Law. The webpage also includes video of seven panels of prominent speakers, along with PDF files of a dozen or so papers given at the conference. Available at 〈http://iep.gmu.edu/CoaseConference.php〉.

Source:
Taylor, Timothy. “Recommendations for Further Reading.” Journal of Economic Perspectives 24, no. 3 (Summer 2010): 251-58.
(Note: ellipses in original.)

Thiel Fellows Avoid Formal Education to Pursue Entrepreneurial Projects

“Eden Full, 20, tested her rotating solar panel in Kenya in 2010.” Source of caption and photo: online version of the NYT article quoted and cited below.

(p.1) EDEN FULL should be back at Princeton by now. She should be hustling to class, hitting the books, acing tests. In short, she should be climbing that old-school ladder toward a coveted spot among America’s future elite.

She isn’t doing any of that. Instead, Ms. Full, as bright and poised and ambitious as the next Ivy Leaguer, has done something extraordinary for a Princetonian: she has dropped out.
It wasn’t the exorbitant cost of college. (Princeton, all told, runs nearly $55,000 a year.) She says she simply received a better offer — and, perhaps, a shot at a better education.
Ms. Full, 20, is part of one of the most unusual experiments in higher education today. It rewards smart young people for not going to college and, instead, diving into the real world of science, technology and business.
The idea isn’t nuts. After all, Bill Gates and Steve Jobs dropped out, and they did O.K.
Of course, their kind of success is rare, degree or no degree. Mr. Gates and Mr. Jobs changed the world. Ms. Full wants to, as well, and she’s in a hurry. She has built a low-cost solar panel and is starting to test it in Africa.
“I was antsy to get out into the world and execute on my ideas,” she says.
At a time when the value of a college degree is being called into question, and when job prospects for many new graduates are grimmer than they’ve been in years, perhaps it’s no surprise to see a not-back-to-school movement spring up. What is surprising is where it’s springing up, and who’s behind it.
The push, which is luring a handful of select students away from the likes of Princeton, Harvard and M.I.T., is the brainchild of Peter A. Thiel, 44, a billionaire and freethinker with a remarkable record in Sil-(p. 7)icon Valley. Back in 1998, during the dot-com boom, Mr. Thiel gambled on a company that eventually became PayPal, the giant of online payments. More recently, he got in early on a little start-up called Facebook.
Since 2010, he has been bankrolling people under the age of 20 who want to find the next big thing — provided that they don’t look for it in a college classroom. His offer is this: $50,000 a year for two years, few questions asked. Just no college, unless a class is helpful for their Thiel projects.
. . .
Ms. Full is friends with another Thiel fellow, Laura Deming, 18. Ms. Deming is clearly brilliant. When she was 12, her family moved to San Francisco from New Zealand so she could work with Cynthia Kenyon, a molecular biologist who studies aging. When Ms. Deming was 14, the family moved again, this time to the Boston area, so she could study at M.I.T.
“Families of Olympic-caliber athletes make these kinds of sacrifices all the time,” says Tabitha Deming, Laura’s mother. “When we lived nearby in Boston, we were lucky to see her once a month. She never came home for weekends.”
John Deming, Laura’s father, graduated from Brandeis University at the age of 35 but says he disdains formal education at every level. His daughter was home-schooled.
“I can’t think of a worse environment than school if you want your kids to learn how to make decisions, manage risk and take responsibility for their choices,” Mr. Deming, an investor, wrote in an e-mail. “Rather than sending them to school, turn your kids loose on the world. Introduce them to the rigors of reality, the most important of which is earning your own way.” He added, “I detest American so-called ‘education.’ ”
His daughter’s quest to slow aging was spurred by her maternal grandmother, Bertie Deming, 85, who began having neuromuscular problems a decade ago. Laura, a first-year fellow, now spends her days combing medical journals, seeking a handful of researchers worth venture capital funding, which is a continuation of her earlier work.
“I’m looking for therapies that target aging damage and slow or reverse it,” she says. “I’ve already spent six years on this stuff. So far I’ve found only a few companies, two or three I’m really bullish on.”

For the full story, see:
CAITLIN KELLY. “Drop Out, Dive In, Start Up..” The New York Times, SundayBusiness (Sun., September 16, 2012): 1 & 7.
(Note: ellipsis added.)
(Note: the online version of the article is dated September 15, 2012, and had he title “Forgoing College to Pursue Dreams.”)

“Laura Deming, left, at age 6 with her grandmother, whose neuromuscular problems have now inspired Laura to work on anti-aging technology.” Source of caption and photo: online version of the NYT article quoted and cited above.

Instead of Fixing “Inadequate Schools,” Adderall Is Prescribed to “Struggling” Students

“Amanda Rocafort and her son Quintn in Woodstock, Ga. Quintn takes the medication Risperdal.” Source of caption and photo: online version of the NYT article quoted and cited below.

(p. A1) CANTON, Ga. — When Dr. Michael Anderson hears about his low-income patients struggling in elementary school, he usually gives them a taste of some powerful medicine: Adderall.

The pills boost focus and impulse control in children with attention deficit hyperactivity disorder. Although A.D.H.D is the diagnosis Dr. Anderson makes, he calls the disorder “made up” and “an excuse” to prescribe the pills to treat what he considers the children’s true ill — poor academic performance in inadequate schools.

For the full story, see:
ALAN SCHWARZ. “Attention Disorder or Not, Pills to Help in School.” The New York Times (Tues., October 9, 2012): A1 & A18.

Abigail Fisher “Devastated” by “Holistic Review”

“Abigail Fisher, 22, at the Supreme Court last month. “I probably would have gotten a better job offer had I gone to U.T.,” Ms. Fisher said.” Source of caption and photo: online version of the NYT article quoted and cited below.

(p. A1) WASHINGTON — Abigail Fisher is a slight young woman with strawberry blond hair, a smile that needs little prompting, a determined manner and a good academic record. She played soccer in high school, and she is an accomplished cellist.

But the university she had her heart set on, the one her father and sister had attended, rejected her. “I was devastated,” she said, in her first news interview since she was turned down by the University of Texas at Austin four years ago.
Ms. Fisher, 22, who is white and recently graduated from Louisiana State University, says that her race was held against her, and the Supreme Court is to hear her case on Wednesday, bringing new attention to the combustible issue of the constitutionality of racial preferences in admissions decisions by public universities.
“I’m hoping,” she said, “that they’ll completely take race out of the issue in terms of admissions and that everyone will be able to get into any school that they want no matter what race they are but solely based on their merit and if they work hard for it.”
. . .
(p. A17) The majority opinion in the Grutter case, written by Justice Sandra Day O’Connor, rejected the use of racial quotas in admissions decisions but said that race could be used as one factor among many, as part of a “holistic review.” Justice O’Connor retired in 2006, and her replacement by Justice Samuel A. Alito Jr. may open the way for a ruling cutting back on such race-conscious admissions policies, or eliminating them.
. . .
She said she was trying to come to terms with her role in a case that could reshape American higher education. Asked if she found it interesting or exciting or scary, she said, “All of the above.”
But she did not hesitate to say how she would run an admission system. “I don’t think,” she said, “that we even need to have a race box on the application.”

For the full story, see:
ADAM LIPTAK. “Race and College Admissions, Facing a New Test by Justices.” The New York Times (Tues., October 9, 2012): A1 & A17.
(Note: ellipses added.)
(Note: the online version of the review has the date October 8, 2012.)

The Entrepreneurial Resilience of a Business School Dean

“Mark Zupan is the dean of the Simon School of Business at the University of Rochester. Baggage carts once were his salvation.” Source of caption and photo: online version of the NYT article quoted and cited below.

(p. B4) Once I landed in Boston without my wallet or any money, I was able to put into practice what I learned from watching the wonderful movie “The Terminal” featuring Tom Hanks.

Like the character he portrayed, Viktor Navorski, I wandered through the airport and rounded up and returned six baggage carts. I was refunded enough change to be able to afford the subway fare to get to my first meeting. Then, I was able to borrow enough cash from the amused alum I was meeting with to get through the rest of the day and back home to Rochester that night after my assistant faxed a copy of my driver’s license and passport to me.
I have to admit I felt a little idiotic rounding up the carts, but it was one of my finest entrepreneurial ventures.

For the full story, see:
MARK ZUPAN. “FREQUENT FLIER; How to Cope at the Airport Without a Wallet.” The New York Times (Tues., September 4, 2012): B4.
(Note: the online version of the article is dated September 3, 2012.)

School Competition Benefits Students

(p. 150) We study competition between two publicly funded school systems in Ontario, Canada: one that is open to all students, and one that is restricted to children of Catholic backgrounds. A simple model of competition between the competing systems predicts greater effort by school managers in areas with more Catholic families who are willing to switch systems. Consistent with this insight, we find significant effects of competitive pressure on test score gains between third and sixth grade. Our estimates imply that extending competition to all students would raise average test scores in sixth grade by 6 percent to 8 percent of a standard deviation.

For the full article, from which the above abstract is quoted, see:
Card, David, Martin D. Dooley, and A. Abigail Payne. “School Competition and Efficiency with Publicly Funded Catholic Schools.” American Economic Journal: Applied Economics 2, no. 4 (Oct. 2010): 150-76.

Ban of Affirmative Action Does Not Reduce Overall Black Enrollment

(p. 435) Using institutional data on race-specific college enrollment and completion, I examine whether minority students were less likely to enroll in a four-year public college or receive a degree following a statewide affirmative action ban. As in previous studies, I find that black and Hispanic enrollment dropped at the top institutions; however, there is little evidence that overall black enrollment at public universities fell. Finally, despite evidence that fewer blacks and Hispanics graduated from college following a ban, the effects on graduation rates are very noisy.

For the full article, from which the above abstract is quoted, see:
Backes, Ben. “Do Affirmative Action Bans Lower Minority College Enrollment and Attainment?” Journal of Human Resources 47, no. 2 (Spring 2012): 435-55.

“Education Bubble”: “A Spurious Inflation of the Credentials Required for Many Jobs”

Source of book image: http://2.bp.blogspot.com/-N1hV093ckVc/T8YmCXE2sQI/AAAAAAAAAYc/1B5hWDeXbzQ/s1600/basement.jpg

(p. 17) In June 2008, The Atlantic published an essay by an adjunct instructor of English, identified only as “Professor X,” whose job filled him with despair. Although the courses he taught were introductory, success was beyond many of his students, who, he wrote, were “in some cases barely literate.” X found giving F’s to be excruciating — “I am the man who has to lower the hammer,” he lamented — in part because he identified with his older students, who seemed to have lost their way in their careers much as X himself had.
. . .
. . . X’s function, in the ecology of the colleges where he teaches, is gatekeeper — most students who fail his classes will drop out — and he articulates the ethical challenge before him this way: “What grade does one give a college student who progresses from a 6th- to a 10th-grade level of achievement?” X gives F’s.
. . .
X and his wife got snookered in the housing bubble, and he wonders if the misery in his classroom might result from a similar education bubble. In 1940, there were 1.5 million college students in America; in 2006, there were 20.5 million. In X’s opinion, a glut of degrees has led to a spurious inflation of the credentials required for many jobs. Tuitions are rising, and two-thirds of college graduates now leave school with debt, owing on average about $24,000. A four-year degree is said to increase wages about $450,000 over the course of a lifetime, but X doubts the real value of degrees further down on the hierarchy of prestige. To him, the human cost is more conspicuous.
. . .
Professor X can be caustic about the euphemism and somewhat willed optimism that sometimes befog discussion of how to teach unprepared students. To relieve his and his students’ unhappiness, he proposes that employers stop demanding unnecessary degrees: a laudable suggestion, unlikely to be realized until the degree glut has dried up.

For the full review, see:
CALEB CRAIN. “Lost in the Meritocracy.” The New York Times Book Review (Sun., May 1, 2011): 17.
(Note: ellipses added.)
(Note: the online version of the review has the date April 29, 2011.)

The full reference for the book under review, is:
X, Professor. In the Basement of the Ivory Tower: Confessions of an Accidental Academic. New York: Viking, 2011.

Kahneman Grants that “the Basic Concepts of Economics Are Essential Intellectual Tools”

(p. 286) Most graduate students in economics have heard about prospect theory and loss aversion, but you are unlikely to find these terms in the index of an introductory text in economics. I am sometimes pained by this omission, but in fact it is quite reasonable, because of the central role of rationality in basic economic theory. The standard concepts and results that undergraduates are taught are most easily explained by assuming that Econs do not make foolish mistakes. This assumption is truly necessary, and it would be undermined by introducing the Humans of prospect theory, whose evaluations of outcomes are unreasonably short-sighted.
There are good reasons for keeping prospect theory out of introductory texts. The basic concepts of economics are essential intellectual tools, which are not easy to grasp even with simplified and unrealistic assumptions about the nature of the economic agents who interact in markets. Raising questions about these assumptions even as they are introduced would be confusing, and perhaps demoralizing. It is reasonable to put priority on helping students acquire the basic tools of the discipline. Furthermore, the failure of rationality that is built into prospect theory is often irrelevant to the predictions of economic theory, which work out with great precision in some situations and provide good approximations in many others. In some contexts, however, the difference becomes significant: the Humans described by prospect theory are (p. 287) guided by the immediate emotional impact of gains and losses, not by long-term prospects of wealth and global utility.
I emphasized theory-induced blindness in my discussion of flaws in Bernoulli’s model that remained unquestioned for more than two centuries. But of course theory-induced blindness is not restricted to expected utility theory. Prospect theory has flaws of its own, and theory-induced blindness to these flaws has contributed to its acceptance as the main alternative to utility theory.

Source:
Kahneman, Daniel. Thinking, Fast and Slow. New York: Farrar, Straus and Giroux, 2011.