Quotulatiousness

November 13, 2012

Online education is the future of universities (if they have one)

Filed under: Education, Media — Tags: , — Nicholas @ 11:08

Alex Tabarrok explains why 15 minutes of his time has outweighed the rest of his teaching career:

In 2009, I gave a TED talk on the economics of growth. Since then my 15 minute talk has been watched nearly 700,000 times. That is far fewer views than the most-watched TED talk, Ken Robinson’s 2006 talk on how schools kill creativity, which has been watched some 26 million times. Nonetheless, the 15 minutes of teaching I did at TED dominates my entire teaching career: 700,000 views at 15 minutes each is equivalent to 175,000 student-hours of teaching, more than I have taught in my entire offline career.[1] Moreover, the ratio is likely to grow because my online views are increasing at a faster rate than my offline students.

Teaching students 30 at a time is expensive and becoming relatively more expensive. Teaching is becoming relatively more expensive for the same reason that butlers have become relatively more expensive–butler productivity increased more slowly than productivity in other fields, so wages for butlers rose even as their output stagnated; as a result, the opportunity cost of butlers increased. The productivity of teaching, measured in, say, kilobytes transmitted from teacher to student per unit of time, hasn’t increased much. As a result, the opportunity cost of teaching has increased, an example of what’s known as Baumol’s cost disease. Teaching has remained economic only because the value of each kilobyte transmitted has increased due to discoveries in (some) other fields. Online education, however, dramatically increases the productivity of teaching. As my experience with TED indicates, it’s now possible for a single professor to teach more students in an afternoon than was previously possible in a lifetime.

The counter-argument is that there is an ineffable quality of the classroom experience that raises its value well above the same material taught online. Even after many years of teaching, however, what exactly this quality might be remains ineffable to me. Actually, that is not quite fair. Bringing the most advanced students in any field up to the cutting edge of knowledge and beyond has always required a kind of apprenticeship rather than a more straightforward communication of data/knowledge. Fields with greater physicality, not just sports and dance, but also experimental biology, physics, and chemistry will also require more in-classroom teaching with greater attention from a human being. Even recognizing these exceptions, however, still leaves the vast majority of teaching open to massive productivity increases. Until late college, physics is mostly teaching knowledge known since Newton. Most of the mathematics known or needed by most people has not advanced much beyond Euclid and Pythagoras, let alone Euler. No one expects online education to substitute for apprenticing to a master, but much education at the college level is already mass education taught not by a master but by an adjunct.

November 8, 2012

QotD: The English Gentleman

Filed under: Britain, Education, History, Quotations, Religion — Tags: , — Nicholas @ 09:26

The idea of a gentleman was a more inclusive one than it sounds to modern ears. One of its greatest advantages was that you could define it so as to include yourself. You could behave like a gentleman, without possessing any of the social attributes which a gentleman might have: there was no need to possess a coat of arms, or a country estate, or engage in field sports, or wear evening dress. At least since Chaucer’s time, there had been a distinction between the social meaning of the word, and the moral. It was evident that well-born people, who ought to know how to behave like gentlemen, did not always do so, while others sometimes did.

Philip Mason, whose perceptive study, The English Gentleman, was published in 1982, argues that “the desire to be a gentleman” runs through and illuminates English history from the time of Chaucer until the early 20th century. He suggests that “for most of the 19th century and until the Second World War” the idea of the gentleman “provided the English with a second religion, one less demanding than Christianity. It influenced their politics. It influenced their system of education; it made them endow new public schools and raise the status of old grammar schools. It inspired the lesser landed gentry as well as the professional and middle classes to give their children an upbringing of which the object was to make them ladies and gentlemen, even if only a few of them also became scholars.”

Andrew Gimson, “Strange Death of the English Gentleman”, Standpoint, 2012-09

November 5, 2012

Commemorating the “Great War”

Filed under: Britain, Education, Europe, France, Germany, History, Military, WW1 — Tags: , — Nicholas @ 09:16

“Sir Humphrey” is on what he terms as his “very late Summer Holidays”, but left a thoughtful-as-always post on the British government’s recently announced World War 1 commemoration program:

It was announced that over £50 million of public funding will be provided to commemorate the 100th anniversary of the start of the First World War in 2014. This high profile event will include commemoration, remembrance, and a chance for every school in the country to send students to the battlefields of the Western Front in order to see first-hand ‘Flanders Fields’.

Rarely do wars have such a dramatic impact on a national psyche, but the First world War continues to occupy a place in the heart of the British consciousness which will take generations to reduce. It is sobering to contemplate that across the whole of the UK, there were fewer than 50 ‘Thankful villages’ (locations where everyone who served came back alive). Even today, as a nation we have only just seen the last veterans of the conflict pass on, and there are still plenty of people alive who were born in this time. In Government, it is often forgotten that Lord Astor, who acts as the spokesman for Defence in the House of Lords, is the grandchild of Field Marshal Haig. Even now, almost a century on, our current links to the war remain tangible.

Humphrey has long been a ‘revisionist’ when it comes to WW1, and believes that what should be remembered as not only a violent and bloody war, also represented many of the finest feats of arms in British history. While the conventional view of the 1960s and beyond was of a war that comprised senseless slaughter, where legions of troops were thrown into battle by an uncaring General Staff, the reality is far different. Arguably WW1 represented a supreme accomplishment by the General Staff, who had to take a tiny professional army, expend it and buy time using the TA to mould a new citizen based force, which within five years became the world’s most accomplished fighting force. They did this in a backdrop of expanding the military far beyond what any would have thought possible, while adapting to technological changes at a vast rate. By the start of the One Hundred Days campaign in 1918, there is no doubt that the British Army was probably the best trained equipped and operationally effective army in the world.

This is not to diminish the slaughter or the losses felt, but it often feels that the emphasis is too greatly placed on the hellish experiences of the trenches, and not that of understanding the war, nor decision making as a whole. It is perhaps telling that the most popular public memory of WW1 comes not from primary sources, but from the comedy ‘Blackadder Goes Fourth’, clips of which to this day brighten up innumerable MOD presentations.

The Canadian memories of WW1 are a bit different from those of Britain, although shaped by the same forces: before the war started, Canada was still psychologically a colony of the Mother Country. At the end of the war, Canada stood as a recognized independent entity from Britain (though still recognizing the importance of Britain and the Empire and a proud member of the Empire), with a very hard-earned military reputation. The legalities of full independence still lay in the future (the Statute of Westminster, 1931), but the Canada of 1918 was not the same place it had been in 1914. It saw itself as a nation, not a colony.

October 19, 2012

Minnesota takes a firm stance … against free education

Filed under: Bureaucracy, Education, Liberty, USA — Tags: , , , — Nicholas @ 08:43

If that headline sounds stupid, it’s only because it’s accurate:

Every day, it seems, we hear of yet another story of silly out-of-date regulations, which may have had a reasonable purpose initially, getting in the way of perfectly legitimate innovation. For example, there’s been a massive growth in “open courseware” or open education programs, that put various educational classes online for everyone to benefit. They’re not designed to replace the degrees of college, but rather to just help people learn. One of the biggest ones, Coursera, recently told people in Minnesota that they could no longer take Coursera classes, due to ridiculously outdated Minnesota regulations:

    Notice for Minnesota Users:

    Coursera has been informed by the Minnesota Office of Higher Education that under Minnesota Statutes (136A.61 to 136A.71), a university cannot offer online courses to Minnesota residents unless the university has received authorization from the State of Minnesota to do so. If you are a resident of Minnesota, you agree that either (1) you will not take courses on Coursera, or (2) for each class that you take, the majority of work you do for the class will be done from outside the State of Minnesota.

Update: In the first of what promises to be a cascade of Minnesota-education-related announcements, Popehat is forced to introduce new terms of service for Minnesota residents:

Now circumstances require us to create special terms of use for Minnesota residents. See, some of you have occasionally said that, despite our best efforts and lack of relevant skills or experience, you occasionally learn something at Popehat […] That’s problematical in Minnesota.

You’d think that Minnesota residents should be free to learn whatever they want from any site on the internet. You’d be wrong. The State of Minnesota determines not just what degrees may be offered there, but how its residents may learn things on the internet.

[. . .]

Now, I think it’s unlikely that Popehat would be treated as subject to the statute. We’re not a learning institution and we don’t offer “courses,” per se, except in the sense of “a course of abuse.” But we can’t be too careful. We’re talking about a state that thinks it should dictate whether web sites in other states can make free online content available to its citizens. Who knows what they’ll do next? I don’t want to subject Popehat to Minnesota’s onerous disclosure requirements or pay fees or be subject to injunctions if some functionary within the Minnesota Office of Higher Education decides that Popehat is attempting to offer courses in, say, Spammer Communications. I don’t want to have to go to Minnesota to defend myself. Lakes make me itchy. Plus, my lovely wife spent only a couple of years there in the 1970s and I still laugh at her accent, so I’m concerned that legal proceedings there may not go my way.

Update, 22 October: Minnesota belatedly realizes that beclowning yourselves in front of an international audience is sub-optimal:

Last week, we were among those who reported on a ridiculous attempt by regulators in Minnesota to enforce a regulation aimed at stopping degree mills, by telling various legitimate online learning providers like Coursera that Minnesota residents couldn’t take courses from without state approval. Thankfully, all of the attention has caused Minnesota officials to admit that this was silly and back down. According to Larry Pogemiller, director of the Minnesota Office of Higher Education:

    Obviously, our office encourages lifelong learning and wants Minnesotans to take advantage of educational materials available on the Internet, particularly if they’re free. No Minnesotan should hesitate to take advantage of free, online offerings from Coursera.

October 18, 2012

Taking “blaming the victim” to school

Filed under: Bureaucracy, Education, Law, USA — Tags: , , — Nicholas @ 12:21

The incident would probably make newspaper headlines anyway — “Middle school students find picture of topless teacher on school iPad” — but only in a crazy world are the kids punished for the teacher’s goof-up:

Some students at Highland Middle School in Anderson, Ind., got a peek of their teacher’s bare breasts on a school-issued iPad while in class.

Those students have been suspended and threatened with expulsion.

The school district said it has taken action against the teacher, but they wouldn’t specify what action, only that she is still a member of the school staff.

“The picture showed up of the teacher topless,” said Joshua Troutt, 13, describing the incident that occurred at Highland Middle School.

He and three other students were in their classroom, playing a game on a school-issued iPad.

He said one of the students pressed a button, and a photograph with his teacher’s bare chest was revealed.

“It’s not our fault that she had the photo on there,” Troutt said. “We couldn’t do anything not to look at it, if it just popped up when he pressed the button. It was her fault that she had the photo on there. Her iPhone synched to it. She had to have pressed something to make all of her photos synch on there.”

In which insane universe is this the kids’ fault?

Treating one particular religion as special

Filed under: Britain, Education, Religion — Tags: , , — Nicholas @ 09:08

James Delingpole discusses his niece’s exposure to religious education at her school, and discovers that one religion is exalted above the others:

My brilliant niece Freya was talking to my brother the other day about the religious education curriculum at her predominately white, middle-class state school in a pretty English cathedral city. She happened to mention ‘Mohammed, Peace Be Upon Him.’ ‘Eh?’ said my brother. ‘It’s what we’re taught at school. After we mention “Mohammed” we have to say “Peace be upon him”.’
[. . .]

Mohammed, Peace Be Upon Him? I suppose it would make sense for a non-Muslim to use that phrase were he, say, trying to persuade his Islamist terrorist captors in Mali perhaps or the Yemen not to cut his head off. But since when did it become necessary for white, notionally C-of-E-ish English kids in a middle-class school in a pretty cathedral town?

I mean it’s bad enough — as I’ve argued — to teach kids to think that their country’s religious traditions no longer really matter. But what is surely unforgivable is simultaneously to teach those same kids that there is one particular religion which matters so much that even when you don’t subscribe to it you must still treat it with the reverence, fear and awe of those who do.

Why? You can imagine the fuss if at every mention of the name Jesus Christ all children of whatever creed were forced to raise their arms in the air and add ‘Our Lord and Saviour, He is risen, Alleluia’. We ought to be equally appalled, I would suggest, at what children at Freya’s school are being forced to do with regards to the prophet of a rival religion.

October 12, 2012

One for the heralds

Filed under: Education, History, Humour — Tags: , — Nicholas @ 07:46

On the Lois McMaster Bujold mailing list (http://lists.herald.co.uk/cgi-bin/mailman/listinfo/lois-bujold), Eric Oppen posted this in an off-topic thread about clothing trends:

Whenever someone starts waxing envious in my presence about foreign countries’ practice of wearing school uniforms, and wishes the same on American kids, I like to respond:

“That’s a wonderful idea! And I know just the sort needed! The colors would be “barry argent and sable, semee’ of pheons, countercharged.”

Most people don’t get the joke, but I said that in front of several SCA heralds once, who were all highly amused and said I was being quite multicultural.

(For those not familiar with heraldic language, what I am suggesting is uniforms featuring horizontal black-and-white stripes, scattered with “broad arrowheads” white on black and black on white. IOW, combining the features of traditional US and UK prison uniforms.)

Posted with Eric’s permission, of course.

October 8, 2012

“It’s high time for the art world to admit that the avant-garde is dead”

Filed under: Education, Media, Religion — Tags: , , , — Nicholas @ 11:12

Camille Paglia in the Wall Street Journal:

Today’s blasé liberal secularism also departs from the respectful exploration of world religions that characterized the 1960s. Artists can now win attention by imitating once-risky shock gestures of sexual exhibitionism or sacrilege. This trend began over two decades ago with Andres Serrano’s “Piss Christ,” a photograph of a plastic crucifix in a jar of the artist’s urine, and was typified more recently by Cosimo Cavallaro’s “My Sweet Lord,” a life-size nude statue of the crucified Christ sculpted from chocolate, intended for a street-level gallery window in Manhattan during Holy Week. However, museums and galleries would never tolerate equally satirical treatment of Judaism or Islam.

It’s high time for the art world to admit that the avant-garde is dead. It was killed by my hero, Andy Warhol, who incorporated into his art all the gaudy commercial imagery of capitalism (like Campbell’s soup cans) that most artists had stubbornly scorned.

The vulnerability of students and faculty alike to factitious theory about the arts is in large part due to the bourgeois drift of the last half century. Our woefully shrunken industrial base means that today’s college-bound young people rarely have direct contact any longer with the manual trades, which share skills, methods and materials with artistic workmanship.

[. . .]

Capitalism has its weaknesses. But it is capitalism that ended the stranglehold of the hereditary aristocracies, raised the standard of living for most of the world and enabled the emancipation of women. The routine defamation of capitalism by armchair leftists in academe and the mainstream media has cut young artists and thinkers off from the authentic cultural energies of our time.

October 7, 2012

Swedish lunch lady ordered to discontinue food that is “too good”

Filed under: Education, Europe, Food, Health — Tags: , , — Nicholas @ 11:37

Everyone wants the best for their kids, but heaven help you if you provide higher quality food than kids at other schools get:

Annika Eriksson, a lunch lady at school in Falun, was told that her cooking is just too good.

Pupils at the school have become accustomed to feasting on newly baked bread and an assortment of 15 vegetables at lunchtime, but now the good times are over.

The municipality has ordered Eriksson to bring it down a notch since other schools do not receive the same calibre of food — and that is “unfair”.

Moreover, the food on offer at the school doesn’t comply with the directives of a local healthy diet scheme which was initiated in 2011, according to the municipality.

“A menu has been developed… It is about making a collective effort on quality, to improve school meals overall and to try and ensure everyone does the same,” Katarina Lindberg, head of the unit responsible for the school diet scheme, told the local Falukuriren newspaper.

However, Lindberg was not aware of Eriksson’s extraordinary culinary efforts and how the decision to force her to cut back had prompted outrage among students and parents.

Of course, Toronto is rapidly catching up to Swedish standards in this regard: we have an active “parents group” that protests against school fundraising efforts because not all schools can raise the same level of donations, so they want equality imposed: either all funds raised should be shared with every school or no fundraising should be allowed at all.

October 6, 2012

Not all engineering degrees are equivalent

Filed under: China, Education, India, USA — Tags: , — Nicholas @ 11:20

In the Wall Street Journal, a comparison of university education in the US and in other countries:

Both India and China have intense national testing programs to find the brightest students for their elite universities. The competition, the preparation and the national anxiety about the outcomes make the SAT testing programs in the U.S. seem like the minor leagues. The stakes are higher in China and India. The “chosen ones” — those who rank in the top 1% — get their choice of university, putting them on a path to fast-track careers, higher incomes and all the benefits of an upper-middle-class life.

The system doesn’t work so well for the other 99%. There are nearly 40 million university students in China and India. Most attend institutions that churn out students at low cost. Students complain that their education is “factory style” and “uninspired.” Employers complain that many graduates need remedial training before they are fully employable.

[. . .]

The U.S. and the U.K. are ranked first and second, driven by raw spending, their dominance in globally ranked universities and engineering graduation rates. China ranks third and India fifth, largely on enrollment (Germany is fourth). The reasons for U.S. supremacy are clear: For one, it spends the most money on education, disbursing $980 billion annually, or twice as much as China and five times as much as India. It is also the most engineer-intensive country, with 981 engineering degrees per million citizens, compared with 553 for China and 197 for India.

American universities currently do a better job overall at preparing students for the workforce. The World Economic Forum estimates that 81% of U.S. engineering graduates are immediately “employable,” while only 25% of Indian graduates and 10% of Chinese graduates are equally well prepared. “Chinese students can swarm a problem,” a dean at a major Chinese university told us. “But when it comes to original thought and invention, we stumble. We are trying hard to make that up. We are trying to make technical education the grounding from which we solve problems.”

October 2, 2012

Why (some) business experience is valuable for politicians

Filed under: Bureaucracy, Business, Education, Government — Tags: , , , — Nicholas @ 09:34

Megan McArdle writes about the worsening problem of government officials who have never spent any time in the business world, but have huge power over the business environment:

Of course, we’ve had many good presidents with no business experience. But Obama’s whole administration tends to be light on people from outside the academia — NGO — government triangle. It’s something that’s increasingly true of Washington in general — and, I think, increasingly problematic.

[. . .]

The increasingly mandarin elite, hygienically removed from the grubby business of scrounging for customers, frequently seems to have no idea at all what goes on in companies. Stop grinning, Republicans; I mean you too. Yes, too many liberals seem to believe that all infelicitous market outcomes can be cured by appointing a commission composed of really top-notch academics — during the debate over health care reform, the words “peer reviewed study” were invoked by supporters with no less touching a faith than an Italian grandmother performing a rosary for the salvation of the godless Communists. On the other hand, here comes the GOP claiming that entrepreneurship can be started or stopped with small changes in marginal tax rates, as if one were turning on and off a light. This is no less of a technocratic fallacy, even if, as with many technocratic fallacies, there is a grain of sound theory buried somewhere under that towering mountain of unwarranted assumptions.

The result is that companies usually get treated as a rather simple variable in a model rather than the complex organizations they are. For example, you see people reasoning from corporate behavior to efficacy: if fast food companies spend a lot of money on advertising, then said advertising must make kids eat more fast food; if hiring managers demand a college degree for positions that didn’t used to require one, there must be a good business reason. “They wouldn’t do it,” says the argument, “if it didn’t work.”

If you’ve actually worked at a company, this is a ludicrous statement. Companies do stuff that doesn’t work all the time, and it can take decades to unwind even the stupidest expenditures and rules. More importantly, when they do have good reasons, they are often not the reasons that outsiders think. The elite projects their own concerns onto the company, instead of asking the company what it’s worried about.

[. . .]

The flip side of this is the people who think that companies don’t do anything at all that couldn’t be done better by government or academia … except sit back and rake the money in. This is particularly prevalent in discussions of health care, but it frequently pops up elsewhere. My favorite in this genre is Jerry Avorn, the professor of pharmacoeconomics who told Ezra Klein that we didn’t really need drug companies because now academics with good drug prospects could simply go straight to the capital markets and raise money to fund their own projects.

This is simply breathtakingly wrong. For one thing, venture capitalists want an exit strategy before they will put money in, and in biotech, exit is often a sale to a big pharmaceutical firm; no Big Pharma, no VC funds. And second, few newly hatched biotech firms have the complementary capacities to bring a drug to market by themselves. Forget the sales force; I’m talking about the expertise to get the thing through the FDA approval process and produce it in massive quantities. How do they acquire those capacities? They partner with Big Pharma, or license to them.

September 26, 2012

Virginia Postrel on the faulty notion of “secure jobs”

Filed under: Economics, Education, USA — Tags: , — Nicholas @ 11:24

Along with proving that no American politician ever deliberately angers the “middle class” (because literally 89% of Americans consider themselves to be middle class), Virginia Postrel points out the impossibility of creating “secure jobs”:

Imagine a career in which once you had worked somewhere for a long time — say, seven years — and you couldn’t be fired unless you did something really horrible. To make the picture even more appealing, imagine further that your industry was largely immune from foreign competition, had been enjoying increasing consumer demand, was subsidized by the state and federal governments, and rarely experienced any bankruptcies.

As you have probably realized, this career exists. It’s the professoriate. But while outsiders imagine higher education as a sheltered enclave of secure jobs, the actual state of American faculty members is much more uncertain. Tenure-track employment is no longer the norm. Part-time work is.

About 30 percent of faculty members are either tenured or on the tenure track, compared with about 57 percent in 1975. The rest are “contingent faculty”: About 19 percent work full time, usually on contracts lasting one to three years, and more than half work part time. (These figures omit graduate students who also teach classes.) Along with a lack of job security, contingent faculty members receive lower pay and fewer, or no, benefits. They frequently don’t have offices and may not even get library cards.

It’s a two-tiered system that depends heavily on people whose main jobs are doing something else. And it is what you get when you guarantee permanent employment but need flexibility as conditions change. How well it works for academia depends on whom you ask. But it certainly doesn’t deliver secure jobs.

September 11, 2012

QotD: Degrees of elitism

Filed under: Bureaucracy, Education, History, Quotations — Tags: — Nicholas @ 00:01

Over the last thirty years, the university has replaced the labor union as the most important institution, after the corporation, in American political and economic life. As union jobs have disappeared, participation in the labor force, the political system, and cultural affairs is increasingly regulated by professional guilds that require their members to spend the best years of life paying exorbitant tolls and kissing patrician rings. Whatever modest benefits accreditation offers in signaling attainment of skills, as a ranking mechanism it’s zero-sum: the result is to enrich the accreditors and to discredit those who lack equivalent credentials.

Jean Baudrillard once suggested an important correction to classical Marxism: exchange value is not, as Marx had it, a distortion of a commodity’s underlying use value; use value, instead, is a fiction created by exchange value. In the same way, systems of accreditation do not assess merit; merit is a fiction created by systems of accreditation. Like the market for skin care products, the market for credentials is inexhaustible: as the bachelor’s degree becomes democratized, the master’s degree becomes mandatory for advancement. Our elaborate, expensive system of higher education is first and foremost a system of stratification, and only secondly — and very dimly — a system for imparting knowledge.

The original universities in the Western world organized themselves as guilds, either of students, as in Bologna, or of masters, as in Paris. From the first, their chief mission was to produce not learning but graduates, with teaching subordinated to the process of certification — much as artisans would impose long and wasteful periods of apprenticeship, under the guise of “training,” to keep their numbers scarce and their services expensive. For the contemporary bachelor or master or doctor of this or that, as for the Ming-era scholar–bureaucrat or the medieval European guildsman, income and social position are acquired through affiliation with a cartel. Those who want to join have to pay to play, and many never recover from the entry fee.

The Editors, “Death by Degrees”, n+1, 2012-06-19

September 6, 2012

Esperanto: the easiest way to introduce a second language to children

Filed under: Education, Randomness — Tags: , — Nicholas @ 08:58

I got interested in learning Esperanto in my early 20’s … and even though I never needed to speak the language in ordinary life, it was a very positive experience and I would recommend it to anyone as an easy way to limber up the brain for other learning tasks. It’s easy to learn, and success in learning helps to make the next learning experience a bit easier and more enjoyable.

August 19, 2012

UK girls did better than the boys in annual examinations

Filed under: Britain, Bureaucracy, Education — Tags: , , — Nicholas @ 11:39

Tim Worstall explains how it was engineered and why it’s not the wonderful accomplishment that some have been exulting about:

As a general rule one of the things that we know about education is that girls do better under a system of continuous assessment and boys under a system of competitive examination. This is of course not necessarily true of any one individual: but it is on average across any particular age cohort of children. If you want the girls to do better than the boys then skew the testing system to course work. Want the boys to appear to do better then bugger the homework and see what they can regurgitate in two three hour periods in the summertime.

That we really do know that this is true comes from the way that a few years back the system of examinations in England and Wales was deliberately changed to reflect this very point. GCSEs, A Levels, are now more based upon coursework than they used to be. The actual exams themselves now have less importance in the system than they used to. The stated objective of this change was to lessen the skew in favour of boys that a purely examination based system entailed.

So it is possible to exult about the girls outdoing the boys these days if that’s what you want to do. For it would be an example of a government policy, a very rare one indeed, actually achieving the goal originally set out. The educationalists wished to reduce the achievement gap between boys and girls. They did so.

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