Why eugenics doesn’t work

January 25, 2008

Dog and cat breeders, pigeon fanciers, racehorse breeders, and others whose livelihoods depend on their trying to do better than nature at the Darwinian game often offer anecdotes about breeding failures. They thought they might get a faster horse, but they got a skittish one instead; they thought they were getting a good bird dog, but the dog would panic at the shot of a gun.

Breeders know genetics carry a lot of traits, and trying to select for one is difficult. One may amplify a bad trait in addition to the desired trait.

In short, as the actors told us in the old Chiffon Margarine advertisements, it’s not nice to fool Mother Nature, and not always easy.

Enron tilted E sign, Associated Press photo

In one classic paper that more critics of Darwin should read, researchers discovered that instead of getting better egg production, they got mean chickens that damaged production of the entire flock.

Adam Lerymenko at Greythumb.blog notes the paper, and notes how the phenomenon was demonstrated among humans at the now-failed and discredited Enron Corp. (While informative, the piece may not be wholly safe for profanity filters in schools; the comments may be a problem, too.)

One of my favorite papers in evolutionary biology, which I have mentioned here before, is this:

Muir, W.M., and D.L. Liggett, 1995a. Group selection for adaptation to multiple-hen cages: selection program and responses. Poultry Sci. 74: s1:101

It outlines the group selection effects observed when trying to breed chickens for increased egg production in multiple-hen cage environments. In short, selecting individual chickens for increased productivity in a group environment didn’t select for increased productivity. Instead, it selected for mean chickens. The result was an overall reduction in productivity. Only by selecting at the group level was productivity increased.

The topic is a worthy one for discussion in economics courses, especially with regard to incentives for certain behaviors.

There is this caution: Adam notes that Enron annually fired the “bottom 10%” as a matter of policy, trying to encourage everyone else to work harder, trying to reward productive people, trying to prune deadwood from the corporate vine. At one point, some divisions of GE Corp. would purge the bottom 25%. That’s even more intensive selective pressures, for evil as well as good.

W. Edwards Deming was right, in his 14-point program for getting quality production from corporations and other organizations. He said no corporation ever appears to get it right when they select individuals to blame for problems with annual performance reviews, rather than working to improve processes to improve quality of their products. (See Point 12)

And when legislators try to purge education of bad teachers? Can they possibly hope to get anything but mean chickens? Economists indict our reliance on standardized tests of students.

So much to learn, so many a–holes.

Resources:

Photo: Enron tilted E sign from the Houston headquarters; Associated Press photo via ABC News, January 22, 2008.


Missing the point in Happy Valley

January 15, 2008

Utah’s Cache Valley is home to the city of Logan, and to Utah State University, the land-grant college for the state. For several humorous reasons, some of them good, the place sometimes is called Happy Valley.

Small county in a beautiful setting + good university with a good school of education = good conditions for teacher recruiting. Logan’s schools have been very good over the years, in academics and all forms of competition.

As we discovered with the voucher fiasco in 2007, Utah’s education situation is not completely happy any more. Classrooms are crowded, teachers are overworked, and for the first time since the Mormon pioneers first settled Utah, educational achievement is declining.

The editorial board at Logan’s Herald-Journal noticed the problems. It’s tough to recruit teachers. If Milton Friedman were alive, we’d look for a classic free-market economics solution, something like raising teacher pay to stop the exodus from the profession.

Milton Friedman is dead. His ghost doesn’t seem to have much clout in Logan, Utah, either. What does the Herald-Journal propose? Loosen standards, look for uncertified people to teach.

When people leave the job they worked hard to earn certification for, what will happen with people who are not certified and are untrained in classroom management?

Why not just raise teacher pay, and attract more well-trained teachers?

Let me ask the key question, more slowly this time so I’m sure it’s caught: Why not just raise teacher pay?

Fishing for teachers? Bait the hook with money.

(Full Herald-Journal opinion below the fold.)

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December 23, 1913: The Federal Reserve

December 23, 2007

Now, here’s an anniversary you won’t find many people celebrating — and that’s really a shame. The U.S. Federal Reserve System is a great idea, copied by most other free market nations, at least in part.

You almost get the idea Americans either don’t understand the Federal Reserve, or actually oppose it.

The Federal Reserve System

Federal Reserve Building
Federal Reserve Building, Washington, D.C.
Theodor Horydczak, photographer, circa 1920-1950.
Washington as It Was, 1923-1959

On December 23, 1913, President Woodrow Wilson signed the Owen-Glass Act, creating the Federal Reserve System.

Text from the Library of Congress’s “Today in History” site.

The Federal Reserve followed the Panic of 1908. Legislators hoped the Federal Reserve Board would be able to prevent future recessions. Clearly, considering the Stock Market Crash of 1929, and the Great Depression, it didn’t work as well as hoped.

Modifications in 1933 gave it even more power. The Federal Reserve today is regarded as a model for how a government’s central bank should be operated by many economists and most other nations.

Save


Economics books: Casting light on the dismal science

December 21, 2007

An economics columnist for the New York Times, David Leonhardt, opened the discussions on the best economics books of the year in his column.

His nominee? A book about medical care: Overtreated: Why too much medicine is making us sicker and poorer, by Shannon Brownlee.

Here’s the hook to the story, retold from Brownlee by Leonhardt, and the reason I think economics is so interesting when done well:

In 1967, Jack Wennberg, a young medical researcher at Johns Hopkins, moved his family to a farmhouse in northern Vermont.

Dr. Wennberg had been chosen to run a new center based at the University of Vermont that would examine medical care in the state. With a colleague, he traveled around Vermont, visiting its 16 hospitals and collecting data on how often they did various procedures.

The results turned out to be quite odd. Vermont has one of the most homogenous populations in the country — overwhelmingly white (especially in 1967), with relatively similar levels of poverty and education statewide. Yet medical practice across the state varied enormously, for all kinds of care. In Middlebury, for instance, only 7 percent of children had their tonsils removed. In Morrisville, 70 percent did.

Dr. Wennberg and some colleagues then did a survey, interviewing 4,000 people around the state, to see whether different patterns of illness could explain the variations in medical care. They couldn’t. The children of Morrisville weren’t suffering from an epidemic of tonsillitis. Instead, they happened to live in a place where a small group of doctors — just five of them — had decided to be aggressive about removing tonsils.

But here was the stunner: Vermonters who lived in towns with more aggressive care weren’t healthier. They were just getting more health care.

A good economics book has a story at its heart, making the economics easier to illustrate and much more memorable for students of economics — this story should echo every time a person enters a physician’s office or stops by a hospital for any reason.

Health care is often a clash between good science and economic policies expounded by hard-core fanatics of one hypothesis or another who don’t understand the science; of course, neither do the scientists speak the economics language. And so our health care crises continue, deepen, drain our pockets, defy efforts to solve them and threaten to ruin the nation.

Put this book on the list of every policy maker you buy for, eh?

(No, I haven’t read the book.)

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Test pressures hammer social studies instruction

December 19, 2007

He’s obviously a bright kid. He’s got good grades. It’s honors U.S. history, which is supposed to be rigorous, to prepare the kid for college studies.

But we’re drawing blanks from the kid on basic stuff: What’s the significance of 1776? Jamestown is in what state? Who was the commanding general of the American Revolution, George Washington or Abraham Lincoln? During the Civil War, on which side did Robert E. Lee fight? Or was he that dude from the Revolutionary War? Was the 1849 Gold Rush in Texas or California?

During the practice tests, he’s got all the skills: Two-colored markers to analyze the reading passages, circles and arrows to show which parts are important to consider. He can break the test question and reading down into all the “proper” parts, it’s a testing procedure he’s been practicing since third grade. After 8 years, he knows it well.

But he’s not sure whether the British fought in the American Civil War.

It’s a composite picture, but not composite enough for any of us to breathe the relief sigh. Too many students I get in class do not have the basic facts down that they need to make sense of anything else in the history course — or economics or geography course — that they struggle in now.

Many of these students have good test scores, too. The test doesn’t phase them, but their performance is not what it ought to be. Instead of acing the annual state exam, they take a couple of hours and complain that it’s a stupid exam with stupid questions.

We’ve taught them “tricks” to analyze the test questions, but they don’t have the background in the subject that they should have in order to quickly answer basic questions. The tricks get them through an exam, but it’s a poor substitute for knowing the material.

How does this happen?

Many schools across the nation have shorted social studies. Confronting pressure to raise average school test scores, basic social studies has been cut back in elementary and middle grades (kids know that stuff anyway, right?). Social studies is crowded out of the curriculum in favor of testing skills, or instruction in science and math.

I suspect much of the instruction in science and math is similarly shallow. Students learn how to analyze the test question, but they don’t know how to do the math required.

We know that students learn more when they spend more time on the learning tasks. Learning time is reduced for testing skills instruction.

Social studies take the hit particularly hard. According to a commentary by Judith Pace of the University of San Francisco, in Education Week this week (subscription may be required):

Surveys have reported reduced instructional time in various states, and organizations such as the National Council for the Social Studies have responded with letters and statements to Congress. Social studies educators have begun to lobby their lawmakers. But the apparent mainstream acceptance of drastic reductions in the amount of time and attention given to one of elementary education’s core academic subjects is shocking. We are in danger of losing a generation of citizens schooled in the foundations of democracy—and of producing high school graduates who are not broadly educated human beings.

In my own state of California, where history/social studies is not tested until 8th grade, this trend began with the state’s Public Schools Accountability Act of 1999, and has accelerated with the No Child Left Behind law. The social studies squeeze occurs disproportionately in low-performing schools with large minority and low-income populations that are under intense pressure to raise scores. And this, too, has alarming implications for educational opportunity and civic participation.

(More of Light’s commentary below the fold.)

One of the old saws of the quality movement in industry (now sadly abandoned in too many places) is “You get what you measure.” We measure average achievement. Consequently, we stifle outstanding achievement, and we don’t give most of the children the background they need to be good citizens.

I see it in students who just don’t know the basics. We should not need to spend time teaching that Abraham Lincoln was not at the Constitutional Convention, but was president during the Civil War.

Improving test scores may be hurting students’ core knowledge in essential areas.

What do we do about it? Comments are open, of course.

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More carnival: “Educational technology” is not oxymoronic

December 18, 2007

Here’s a new blog carnival you may find useful: The Educational Technology Carnival. The 6th running of that particular midway is posted at Global Citizenship in a Virtual World.

Which rather reminds me that I’ve added to my list of things I want in a technological adapted classroom: Movie lighting. I’ve lost count of the number of times I’ve been in a different classroom, and discovered that when the projector goes on, the lights must come down in order to see the image — and then discovered that when the lights go down, there’s not enough light to see to take notes, or to see for anything else.

I was filling in for a teacher who uses a lot of video (“Great!” I thought). Students picked up on the problem right away. “Another sleep lab today?” they asked.

But I digress.

I have fought in four districts to get filters off on sites that discuss evolution for biology students. In one district, it was easier to put filters on the creationism sites, IT told me, than get the filters off the sites that discussed the material the students needed. I discovered my own district now blocks this blog, which makes it difficult to refer students to specific material, at least from school. (Time to change districts?) So the discussion on who filters, and why, caught my eye. I’m not sure there is a good result.

This edition of the carnival also points to Rebecca Wallace-Segall’s Wall Street Journal opposite-editorial page piece on student competition in intellectual areas, a hot topic for me right now as I contemplate the Federal Reserve Board’s competition for economics students, the Fed Challenge.

So as you ponder why your school doesn’t give you lighting to view your projected material, why you don’t have adequate audio reproduction, where are you going to get a projector to show the PowerPoint presentation during 4th block, why can’t anyone make a non-boring, really dynamic PowerPoint, and whether your computer lab kids are downloading racy music videos to spike your bandwidth clogging problems, think that on your lunch hour you can take a look at blog carnival that at least empathizes — if it’s not blocked in your school.


The Story of Stuff

December 15, 2007

How many different lesson plans can you get from this video? How about from this video with the add-ons?

Vodpod videos no longer available. from www.willbrehm.com

posted with vodpod
You can see a higher quality version at Will Brehm’s “Story of Stuff” website.

The site offers a lot. E-mail updates on issues, cheap DVDs of the movie ($10.00 each for the first 10, $9.00 each for the next 10 . . . you may want to get a copy for each social studies classroom), background stories to the movie, story of Annie Leonard, background sheets, lists of organizations working on the issues and reading lists and more. I found no lesson plans, but you can surely cobble one together for an hour class, with 20 minutes taken up by the film. Plus you can download the movie, for free.

Go noodle around the site: There are lots of possibilities for student projects, student discussions, in-class exercises, homework, and fun.

This movie details, quickly and with good humor, the economics of recycling, the economics of waste disposal, and the economics of production. This provides a great gateway to talk about civics and government, and how to make things happen like garbage collection and recycling; a gateway to talk about economics, especially the various flows of money and goods; a gateway to talk about geography and how we have used our land and rivers to bury and carry waste; and how we use natural resources generally.

This would also be a good video for Boy Scout merit badge classes for the Citizenship in the Community and Citizenship in the Nation badges.

Contrasted with most of the industrial grade video I’ve seen for economics classes, this is fantastic. It’s better than any of the sometimes ambitious, but ultimately dull productions from the Federal Reserve Banks (are you listening, Richard Fisher? Hire Will Brehm’s group). (No offense, Osgood — yours is the best of that lot.)

Sen. Tom Coburn, R-Okla., probably has political objections to the movie, claiming it leans left, which indicates it’s in the mainstream. If you’re using any other supplemental material in your classes, this just balances it out.

Screen capture from the film, “Story of Stuff”

Students rise to the challenge

December 2, 2007

Who will do something about global warming (weirding)?

“We are the people we have been waiting for.”


Why landlords don’t go green

December 2, 2007

I always have trouble explaining the value of environmentally-sound policies in non-AP economics. Especially as presented in the texts, environmentalism looks like an externally imposed cost. The possibility that conserving resources might also conserve money — or make money, as one corporation I advised did — doesn’t jump out of the supply-demand equations.

So I admire anyone who can explain these issues in serious economic terms.

Common Tragedies explains why landlords and tenants miss great opportunities to save money, in explaining why a third party sees an business opportunity in getting office and warehouse landlords to make their buildings greener. Basically, it is an asymmetry of information, or lack of information on the part of the owners and lessees.

Market failures:

The first paragraph indicates that there is a knowledge problem, or asymmetric information: building owners don’t have the same specialized knowledge that the energy auditors presumably do.

The second paragraph makes it sound like building owners don’t have as ready access to capital as the investors. Although it isn’t clear from the article whether this is the case here, many times in building management the use of energy is troubled by principal-agent problems. A classic example is a landlord and tenant: the landlord has access to capital but lacks a day-to-day incentive to save energy, while the tenant would like to save energy but lacks a long-term incentive to make capital investments to do so.

Common Tragedies looks like a good source for real-world examples of economic problems. Don’t miss the “Friday Beer Post,” ripe with warm-up exercise possiblities all it’s own ( “Assume 40 million U.S. families keep a second fridge in the garage . . .”)

( “Common Tragedies” is a play on the title of Garrett Hardin’s 1968 essay, “Tragedy of the Commons,” I suppose?)


Diogenes, call your office: Honest man returns $2 million

November 25, 2007

Over 100 million boys in the U.S. have repeated the Scout Law, “Trustworthy, Loyal, Helpful, Friendly, Courteous, Kind, Obedient, Cheerful, Thrifty, Brave, Clean, Reverent.”

Jerry Mika of Draper, Utah, lives it.

Jerry Mika, of Draper Utah, with $2 million check sent to him in error - Jeremy Harmon photo, SL Tribune

Mika returned a check for $2,245,342 that the State of Utah had sent him in error (see the Associated Press story in the Provo Daily Herald — photo, above, by Jeremy Harmon, Salt Lake Tribune).

Mika returned the check — a mistake that occurred when an employee entered a serial number, not an amount — to state finance offices Wednesday.

“Clearly we have an honest, honest citizen. I wish I could do something more than say thanks,” commerce department director Francine Giani said.

Can’t Utah grant him a kingdom — half of Millard County or something? A little duchy in Fillmore, Utah?

Mika, who runs the nonprofit Providence Foundation to help Nepalese sherpas, said he’s had great fun showing off the state’s mistake.

“Everybody looked at it, started giggling and asked why I wasn’t already in Switzerland,” he said.

He admits to being tempted to deposit the money and draw a bit interest before the state asked for its return.

“That money would have gone a long way,” he said.

When a company comptroller complained to me once that the $4 million in refunds to our company would mess up his quarterly bookkeeping because he expected the money in the next quarter, I volunteered to park the money in an account for him. He quickly came to his senses. At low, passbook interest rates, the $4 million would have paid $141/hour, 24 hours a day — more than $3,300 a day. A few weeks of that and you’re talkin’ big money.

Because the check was state-issued, cashing it would probably have been easy, despite the large amount, Giani said.

“It was a valid check,” said Rick Beckstead, the state accounting operation manager whose signature is stamped on the check.

How honest are you, Dear Reader? How much of a temptation would it have been to cash that check? (I’ll wager this man is a former Boy Scout; how much does that account for his actions?)

Perhaps you could reward Mr. Mika’s honesty with a contribution to the foundation he operates, The Providence Foundation.

Teachers: Can you see how to make this into a bell-ringer, warm-up exercise?

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Worried about plagiarism? You don’t know the half of it

November 24, 2007

 

Larry Lessig, speaking at TED, makes the case for kids who use stuff borrowed from others in their classroom presentations.

First, this speech should open your eyes to the danger of our only preaching against plagiarism to kids who borrow copyrighted stuff off the internet (see especially the last two minutes of his almost-19 minute presentation). What’s the alternative, you ask? See what Prof. Lessig says. What are the alternatives?

Second, Lessig shows how to use slides in a live presentation, to significantly increase the content delivered and the effectiveness of the delivery.

Wow.

Tip of the old scrub brush to Presentation Zen. Go there now and read Garr Reynolds’ take on Lessig’s presentation.

Who is Larry Lessig? You don’t know TED? See below the fold.

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Brits struggle to save Sherwood Forest

November 21, 2007

Worldwide fans of Robin Hood should be concerned: Sherwood Forest is not even a ghost of what it once was.

The Associated Press carried a story detailing efforts to preserve and revive the forest made famous by the stories of Robin Hood. 900-year-old oaks, encroaching development, a sense of history, and a need to save green space — it’s a good story for warm-up on conservation, development, historical myths, or England’s geography.


Working out of poverty in Ethiopia

November 10, 2007

Joseph Stiglitz, from Kristof blog

Nobel-winner economist Joseph Stiglitz is in Ethiopia. His comments on the value and the problems of economic development in order to fight poverty could provide important background or discussion material for your economics unit on international economics, international trade, and world financing systems.


Econ teachers: Have you registered?

November 7, 2007

Have you Texas, New Mexico and Louisiana economics teachers registered for Evening at the Fed?

Evening at the Fed
Dinner and Discussion for High School Teachers
Dallas, November 29, 2007
Houston, December 4, 2007
San Antonio, December 11, 2007
El Paso, December 13, 2007

Financial Markets: Innovations and Challenges

The 2007 Evening at the Fed series will feature Jeffery Gunther, assistant vice president and senior economist in the Dallas Fed’s Financial Industry Studies Department. Gunther will speak on factors leading up to the recent financial market turmoil, in particular the role of nontraditional financial instruments. He will address such questions as:

  • Are financial innovations, such as hedge funds, forever changing the financial landscape?
  • What happened in the U.S. sub prime real estate market?
  • What does the consumer need to understand about nontraditional financial instruments?
  • What impact do these new financial instruments have on the US economy?

Join us at a location convenient for you. The fee to attend is $15, which includes dinner and materials. Space is limited and the registration fee must be received by the cut-off date.

This would probably be a good session for government and U.S. history teachers, too.

Registration details after the fold.

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Utah voters spike vampire school vouchers

November 7, 2007

Vouchers are dead in Utah, for the moment.

The Salt Lake Tribune reports “Vouchers go down in flames“:

Voters decisively rejected the will of the Utah Legislature and governor Tuesday, rejecting what would have been the nation’s most comprehensive education voucher program in a referendum blowout.

“Tonight, with the eyes of the nation upon us, Utah has rejected this flawed voucher law,” said state School Board Chairman Kim Burningham. “We believe this sends a clear message. It sends a message that Utahns believe in, and support, public schools.”

More than 60 percent of voters were rejecting vouchers, with about 95 percent of the precincts reporting, according to unofficial results. The referendum failed in every county, including the conservative bastion of Utah County.

In the face of colossal failure, voucher supporters desperately searched for a scapegoat on which to hang it — anything other than the manifold problems of vouchers:

Voucher supporter Overstock.com chief executive Patrick Byrne – who bankrolled the voucher effort – called the referendum a “statewide IQ test” that Utahns failed.

“They don’t care enough about their kids. They care an awful lot about this system, this bureaucracy, but they don’t care enough about their kids to think outside the box,” Byrne said.

Funny, from my conversations with people in Utah, I got the idea they opposed vouchers specifically because the voucher plan would damage schools, and that would in turn hurt the kids.

I suppose it depends on what the definition of “care about kids” is.

Utah, the most conservative state in the nation, has strong teacher organizations, but nothing like a union that leads strikes and is not itself populated with conservative Republicans. Also favorable to vouchers, the Utah legislature is heavily Republican, with voucher supporters in most leadership positions. Millionaire Gov. Jon Huntsman, Jr., also pushed for the vouchers, stacking the state’s political powers in favor of vouchers. Such facts cannot get in the way of the desperation to deny them voucher supporters show.

Doug Holmes, a key voucher advocate and contributor, said, “We started hugely in the hole and it’s always been the case. The unions have done this in four different states, where they take the strategy of confusion to the people.”

But Holmes said, “You don’t run away from something because the odds are stacked against you.”

Odds stacked against vouchers? It’s not the voters who are confused, Mr. Holmes.

Voucher supporters blame even their friends and supporters, and offer headline writers the chance to use an avalanche of clichés with a promise that vouchers will rise again, perhaps in the old Confederacy:

Both sides, at one point, embraced the governor, who Byrne blasted Tuesday for his lukewarm backing.

“When he asked for my support [for governor] he told me he is going to be the voucher governor. Not only was it his No. 1 priority, it was what he was going to be all about,” Byrne said. “He did, I think, a very tepid job, and then when the polls came out on the referendum, he was pretty much missing in action.”

Byrne said the referendum defeat may have killed vouchers in Utah, but “There are other freedom oriented groups in other states – African-Americans in South Carolina are interested in it.”

Got that, South Carolina? Vampire vouchers are headed your way. Stock up on garlic, wooden stakes and silver bullets.

Oh, and don’t forget the Oreo cookies. Get lots of milk, too.