Labor Economics – Page 43 – artdiamondblog.com

Remedial Ed Does Not Remediate

(p. C4) Two economists looked at the achievements of 453,000 students who took a basic-skills test upon entering both two- and four-year public colleges in Texas in the 1990s. . . .
. . . the authors focused on the 93,000 students who either barely passed or barely failed the test. Those students, with nearly identical skills, got treated very differently: Most who barely failed took remedial courses; most who barely passed took college-level courses.
But there was no difference in subsequent achievement between those two groups. In fact, students who got remedial help were slightly less likely to finish one year of college. The study found no effects of remediation on income seven years after starting college.

For the full story, see:
CHRISTOPHER SHEA. “Week in Ideas; Education; Remedial Ed Needs Help.” The Wall Street Journal (Sat., February 5, 2011): C4.
(Note: ellipses added.)

The article summarized in the passages quoted above, is:
Martorell, Paco, and Isaac McFarlin, Jr. “Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes.” Review of Economics and Statistics 93, no. 2 (May 2011): 436-54.

Cuban Government Employees “Are Known for Surly Service, Inefficiency, Absenteeism and Pilfering”

(p. A10) However small, . . . , the private sector is changing the work culture on an island where state employees earn meager salaries and are known for surly service, inefficiency, absenteeism and pilfering.
Sergio Alba Marín, who for years managed the restaurants of a state-owned hotel and now owns a popular fast-food restaurant, said he was very strict with his employees and would not employ workers trained by the state.
“They have too many vices — stealing, for one,” said Mr. Alba, who was marching with his 25 employees and two large banners emblazoned with the name of his restaurant, La Pachanga. “You can’t change that mentality.”
“Even if you could, I don’t have time,” he added. “I have a business to run.”

For the full story, see:
VICTORIA BURNETT. “HAVANA JOURNAL; Amid Fealty to Socialism, a Nod to Capitalism.” The New York Times (Thurs., May 2, 2013): A6 & A10.
(Note: ellipsis added.)
(Note: the online version of the story has the date May 1, 2013.)

Faculty Unions Oppose MOOCs that Might Cost Them Their Jobs in Five to Seven Years

“Sebastian Thrun, a research professor at Stanford, is Udacity’s chief executive officer.” Source of caption and photo: online version of the NYT article quoted and cited below.

(p. A1) SAN JOSE, Calif. — Dazzled by the potential of free online college classes, educators are now turning to the gritty task of harnessing online materials to meet the toughest challenges in American higher education: giving more students access to college, and helping them graduate on time.
. . .
Here at San Jose State, . . . , two pilot programs weave material from the online classes into the instructional mix and allow students to earn credit for them.
“We’re in Silicon Valley, we (p. A3) breathe that entrepreneurial air, so it makes sense that we are the first university to try this,” said Mohammad Qayoumi, the university’s president. “In academia, people are scared to fail, but we know that innovation always comes with the possibility of failure. And if it doesn’t work the first time, we’ll figure out what went wrong and do better.”
. . .
Dr. Qayoumi favors the blended model for upper-level courses, but fully online courses like Udacity’s for lower-level classes, which could be expanded to serve many more students at low cost. Traditional teaching will be disappearing in five to seven years, he predicts, as more professors come to realize that lectures are not the best route to student engagement, and cash-strapped universities continue to seek cheaper instruction.
“There may still be face-to-face classes, but they would not be in lecture halls,” he said. “And they will have not only course material developed by the instructor, but MOOC materials and labs, and content from public broadcasting or corporate sources. But just as faculty currently decide what textbook to use, they will still have the autonomy to choose what materials to include.”
. . .
Any wholesale online expansion raises the specter of professors being laid off, turned into glorified teaching assistants or relegated to second-tier status, with only academic stars giving the lectures. Indeed, the faculty unions at all three California higher education systems oppose the legislation requiring credit for MOOCs for students shut out of on-campus classes.
. . .
“Our ego always runs ahead of us, making us think we can do it better than anyone else in the world,” Dr. Ghadiri said. “But why should we invent the wheel 10,000 times? This is M.I.T., No. 1 school in the nation — why would we not want to use their material?”
There are, he said, two ways of thinking about what the MOOC revolution portends: “One is me, me, me — me comes first. The other is, we are not in this business for ourselves, we are here to educate students.”

For the full story, see:
TAMAR LEWIN. “Colleges Adapt Online Courses to Ease Burden.” The New York Times (Tues., April 30, 2013): A1 & A3.
(Note: ellipses added.)
(Note: the online version of the story has the date April 29, 2013.)

“Katie Kormanik preparing to record a statistics course at Udacity, an online classroom instruction provider in Mountain View, Calif.” Source of caption and photo: online version of the NYT article quoted and cited above.

World Population Growth Rate “Expected to Hit Zero Around 2070”

(p. C4) In the 1960s, some experts feared an exponentially accelerating population explosion, and in 1969, the State Department envisaged 7.5 billion people by the year 2000. In 1994, the United Nations’ medium estimate expected the seven-billion milestone to arrive around 2009. Compared with most population forecasts made in the past half century, the world keeps undershooting.

The growth rate of world population has halved since the ’60s and is now expected to hit zero around 2070, with population around 10 billion, though some news outlets prefer to focus on the U.N.’s “high” estimate that it “could” reach 15 billion. The truth is, nobody can know, but if it’s below 10 billion in 2100, we will have only increased in numbers by 1.5 times in the 21st century, compared with a fourfold increase in the 20th.

For the full commentary, see:
MATT RIDLEY. “MIND & MATTER; Who’s Afraid of Seven Billion People?” The Wall Street Journal (Sat., October 29, 2011): C4.

MOOCs “Will Really Scale” Once Credible Credentialing Process Is Mastered

A “MOOC” is a “massive open online course.”

(p. 1) Last May I wrote about Coursera — co-founded by the Stanford computer scientists Daphne Koller and Andrew Ng — just after it opened. Two weeks ago, I went back out to Palo Alto to check in on them. When I visited last May, about 300,000 people were taking 38 courses taught by Stanford professors and a few other elite universities. Today, they have 2.4 million students, taking 214 courses from 33 universities, including eight international ones.

Anant Agarwal, the former director of M.I.T.’s artificial intelligence lab, is now president of edX, a nonprofit MOOC that M.I.T. and Harvard are jointly building. Agarwal told me that since May, some 155,000 students from around the world have taken edX’s first course: an M.I.T. intro class on circuits. “That is greater than the total number of M.I.T. alumni in its 150-year history,” he said.
. . .
(p. 11) As we look to the future of higher education, said the M.I.T. president, L. Rafael Reif, something that we now call a “degree” will be a concept “connected with bricks and mortar” — and traditional on-campus experiences that will increasingly leverage technology and the Internet to enhance classroom and laboratory work. Alongside that, though, said Reif, many universities will offer online courses to students anywhere in the world, in which they will earn “credentials” — certificates that testify that they have done the work and passed all the exams. The process of developing credible credentials that verify that the student has adequately mastered the subject — and did not cheat — and can be counted on by employers is still being perfected by all the MOOCs. But once it is, this phenomenon will really scale.
I can see a day soon where you’ll create your own college degree by taking the best online courses from the best professors from around the world — some computing from Stanford, some entrepreneurship from Wharton, some ethics from Brandeis, some literature from Edinburgh — paying only the nominal fee for the certificates of completion. It will change teaching, learning and the pathway to employment. “There is a new world unfolding,” said Reif, “and everyone will have to adapt.”

For the full commentary, see:
THOMAS L. FRIEDMAN. “Revolution Hits the Universities.” The New York Times, SundayReview Section (Sun., January 27, 2013): 1 & 11.
(Note: ellipsis added.)
(Note: the online version of the commentary has the date January 26, 2013.)

The Costs of Green Jobs Policies

Source of book image: http://javelindc.com/home/wp-content/uploads/2012/11/regulating_to_disaster.jpg

I caught part of a C-SPAN presentation on the Regulating to Disaster book. It sounded plausible and intriguing—consistent with other evidence I have seen that “green” jobs have been over-hyped and under-delivered.
Perhaps more important, there are the high opportunity costs of the tax dollars devoted to the “green” jobs, in terms of the non-green jobs that would have been created by entrepreneurs if less of their income had been taxed away.
I hope to look at the book in the near future.

Book discussed:
Furchtgott-Roth, Diana. Regulating to Disaster: How Green Jobs Policies Are Damaging America’s Economy. New York: Encounter Books, 2012.

“The French Work Force Gets Paid High Wages But Works Only Three Hours”

(p. B1) PARIS — “How stupid do you think we are?”
With those choice words, and several more similar in tone, the chief executive of an American tire company touched off a furor in France on Wednesday as he responded to a government plea to take over a Goodyear factory slated for closing in northern France.
“I have visited the factory a couple of times,” Maurice Taylor Jr., the head of Titan International, wrote to the country’s industry minister, Arnaud Montebourg, in a letter published in French newspapers on Wednesday.
“The French work force gets paid high wages but works only three hours. They have one hour for their breaks and lunch, talk for three and work for three.”
“I told this to the French unions to their faces and they told me, ‘That’s the French way!’ “

For the full story, see:
LIZ ALDERMAN. “Quel Brouhaha! A Diatribe on Unions Irks the French.” The New York Times (Thurs., February 21, 2013): B1 & B6.
(Note: the online version of the story has the date February 20, 2013.)

For a similar account, see:
GABRIELE PARUSSINI. “U.S. CEO to France: “How Stupid Do You Think We Are?” The Wall Street Journal (Thurs., February 21, 2013): B1.
(Note: the online version of the story has the date February 20, 2013, and has the title “U.S. CEO Blasts French Work Habits.”)

Tax Rates Have Big Effect on Labor Supply and Rate of Entrepreneurial Start-Ups

(p. A23) Higher taxes will produce long-term changes in social norms, behavior and growth. Edward Prescott, a winner of the Nobel Memorial Prize in economics, found that, in the 1950s when their taxes were low, Europeans worked more hours per capita than Americans. Then their taxes went up, reducing the incentives to work and increasing the incentives to relax. Over the next decades, Europe saw a nearly 30 percent decline in work hours.
The rich tend to be more sensitive to tax-rate changes because they’ve got advisers who are paid to be. Martin Feldstein, an economics professor at Harvard, looked into tax changes in the 1980s and concluded that raising rates causes people to shift compensations to untaxed fringe benefits and otherwise suppresses their economic activity. A study last year by the economists Michael Keane and Richard Rogerson found that tax rates can have a surprisingly large influence on how much people invest in education, how likely they are to create businesses and which professions they go into.

For the full commentary, see:
DAVID BROOKS. “The Progressive Shift.” The New York Times (Tues., March 19, 2013): A23.
(Note: the online version of the commentary has the date March 18, 2013.)

The Keane and Rogerson paper summarized by Brooks is:
Keane, Michael, and Richard Rogerson. “Micro and Macro Labor Supply Elasticities: A Reassessment of Conventional Wisdom.” Journal of Economic Literature 50, no. 2 (June 2012): 464-76.

“The Ante for Being in the Room” at Apple Was Brutal Honesty

The following passage is Steve Jobs speaking, as quoted by Walter Isaacson.

(p. 569) I don’t think I run roughshod over people, but if something sucks, I tell people to their face. It’s my job to be honest. I know what I’m talking about, and I usually turn out to be right. That’s the culture I tried to create. We are brutally honest with each other, and anyone can tell me they think I am full of shit and I can tell them the same. And we’ve had some rip-roaring arguments, where we are yelling at each other, and it’s some of the best times I’ve ever had. I feel totally comfortable saying “Ron, that store looks like shit” in front of everyone else. Or I might say “God, we really fucked up the engineering on this” in front of the person that’s responsible. That’s the ante for being in the room: You’ve got to be able to be super honest. Maybe there’s a better way, a gentlemen’s club where we all wear ties and speak in this Brahmin language and velvet codewords, but I don’t know that way, because I am middle class from California.

I was hard on people sometimes, probably harder than I needed to be. I remember the time when Reed was six years old, coming home, and I had just fired somebody that day, and I imagined what it was like (p. 570) for that person to tell his family and his young son that he had lost his job. It was hard. But somebody’s got to do it. I figured that it was always my job to make sure that the team was excellent, and if I didn’t do it, nobody was going to do it.

Source:
Isaacson, Walter. Steve Jobs. New York: Simon & Schuster, 2011.

Unemployment Increases Risk of Heart Attack

As a defender of the process of innovation through creative destruction, I try to be alert to evidence on creative destruction’s benefits and costs. The highest cost is usually viewed as technological unemployment. The evidence below will have to be examined and, if sound, added to the costs.

(p. D6) Unemployment increases the risk of heart attack, a new study reports, and repeated job loss raises the odds still more.
. . .
After adjusting for well-established heart attack risks — age, sex, smoking, income, hypertension, cholesterol screening, exercise, depression, diabetes and others — the researchers found that being unemployed also increased the risk of a heart attack, by an average of 35 percent.

For the full story, see:
NICHOLAS BAKALAR. “Job Loss Raises Threat of Heart Attack.” The New York Times (Tues., November 27, 2012): D6.
(Note: ellipsis added.)
(Note: the online version of the story has the date November 26, 2012.)

The Dupre article mentioned above, is:
Dupre, Matthew E., Linda K. George, Guangya Liu, and Eric D. Peterson. “The Cumulative Effect of Unemployment on Risks for Acute Myocardial Infarction.” Archives of Internal Medicine 172, no. 22 (Dec. 10, 2012): 1731-37.
(Note: the Archives of Internal Medicine has been re-named JAMA Internal Medicine.)