Tag Archives: education

The value of kindergarten (and kindergarten teachers)

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Several economists recently presented a paper analyzing the effect of  kindergarten performance on adult outcomes. The New York Times summarizes the findings:

Students who had learned much more in kindergarten were more likely to go to college than students with otherwise similar backgrounds. Students who learned more were also less likely to become single parents. As adults, they were more likely to be saving for retirement. Perhaps most striking, they were earning more.

All else equal, they were making about an extra $100 a year at age 27 for every percentile they had moved up the test-score distribution over the course of kindergarten. A student who went from average to the 60th percentile — a typical jump for a 5-year-old with a good teacher — could expect to make about $1,000 more a year at age 27 than a student who remained at the average. Over time, the effect seems to grow, too.

The study still has to go through the peer-review process and the researchers aren’t sure what the link is between kindergarten performance and the adult outcomes.

Based on these findings, the economists suggest excellent kindergarten teachers are worth $320,000 a year.

This analysis is based on data from a Tennessee study, Project Star, from the 1980s. By randomly assigning kids to kindergarten classes, they set up an experiment where differences between classes could later be examined.

Ending summer vacation

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Time makes an argument for ending the typical American summer vacation from school. Numerous studies indicate that children lose ground during the summer and low-income students lose a lot of ground:

And what starts as a hiccup in a 6-year-old’s education can be a crisis by the time that child reaches high school. A major study by researchers at Johns Hopkins University concluded that while students made similar progress during the school year, regardless of economic status, the better-off kids held steady or continued to advance during the summer — while disadvantaged students fell back. By the end of grammar school, low-income students had fallen nearly three grade levels behind. By ninth grade, roughly two-thirds of the learning gap separating income groups could be blamed on summer learning loss.
The article also mentions the romanticism linked with summer vacation: trips, outdoor activity, freedom. This seems particularly crucial for American teenagerdom when teenagers get a first taste of being away from their parents. Even though I really liked school, I did enjoy summer vacation and all the options that were available to me (which not everyone has).
Would it be too difficult to split the summer vacation into two sections of about a month or a month and a half long? This seems like a reasonable compromise: some time off for everyone, shorter gaps for students to lose knowledge.

Searching for skilled factory workers

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The New York Times reports on a problem for some factories: finding workers that have enough skills to operate more complicated machinery. An anecdote from a company outside Cleveland illustrates the issue:

All candidates at Ben Venue must pass a basic skills test showing they can read and understand math at a ninth-grade level. A significant portion of recent applicants failed, and the company has been disappointed by the quality of graduates from local training programs. It is now struggling to fill 100 positions.

“You would think in tough economic times that you would have your pick of people,” said Thomas J. Murphy, chief executive of Ben Venue.

Many factory jobs today aren’t just manual labor jobs. An education is not just for office jobs; it is helpful or required for most sectors of the economy.

Quick Review: An Education

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An Education is set in Britain during the early 1960s. It begins with a 16-year old British girl  (Jenny, played by Carey Mulligan) studying hard in order to pass her exams to get into Oxford. But she soon meets an older man (Daniel, played by Peter Sarsgaard) who introduces her to a new world of jazz, art, vacations to Paris, and general excitement.

Quick thoughts:

1. This might be a period piece…but it might not be.

On one hand, the film takes place in the early 1960s, an era just before Britain moved from post-World War II austerity to the Swinging Sixties. Jenny’s parents are of the previous generation: her father is provincial and blustery (but only willing to stand up to his family members) and her mother fades into the background. Jenny starts the film wanting to go to Oxford but spends much of the film chasing a more exciting life. In a key scene involving Jenny and the headmistress of her private school, Jenny explains these differences: “It’s not enough to educate us anymore, Mrs. Walters. You’ve got to tell us why you’re doing it.” Without having a “why,” Jenny is unwilling to go on.

On the other hand, this movie is similar to numerous other stories that have simply taken place in other settings. Jenny is a typical middle-class girl and expects to go to college. She thinks she wants what her parents want, a good education. But all this changes as she “grows up” by interacting with the outside world. This is a classic “coming of age” tale as Jenny overcomes adult obstacles. Some of the characters are a little stale: the parents are typical suburban parents who fall apart when confronted with the complexities of the world.

2. I enjoyed the atmosphere of this film. I could feel the drudgery of the middle class home. I could see the excitement when Jenny went beyond the walls of her home and private school. Britain is shown as both dull and alive, as surely most places are.

3. There are a number of enjoyable short and sharp dialogues between Jenny and her parents.

4. Daniel is somewhat creepy, not quite of the Lolita variety but is still an older man chasing a teenager. We are never really told what motivates him or how he got to this position. Perhaps this is the case because Jenny is the main character and she never digs very deep into who Daniel is. Since Jenny just sees Daniel as a source of excitement, the audience doesn’t need to know much about Daniel either.

5. The overall question of the film is one that everyone can relate to: what kind of education are we seeking? One based in books, thinking, and analysis? One based in experiences? Or something else?

(The film was well-received by critics: on RottenTomatoes, 170 reviews with 159 fresh/94%.)

“The Triumphant Decline of the WASP”

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A NY Times opinion piece from Harvard law professor Noah Feldman makes this argument: “The decline of the Protestant elite is actually its greatest triumph.” Feldman explores the changes in the Supreme Court (the appointment of Kagan would make it 6 Catholics, 3 Jews) and Princeton (“As late as 1958, the year of the “dirty bicker” in which Jews were conspicuously excluded from its eating clubs, Princeton could fairly have been seen as a redoubt of all-male Protestant privilege).

So what changed? Feldman provides some reasons: “the anti-aristocratic ideals of the Constitution,” education was an important defining trait for WASPs so opening up universities was a big step, and the American value of fair play. The result:

Together, these social beliefs in equality undercut the impulse toward exclusive privilege that every successful group indulges on occasion. A handful of exceptions for admission to societies, clubs and colleges — trivial in and of themselves — helped break down barriers more broadly. This was not just a case of an elite looking outside itself for rejuvenation: the inclusiveness of the last 50 years has been the product of sincerely held ideals put into action.

These may be accurate reasons. But they seem to ignore the historical context: something happened in the 1960s that changed institutions like Ivy League schools and led to a very different looking Supreme Court. In that decade, the Civil Rights Movement plus an explosion in higher education for the burgeoning US population plus higher rates of immigration from non-European locales plus cultural change (rock ‘n’ roll, television, more open questioning of authority, etc.), changed, or at least began to change, the socioeconomic status of WASPs.