Category Archives: Colleges and Universities

LA Times portal on value-added analysis of teachers

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The Los Angeles Times has put together an information and opinion filled portal regarding their recent publication of a value-added analysis of Los Angeles teachers.

Measuring teacher performance is a tricky subject as there are a number of factors at play in a student’s academic performance. In an article, the newspaper summarizes how value-added scores are estimated:

Value-added estimates the effectiveness of a teacher by looking at the test scores of his students. Each student’s past test performance is used to project his performance in the future. The difference between the child’s actual and projected results is the estimated “value” that the teacher added or subtracted during the year. The teacher’s rating reflects his average results after teaching a statistically reliable number of students.

In addition to these methodological questions, there are number of other fascinating issues: should this sort of information be publicly available and how will affect teacher’s performance? Is it an accurate assessment of what teachers do? What should be done for the teachers who fall outside the normal range? How will the politics of all of this play out?

For those interested in education and measuring outcomes, this all makes for interesting reading.

(As a side note: I can only imagine what discussions would ensure if similar information was published regarding college professors.)

Criteria in the college rating process across publications

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There are numerous publications that rate colleges. According to this story and very helpful graphic in The Chronicle of Higher Education, publications tend not to use the same criteria:

That indicates a lack of agreement among them on what defines quality. Much of the emphasis is on “input measures” such as student selectivity, faculty-student ratio, and retention of freshmen. Except for graduation rates, almost no “outcome measures,” such as whether a student comes out prepared to succeed in the work force, are used.

This suggests each publication is measuring something different as their overall scores have different inputs. This is a classic measurement issue: each publication is operationalizing “college quality” in a different way.

The suggestion about using student outcomes as a criteria is a good one. How much different would the rankings look if this were taken into account? And isn’t this what administrators, faculty, and students are really concerned about? While students and families may worry about the outcome of jobs, I’m sure faculty want to know that their students are learning and maturing.

The Presentation of Self in Everyday Life and playing Portal

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Erving Goffman’s 1959 work The Presentation of Self in Everyday Life is a sociological classic. “Portal” is a video game that has received good reviews (90 out of 100 at MetaCritic.com). How could they fit together?

According to a story at Mashable.com, they are both part of some sections of a required Freshman course at Wabash College in Indiana:

The game will be part of a mandatory Freshman seminar called “Enduring Questions” that will explore “fundamental questions of humanity” through “classical and contemporary works.” A theater professor named Michael Abbott is among the faculty members designing the course.

Inspired by a game theory article drawing comparisons between Portal and Erving Goffman’s 1959 sociology text The Presentation of Self in Everyday Life, Abbott nominated Portal as one of the works that students would be required to experience and discuss to pass the class.

He demonstrated the game for his non-gaming colleagues and was pleased to find that they appreciated and approved the plan to assign Goffman’s text and follow it up with “a collective playthrough of Portal.”

I haven’t played Portal but this sounds like an intriguing combination. I wonder how many college classes today include video games…

The economics of tutoring

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The New York Times has a piece analyzing the ROI of private, non-remdial tutoring.  On the one hand, journalist Paul Sullivan quotes a “cynic” who likened “tutoring and private school as a forward contract on the Ivy League, with anything less being a disappointment.”  On the other, he notes

[o]n the positive side, for children, tutors can often comfort them and let them talk to someone beyond their parents. “They can say what they want and that person will translate it to Mom and Dad,” Ms. [Sandy] Bass [editor and publisher of Private School Insider] said. “That’s what the kid needs because they’re afraid of letting Mom and Dad down.”

I sense that non-remedial tutoring is driven more by the former than the latter.  I wasn’t personally tutored in grade school or secondary school, but I did take the ubiquitous BarBri bar review course after graduating from law school.  I took this course because I felt that I had to:  everyone else was taking it, and I couldn’t afford to not have the same “edge.”  (Never mind that state bar exams are designed to test one’s knowledge of the law, a skill presumably learned during the preceding three years of law school.)

Is non-remedial tutoring just an arms race?  I’d be curious to hear your thoughts and comments.

Politics in sociology

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A behavioral sciences graduate from Israel describes his experiences in a sociology department and compares sociologists to journalists at YNetNews:

Anyone who ever read a sociological essay immediately realized that to a large extent a sociologist is just like a newspaper columnist.

The sociologist’s columns tend to be longer and more deeply reasoned, yet at their base there will always be an expression of a wholly political view.

While this former student describes a department where only one ideology was allowed, he raises an interesting issue in sociological work. On one hand, research is supposed to be science: rational, logical arguments and theories built upon accurate measurements of what is actually happening in the world. On the other hand, researchers do have opinions and political stances and they tend to do work in areas of their own interest.This was first made clear to me in graduate school when professors quickly switched between their activist and political interests and the research pieces they were working on.

My research methods class starts with a discussion of Max Weber’s essay about “value-free” sociology. Weber suggests sociologists should not make value judgments. Students tend to argue that we all have a bias and this is very difficult to remove from our social science work.

The comparison to journalists is also interesting. In my introduction to sociology class, I suggest sociologists are different than journalists in that sociologists draw upon more comprehensive data and are not just writing opinions or drawing conclusions based on a few interviews. Additionally, journalists often describe trends or events while sociologists are interested in explanations and the mechanisms that lead from Point A to Point B.

It sounds like this former student’s call for ideological pluralism in sociology comes from some personal experiences where his opinions did not line up with those of his professors. Yet his essay is a reminder of the (sometimes thin) line between research and politics.

Knowing about college freshmen

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Before the start of each college school year, Beloit College publishes the Mindset List. This list is intended to provide an overview of how incoming college freshman understand the world. While the list certainly serves to get Beloit College on media outlets throughout the country, the list has some value. According to the creators, it is meant to help professors in the classroom:

Being aware of the generation gap helps professors craft lesson plans that are more meaningful, said Ron Nief, a former public affairs director at Beloit College and one of the list’s creators.

Developing lessons that students can relate to can be a challenge, particularly if technological and cultural changes accumulate as a professor ages.

The list is also a good reminder of generational differences. While students and faculty may inhabit the same academic classrooms, their experiences and perspective of the world can differ greatly.

Colleges have debt too

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The New York Times has published an opinion piece by Mark C. Taylor, the chairman of the religion department at Columbia University, that puts a slightly different spin on the perennial college-costs-are-out-of-control argument.  He suggests that the institutions of higher education are themselves as indebted (and troubled) as their students:

There is a similarity between the debt crisis on Wall Street and what threatens higher education. Just as investors borrowed more and increased their leverage in volatile markets, many colleges and universities are borrowing more and betting on an expanding market in higher education at the precise moment their product is becoming affordable for fewer people.

It’s an interesting observation with potentially far-reaching implications.  There is always going to be demand for higher education, but it’s hard to see how a university like N.Y.U. can sustain debt levels higher than its endowment (“a staggering $2.22 billion debt with a relatively modest $2.2 billion endowment,” according to the article) in a world where “four years at a top-tier school will cost $330,000 in 2020, $525,000 in 2028 and $785,000 in 2035” if present trends continue.

Determining the best colleges…using RateMyProfessor.com?

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Forbes recent published another installment of their rankings of the best colleges in America. One of the question that arises with such a list is the methodology behind the rankings. To their credit, Forbes provides a lengthy explanation.

Even as the ranking is supposedly from the point of view of students, I initially had some questions about one of the major criteria which accounts for 17.5% of the score for a college: using student evaluations of professors at RateMyProfessor.com. At first, this sounded crazy to me – how representative is the data from RateMyProfessors.com and does it accurately reflect what is going on in the classroom?

Forbes sums up why they used this data:

In spite of some drawbacks of student evaluations of teaching, they apparently have value for the 86% of schools that have some sort of internal evaluation system. RMP ratings give similar results to these systems. Moreover, they are a measure of consumer preferences, which is what is critically important in rational consumer choice. When combined with the significant advantages of being uniform across different schools, not being subject to easy manipulation by schools, and being publicly available, RMP data is a preferred data source for information on student evaluations of teaching–it is the largest single uniform data set we know of student perceptions of the quality of their instruction.

To recap why these used data from RateMyProfessors.com:

1. RMP ratings are similar to evaluation scores gathered by colleges. There is some scholarly research to back this up.

2. RMP ratings are “a measure of consumer preference.” This is data generated voluntarily by students. If Forbes wants the students’ perspective, this website offers it. (Though it is still a question whether it is a representative measure – but point #1 may take care of that.)

3. RMP ratings are perhaps the only data source to answer the question of what students experience in the classroom. It may not be perfect data but it can be used as an approximation.

Overall, Forbes logic makes some sense: RateMyProfessor.com offers a unique dataset that when cleaned up (and they describe how they weighted and standardized the scores) offers some insights into the classroom experience.

However, I’m still leery of giving 17.5% of the total score over to RateMyProfessor.com evaluations. Perhaps the scholarly literature will continue to examine this website and determine the value of its ratings. And you can see that Forbes is tweaking their measurements: the 2009 methodology explanation has some differences and the RateMyProfessor.com score then counted for 25% of the total score (compared to 17.5% in the 2010 edition).

The attractiveness of professors

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The Chronicle of Higher Education takes a look at how the attractiveness of professors affects their career. Some of the highlights of the article:

Research shows that attractive people do better in life. They are treated better by teachers, doctors, even strangers, and are more likely to be hired and promoted than those who are less attractive. But in academe, being hot has a downside: Professors who are considered too good-looking can be cast by their peers as lightweights, known less for their productivity than for their pulchritude…

Although research shows that students give better teaching evaluations to professors they think are attractive, good looks can also be a burden in the classroom.

An interesting factor to keep in mind when assessing student evaluations.

Argument over Title IX ruling

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Two articles at ESPN.com debate the merits of Title IX after a recent court decision regarding the act at Quinnipiac University. While the court case was about the school inflating the number of female athletes in order to show parity in male and female sports programs, Gregg Easterbrook (a journalist/pundit) and Nancy Hogshead-Makar (law professor and “senior director of advocacy for the Women’s Sports Foundation”) debate the necessity of Title IX.

1. Easterbrook argues that the rule allows the government to intervene in situations where it should not. While Title IX was initially necessary to help women’s sports get the recognition they deserved, it is unnecessary today. In the case at hand, the court was left deciding whether playing volleyball was a “civil right” and whether the school could add a competitive cheer team. Easterbrook says, “The issue is whether Title IX has run amok.”

2. Hogshead-Makar argues that Title IX is still necessary as women’s college sports attract smaller “scholarships, budgets, coaching salaries, facilities and competitive opportunities” compared to male sports, male sports are larger at the high school level, schools in addition to Quinnipiac are miscounting female athletes in order to appear compliant, and Title IX has widespread public support (80% according to one poll).

Divergent perspectives on a legal act that affects many college students.