Quotulatiousness

November 9, 2011

Penn State’s problem

Filed under: Bureaucracy, Education, Football, Law — Tags: , , , , , , — Nicholas @ 12:55

Russ from Winterset loses his temper over the truly disturbing way Penn State is handling their child rape issues allegations:

So Joe Paterno is going to retire at the end of the season?

Whiskey? Tango? Foxtrot? Does Joe think he is going to be carried off the MISS PIGGY field to the BEAKER cheers of the DR. BUNSEN HONEYDEW crowd after leading Penn STADLER State to another GONZO bowl game? FOZZIE BEAR that noise. He should have the common DR. TEETH & THE ELECTRIC MAYHEM decency to slink out the back door of the coaching offices in shame like John SAM THE EAGLE Edwards leaving a session of a Federal RIZZO THE RAT Grand Jury.

That moderation expressed in my first update? KERMIT that. If Joe JANIS THE BASS PLAYER Paterno is allowed to coach another ANIMAL football game at Penn RALPH THE DOG State University, every WALDORF fan in the stadium who so much as smiles when their BERT team scores their first ERNIE touchdown can go Suck The Barbed Cock of Satan as far as I’m concerned.

BIG BIRD! Now I’m pissed.

And when you come back with the “look at all he’s done for the community” card, tell me this. How many other kids have been raped since 2002 because JoePa and the other jackasses at Penn State didn’t think it was necessary to get the police involved in this situation? Ten? Five? Even one? Is that a fair trade for all that Joe Paterno has done for his community?

If it’s not quite clear from context, he “replace[d] all but one of my f-bombs in the original draft of the post with the names of Muppet Characters”

November 6, 2011

The profile of the “angry college student”

Filed under: Economics, Education, Media, Politics — Tags: , , , , — Nicholas @ 12:20

Victor Davis Hanson diagnoses some of the underlying issues that are motivating the student component of the Occupy movement:

Then there is a wider, global phenomenon of the angry college student. In the Middle East, much of the unrest, whether Islamist, liberal, or hard-core leftist, is fueled by young unemployed college graduates. Ditto Europe in general, and Greece in particular: The state subsidizes college loans and the popular culture accepts an even longer period between adolescence and adulthood, say between 18 and 30 something. Students emerge “aware,” but poorly educated, highly politicized, and with unreal expectations about their market worth in an ossifying society, often highly regulated and statist.

The decision has been made long ago not to marry at 23, have two or three kids by 27, and go to work in the private sector in hopes of moving up the ladder by 30. Perhaps at 35, a European expects that a job opens up in the Ministry of Culture or the elderly occupant of a coveted rent-controlled flat dies.

Students rarely graduate in four years, but scrape together parental support and, in the bargain, often bed, laundry, and breakfast, federal and state loans and grants, and part-time minimum wage jobs to “go to college.” By traditional rubrics — living at home, having the car insurance paid by dad and mom, meals cooked by someone else — many are still youths. But by our new standards — sexually active, familiar with drugs or alcohol, widely traveled and experienced — many are said to be adults.

Debt mounts. Jobs are few. For the vast majority who are not business majors, engineers, or vocational technicians, there are few jobs or opportunities other than more debt in grad or law school. In the old days, an English or history degree was a certificate of inductive thinking, broad knowledge, writing skills, and a good background for business, teaching, or professionalism. Not now. The watered down curriculum and politically-correct instruction ensure a certain glibness without real skills, thought, or judgment. Most employers are no longer impressed.

Students with such high opinions of themselves are angry that others less aware — young bond traders, computer geeks, even skilled truck drivers — make far more money. Does a music degree from Brown, a sociology BA in progress from San Francisco State, two years of anthropology at UC Riverside count for anything? They are angry at themselves and furious at their own like class that they think betrayed them. After all, if a man knows about the construction of gender or a young woman has read Rigoberta Menchu, or both have formed opinions about Hiroshima, the so-called Native American genocide, and gay history, why is that not rewarded in a way that derivatives or root canal work surely are?

Class — family pedigree, accent, clothes, schooling — now mean nothing. You can meet your Dartmouth roommate working in Wall Street at Starbucks, and seem for all appearances his identical twin. But when you walk out the door with your environmental studies degree, you reenter the world of debt and joblessness, he back into the world of good money. Soooo unfair for those of like class.

November 2, 2011

Going to university isn’t enough: you need to take the right program

Filed under: Economics, Education, USA — Tags: , — Nicholas @ 12:04

Alex Tabarrok points out that the widely reported student debt problem is made much worse because students are taking courses that don’t lead to higher-paying jobs:

Over the past 25 years the total number of students in college has increased by about 50 percent. But the number of students graduating with degrees in science, technology, engineering and math (the so-called STEM fields) has remained more or less constant. Moreover, many of today’s STEM graduates are foreign born and are taking their knowledge and skills back to their native countries.

Consider computer technology. In 2009 the U.S. graduated 37,994 students with bachelor’s degrees in computer and information science. This is not bad, but we graduated more students with computer science degrees 25 years ago! The story is the same in other technology fields such as chemical engineering, math and statistics. Few fields have changed as much in recent years as microbiology, but in 2009 we graduated just 2,480 students with bachelor’s degrees in microbiology — about the same number as 25 years ago. Who will solve the problem of antibiotic resistance?

If students aren’t studying science, technology, engineering and math, what are they studying?

In 2009 the U.S. graduated 89,140 students in the visual and performing arts, more than in computer science, math and chemical engineering combined and more than double the number of visual and performing arts graduates in 1985.

It’s still true that students who graduate from university will tend to have higher lifetime earnings than their peers who do not get degrees, but there’s a huge difference between the expected earnings from an engineering degree than from a “studies” degree.

Universities are far from being bastions of free speech

Filed under: Cancon, Education, Liberty, Media — Tags: , , — Nicholas @ 08:28

George Jonas on the sorry state of free speech in Canadian universities:

Are Canadian universities a threat to free speech? If you ask me, yes, and if you ask civil rights lawyer John Carpay, he’ll go even further. Carpay has ranked universities so that you can see which one is a bigger threat than the other. He demonstrated it last week at a breakfast organized by the Frontier Centre for Public Policy for Calgary’s Chamber of Commerce, where guests in the Fireside Parlor were treated to a preview of Carpay’s “Campus Freedom Index.”

[. . .]

Saying that universities reflect the Zeitgeist is an understatement. Universities are more fashion conscious than Women’s Wear Daily. Academics go sashaying and flouncing like so many models on a catwalk in their ivory towers as they display the latest whim of the great designer, Intellectual Currency. Philosophers have better centuries and worse centuries, as the spirit of the times changes. The 18th century was good; the 19th century mixed, the 20th century baneful. Universities incubated both fascism and communism, along with their many sub-versions (pun intended). Although the great democracies defeated those two particular monstrosities in the end, it was a close-run thing and no thanks to their academic elites. As for the 21st century, with jihadists infesting campuses all over the world, we’re off to a rocky start.

[. . .]

When some brave souls associated with universities speak out against censorship, as they do on occasion, they’re the inspirational exception. The rule is an obedient dissemination of the dogma of the day, including terrorist chic, with Hamas apologists shouting: “No freedom of speech for racists.” I heard them do it at the Alma Mater of a noxious doctrine called “Israeli Apartheid,” a.k.a. University of Toronto.

A Canadian institution of higher learning is the least likely place, I’d say, to encourage a clash of ideas to discover the truth. Greasing the squeakiest wheel of an intellectual bandwagon, then handing out honorary doctorates to those who hitch a ride on it, would be more of its speed.

QotD: The evolution of the public sector

Filed under: Bureaucracy, Economics, Education, Quotations, USA — Tags: , — Nicholas @ 00:03

The public-sector workplace has become a kind of artificial Eden, whose fortunate inhabitants enjoy solid pay and 1950s-style job security and retirement benefits, all of it paid for by their less-fortunate private-sector peers. Some on the left have convinced themselves that this “success” can lay the foundation for a broader middle-class revival. But if a bloated public sector were the blueprint for a thriving middle-class society, then the whole world would be beating a path to Greece’s door.

Our entitlement system, meanwhile, is designed to redistribute wealth. But this redistribution doesn’t go from the idle rich to the working poor; it goes from young to old, working-age savings to retiree consumption, middle-class parents to empty-nest seniors. The Congressional Budget Office’s new report on income inequality points out that growing Medicare costs are part of the reason upper-income retirees receive a larger share of federal spending than they did 30 years ago, while working-age households with children receive “a much smaller and declining share of transfers.” Absent reforms, this mismatch will only grow more pronounced: by the 2030s, Medicare recipients will receive $3 in benefits for every dollar they paid in.

Then there’s the public education system, theoretically the nation’s most important socioeconomic equalizer. Yet even though government spending on K-to-12 education has more than doubled since the 1970s, test scores have flatlined and the United States has fallen behind its developed-world rivals. Meanwhile, federal spending on higher education has been undercut by steadily inflating tuitions, in what increasingly looks like an academic answer to the housing bubble. (If the Occupy Wall Street dream of student loan forgiveness were fulfilled, this cycle would probably just continue.)

The story of the last three decades, in other words, is not the story of a benevolent government starved of funds by selfish rich people and fanatical Republicans. It’s a story of a public sector that has consistently done less with more, and a liberalism that has often defended the interests of narrow constituencies — public-employee unions, affluent seniors, the education bureaucracy — rather than the broader middle class.

Ross Douthat, “What Tax Dollars Can’t Buy”, New York Times, 2011-10-30

October 24, 2011

The next financial bubble: student loans

Filed under: Economics, Education, Government — Tags: , — Nicholas @ 12:08

Coyote Blog explains why student loans are the next big financial bubble and why student loans are fundamentally different from ordinary loans:

When you mess with pricing signals and resource allocation, you get bubbles. And one could easily argue that OWS is as much about the student loan bubble bursting as about Wall Street.

I must say that I never had a ton of sympathy for home buyers who were supposedly “lured” into taking on loans they could not afford. The ultimate cost for most of them was the loss of a home that, if the credit had not been extended, they would never have had anyway. US law protects our other assets from home purchase failures, and while we have to sit in the credit penalty box for a while after mortgage default or bankruptcy, most people are able to recover in a few years.

Student loans are entirely different. In large part because the government is the largest lender via Sallie Mae, student loans cannot be discharged via bankruptcy. You can be 80 years old and still have your social security checks garnished to pay back your student loans. You can more easily discharge credit card debt run up buying lap dances in topless bars than you can student loans. There is absolutely no way to escape a mistake, which is all the more draconian given that most folks who are borrowing are in their early twenties or even their teens.

I can see it now, the pious folks in power trying to foist this bubble off on some nameless loan originators. Well, this is a problem we all caused. The government, as a long-standing policy, has pushed college and student lending. Private lenders have marketed these loans aggressively. Colleges have jacked costs up into the stratosphere, in large part because student loans disconnected consumers from the immediate true costs. And nearly everyone in any leadership position have pushed kids to go to college, irregardless of whether their course of study made even a lick of sense vis a vis their ability to earn back the costs later in the job market.

October 12, 2011

The “Ontario education system [is] a remarkably clean and ongoing experiment in the effects of school choice”

Filed under: Cancon, Economics, Education, Government, Liberty — Tags: , , — Nicholas @ 08:22

Stephen Gordon explains why Ontario’s two parallel school systems are helping to prove the efficacy of school choice:

Public funding for the Ontario separate school system is sometimes a controversial topic for reasons I won’t get into here. But by offering one set of parents with the choice of which school they can send their children, the Ontario education system has set up a remarkably clean and ongoing experiment in the effects of school choice. Catholics have the choice of sending their elementary-school aged children either to separate or to public schools, and non-Catholics do not have this choice.

Elementary school administrators in the two systems face very different constraints:

  • Public schools have a monopoly on non-Catholics who can’t afford private school.
  • Separate schools face a clientele that always has the option of switching to the public school system.

Of the two, separate school administrators have the greater incentive to provide higher-quality education: if the separate system were widely known to be dysfunctional, it would likely disappear.

Basic economics would predict that the competitive pressures on separate school administrators would provide stronger incentives to provide better education outcomes. And that seems to be just what is happening. A recent study (pdf) by McMaster University economists Martin Dooley and Abigail Payne in collaboration with UC-Berkeley’s David Card that examine these effects finds “a statistically significant but modest-sized impact of potential competition on the growth rate of student achievement.” In a related study using similar data, a CD Howe study done by Wilfrid Laurier’s David Johnson finds that of the 13 ‘above-average’ school boards, 11 are in the separate school system, while none of the 10 ‘below-average’ school boards are.

September 28, 2011

“‘Sensitivity to hurt feelings’ is not, in fact, a First Amendment value or a justification for censorship”

Filed under: Bureaucracy, Education, Liberty, Media — Tags: , , — Nicholas @ 14:42

Follow-up to Monday’s link to Popehat on bureaucratic censorship at the University of Wisconsin, Ken has a few words to say about the administration’s “justification”:

2. The problem with demanding a campus free of “implied threats” is illustrated by this case. Campus police first censored a poster of an imaginary space cowboy with a fan-pleasing quote. Next, just to say FUCK YOU IRONY they used threats of official retaliation against a poster condemning threats of official retaliation. No rational person could construe either poster as a threat, actual or implied, to commit violence against any person (although I suppose the second could be construed as a warning — a correct one — that thugs will act thuggishly when questioned.) If a rational person wouldn’t take it as an actual threat of violence, then it’s not a true threat that can be censored, however much the hysterical, irrational, nanny-stating, coddling, or professionally emo think about it, and however much university chancellors would like to believe otherwise.

3. Similarly, this case illustrates the problem with an approach to freedom of expression premised on “sensitivity” and making people feel “welcome, safe and secure.” “Sensitivity to hurt feelings” is not, in fact, a First Amendment value or a justification for censorship. In fact, stopping people from speaking because the speech hurts people’s feelings is the essence of censorship. A system in which what we can say is premised upon the likely reactions of the mentally ill and the undernourished pussywillows of the world is a system that encourages suppression of all unpopular, forceful, interesting, or challenging speech. The irrational and the morally and mentally weak are not entitled to have their feelings protected through the force of law, however prevalent they are on campus.

September 26, 2011

Gorram purplebelly censors

Filed under: Bureaucracy, Education, Liberty, Media — Tags: , , , , , — Nicholas @ 12:24

A Mal Reynolds poster falls victim to academic censorship:

Dateline: Wisconsin. At the University of Wisconsin-Stout, theater professor James Miller put up a poster on his door with an image of Nathan Fillon in the character of Captain Malcolm Reynolds with one of Mal’s better lines: “You don’t know me, son, so let me explain this to you once: If I ever kill you, you’ll be awake. You’ll be facing me. And you’ll be armed.”

In a better world, nothing would happen — except perhaps Firefly fans would geek out and people who roll their eyes at geek culture references would roll their eyes.

But this is modern America. In modern America, the Browncoats are people who like to use vigorous figurative language to speak their mind, and they are often outnumbered and outgunned by the Alliance, made up of silly, professionally frightened moral and intellectual weaklings who see expressions of dissent (particularly dissent rendered in vivid figurative terms) as upsetting and potentially all terroristy.

So naturally the campus police at University of Wisconsin-Stout went all Mrs.-Grundy-With-A-Gun-And-A-Badge on Professor Miller. They threatened Prof. Miller with criminal charges for disorderly conduct, taking a page from the cops at Sam Houston state. They also took the poster down. The redoubtable FIRE has the story and has sent the necessary letter asking the University to grow the fuck up and pull its shit together. (That might be kind of a paraphrase by me.)

September 16, 2011

No free speech, please, we’re Canadian

Filed under: Cancon, Education, Law, Liberty — Tags: , — Nicholas @ 12:36

Ken at Popehat has a lovely summary of the “all Jews should be sterilized” fracas at York University:

Pity poor Professor Cameron Johnson at York University. He was just trying to make this fundamentally Canadian concept clear to the students in the class he was teaching by giving examples of unacceptable opinions. Really, reminding them that some opinions are unacceptable was, in the Canadian context, an act of great patriotism, akin to starting an American lecture with the Pledge of Allegiance and possibly a barbecue. In the course of being so very Canadian, Prof. Johnson mentioned that the sentiment “all Jews should be sterilized” was “unacceptable.”

[. . .]

By uttering the words, Prof. Johnson committed speechcrime. That’s a strict liability crime; intent is irrelevant. Moreover, in thinking that he could utter a series of offensive words by putting them into a specific disapproving and pedagogical context, Prof. Johnson committed a hate crime against the Moron-Canadian community, which is too stupid to grasp context, and the Entitled-Canadian community, which believes that it is un-Canadian to require them to pay close enough attention to follow context. Prof. Johnson knew or should have known that his class of 450 people would include members of the Moron-Canadian and Entitled-Canadian community.

And indeed it did — in the form of Sarah Grunfeld, a member of the Moron-Insipid-Entitled-Canadian community. Sarah Grunfeld was outraged to hear, sort of, that her professor thought that all Jews should be sterilized, and started quite a stir, complaining to York University officials and various community members. Tumult and inquisition ensued. The Canadian media acted in an appallingly un-Canadian manner, focusing on the so-called “context” of Professor Johnson’s words and the utterly irrelevant detail that he was Jewish. Grunfeld, raised by her actions into a position of leadership in the Entitled-, Insipid-, and Moron-Canadian communities, did her best to set them back on the path of right thinking

September 15, 2011

National Post headline funnies

Filed under: Bureaucracy, Cancon, Education, Media — Tags: , , — Nicholas @ 09:19

The article discusses a day planner that was distributed to students at a Toronto primary school. The planner included a printed version of an online “Days of Significance” calendar that had references to sex workers, female genital mutilation and Palestinian solidarity. The board agreed with the complaint that this material was not appropriate for a kindergarten-through-grade 5 audience (although they did not say whether the planners were being withdrawn). The National Post headline, however conveys a slightly different message:

Sex workers, genital mutilation not suitable for children: TDSB

I should hope that sex work and FGM would be considered unsuitable!

September 2, 2011

Time perspectives

Filed under: Economics, Education, Media, Technology — Tags: , , , — Nicholas @ 00:06

H/T to Chris Myrick for the link.

September 1, 2011

Do women earn less than men?

Filed under: Economics, Education — Tags: , , — Nicholas @ 09:27

August 27, 2011

The value of education may actually just be a signalling mechanism

Filed under: Economics, Education — Tags: — Nicholas @ 11:38

Bryan Caplan looks briefly at the micro (to the person) and macro (to the society) benefits of higher education, but comes up with a more interesting view of the real value of education:

All this is well and good. But there’s an even deeper level of education to examine: What students actually study, learn and retain. I think of this as the “picoeconomic approach”* because it focuses on details too small for the “microeconomic approach” to see. The microeconomic approach tells us how much the market rewards education. But in the end, it doesn’t tell us why. To discover why education matters, we must descend to the picoeconomic level.

Key example: the main reason I’m think signaling is big deal has nothing to do with either Micro-Mincerian or Macro-Mincerian estimates of the return to education. The main reason I think signaling is a big deal is that (a) students study a ton of material that almost no job uses; (b) the Transfer of Learning literature shows that learning is highly specific — you don’t build general purpose mental muscles by learning Latin; (c) students quickly — and happily — forget most of what they learn, anyway. And yet employers amply reward education! The signaling model instantly looks like the best way to explain all the key facts.

[. . .]

* I know that the term “picoeconomics” is already used to describe the study of self-control problems, motivation, and so on. But why not think of self-control problems as one picoeconomic topic, and mine as another? We can treat picoeconomics as a blanket term that covers everything too small for microeconomists to notice.

August 16, 2011

Influence of the education system on the London riots

Filed under: Britain, Education, Law — Tags: , , — Nicholas @ 07:44

Neil Davenport wonders how changes to the English education system may have influenced the rioters’ attitudes:

Some young people, asked by journalists why they rioted, blamed their violence on the scrapping of the educational maintenance allowance (EMA), the hike in university tuition fees or rising youth unemployment. These apparently radical platitudes sound obviously rehearsed, designed to please liberal journalists. [. . .]

No doubt there was a hardcore of repeat delinquents smashing in windows. But many more of the rioters seemed like the normal, and likeable, teenagers that I have taught in schools in London over the past decade. In the capital, some 91 per cent of the riotous offenders were under 25, many of them aged between 16 and 18. As one commentator quickly observed, this means they were all educated under the New Labour government (1997 to 2010). It makes you wonder what they learnt at their New Labour-era hi-tech schools. Perhaps the real lesson they learnt is that nothing should be allowed to dent their self-esteem, and nobody should ever be allowed to ‘victimise’ or ‘bully’ them or prevent them from doing what they like.

In recent years, young people have internalised a corrosive sense of entitlement, where they really do believe that the world owes me, me, me a living. Since this retrograde outlook is far more institutionalised in London’s education system than elsewhere in Britain, it is not that surprising that a hardcore of rioting took place in the capital rather than in, say, Scottish cities. Their education system is largely separate from England’s.

‘New Labour kids’ have been more flattered, mollycoddled and freed of responsibilities than any generation before them. These days, as young people progress through the education system, they learn that there is a whole raft of medical reasons why they can’t write neatly or behave properly in class. They also know that if their exam grades are slightly disappointing, they can always blame the teachers. And New Labour’s social-inclusion charter also means that schools cannot automatically throw kids out, even in the sixth form, for not working hard enough or for their poor behaviour. Local education authorities can fight to ensure that a suspended child is reinstated and then attack the school for failing to provide ‘adequate support’ to address the pupil’s ‘psychological issues’.

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