Thursday, November 24, 2011
Tuesday, November 15, 2011
Monday, November 14, 2011
This short, well-written article puts rising college costs and student debt in perspective.
Friday, November 11, 2011
In this piece, Columbia professor Ray Fisman describes how a business uses a randomized trial to determine whether a new personnel policy (allowing employees to work from home) increases productivity and employee satisfaction. Same approach could be taken in a public or non-profit setting to test myriad practices.
Thursday, November 3, 2011
This is a fabulous article. A successful school leader lays out a roadmap to how schools and academic researchers can combine to use rigorous research methods to learn what works in teaching. A must-read for researchers, school leaders, teachers and those who train teachers.
Friday, October 28, 2011
Monday, October 24, 2011
"This paper examines the effect of early childhood investments on college enrollment and degree completion. We use the random assignment in the Project STAR experiment to estimate the effect of smaller classes in primary school on college entry, college choice, and degree completion. We improve on existing work in this area with unusually detailed data on college enrollment spells and the previously unexplored outcome of college degree completion. We ﬁnd that assignment to a small class increases the probability of attending college by 2.7 percentage points, with effects more than twice as large among blacks. Among those with the lowest ex ante probability of attending college, the effect is 11 percentage points. Smaller classes increase the likelihood of earning a college degree by 1.6 percentage points and shift students towards high-earning ﬁelds such as STEM (science, technology, engineering and medicine), business and economics. We conﬁrm the standard ﬁnding that test score effects fade out by middle school, but show that test score effects at the time of the experiment are an excellent predictor of long-term improvements in postsecondary outcomes. We compare the costs and impacts of this intervention with other tools for increasing postsecondary attainment, such as Head Start and ﬁnancial aid, and conclude that early investments are no more cost effective than later investments in boosting adult educational attainment."Jan 2012 Update: The BLS Monthly Labor Review also has a nice discussion of the paper.
Saturday, October 1, 2011
In the recent recession, men's earnings have fallen much more than women's. Since 2007, median male earnings have dropped 6% and median female earnings have dropped 0.9%. As a result, the ratio is at an all-time high: women now make 83¢ for every man's dollar.
Very cool use of statistics. Survivors of a sunken battle ship give disparate, 100-mile wide reports of where it sank, and there follow 70 years of unsuccessful searches. Statisticians plot the distribution of reported locations, use theory to determine its central tendency and recommend a small search area. Wreck found. Nerds to the rescue!
Wednesday, September 28, 2011
"Teachers making more than $40,000 were 3.7 times more likely to stay in the profession than those making less."The NCES report says:
"Approximately 93 percent of beginning public school teachers who were earning less than $40,000 in 2008–09 remained teachers in 2009–10, and about 96 percent of beginning public school teachers who were earning $40,000 or more in 2008–09 remained teachers in 2009–10 (table 3). "Hmmm, is 96% the product of 3.7 and 93%? Let me get my calculator.....(tap, tap, tap). Nope! That would imply that 355% of better-paid teachers stay on the job. There IS about a 3 percentage point difference in the share of low vs. high-earning teachers staying in teaching: 7% of those earning <$40K leave, compared to 4% of those earning >$40K. That's worth writing about!