Via via Stephen Gibbons Big ideas: valuing schooling through house prices.
Friedman’s 2nd Law –the government cannot give anything away: free public schools version
17 Apr 2015 Leave a comment
in economics of education, Public Choice, rentseeking
Teachers are pretty well paid in New Zealand
17 Apr 2015 Leave a comment
in economics of education, labour economics, labour supply, occupational choice Tags: teachers pay
How much are #teachers paid across the OECD area? bit.ly/1xuITVF @OECD_Edu http://t.co/YxPhDBuQ4K—
(@OECD) March 17, 2015
Becoming president is part of the college premium
16 Apr 2015 Leave a comment
in economics of education, politics - USA Tags: 2016 presidential election, College premium, graduate premium
These men lacked college degrees but they ran for president & guess what happened next …
pewresearch.org/fact-tank/2015… http://t.co/L05DXnSvtz—
Conrad Hackett (@conradhackett) March 29, 2015
There are big differences in educational attainment across Europe
16 Apr 2015 Leave a comment
in economics of education, human capital, labour economics, occupational choice Tags: educational attainment, Eurosclerosis
Ireland has the highest share of highly qualified 30-34 year olds in the EU http://t.co/LhZMvYcgj5—
Guardian Data (@GuardianData) September 26, 2014
New Zealand spends a lot in education for a pretty average education premium in return
15 Apr 2015 Leave a comment
in economics of education, human capital, labour economics Tags: College premium, education premium, graduate premium
#Education makes up 12.9% of public #spending in OECD area; how does your country compare? bit.ly/1ang3Rj http://t.co/cUgf7fnj8F—
(@OECD) April 13, 2015
@OECD More college grads nationally= a smaller wage premium for young workers bit.ly/1rJ8bz9 #highereducation http://t.co/IWjetA6znw—
Dr. Eugene Kowch (@ekowch) September 17, 2014
Finishing year 10 of high school was a very much a mid-20th century phenomenon
09 Apr 2015 Leave a comment
in economic history, economics of education, human capital, labour economics, occupational choice, politics - USA Tags: educational attainment
Difference in PISA scores of 15-year-old female and male students on reading literacy: 2012
06 Apr 2015 Leave a comment
in discrimination, economics of education, gender, human capital, labour economics, occupational choice Tags: reversing gender gap
via nces.ed.gov
Trends in bachelor degrees conferred on women since 1970
04 Apr 2015 Leave a comment
in discrimination, economics of education, gender, occupational choice Tags: compensating differentials, gender wage gap, reversing gender gap, STEM
A lot of women did information science in the 70s, close to 40% of all information science majors, then women moved away to invest in other majors. It would be laughable to suggest that information science was more welcoming to women in the 1970s but not now. Clearly, a third set of factors is at play unrelated to hostile working environments. Similarly, a large number of women did maths and statistics then that trend petered out in the 1980s.
Hillary Clinton says women earned 2x CS degrees in the '80s as today. Mostly True: politifact.com/truth-o-meter/… #dataviz http://t.co/Zg82d8ZfQh—
Randy Olson (@randal_olson) March 03, 2015
13% of American biology teachers should be fired
04 Apr 2015 2 Comments
in economics of education, labour economics, occupational choice, personnel economics Tags: creationism, Quacks
Bad #dataviz but interesting data -> 13% of US biology teachers advocate teaching Creationism: samuelwbennett.com/the-struggle/1… http://t.co/vmchwAQUsy—
Randy Olson (@randal_olson) March 07, 2015
The rising educational attainment of the poor
01 Apr 2015 Leave a comment
in economics of education, human capital, labour economics, labour supply, poverty and inequality, welfare reform Tags: educational attainment
@mattyglesias poverty trends a good example of why americanprogress.org/issues/poverty… http://t.co/tgn7RzBKzw—
Shawn Fremstad (@inclusionist) March 28, 2015
Has this gone out of style since I was at university, which was much later?
31 Mar 2015 Leave a comment
in economics of education, economics of media and culture Tags: campus days, The 60s
15 young women about to break the world record for passengers in a Mini, 1966. http://t.co/06H0V13wiM—
History In Pictures (@HistoryInPics) March 28, 2015
Check out the hairstyles and fashion.
Whitlam’s curse – How higher education drives inequality among the bottom 99%
30 Mar 2015 Leave a comment
in economics of education, human capital, labour economics, labour supply, occupational choice, politics - Australia, politics - USA Tags: David Autor, education premium, Gough Whitlam, top 1%
Gough Whitlam abolished tuition fees at Australian universities in 1972. The idea was to reduce inequality. He entrenched it instead, and gave a flying start to those of already above-average talents.
David Autor in a recent paper has illustrated how the gap between the highly educated and the less educated is growing at a far faster rate than the gap between the top 1% in the bottom 99% in the USA. David Autor argues that
a single minded focus on the top 1% can be counterproductive given that the changes to the other 99% have been more economically significant.
- since the early 1980s, the earnings gap between workers with a high school degree and those with a college education has become four times greater than the shift in income during the same period to the very top from the 99%.
- Between 1979 and 2012, the gap in median annual earnings between households of high-school educated workers and households with college-educated ones expanded from $30,298 to $58,249, or by roughly $28,000.
- If the incomes of the bottom 99% are grown at the same pace as the top 1% their incomes would have increased by $7000 per household.
Autor argues that the growth of skill differentials among the other 99% is more consequential than the rise of the 1% for the welfare of most citizens.
via How Education Drives Inequality Among the 99% – Real Time Economics – WSJ.
Indian parents are scaling walls to help their kids cheat because economics
20 Mar 2015 Leave a comment
in economics of crime, economics of education, human capital, occupational choice Tags: cheating, signalling
I ask what is the point of passing an exam where there is widespread cheating, and in consequence the exam has little credibility. What is the point of holding an exam when there is widespread cheating?
If you seek to learn skills, cheating would be totally counter-productive. But if the exam simply produces a credential that people accept, students look for ways to get the credential as painlessly as possible.
Cheating works best if the signalling model of education is true. Students should cheat more in those courses that offer the least productivity gains.
Serious cheaters have been found to be more likely to be younger and have a lower grade point average. But as Alex Tabarrok argues
“I sometimes find evidence of cheating on exams but I rarely take action, I don’t have to. Almost invariably the cheaters get abysmally low grades even without penalty.
Some people I know get annoyed when students without evident handicap ask for and receive special treatment such as extra time on exams. I comply without rancor as the extra time never seems to help. Over the years I have had a number of students ask for incompletes. None have ever become completes.
I call this the law of below averages.”
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