Quotulatiousness

October 29, 2009

Another non-surprise development in Britain

Filed under: Britain, Bureaucracy, Law — Tags: , , , — Nicholas @ 07:58

You can’t be a proper Nanny State without properly trained nannies:

Only council-vetted “play rangers” are now allowed to monitor youngsters in two adventure areas in Watford while parents must watch from outside a perimeter fence.

The Watford Borough Council policy has been attacked as insulting and a disgrace by furious relatives who say they are being labelled as potential paedophiles.

Of course, like all such idiotic measures, it’s intended to “protect the children”, so no rational thought is welcome on the subject. All across Britain today, local councils are suddenly wondering if they should adopt the same kind of policy for fear of being held responsible should anything happen.

The Daily Telegraph disclosed on Tuesday how employers will come under pressure to register staff with the Government’s anti-paedophile database even if they have little contact with children

Sir Roger Singleton, the chairman of the Independent Safeguarding Authority, said the scope of the planned database could increase significantly because companies would fear losing business if they did not have their employees vetted.

Last month, he was asked by the Government to look again at the complex definitions of “frequent” and “intensive” contact following concerns that the scheme would lead to state supervision of all relationships between adults and children.

It may not be the intent, but it will almost certainly be the final result.

September 30, 2009

Testing whether incentive pay for teachers improves student outcomes

Filed under: Economics, Education, India — Tags: , — Nicholas @ 12:13

A post up at Marginal Revolution summarizes a new paper by Karthik Muralidharan and Venkatesh Sundararaman, examining whether incentive pay for teachers (PDF) improves student performance:

1) Evidence comes from a very large sample, 500 schools covering approximately 55,000 students, and treatment regimes and controls are randomly assigned to schools in a careful, stratified design.

2) An individual-incentive plan and a group-incentive plan are compared to a control group and to two types of unconditional extra-spending treatments (a block grant and hiring an extra teacher). Thus the authors can test not only whether an incentive plan works relative to no plan but also whether an incentive plan works relative to spending a similar amount of money on “improving schools.”

3) The authors understand incentive design and they test for whether their incentive plan reduces learning on non-performance pay margins.

In the west, with most students being taught in publicly funded schools with strong teaching unions, these results will not be welcomed by the majority of school systems or unions. From the abstract:

Performance pay for teachers is frequently suggested as a way of improving education outcomes in schools, but the theoretical predictions regarding its effectiveness are ambiguous and the empirical evidence to date is limited and mixed. We present results from a randomized evaluation of a teacher incentive program implemented across a large representative sample of government-run rural primary schools in the Indian state of Andhra Pradesh. The program provided bonus payments to teachers based on the average improvement of their students’ test scores in independently administered learning assessments (with a mean bonus of 3% of annual pay). At the end of two years of the program, students in incentive schools performed significantly better than those in control schools by 0.28 and 0.16 standard deviations in math and language tests respectively. They scored significantly higher on “conceptual” as well as “mechanical” components of the tests, suggesting that the gains in test scores represented an actual increase in learning outcomes. Incentive schools also performed better on subjects for which there were no incentives, suggesting positive spillovers. Group and individual incentive schools performed equally well in the first year of the program, but the individual incentive schools outperformed in the second year. Incentive schools performed significantly better than other randomly chosen schools that received additional schooling inputs of a similar value.

I’m surprised that the results were so positive for relatively minor incentive bonus amounts.

July 15, 2009

QotD: The Matriarchy

Filed under: Media, Quotations — Tags: , , , , , — Nicholas @ 07:29

[Alan Oak]: In a correspondence with feminist scholar Sylvia Kelso, published in Women of Other Worlds (1999), you wrote:

“Where has anyone experienced a matriarchy for test comparison?” you may ask. In fact, most of us have, as children. When the scale of our whole world was one long block long, it was a world dominated and controlled by women. Who were twice our size, drove cars, had money, could hit us if they wanted to and we couldn’t ever hit them back. Hence, at bottom, my deep, deep suspicion of feminism, matriarchy, etc. Does this mean putting my mother in charge of the world, and me demoted to a child again? No thanks, I’ll pass . . .

This leads me to another thought [. . .] Women do desperately need models for power other than the maternal. Nothing is more likely to set any subordinate’s back up, whether they be male or female, than for their boss to come the “mother knows best” routine at them. We need a third place to stand. I’m just not clear how it became my job to supply it.

Lois McMaster Bujold, interviewed by Alan Oak at WomenWriters.net, 2009-06

July 13, 2009

Games for girls, critiqued

Filed under: Gaming, Technology — Tags: , — Nicholas @ 08:01

With all the unending uproar about how Grand Gears of BioDoomShockWar encourages violence and anti-social behaviour among boys, games for girls have been travelling under the radar. No longer:

Ridiculous Life Lessons From New Girl Games
Some parents worry that videogames might cause their children to become violent and antisocial, but what if the opposite were true? What if games could make kids exceedingly likable and fashionable?

A wave of new games for tween girls seeks to do just that, serving up innocuous gameplay designed to let players become perfect little princesses. Aimed at that lucrative, Hannah Montana-fueled intersection of childhood and adolescence, these games might give 8- to 12-year-olds their first experiences with fashion, make-up, popularity . . . even boys.

The weird thing is that you can view these “wholesome” games as being just as bad for girls as Grand Theft Auto’s random bloodshed and rampant criminality is for young, impressionable boys. And while GTA‘s influence on boys has been dissected to death, what about the Nintendo DS’ upcoming avalanche of games for tween girls? What kinds of values do preteens learn from these titles? Valuable life lessons, or bad habits?

Just for the record, I think kids are far more resilient than either class of critic can imagine. Playing a violent video game does not, in my experience, turn youngsters into nihilistic killers, nor would I expect girls to turn into proto-Stepford Wives after playing one of these “girly” games. Kids who have pre-existing problems may find more than just entertainment value in games, but (as with so many other “problems”), depriving everyone of the opportunity just to keep some people away from it isn’t the answer . . . nor — if our collective long experiences with prohibiting drugs, sex, alcohol, and risky behaviour of all kinds — will it be any more successful.

(Cross-posted to the old blog, http://bolditalic.com/quotulatiousness_archive/005575.html.)

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