<?xml version="1.0" encoding="UTF-8"?>
 <rdf:RDF xmlns="http://purl.org/rss/1.0/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:taxo="http://purl.org/rss/1.0/modules/taxonomy/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:cc="http://web.resource.org/cc/" xmlns:syn="http://purl.org/rss/1.0/modules/syndication/" xmlns:admin="http://webns.net/mvcb/">
  <channel rdf:about="http://pinboard.in">
    <title>Pinboard (cshalizi)</title>
    <link>https://pinboard.in/u:cshalizi/public/</link>
    <description>recent bookmarks from cshalizi</description>
    <items>
      <rdf:Seq>	<rdf:li rdf:resource="https://web.archive.org/web/20241117232629/https://www.reddit.com/r/theprimeagen/comments/1gqv4vc/teaching_computer_science_in_the_age_of_gippity/"/>
	<rdf:li rdf:resource="https://www.nber.org/papers/w33944"/>
	<rdf:li rdf:resource="https://www.nytimes.com/2025/06/30/opinion/rachel-kushner-berkeley.html"/>
	<rdf:li rdf:resource="https://muse.jhu.edu/article/922346"/>
	<rdf:li rdf:resource="https://www-chronicle-com.cmu.idm.oclc.org/article/is-ai-enhancing-education-or-replacing-it"/>
	<rdf:li rdf:resource="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4895486"/>
	<rdf:li rdf:resource="https://journals.sagepub.com/doi/10.1177/00104140241271104"/>
	<rdf:li rdf:resource="https://chadorzel.substack.com/p/how-do-we-remove-scaffolding?r=l2cif&amp;triedRedirect=true"/>
	<rdf:li rdf:resource="https://thewalrus.ca/i-used-to-teach-students-now-i-catch-chatgpt-cheats"/>
	<rdf:li rdf:resource="https://www.press.jhu.edu/books/title/53869/teaching-ai"/>
	<rdf:li rdf:resource="https://www.nber.org/papers/w33354"/>
	<rdf:li rdf:resource="https://www.nature.com/articles/s41539-024-00228-8"/>
	<rdf:li rdf:resource="https://www.nytimes.com/2024/01/07/briefing/the-misguided-war-on-the-sat.html"/>
	<rdf:li rdf:resource="https://www-chronicle-com.cmu.idm.oclc.org/article/the-hypocrisy-of-english-only-decolonization"/>
	<rdf:li rdf:resource="https://www.sciencedirect.com/science/article/pii/S0160289608000603#fig2"/>
	<rdf:li rdf:resource="https://apnews.com/article/college-math-test-help-6cca6a5e873d5aeb5e75b4f94125d48c?taid=64f1cec3062cd50001fae554"/>
	<rdf:li rdf:resource="https://www.politico.com/news/magazine/2023/09/15/supreme-court-admissions-elite-schools-00116087"/>
	<rdf:li rdf:resource="https://cew.georgetown.edu/cew-reports/after-affirmative-action/"/>
	<rdf:li rdf:resource="https://archive.nytimes.com/opinionator.blogs.nytimes.com/2013/04/27/no-rich-child-left-behind/"/>
	<rdf:li rdf:resource="https://www.journals.uchicago.edu/doi/abs/10.1086/724279"/>
	<rdf:li rdf:resource="https://sociologicalscience.com/articles-v10-8-251/"/>
	<rdf:li rdf:resource="https://twitter.com/kjhealy/status/1635459361882382338"/>
	<rdf:li rdf:resource="https://journals.sagepub.com/doi/abs/10.3102/0013189X231155154"/>
	<rdf:li rdf:resource="https://hechingerreport.org/proof-points-colleges-that-ditched-test-scores-for-admissions-find-its-harder-to-be-fair-in-choosing-students-researcher-says/"/>
	<rdf:li rdf:resource="https://www.aeaweb.org/articles?id=10.1257/aer.20181805"/>
	<rdf:li rdf:resource="https://openknowledge.worldbank.org/handle/10986/35827"/>
	<rdf:li rdf:resource="https://www-chronicle-com.cmu.idm.oclc.org/article/derailed-by-diversity"/>
	<rdf:li rdf:resource="https://americanaffairsjournal.org/2017/11/no-case-humanities/"/>
	<rdf:li rdf:resource="https://www.journals.uchicago.edu/doi/abs/10.1086/719956"/>
	<rdf:li rdf:resource="https://digressionsnimpressions.typepad.com/digressionsimpressions/2022/06/rip-rob-brouwer-1938-2022.html"/>
	<rdf:li rdf:resource="https://www.legbranch.org/everything-youve-ever-wanted-to-know-about-educational-pipelines-to-capitol-hill/"/>
	<rdf:li rdf:resource="https://osf.io/preprints/socarxiv/6wjxc"/>
	<rdf:li rdf:resource="https://www.chronicle.com/article/the-guild-and-the-grifters"/>
	<rdf:li rdf:resource="https://doi.org/10.1177/00031224211041094"/>
	<rdf:li rdf:resource="https://mitpress.mit.edu/books/evidence-liberal-arts-needs"/>
	<rdf:li rdf:resource="https://mitpress.mit.edu/books/teaching-machines"/>
	<rdf:li rdf:resource="https://www.annualreviews.org/doi/abs/10.1146/annurev-statistics-042720-104044"/>
	<rdf:li rdf:resource="https://www.washingtonpost.com/opinions/2021/04/19/cornel-west-howard-classics/"/>
	<rdf:li rdf:resource="https://teachingamericanhistory.org/library/document/the-talented-tenth/"/>
	<rdf:li rdf:resource="https://www.chronicle.com/article/the-abiding-scandal-of-college-admissions?cid2=gen_login_refresh&amp;cid=gen_sign_in"/>
	<rdf:li rdf:resource="https://www.pnas.org/content/118/17/e2022376118"/>
	<rdf:li rdf:resource="https://cepa.stanford.edu/content/essay-content-strongly-related-household-income-and-sat-scores-evidence-60000-undergraduate-applications"/>
	<rdf:li rdf:resource="https://www.theatlantic.com/magazine/archive/2021/04/private-schools-are-indefensible/618078/"/>
	<rdf:li rdf:resource="https://www.insidehighered.com/news/2021/02/17/whats-really-going-respect-bias-and-teaching-evals"/>
	<rdf:li rdf:resource="https://doi.org/10.1093/oso/9780197516607.001.0001"/>
	<rdf:li rdf:resource="https://press.uchicago.edu/ucp/books/book/chicago/H/bo59694467"/>
	<rdf:li rdf:resource="https://journals.sagepub.com/doi/abs/10.1177/0049124120926208"/>
	<rdf:li rdf:resource="https://www.biorxiv.org/content/10.1101/645218v1"/>
	<rdf:li rdf:resource="http://chadorzel.com/?p=578"/>
	<rdf:li rdf:resource="https://www.theatlantic.com/ideas/archive/2019/05/dont-abolish-nyc-high-school-admission-test/589045/"/>
	<rdf:li rdf:resource="https://www.annualreviews.org/doi/abs/10.1146/annurev-soc-073018-022401"/>
	<rdf:li rdf:resource="https://www.annualreviews.org/doi/abs/10.1146/annurev-statistics-031219-041205"/>
	<rdf:li rdf:resource="https://nicolebarbaro.com/2020/03/25/an-intimate-look-at-whats-not-working-in-american-higher-education/"/>
	<rdf:li rdf:resource="https://heterodoxacademy.org/diversity-related-training-what-is-it-good-for/"/>
	<rdf:li rdf:resource="https://www.cambridge.org/us/academic/subjects/education/education-history-theory/attack-higher-education-dissolution-american-university?format=HB"/>
	<rdf:li rdf:resource="https://www.upress.umn.edu/book-division/books/inheriting-possibility"/>
	<rdf:li rdf:resource="https://www.sophieheloisebennett.com/posts/a-levels-2020/"/>
	<rdf:li rdf:resource="https://psycnet.apa.org/record/1984-16352-001"/>
	<rdf:li rdf:resource="https://www.nytimes.com/2017/07/14/upshot/how-universal-college-admission-tests-help-low-income-students.html"/>
	<rdf:li rdf:resource="https://senate.universityofcalifornia.edu/_files/underreview/sttf-report.pdf"/>
	<rdf:li rdf:resource="https://www.sup.org/books/title/?id=30634"/>
	<rdf:li rdf:resource="https://onlinelibrary.wiley.com/doi/abs/10.1111/1468-4446.12711"/>
	<rdf:li rdf:resource="https://www.nber.org/papers/w26480#fromrss"/>
	<rdf:li rdf:resource="https://arxiv.org/abs/1911.00535"/>
	<rdf:li rdf:resource="https://arxiv.org/abs/1909.11713"/>
	<rdf:li rdf:resource="https://www.nytimes.com/interactive/2019/09/10/magazine/college-admissions-paul-tough.html"/>
	<rdf:li rdf:resource="https://lisaschweitzer.com/2019/09/09/seeing-all-the-things-reading-some-of-the-things-in-15th-grade-grad-school/"/>
	<rdf:li rdf:resource="https://www.jstor.org/stable/10.1525/j.ctt1pn81s"/>
	<rdf:li rdf:resource="https://www.washingtonpost.com/outlook/2019/08/15/plato-proust-cant-save-silicon-valley/"/>
	<rdf:li rdf:resource="https://www.rand.org/pubs/research_reports/RR2242.html"/>
      </rdf:Seq>
    </items>
  </channel><item rdf:about="https://web.archive.org/web/20241117232629/https://www.reddit.com/r/theprimeagen/comments/1gqv4vc/teaching_computer_science_in_the_age_of_gippity/">
    <title>Teaching Computer Science in the age of Gippity : r/theprimeagen</title>
    <dc:date>2025-08-16T13:20:08+00:00</dc:date>
    <link>https://web.archive.org/web/20241117232629/https://www.reddit.com/r/theprimeagen/comments/1gqv4vc/teaching_computer_science_in_the_age_of_gippity/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[--- I haven't seen _exactly_ this, but I have seen things far too much like this.]]></description>
<dc:subject>have_read teaching our_decrepit_institutions via:? academia education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:1e025c3062b2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:our_decrepit_institutions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:?"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.nber.org/papers/w33944">
    <title>Funding the U.S. Scientific Training Ecosystem: New Data, Methods, and Evidence | NBER</title>
    <dc:date>2025-07-02T18:38:46+00:00</dc:date>
    <link>https://www.nber.org/papers/w33944</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Using newly-collected data on the near-population of U.S. STEM PhD graduates since 1950, we examine who funds PhD training, how many graduates are trained in areas of strategic national importance, and the effects of public investment in PhD training on the scientific workforce. The U.S. federal government is by far the largest source of financial and in-kind support for STEM PhD training in America. We identify universities and fields where PhD training has a higher or lower intensity of government, industry, or philanthropic support, and the organizations and universities that fund and train the most PhDs in critical technology areas such as AI, quantum information technology, and biotechnology. Leveraging variation in government support across agencies and over time, we provide evidence suggesting that increasing government-funded PhD trainees increases PhD production roughly one-for-one. To support further research, we provide public datasets at multiple levels of aggregation, reporting PhD graduates by (i) critical technology area and (ii) source of support."

--- The follow-up study from 2030 is going to have so much more statistical power!  (Assuming there's anyone left to care...)]]></description>
<dc:subject>to:NB education academia science_as_a_social_process american_hegemony gales_of_hysterial_laughter</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:879861625a85/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:science_as_a_social_process"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:american_hegemony"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:gales_of_hysterial_laughter"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.nytimes.com/2025/06/30/opinion/rachel-kushner-berkeley.html">
    <title>Opinion | Rachel Kushner: Revisiting My Alma Mater U.C. Berkeley - The New York Times</title>
    <dc:date>2025-06-30T14:58:05+00:00</dc:date>
    <link>https://www.nytimes.com/2025/06/30/opinion/rachel-kushner-berkeley.html</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[--- Speaking as Cal '93 (rather than '90): so true to life I want to cry a bit.  Different major, different background (I was out of state!), etc., but all still true.]]></description>
<dc:subject>have_read berkeley education spirits_of_places</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:676da67fa967/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:berkeley"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:spirits_of_places"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://muse.jhu.edu/article/922346">
    <title>Project MUSE - They Don’t Read Very Well: A Study of the Reading Comprehension Skills of English Majors at Two Midwestern Universities</title>
    <dc:date>2025-05-18T14:28:24+00:00</dc:date>
    <link>https://muse.jhu.edu/article/922346</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["This paper analyzes the results from a think-aloud reading study designed to test the reading comprehension skills of 85 English majors from two regional Kansas universities. From January to April of 2015, subjects participated in a recorded, twenty-minute reading session in which they were asked to read the first seven paragraphs of Charles Dickens’ Bleak House out loud to a facilitator and then translate each sentence into plain English. Before subjects started the reading tests, they were given access to online resources and dictionaries and advised that they could also use their own cell phones as a resource. The facilitators also assured the subjects that were free to go at their own pace and did not have to finish reading all seven paragraphs by the end of the exam. As part of the study, each subject filled out a survey collecting personal data (class rank, G.P.A., etc.) and took a national literacy exam (the Degrees of Reading Power Test 10A). After the 85 taped reading tests were completed, the results were transcribed and coded."

--- I. A. Richards and _Practical Criticism_ are nowhere to be found; sic transit gloria mundi.]]></description>
<dc:subject>to:NB to_read reading education via:various</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:be776bd2a3fd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:various"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www-chronicle-com.cmu.idm.oclc.org/article/is-ai-enhancing-education-or-replacing-it">
    <title>Opinion | Is AI Enhancing Education or Replacing It?</title>
    <dc:date>2025-05-15T15:52:06+00:00</dc:date>
    <link>https://www-chronicle-com.cmu.idm.oclc.org/article/is-ai-enhancing-education-or-replacing-it</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>large_language_models_(so_called) education shirky.clay have_read our_decrepit_institutions</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:aa583a7a87b7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:large_language_models_(so_called)"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:shirky.clay"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:our_decrepit_institutions"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4895486">
    <title>Generative AI Can Harm Learning by Hamsa Bastani, Osbert Bastani, Alp Sungu, Haosen Ge, Özge Kabakcı, Rei Mariman :: SSRN</title>
    <dc:date>2025-04-28T01:34:58+00:00</dc:date>
    <link>https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4895486</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Generative artificial intelligence (AI) is poised to revolutionize how humans work, and has already demonstrated promise in significantly improving human productivity. However, a key remaining question is how generative AI affects learning, namely, how humans acquire new skills as they perform tasks. This kind of skill learning is critical to long-term productivity gains, especially in domains where generative AI is fallible and human experts must check its outputs. We study the impact of generative AI, specifically OpenAI's GPT-4, on human learning in the context of math classes at a high school. In a field experiment involving nearly a thousand students, we have deployed and evaluated two GPT based tutors, one that mimics a standard ChatGPT interface (called GPT Base) and one with prompts designed to safeguard learning (called GPT Tutor). These tutors comprise about 15% of the curriculum in each of three grades. Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48% improvement for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction for GPT Base). That is, access to GPT-4 can harm educational outcomes. These negative learning effects are largely mitigated by the safeguards included in GPT Tutor. Our results suggest that students attempt to use GPT-4 as a "crutch" during practice problem sessions, and when successful, perform worse on their own. Thus, to maintain long-term productivity, we must be cautious when deploying generative AI to ensure humans continue to learn critical skills."]]></description>
<dc:subject>to:NB teaching large_language_models_(so_called) education pedagogy</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:f8a80b36fc4f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:large_language_models_(so_called)"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:pedagogy"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://journals.sagepub.com/doi/10.1177/00104140241271104">
    <title>Separated by Degrees: Social Closure by Education Levels Strengthens Contemporary Political Divides - Jona de Jong, Jonne Kamphorst, 2025</title>
    <dc:date>2025-04-28T01:26:35+00:00</dc:date>
    <link>https://journals.sagepub.com/doi/10.1177/00104140241271104</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Across Western democracies, education levels are predictive of immigration attitudes and voting for new left or far right parties. What explains education-based political divides? This article proposes that social closure of higher- and lower-educated citizens strengthens and reinforces differences in political attitudes and voting between them. Using social network data from the Netherlands, and ESS data, we show that large proportions of higher- and lower-educated citizens report no close relationships with different education levels. Network education levels, in turn, are predictive of immigration attitudes and voting behaviour. Difference-in-differences models show that a change in network education levels is associated with change in these outcomes. Our findings contribute to literatures on educational divides and peer effects. Moreover, they support an interpretation of political competition on the universalist-particularist dimension as durably rooted in social structure. Sizable, distinct and insulated educational groups can crystallize contemporary divides and predictably shape political reality."

--- Very curious to see the difference-in-difference argument.]]></description>
<dc:subject>to:NB political_science education social_networks polarization homophily social_influence to_teach:statistics_of_inequality_and_discrimination</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:9bb0db51ef6b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:political_science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:social_networks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:polarization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:homophily"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:social_influence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://chadorzel.substack.com/p/how-do-we-remove-scaffolding?r=l2cif&amp;triedRedirect=true">
    <title>How Do We Remove Scaffolding? - by Chad Orzel</title>
    <dc:date>2025-04-06T13:27:37+00:00</dc:date>
    <link>https://chadorzel.substack.com/p/how-do-we-remove-scaffolding?r=l2cif&amp;triedRedirect=true</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["At the same time, though, I wonder whether we’re actually doing these students any favors with all this. Adding structure will help with the problems we’ve been seeing with regard to time management and prioritization of tasks, but it’s also sort of kicking the can down the road. At some point students need to figure out how to do these things on their own, without being walked through it, and if they’re not getting that by the time they’re in a junior-level course in their major field, I don’t know when it’s going to happen. Grad school? Their first job?
"It feels a bit like we’ve correctly put up scaffolding in the early stages of a masonry repair project to prevent pedestrians from being brained by a falling trowel, and that’s good. But now the facade work has been done for five years, and people are still picking their way around metal posts in permanent shadow, wondering exactly what’s dripping from the pipes when it hasn’t rained in a week.
"Again, it’s good and appropriate that we’ve added scaffolding early on in the curriculum; on the whole, it’s improved the experience for everyone. At the same time, though, we need more discussion of how to get rid of the scaffolding later on, phasing out the extra support structure and encouraging students to operate more independently. As it is, though, all of the energy in faculty and curriculum development seems to be going into extending the scaffolding further and further.
"I totally understand it because all the incentives push in that direction— I mean, I’m doing it myself, as described above. But the whole time, I have this nagging feeling that this isn’t really helping students to grow and develop in the ways they need most."

--- I am wrestling with this myself...]]></description>
<dc:subject>have_read education pedagogy orzel.chad</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:214ee6d10827/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:orzel.chad"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://thewalrus.ca/i-used-to-teach-students-now-i-catch-chatgpt-cheats">
    <title>I Used to Teach Students. Now I Catch ChatGPT Cheats | The Walrus</title>
    <dc:date>2025-03-16T18:58:03+00:00</dc:date>
    <link>https://thewalrus.ca/i-used-to-teach-students-now-i-catch-chatgpt-cheats</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[--- A lovely (if depressing) essay, but this to me is the heart of it:

"That moment, when you start to understand the power of clear thinking, is crucial. The trouble with generative AI is that it short-circuits that process entirely. One begins to suspect that a great many students wanted this all along: to make it through college unaltered, unscathed. To be precisely the same person at graduation, and after, as they were on the first day they arrived on campus. As if the whole experience had never really happened at all."]]></description>
<dc:subject>education academia large_language_models_(so_called) our_decrepit_institutions</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:d22804dbd1df/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:large_language_models_(so_called)"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:our_decrepit_institutions"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.press.jhu.edu/books/title/53869/teaching-ai">
    <title>Teaching with AI: A Practical Guide to a New Era of Human Learning | Hopkins Press</title>
    <dc:date>2025-03-08T14:08:42+00:00</dc:date>
    <link>https://www.press.jhu.edu/books/title/53869/teaching-ai</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["How AI is revolutionizing the future of learning and how educators can adapt to this new era of human thinking.
"Artificial Intelligence (AI) is revolutionizing the way we learn, work, and think. Its integration into classrooms and workplaces is already underway, impacting and challenging ideas about creativity, authorship, and education. In this groundbreaking and practical guide, teachers will discover how to harness and manage AI as a powerful teaching tool. José Antonio Bowen and C. Edward Watson present emerging and powerful research on the seismic changes AI is already creating in schools and the workplace, providing invaluable insights into what AI can accomplish in the classroom and beyond.
"By learning how to use new AI tools and resources, educators will gain the confidence to navigate the challenges and seize the opportunities presented by AI. From interactive learning techniques to advanced assignment and assessment strategies, this comprehensive guide offers practical suggestions for integrating AI effectively into teaching and learning environments. Bowen and Watson tackle crucial questions related to academic integrity, cheating, and other emerging issues.
"In the age of AI, critical thinking skills, information literacy, and a liberal arts education are more important than ever. As AI continues to reshape the nature of work and human thinking, educators can equip students with the skills they need to thrive in a rapidly evolving world. This book serves as a compass, guiding educators through the uncharted territory of AI-powered education and the future of teaching and learning."

--- After randomly-sampling student work around the midterm: Obviously my efforts at getting them to actually learn are failing for at least 1/3 of the class, so maybe I need something like this.  (Alternately, I need to reverse course on my long-standing policy, _also_ inspired by educational research, of moving away from exams to frequent lower-stakes assignments, and instead lock them in a room with bluebooks and proctors for 1.5 hours 3 or 4 times a semester.)]]></description>
<dc:subject>books:noted large_language_models_(so_called) education do_i_have_to?</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:b8c94f429c64/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:large_language_models_(so_called)"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:do_i_have_to?"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.nber.org/papers/w33354">
    <title>Changes in Marital Sorting: Theory and Evidence from the US | NBER</title>
    <dc:date>2025-01-21T02:27:27+00:00</dc:date>
    <link>https://www.nber.org/papers/w33354</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Positive assortative matching refers to the tendency of individuals with similar characteristics to form partnerships. Measuring the extent to which assortative matching differs between two economies is challenging when the marginal distributions of the characteristic along which sorting takes place (e.g., education) change for either or both sexes. We show how the use of different measures can generate different conclusions. We provide axiomatic characterization for measures such as the odds ratio, normalized trace, and likelihood ratio, and provide a structural economic interpretation of the odds ratio. We then use our approach to consider how marital sorting by education changed between the 1950s and the 1970s cohort, for which both educational attainment and returns in the labor market changed substantially."

--- OOH, the "Mrs. degree" was an old joke when my grandparents went to US colleges in the 1930s.  OTOH, the changing stereotype from the executive marrying his secretary to marrying another executive (who he may have met in college...).]]></description>
<dc:subject>to:NB economics assortative_mating economic_history education social_measurement</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:2c0dc6f55bb3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:assortative_mating"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:economic_history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:social_measurement"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.nature.com/articles/s41539-024-00228-8">
    <title>Math items about real-world content lower test-scores of students from families with low socioeconomic status | npj Science of Learning</title>
    <dc:date>2024-12-11T16:18:58+00:00</dc:date>
    <link>https://www.nature.com/articles/s41539-024-00228-8</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["In many countries, standardized math tests are important for achieving academic success. Here, we examine whether content of items, the story that explains a mathematical question, biases performance of low-SES students. In a large-scale cohort study of Trends in International Mathematics and Science Studies (TIMSS)—including data from 58 countries from students in grades 4 and 8 (N = 5501,165)—we examine whether item content that is more likely related to challenges for low-SES students (money, food, social relationships) improves their performance, compared with their average math performance. Results show that low-SES students scored lower on items with this specific content than expected based on an individual’s average performance. The effect sizes are substantial: on average, the chance to answer correctly is 18% lower. From a hidden talents approach, these results are unexpected. However, they align with other theoretical frameworks such as scarcity mindset, providing new insights for fair testing."

--- This aligns with my prejudices, so that's an additional reason (beyond it being an ed-psych study) to treat with caution.]]></description>
<dc:subject>to:NB psychology education color_me_skeptical</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:38f7dc24d58f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:color_me_skeptical"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.nytimes.com/2024/01/07/briefing/the-misguided-war-on-the-sat.html">
    <title>The Misguided War on the SAT - The New York Times</title>
    <dc:date>2024-01-08T12:35:32+00:00</dc:date>
    <link>https://www.nytimes.com/2024/01/07/briefing/the-misguided-war-on-the-sat.html</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>standardized_testing education academia us_culture_wars to_teach:statistics_of_inequality_and_discrimination</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:0e629164cfe6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:standardized_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:us_culture_wars"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www-chronicle-com.cmu.idm.oclc.org/article/the-hypocrisy-of-english-only-decolonization">
    <title>The Hypocrisy of English-Only ‘Decolonization’</title>
    <dc:date>2024-01-07T19:51:09+00:00</dc:date>
    <link>https://www-chronicle-com.cmu.idm.oclc.org/article/the-hypocrisy-of-english-only-decolonization</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["A few weeks ago, I attended two committee meetings sponsored by my institution’s College of Arts and Humanities. One was a strategic-planning session, during which a few professors provided a passionate plea in favor of “decolonizing the curriculum.” This phrase, which has become popular in both British and American academe, refers to crafting a course of studies less reliant on the works of “dead white males” and more reflective of a broad range of human experience. The other meeting was about the coursework required of all majors in the college. In the latter gathering, numerous professors and staff members advocated watering down — if not outright eliminating — the college’s language requirement. From those two meetings I received an incongruous message: Some American educators appear to favor a “decolonized” course of studies that’s conducted entirely in English. And they do not seem to recognize the contradictions inherent in that position."

--- Preach, brother, preach!]]></description>
<dc:subject>academia education us_culture_wars</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:339d55ef7b39/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:us_culture_wars"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sciencedirect.com/science/article/pii/S0160289608000603#fig2">
    <title>SAT and ACT predict college GPA after removing g - ScienceDirect</title>
    <dc:date>2023-12-08T17:20:15+00:00</dc:date>
    <link>https://www.sciencedirect.com/science/article/pii/S0160289608000603#fig2</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["This research examined whether the SAT and ACT would predict college grade point average (GPA) after removing g from the tests. SAT and ACT scores and freshman GPAs were obtained from a university sample (N = 161) and the 1997 National Longitudinal Study of Youth (N = 8984). Structural equation modeling was used to examine relationships among g, GPA, and the SAT and ACT. The g factor was estimated from commercial cognitive tests (e.g., Wonderlic and Wechsler Adult Intelligence Scale) and the computer-adaptive Armed Services Vocational Aptitude Battery. The unique variances of the SAT and ACT, obtained after removing g, were used to predict GPA. Results from both samples converged: While the SAT and ACT were highly g loaded, both tests generally predicted GPA after removing g. These results suggest that the SAT and ACT are strongly related to g, which is related to IQ and intelligence tests. They also suggest that the SAT and ACT predict GPA from non-g factors. Further research is needed to identify the non-g factors that contribute to the predictive validity of the SAT and ACT."]]></description>
<dc:subject>iq standardized_testing education re:g_paper in_NB</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:c60a86dd34e6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:iq"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:standardized_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:re:g_paper"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:in_NB"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://apnews.com/article/college-math-test-help-6cca6a5e873d5aeb5e75b4f94125d48c?taid=64f1cec3062cd50001fae554">
    <title>College students are still struggling with basic math. Professors blame the pandemic | AP News</title>
    <dc:date>2023-11-16T17:38:30+00:00</dc:date>
    <link>https://apnews.com/article/college-math-test-help-6cca6a5e873d5aeb5e75b4f94125d48c?taid=64f1cec3062cd50001fae554</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[Joy.]]></description>
<dc:subject>education coronavirus_pandemic_of_2019-- inequality transmission_of_inequality</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:9fe3ad34eeca/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:coronavirus_pandemic_of_2019--"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.politico.com/news/magazine/2023/09/15/supreme-court-admissions-elite-schools-00116087">
    <title>Why Won’t Elite Colleges Deploy the One Race-Neutral Way to Achieve Diversity? - POLITICO</title>
    <dc:date>2023-09-21T17:08:04+00:00</dc:date>
    <link>https://www.politico.com/news/magazine/2023/09/15/supreme-court-admissions-elite-schools-00116087</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[--- Hostile, but not altogether unfair.
--- Back in the late Cretaceous, when I went to Cal for undergrad, they did admissions as a*GPA + b*SAT + so many points for each affirmative action category.  (Also, IIRC, so many points for being a legacy; which I was.)  This was transparent and had to be at least as fair as anything that's replaced it...]]></description>
<dc:subject>education academia our_decrepit_institutions affirmative_action transmission_of_inequality</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:fd87560943d8/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:our_decrepit_institutions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:affirmative_action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://cew.georgetown.edu/cew-reports/after-affirmative-action/">
    <title>Race, Elite College Admissions, and the Courts: The Pursuit of Racial Equality in Education Retreats to K-12 Schools - CEW Georgetown</title>
    <dc:date>2023-06-15T19:33:00+00:00</dc:date>
    <link>https://cew.georgetown.edu/cew-reports/after-affirmative-action/</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>to:NB to_read affirmative_action education academia us_politics to_teach:statistics_of_inequality_and_discrimination</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:204fafb17862/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:affirmative_action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:us_politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://archive.nytimes.com/opinionator.blogs.nytimes.com/2013/04/27/no-rich-child-left-behind/">
    <title>No Rich Child Left Behind - The New York Times</title>
    <dc:date>2023-06-08T21:59:49+00:00</dc:date>
    <link>https://archive.nytimes.com/opinionator.blogs.nytimes.com/2013/04/27/no-rich-child-left-behind/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[--- I wonder if the change-over-time part of the research adequately accounts for the changing composition of the upper income percentiles?  If, e.g., the highly educated tend to have a distinctive, but constant-over-time, set of parenting practices, and the highly educated become more common in the 90th-percentile-and-over (and less common elsewhere in the income distribution), the rich will seem to be acquiring a new and distinctive set of parenting practices, with accompanying educational implications.]]></description>
<dc:subject>transmission_of_inequality inequality education track_down_references to_teach:statistics_of_inequality_and_discrimination</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:c56cbd48bf19/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:track_down_references"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.journals.uchicago.edu/doi/abs/10.1086/724279">
    <title>Are Neighborhood Effects Explained by Differences in School Quality?1 | American Journal of Sociology: Vol 128, No 5</title>
    <dc:date>2023-06-02T15:21:36+00:00</dc:date>
    <link>https://www.journals.uchicago.edu/doi/abs/10.1086/724279</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["It is widely hypothesized that neighborhood effects on academic achievement are explained by differences in the quality of schools attended by resident children. The authors evaluate this hypothesis using data from the Early Childhood Longitudinal Study and a diverse set of measures to capture a school’s effectiveness, resources, and climate. They implement a novel decomposition that separates the overall effect of neighborhood poverty into components due to mediation versus interaction via these different factors. Results indicate that living in a disadvantaged neighborhood reduces academic achievement. But the authors find little evidence that neighborhood effects are mediated by or interact with any of their measures for school quality. The authors discuss the implications of these findings for theory, research, and policy, addressing the link between concentrated poverty and educational inequality."]]></description>
<dc:subject>inequality sociology education transmission_of_inequality elwert.felix to_teach:statistics_of_inequality_and_discrimination law_of_headlines in_NB</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:42227f386ffb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:elwert.felix"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:law_of_headlines"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:in_NB"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://sociologicalscience.com/articles-v10-8-251/">
    <title>Findings on Summer Learning Loss Often Fail to Replicate, Even in Recent Data | Sociological Science</title>
    <dc:date>2023-05-22T18:15:19+00:00</dc:date>
    <link>https://sociologicalscience.com/articles-v10-8-251/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["It is widely believed that (1) children lose months of reading and math skills over summer vacation and that (2) inequality in skills grows much faster during summer than during school. Concerns have been raised about the replicability of evidence for these claims, but an impression may exist that nonreplicable findings are limited to older studies. After reviewing the 100-year history of nonreplicable results on summer learning, we compared three recent data sources (ECLS- K:2011, NWEA, and Renaissance) that tracked U.S. elementary students’ skills through school years and summers in the 2010s. Most patterns did not generalize beyond a single test. Summer losses looked substantial on some tests but not on others. Score gaps—between schools and students of different income levels, ethnicities, and genders—grew on some tests but not on others. The total variance of scores grew on some tests but not on others. On tests where gaps and variance grew, they did not consistently grow faster during summer than during school. Future research should demonstrate that a summer learning pattern replicates before drawing broad conclusions about learning or inequality."

--- Relevant to Downey, presumably [http://bactra.org/weblog/algae-2022-03.html#downey].  (Might even be mentioned, haven't read beyond abstract.)]]></description>
<dc:subject>to:NB education standardized_testing</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:26b0c8fe9c30/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:standardized_testing"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://twitter.com/kjhealy/status/1635459361882382338">
    <title>Kieran Healy on Twitter: &quot;This article is so funny. The argument is &quot;We have these Evidence-Based peer-teaching methods that are way better than a bad old 'transmission' model but they don't work because you morons don't follow our instructions, but pick</title>
    <dc:date>2023-03-18T14:00:56+00:00</dc:date>
    <link>https://twitter.com/kjhealy/status/1635459361882382338</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["This article is so funny. The argument is "We have these Evidence-Based peer-teaching methods that are way better than a bad old 'transmission' model but they don't work because you morons don't follow our instructions, but pick it up from peers instead."
""The old model is bad and terrible; we know this for sure; we have this fabulous new evidence-based and totally real and excellent method to replace it. Sadly however we seem unable to convey it in any sort of reliable manner. This is your fault. Here is an analogy to cooking."
"Stupid professors learning about peer methods from their peers instead of reading the vague manual. No wonder their evaluations are bad.
"They get to the point where they are forced to say that in order for this new post-transmission-model method to work you have to have the Peer Expert actually in your class to show you exactly what to do—i.e. to transmit how to do it in a detailed, hands-on way.
"I mean one sad fact is that good teaching is hard, but another sad fact is that most Ed research is underpowered and weakly designed. This article is funny because it opens big with EVIDENCE BASED and ends up in a place where the guru has to be present for the effect to occur."]]></description>
<dc:subject>twitter_threads_that_should_be_blog_posts education pedagogy healy.kieran</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:2b81d44e74e9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:twitter_threads_that_should_be_blog_posts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:healy.kieran"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://journals.sagepub.com/doi/abs/10.3102/0013189X231155154">
    <title>The Effect-Size Benchmark That Matters Most: Education Interventions Often Fail - Matthew A. Kraft, 2023</title>
    <dc:date>2023-03-18T12:33:19+00:00</dc:date>
    <link>https://journals.sagepub.com/doi/abs/10.3102/0013189X231155154</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["It is a healthy exercise to debate the merits of using effect-size benchmarks to interpret research findings. However, these debates obscure a more central insight that emerges from empirical distributions of effect-size estimates in the literature: Efforts to improve education often fail to move the needle. I find that 36% of effect sizes from randomized control trials of education interventions with standardized achievement outcomes are less than 0.05 SD. Publication bias surely masks many more failed efforts from our view. Recognizing the frequency of these failures should be at the core of any approach to interpreting the policy relevance of effect sizes. We can aim high without dismissing as trivial those effects sizes that represent more incremental improvement."

--- On the one hand, that's not much.  OTOH, imagine someone _did_ come up with a twist to teaching that made a big difference, like (wildly) 10SD.  Wouldn't it be adopted so quickly, without any randomized anything, that it would quickly become invisible in this sort of analysis?  (This'd be the social equivalent of a "selective sweep" in evolutionary genetics, and maybe detectable in similar ways.)]]></description>
<dc:subject>to:NB education psychology experimental_psychology meta-analysis via:? have_read</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:982f28c7e81f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:experimental_psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:meta-analysis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:?"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://hechingerreport.org/proof-points-colleges-that-ditched-test-scores-for-admissions-find-its-harder-to-be-fair-in-choosing-students-researcher-says/">
    <title>PROOF POINTS: Colleges that ditched test scores for admissions find it's harder to be fair in choosing students, researcher says</title>
    <dc:date>2022-12-29T03:51:25+00:00</dc:date>
    <link>https://hechingerreport.org/proof-points-colleges-that-ditched-test-scores-for-admissions-find-its-harder-to-be-fair-in-choosing-students-researcher-says/</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>education standardized_testing inequality</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:eb9e54bc2075/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:standardized_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.aeaweb.org/articles?id=10.1257/aer.20181805">
    <title>Interaction, Stereotypes, and Performance: Evidence from South Africa - American Economic Association</title>
    <dc:date>2022-12-28T18:55:38+00:00</dc:date>
    <link>https://www.aeaweb.org/articles?id=10.1257/aer.20181805</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["We exploit a policy designed to randomly allocate roommates in a large South African university to investigate whether interracial interaction affects stereotypes, attitudes and performance. Using implicit association tests, we find that living with a roommate of a different race reduces White students' negative stereotypes towards Black students and increases interracial friendships. Interaction also affects academic outcomes: Black students improve their GPA, pass more exams and have lower dropout rates. This effect is not driven by roommate's ability."

--- Last tag for the IAT.]]></description>
<dc:subject>to:NB experimental_sociology sociology education racism to_teach:statistics_of_inequality_and_discrimination color_me_skeptical</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:d2ee485fa2e5/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:experimental_sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:racism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:color_me_skeptical"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://openknowledge.worldbank.org/handle/10986/35827">
    <title>Intergenerational Mobility around the World</title>
    <dc:date>2022-10-10T17:41:39+00:00</dc:date>
    <link>https://openknowledge.worldbank.org/handle/10986/35827</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Using individual data from over 400 surveys, this paper compiles a global database of intergenerational mobility in education for 153 countries covering 97 percent of the world’s population. For 87 percent of the world’s population, it provides trends in intergenerational mobility for individuals born between 1950 to 1989. The findings show that absolute mobility in education—the share of respondents that obtains higher levels of education than their parents—is higher in the developed world despite the higher levels of parental educational attainment. Relative mobility—measuring the degree of independence between parent and child years of schooling—is also found to be greater in the developed world. Together, these findings point to severe challenges in intergenerational mobility in the poorest parts of the world. Beyond national income levels, the paper explores the correlation between intergenerational mobility and a variety of country characteristics. Countries with higher rates of mobility have (i) higher tax revenues and rates of government expenditures, especially on education; (ii) better child health indicators (less stunting and lower infant mortality); (iii) higher school quality (more teachers per pupil and fewer school dropouts); and (iv) less residential segregation."]]></description>
<dc:subject>inequality education transmission_of_inequality to_teach:statistics_of_inequality_and_discrimination via:? in_NB have_taught</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:20b0a0dc7a35/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:?"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:in_NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_taught"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www-chronicle-com.cmu.idm.oclc.org/article/derailed-by-diversity">
    <title>How Affirmative Action Was Derailed by Diversity</title>
    <dc:date>2022-09-07T07:32:44+00:00</dc:date>
    <link>https://www-chronicle-com.cmu.idm.oclc.org/article/derailed-by-diversity</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[R. T. Ford, speaking sense.]]></description>
<dc:subject>diversity education academia us_culture_wars ford.richard_thompson to_teach:statistics_of_inequality_and_discrimination</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:200362bdbb8f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:diversity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:us_culture_wars"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:ford.richard_thompson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://americanaffairsjournal.org/2017/11/no-case-humanities/">
    <title>There Is No Case for the Humanities - American Affairs Journal</title>
    <dc:date>2022-07-22T15:36:03+00:00</dc:date>
    <link>https://americanaffairsjournal.org/2017/11/no-case-humanities/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[I sympathize, but I also can't help feeling that this misses something important, which I have a hard time articulating.  (Perhaps if I'd taken more humanities courses...)]]></description>
<dc:subject>humanities us_culture_wars education academia</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:85f39b9c5520/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:humanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:us_culture_wars"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.journals.uchicago.edu/doi/abs/10.1086/719956">
    <title>Variation in the Relationship between School Spending and Achievement: Progressive Spending Is Efficient1 | American Journal of Sociology: Vol 128, No 1</title>
    <dc:date>2022-06-28T18:39:15+00:00</dc:date>
    <link>https://www.journals.uchicago.edu/doi/abs/10.1086/719956</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["The equity-efficiency trade-off and cumulative return theories predict larger returns to school spending in areas with higher previous investment in children. Equity—not efficiency—is therefore used to justify progressive school funding: spending more in communities with fewer financial resources. Yet it remains unclear how returns to school spending vary across areas by previous investment. Using county-level panel data for 2009–18 from the Stanford Education Data Archive, the Census Finance Survey, and National Vital Statistics, the authors estimate achievement returns to school spending and test whether returns vary between counties with low and high levels of initial human capital (measured as birth weight), child poverty, and previous spending. Spending returns are higher among counties with low previous investment (counties that also have a high percentage of Black students). Evidence of diminishing returns by previous investment documents another way that schools increase equality and establishes another argument for progressive school funding: efficiency."

--- Very curious to see how they get identification.  (That there are diminishing marginal returns to additional public-educational spending _past a certain point_ seems intuitively certain, and of course that creates a purely neo-classical (indeed, neo-liberal) argument for spending less on the richest schools, analogous to the case for progressive taxation and redistribution from the diminishing marginal utility of money.  But it'd also be very plausible that there are increasing returns at lower levels of expenditure, so details will matter...)]]></description>
<dc:subject>to:NB education economics inequality</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:d243bc6d6add/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://digressionsnimpressions.typepad.com/digressionsimpressions/2022/06/rip-rob-brouwer-1938-2022.html">
    <title>RIP: Rob Brouwer 1938-2022 - Digressions&amp;Impressions</title>
    <dc:date>2022-06-10T21:15:05+00:00</dc:date>
    <link>https://digressionsnimpressions.typepad.com/digressionsimpressions/2022/06/rip-rob-brouwer-1938-2022.html</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[This is a lovely memory of a teacher, and meditation on teaching.]]></description>
<dc:subject>in_memoriam pedagogy education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:956dd5ba188a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:in_memoriam"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.legbranch.org/everything-youve-ever-wanted-to-know-about-educational-pipelines-to-capitol-hill/">
    <title>Everything you’ve ever wanted to know about educational pipelines to Capitol Hill - LegBranch</title>
    <dc:date>2022-03-18T03:54:56+00:00</dc:date>
    <link>https://www.legbranch.org/everything-youve-ever-wanted-to-know-about-educational-pipelines-to-capitol-hill/</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>congress education to_teach:statistics_of_inequality_and_discrimination via:?</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:ae024c9d46b4/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:congress"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:?"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://osf.io/preprints/socarxiv/6wjxc">
    <title>SocArXiv Papers | Socioeconomic Roots of Academic Faculty</title>
    <dc:date>2021-12-13T07:15:35+00:00</dc:date>
    <link>https://osf.io/preprints/socarxiv/6wjxc</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Tenure-track faculty play a special role in society: they train future researchers, and they produce much of the scholarship that drives scientific, technological, and social innovation. However, the professoriate has never been demographically representative of the general population it serves. For example in the United States, Black and Hispanic scholars are underrepresented across the tenure-track, and while women’s representation has increased over time, they remain a minority in many academic fields. Here we investigate the representativeness of faculty childhood socioeconomic status and whether it may implicitly limit efforts to diversify the professoriate in terms of race, gender, and geography. Using a survey of 7218 professors in PhD-granting departments in the United States across eight disciplines in STEM, social sciences, and the humanities, we find that the estimated median childhood household income among faculty is 23.7% higher than the general public, and faculty are 25 times more likely to have a parent with a PhD. Moreover, the proportion of faculty with PhD parents nearly doubles at more prestigious universities and is stable across the past 50 years. Our results suggest that the professoriate is, and has remained, accessible mainly to the socioeconomically privileged. This lack of socioeconomic diversity is likely to deeply shape the type of scholarship and scholars that faculty produce and train."
]]></description>
<dc:subject>have_read transmission_of_inequality education academia inequality clauset.aaron kith_and_kin to_teach:statistics_of_inequality_and_discrimination in_NB</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:7a1df5714b8a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:clauset.aaron"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:kith_and_kin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:in_NB"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.chronicle.com/article/the-guild-and-the-grifters">
    <title>The Guild and the Grifters</title>
    <dc:date>2021-11-22T16:55:11+00:00</dc:date>
    <link>https://www.chronicle.com/article/the-guild-and-the-grifters</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[An interesting essay worth chewing over; not sure what I think.  (I don't trust many of the people associated with this venture not to be blowhards.)

--- Making the baby Tim Brenners-Lee cry: The Chronicle's bloated website takes 192 kb, plus graphics, adds, etc., to deliver approximately 16 kb of text, _and_ won't render in Chrome unless I authorize all sorts of third parties to mess with my browser.  Fortunately it didn't block downloading the HTML source.]]></description>
<dc:subject>education academia us_culture_wars our_decrepit_institutions</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:0412d2e67ff8/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:us_culture_wars"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:our_decrepit_institutions"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://doi.org/10.1177/00031224211041094">
    <title>College and the “Culture War”: Assessing Higher Education’s Influence on Moral Attitudes - Miloš Broćić, Andrew Miles, 2021</title>
    <dc:date>2021-09-23T19:06:58+00:00</dc:date>
    <link>https://doi.org/10.1177/00031224211041094</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Moral differences contribute to social and political conflicts. Against this backdrop, colleges and universities have been criticized for promoting liberal moral attitudes. However, direct evidence for these claims is sparse, and suggestive evidence from studies of political attitudes is inconclusive. Using four waves of data from the National Study of Youth and Religion, we examine the effects of higher education on attitudes related to three dimensions of morality that have been identified as central to conflict: moral relativism, concern for others, and concern for social order. Our results indicate that higher education liberalizes moral concerns for most students, but it also departs from the standard liberal profile by promoting moral absolutism rather than relativism. These effects are strongest for individuals majoring in the humanities, arts, or social sciences, and for students pursuing graduate studies. We conclude with a discussion of the implications of our results for work on political conflict and moral socialization."]]></description>
<dc:subject>to:NB education academia sociology us_culture_wars</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:c47b2e48ddca/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:us_culture_wars"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://mitpress.mit.edu/books/evidence-liberal-arts-needs">
    <title>The Evidence Liberal Arts Needs | The MIT Press</title>
    <dc:date>2021-09-23T18:09:01+00:00</dc:date>
    <link>https://mitpress.mit.edu/books/evidence-liberal-arts-needs</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Empirical evidence for the value of a liberal arts education: how and why it has a lasting impact on success, leadership, altruism, learning, and fulfillment.
"In ongoing debates over the value of a college education, the role of the liberal arts in higher education has been blamed by some for making college expensive, impractical, and even worthless. Defenders argue that liberal arts education makes society innovative, creative, and civic-minded. But these qualities are hard to quantify, and many critics of higher education call for courses of study to be strictly job-specific. In this groundbreaking book, Richard Detweiler, drawing on interviews with more than 1,000 college graduates aged 25 to 65, offers empirical evidence for the value of a liberal arts education. Detweiler finds that a liberal arts education has a lasting impact on success, leadership, altruism, learning, and fulfillment over a lifetime.
"Unlike other defenders of a liberal arts education, Detweiler doesn't rely on philosophical arguments or anecdotes but on data. He developed a series of interview questions related to the content attributes of liberal arts (for example, course assignments and majors), the context attributes (out-of-class interaction with faculty and students, teaching methods, campus life), and the purpose attributes (adult life outcomes). Interview responses show that although both the content of study and the educational context are associated with significant life outcomes, the content of study has less relationship to positive adult life outcomes than the educational context. The implications of this research, Detweiler points out, range from the advantages of broadening areas of study to factors that could influence students' decisions to attend certain colleges."

--- This makes it sound like he only interviewed liberal-arts grads, and well, "We must not seek to abstract from the busts of the great Greeks and Romans rules for the visible form of genius as long as we cannot contrast them with Greek blockheads" (Lichtenberg).  It's very hard to get _evidence_ about the value of a liberal-arts education without contrasting it with the outcomes of those who _didn't_ get it, especially those of _similar_ others who didn't...  (I'm prepared to believe the book is logically sounder than the description makes it seem.)]]></description>
<dc:subject>to:NB education liberal_arts color_me_skeptical books:noted downloaded</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:f03b5180b524/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:liberal_arts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:color_me_skeptical"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:downloaded"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://mitpress.mit.edu/books/teaching-machines">
    <title>Teaching Machines | The MIT Press</title>
    <dc:date>2021-09-23T17:53:22+00:00</dc:date>
    <link>https://mitpress.mit.edu/books/teaching-machines</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to “go at their own pace” did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas—bite-sized content, individualized instruction—that had legs and were later picked up by textbook publishers and early advocates for computerized learning.
"Watters pays particular attention to the role of the media—newspapers, magazines, television, and film—in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the “pre-verbal” machine that taught spelling. (Alternate names proposed by Skinner include “Autodidak,” “Instructomat,” and “Autostructor.”) Telling these somewhat cautionary tales, Watters challenges what she calls “the teleology of ed tech”—the idea that not only is computerized education inevitable, but technological progress is the sole driver of events."]]></description>
<dc:subject>to:NB books:noted education history_of_technology books:suggest_to_library via:tim_burke</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:9f1158b3d235/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:history_of_technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:suggest_to_library"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:tim_burke"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.annualreviews.org/doi/abs/10.1146/annurev-statistics-042720-104044">
    <title>Statistical Applications in Educational Measurement | Annual Review of Statistics and Its Application</title>
    <dc:date>2021-06-01T13:40:59+00:00</dc:date>
    <link>https://www.annualreviews.org/doi/abs/10.1146/annurev-statistics-042720-104044</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Educational measurement assigns numbers to individuals based on observed data to represent individuals’ educational properties such as abilities, aptitudes, achievements, progress, and performance. The current review introduces a selection of statistical applications to educational measurement, ranging from classical statistical theory (e.g., Pearson correlation and the Mantel–Haenszel test) to more sophisticated models (e.g., latent variable, survival, and mixture modeling) and statistical and machine learning (e.g., high-dimensional modeling, deep and reinforcement learning). Three main subjects are discussed: evaluations for test validity, computer-based assessments, and psychometrics informing learning. Specific topics include item bias detection, high-dimensional latent variable modeling, computerized adaptive testing, response time and log data analysis, cognitive diagnostic models, and individualized learning."]]></description>
<dc:subject>to:NB education mental_testing social_measurement psychometrics inference_to_latent_objects statistics</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:f3ccd2e186a7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:mental_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:social_measurement"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:psychometrics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inference_to_latent_objects"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.washingtonpost.com/opinions/2021/04/19/cornel-west-howard-classics/">
    <title>Opinion | Howard University’s removal of classics is a spiritual catastrophe - The Washington Post</title>
    <dc:date>2021-04-21T18:25:43+00:00</dc:date>
    <link>https://www.washingtonpost.com/opinions/2021/04/19/cornel-west-howard-classics/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[I appreciate the defense of the value of engaging with tradition in general, and that tradition in particular.  But the concrete question at issue is having a distinct department of classics, not _teaching_ classics.  I'm in favor of that, and suspicious of those who'd get rid of it, but "it's important to engage with tradition" does not entail "this particular institution for perpetuating the tradition is worth maintaining".  So I wish there'd been less defense of the western canon, and more defenses of classics departments.]]></description>
<dc:subject>education academia west.cornel have_read</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:e39483b52788/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:west.cornel"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://teachingamericanhistory.org/library/document/the-talented-tenth/">
    <title>The Talented Tenth - Teaching American History</title>
    <dc:date>2021-04-20T03:30:39+00:00</dc:date>
    <link>https://teachingamericanhistory.org/library/document/the-talented-tenth/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[This is a noble document, and a remarkable one in many ways.  One is that it quite straightforwardly asserts that one of the evils of racial oppression is _suppressing_ what we'd now call social Darwinism among what we'd now call African Americans.  (I am almost sure that Du Bois was, at the time of writing this, a eugenicist.)]]></description>
<dc:subject>have_read the_american_dilemma education inequality du_bois.w.e.b.</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:4e9dac784b78/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:the_american_dilemma"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:du_bois.w.e.b."/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.chronicle.com/article/the-abiding-scandal-of-college-admissions?cid2=gen_login_refresh&amp;cid=gen_sign_in">
    <title>The Abiding Scandal of College Admissions</title>
    <dc:date>2021-04-18T18:52:42+00:00</dc:date>
    <link>https://www.chronicle.com/article/the-abiding-scandal-of-college-admissions?cid2=gen_login_refresh&amp;cid=gen_sign_in</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[I think I would support the lottery idea.  Of course where to set the thresholds would be non-trivial.
(Also, how does this therapeutic-inquisitorial bent interact with the yield-management-software side of admissions?)

--- ETA: The essay does equivocate a bit as to whether the admissions process _really_ reshapes young people in its preferred direction, or just teaches them to _fake_ being like that.  I suppose this could be defended on "we should be careful who we pretend to be" grounds.]]></description>
<dc:subject>academia our_decrepit_institutions rhetorical_self-fashioning moral_psychology to_blog have_read education transmission_of_inequality</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:df9274f9c2ee/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:our_decrepit_institutions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:rhetorical_self-fashioning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:moral_psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_blog"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.pnas.org/content/118/17/e2022376118">
    <title>Learning loss due to school closures during the COVID-19 pandemic | PNAS</title>
    <dc:date>2021-04-08T17:58:43+00:00</dc:date>
    <link>https://www.pnas.org/content/118/17/e2022376118</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students’ learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world’s highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures."]]></description>
<dc:subject>to:NB coronavirus_pandemic_of_2019-- education via:kjhealy</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:db4b159e66af/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:coronavirus_pandemic_of_2019--"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:kjhealy"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://cepa.stanford.edu/content/essay-content-strongly-related-household-income-and-sat-scores-evidence-60000-undergraduate-applications">
    <title>Essay Content is Strongly Related to Household Income and SAT Scores: Evidence from 60,000 Undergraduate Applications | Center for Education Policy Analysis</title>
    <dc:date>2021-04-02T19:52:47+00:00</dc:date>
    <link>https://cepa.stanford.edu/content/essay-content-strongly-related-household-income-and-sat-scores-evidence-60000-undergraduate-applications</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["There is substantial evidence of the potential for class bias in the use of standardized tests to evaluate college applicants, yet little comparable inquiry considers the written essays typically required of applicants to selective US colleges and universities. We utilize a corpus of 240,000 admissions essays submitted by 60,000 applicants to the University of California in November 2016 to measure the relationship between the content of application essays, reported household income, and standardized test scores (SAT) at scale. We quantify essay content using correlated topic modeling (CTM) and the Linguistic Inquiry and Word Count (LIWC) software package. Results show that essays have a stronger correlation to reported household income than SAT scores. Essay content also explains much of the variance in SAT scores, suggesting that essays encode some of the same information as the SAT, though this relationship attenuates as household income increases. Efforts to realize more equitable college admissions protocols can be informed by attending to how social class is encoded in non-numerical components of applications."

--- I am very, very inclined to believe this without checking, because it might as well be targeted at my opinions and prejudices.  So the last tag is about enforcing some degree of self-honesty.  (And because LIWC is as far as I can tell so low-signal as to be nearly noise.)]]></description>
<dc:subject>to:NB education standardized_testing academia inequality to_read text_mining color_me_skeptical to_teach:statistics_of_inequality_and_discrimination</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:06d125a57ec1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:standardized_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:text_mining"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:color_me_skeptical"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.theatlantic.com/magazine/archive/2021/04/private-schools-are-indefensible/618078/">
    <title>Private Schools Are Indefensible - The Atlantic</title>
    <dc:date>2021-03-26T22:35:22+00:00</dc:date>
    <link>https://www.theatlantic.com/magazine/archive/2021/04/private-schools-are-indefensible/618078/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[*looks guiltily at his own private school education, mutter "but they were practically hippies! the gym was a metal shed!" etc.*]]></description>
<dc:subject>inequality class_struggles_in_america education have_read</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:f3d20dddb013/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:class_struggles_in_america"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.insidehighered.com/news/2021/02/17/whats-really-going-respect-bias-and-teaching-evals">
    <title>What's really going on with respect to bias and teaching evals?</title>
    <dc:date>2021-03-15T06:01:47+00:00</dc:date>
    <link>https://www.insidehighered.com/news/2021/02/17/whats-really-going-respect-bias-and-teaching-evals</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>education academia teaching_evaluations social_measurement</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:922a3e716b7a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching_evaluations"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:social_measurement"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://doi.org/10.1093/oso/9780197516607.001.0001">
    <title>Creationism USA: Bridging the Impasse on Teaching Evolution - Oxford Scholarship</title>
    <dc:date>2021-01-16T04:26:12+00:00</dc:date>
    <link>https://doi.org/10.1093/oso/9780197516607.001.0001</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Who are America’s creationists? What do they want? Why do they think dinosaurs were on Noah’s ark? Creationism USA reveals that misconceptions about creationism have led Americans into a full century of unnecessary culture-war histrionics about evolution education and creationism. In fact, America does not and never has had deep, fundamental disagreements about evolution. Not about the actual science of evolution, that is, and not in ways that truly matter to public policy. Americans do have significant disagreements about creationism, though, and Creationism USA offers a new way to understand those battles. Describing the history of creationism and its variations demonstrates that the real conflict about evolution is not between creationists and evolution. The true landscape of American creationism is far more complicated than headlines suggest. This book digs beyond those headlines to prove two fundamental facts about American creationism. First, by any reasonable definition, almost all Americans can be classified as creationists. At the same time, almost all Americans, including creationist Americans, want their children to learn mainstream evolutionary science. Taken together, these difficult truths about American creationism point to a large and productive middle ground, a widely shared public vision of the proper relationship between schools, science, and religion. These facts aren’t hidden, yet they remain surprising to those who do not understand the real world of American creationism. Creationism USA explains the history and current state of America’s true battles over creationism. It offers a nuanced but simple prescription to solve them."]]></description>
<dc:subject>to:NB books:noted creationism education us_culture_wars</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:7ef5d3a3307a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:creationism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:us_culture_wars"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://press.uchicago.edu/ucp/books/book/chicago/H/bo59694467">
    <title>How Schools Really Matter: Why Our Assumption about Schools and Inequality Is Mostly Wrong, Downey</title>
    <dc:date>2021-01-07T01:07:30+00:00</dc:date>
    <link>https://press.uchicago.edu/ucp/books/book/chicago/H/bo59694467</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Most of us assume that public schools in America are unequal—that the quality of the education varies with the location of the school and that as a result, children learn more in the schools that serve mostly rich, white kids than in the schools serving mostly poor, black kids. But it turns out that this common assumption is misplaced. As Douglas B. Downey shows in How Schools Really Matter, achievement gaps have very little to do with what goes on in our schools. Not only do schools not exacerbate inequality in skills, they actually help to level the playing field. The real sources of achievement gaps are elsewhere.
"A close look at the testing data in seasonal patterns bears this out. It turns out that achievement gaps in reading skills between high- and low-income children are nearly entirely formed prior to kindergarten, and schools do more to reduce them than increase them. And when gaps do increase, they tend to do so during summers, not during school periods. So why do both liberal and conservative politicians strongly advocate for school reform, arguing that the poor quality of schools serving disadvantaged children is an important contributor to inequality? It’s because discussing the broader social and economic reforms necessary for really reducing inequality has become too challenging and polarizing—it’s just easier to talk about fixing schools. Of course, there are differences that schools can make, and Downey outlines the kinds of reforms that make sense given what we know about inequality outside of schools, including more school exposure, increased standardization, and better and fairer school and teacher measurements.
"How Schools Really Matter offers a firm rebuke to those who find nothing but fault in our schools, which are doing a much better than job than we give them credit for. It should also be a call to arms for educators and policymakers: the bottom line is that if we are serious about reducing inequality, we are going to have to fight some battles that are bigger than school reform—battles against the social inequality that is reflected within, rather than generated by—our public school system."]]></description>
<dc:subject>education inequality transmission_of_inequality to_teach:statistics_of_inequality_and_discrimination in_NB books:recommended have_read downloaded</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:aaa97b51ff4c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:in_NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:recommended"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:downloaded"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://journals.sagepub.com/doi/abs/10.1177/0049124120926208">
    <title>The Structure of Academic Achievement: Searching for Proximal Mechanisms Using Causal Discovery Algorithms - Rafael Quintana, 2020</title>
    <dc:date>2020-12-16T21:29:07+00:00</dc:date>
    <link>https://journals.sagepub.com/doi/abs/10.1177/0049124120926208</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Causal search algorithms have been effectively applied in different fields including biology, genetics, climate science, medicine, and neuroscience. However, there have been scant applications of these methods in social and behavioral sciences. This article provides an illustrative example of how causal search algorithms can shed light on important social and behavioral problems by using these algorithms to find the proximal mechanisms of academic achievement. Using a nationally representative data set with a wide range of relevant contextual and psychological factors, I implement four causal search procedures that varied important dimensions in the algorithms. Consistent with previous research, the algorithms identified prior achievement, executive functions (in particular, working memory, cognitive flexibility, and attentional focusing), and motivation as direct causes of academic achievement. I discuss the advantages and limitations of graphical models in general and causal search algorithms in particular for understanding social and behavioral problems."]]></description>
<dc:subject>to:NB to_read causal_discovery graphical_models education academia</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:214b1f21f62c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:causal_discovery"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:graphical_models"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.biorxiv.org/content/10.1101/645218v1">
    <title>Can education be personalised using pupils’ genetic data? | bioRxiv</title>
    <dc:date>2020-12-03T03:25:43+00:00</dc:date>
    <link>https://www.biorxiv.org/content/10.1101/645218v1</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["The predictive power of polygenic scores for some traits now rivals that of more classical phenotypic measures, and as such they have been promoted as a potential tool for genetically informed policy. However, how predictive polygenic scores are conditional on other easily available phenotypic data is not well understood. Using data from a UK cohort study, the Avon Longitudinal Study of Parents and Children, we investigated how well polygenic scores for education predict individuals’ realised attainment over and above phenotypic data available to schools. Across our sample children’s polygenic scores predicted their educational outcomes almost as well as parent’s socioeconomic position or education. There was high overlap between the polygenic score and attainment distributions, leading to weak predictive accuracy at the individual level. Furthermore, conditional on prior attainment the polygenic score was not predictive of later attainment. Our results suggest that polygenic scores are informative for identifying group level differences, but they currently have limited use in predicting individual attainment."

--- My very strong prejudice is that this sort of GWAS score is really tracking the genetic consequences of endogamy by class + cultural inheritance.  (In more conservative-friendly language: breeding and tradition matter!)  But I admit I haven't attempted to construct such a neutral model and see whether sensible degrees of endogamy, between-class/between-region gene flow, etc., can reproduce this level of predictability.]]></description>
<dc:subject>to:NB education inequality prediction have_skimmed human_genetics</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:50a57c5bc01b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:prediction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_skimmed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:human_genetics"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://chadorzel.com/?p=578">
    <title>THE CULT OF SMART by Fredrik de Boer | Chad Orzel</title>
    <dc:date>2020-11-28T16:33:24+00:00</dc:date>
    <link>http://chadorzel.com/?p=578</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>book_reviews iq education public_policy socialism</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:7b2ad3f2e2a7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:book_reviews"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:iq"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:public_policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:socialism"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.theatlantic.com/ideas/archive/2019/05/dont-abolish-nyc-high-school-admission-test/589045/">
    <title>Don't Abolish the NYC High-School-Admission Test - The Atlantic</title>
    <dc:date>2020-11-27T05:31:52+00:00</dc:date>
    <link>https://www.theatlantic.com/ideas/archive/2019/05/dont-abolish-nyc-high-school-admission-test/589045/</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>education standardized_testing inequality mcwhorter.john</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:0691470505e2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:standardized_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:mcwhorter.john"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.annualreviews.org/doi/abs/10.1146/annurev-soc-073018-022401">
    <title>Social Background and Children's Cognitive Skills: The Role of Early Childhood Education and Care in a Cross-National Perspective | Annual Review of Sociology</title>
    <dc:date>2020-11-19T22:15:26+00:00</dc:date>
    <link>https://www.annualreviews.org/doi/abs/10.1146/annurev-soc-073018-022401</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["This review looks at the current state of research on early childhood education and care (ECEC) from a sociological stance. We summarize how children's experiences and benefits from participation in ECEC are related to their families’ socioeconomic position in modern industrial nations. By bringing together child development and intervention research from economics, education, and psychology with a sociological, social stratification perspective, our report focuses on ECEC as a policy strategy for equalization in early childhood. We argue that two major stratifiers, families and country-specific ECEC settings, need to be considered more closely when we seek to understand the efficacy of early educational interventions in modern societies. While well-targeted educational programs are found to lowerachievement gaps among children from different social backgrounds, a disproportionate use of early education by socioeconomically privileged families may offset the benefits of early interventions. In addition, the current stratification patterns in various nationwide ECEC contexts may further strengthen the gaps in children's (early) achievements."]]></description>
<dc:subject>to:NB education inequality sociology</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:9749c4179212/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:sociology"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.annualreviews.org/doi/abs/10.1146/annurev-statistics-031219-041205">
    <title>Randomized Experiments in Education, with Implications for Multilevel Causal Inference | Annual Review of Statistics and Its Application</title>
    <dc:date>2020-11-19T20:06:33+00:00</dc:date>
    <link>https://www.annualreviews.org/doi/abs/10.1146/annurev-statistics-031219-041205</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Education research has experienced a methodological renaissance over the past two decades, with a new focus on large-scale randomized experiments. This wave of experiments has made education research an even more exciting area for statisticians, unearthing many lessons and challenges in experimental design, causal inference, and statistics more broadly. Importantly, educational research and practice almost always occur in a multilevel setting, which makes the statistics relevant to other fields with this structure, including social policy, health services research, and clinical trials in medicine. In this article we first briefly review the history that led to this new era in education research and describe the design features that dominate the modern large-scale educational experiments. We then highlight some of the key statistical challenges in this area, including endogeneity of design, heterogeneity of treatment effects, noncompliance with treatment assignment, mediation, generalizability, and spillover. Though a secondary focus, we also touch on promising trial designs that answer more nuanced questions, such as the SMART design for studying dynamic treatment regimes and factorial designs for optimizing the components of an existing treatment."

]]></description>
<dc:subject>to:NB education statistics experimental_design</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:d8425056a27c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:experimental_design"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://nicolebarbaro.com/2020/03/25/an-intimate-look-at-whats-not-working-in-american-higher-education/">
    <title>An Intimate Look at What’s Not Working in American Higher Education | Dr. Nicole Barbaro</title>
    <dc:date>2020-10-28T19:06:10+00:00</dc:date>
    <link>https://nicolebarbaro.com/2020/03/25/an-intimate-look-at-whats-not-working-in-american-higher-education/</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>education academia book_reviews books:noted</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:e00aada98ab6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:book_reviews"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://heterodoxacademy.org/diversity-related-training-what-is-it-good-for/">
    <title>Diversity-Related Training: What Is It Good For? - Heterodox Academy | Heterodox Academy</title>
    <dc:date>2020-10-01T21:50:50+00:00</dc:date>
    <link>https://heterodoxacademy.org/diversity-related-training-what-is-it-good-for/</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>diversity education to_teach:statistics_of_inequality_and_discrimination us_culture_wars moral_psychology</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:1d2f3ba8dc3d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:diversity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:us_culture_wars"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:moral_psychology"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.cambridge.org/us/academic/subjects/education/education-history-theory/attack-higher-education-dissolution-american-university?format=HB">
    <title>The Attack on higher education: the dissolution of the American university | Education, history, theory | Cambridge University Press</title>
    <dc:date>2020-10-01T01:22:02+00:00</dc:date>
    <link>https://www.cambridge.org/us/academic/subjects/education/education-history-theory/attack-higher-education-dissolution-american-university?format=HB</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["American higher education is under attack today as never before. A growing right-wing narrative portrays academia as corrupt, irrelevant, costly, and dangerous to both students and the nation. Budget cuts, attacks on liberal arts and humanities disciplines, faculty layoffs and retrenchments, technology displacements, corporatization, and campus closings have accelerated over the past decade. In this timely volume, Ronald Musto draws on historical precedent - Henry VIII's dissolution of British monasteries in 1535 - for his study of the current threats to American higher education. He shows how a triad of forces - authority, separateness, and innovation - enabled monasteries to succeed, and then suddenly and unexpectedly to fail. Musto applies this analogy to contemporary academia. Despite higher education's vital centrality to American culture and economy, a powerful, anti-liberal narrative is severely damaging its reputation among parents, voters, and politicians. Musto offers a comprehensive account of this narrative from the mid-twentieth century to the present, as well as a new set of arguments to counter criticisms and rebuild the image of higher education."]]></description>
<dc:subject>to:NB books:noted education academia us_politics us_culture_wars books:suggest_to_library</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:c4b33ab90e4f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:us_politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:us_culture_wars"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:suggest_to_library"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.upress.umn.edu/book-division/books/inheriting-possibility">
    <title>Inheriting Possibility: Social Reproduction and Quantification in Education — University of Minnesota Press</title>
    <dc:date>2020-09-04T19:25:29+00:00</dc:date>
    <link>https://www.upress.umn.edu/book-division/books/inheriting-possibility</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["How has the dominant social scientific paradigm limited our understanding of the impact of inherited economic resources, social privilege, and sociocultural practices on multigenerational inequality? In what ways might multiple forces of social difference haunt quantitative measurements of ability such as the SAT? Building on new materialist philosophy, Inheriting Possibility rethinks methods of quantification and theories of social reproduction in education, demonstrating that test performance results and parenting practices convey the impact of materially and historically contingent patterns of differential possibility.
"Ezekiel J. Dixon-Román explores the dualism of nature and culture that has undergirded theories of inheritance, social reproduction, and human learning and development. Research and debate on the reproduction of power relations have rested on a premise that nature is made up of fixed universals on which the creative, intellective, and discursive play of culture are based. Drawing on recent work in the physical and biological sciences, Dixon-Román argues that nature is culture. He contends that by assuming a rigid nature/culture binary, we ultimately limit our understanding of how power relations are reproduced.
"Through innovative analyses of empirical data and cultural artifacts, Dixon-Román boldly reconsiders how we conceptualize the processes of inheritance and approach social inquiry in order to profoundly sharpen understanding and address the reproducing forces of inequality."]]></description>
<dc:subject>books:noted transmission_of_inequality standardized_testing mental_testing education iq re:g_paper books:suggest_to_library in_NB</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:d848ff535268/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:standardized_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:mental_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:iq"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:re:g_paper"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:suggest_to_library"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:in_NB"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sophieheloisebennett.com/posts/a-levels-2020/">
    <title>On A Levels, Ofqual and Algorithms · Sophie Bennett</title>
    <dc:date>2020-08-24T16:02:43+00:00</dc:date>
    <link>https://www.sophieheloisebennett.com/posts/a-levels-2020/</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>to_teach:data-mining education standardized_testing statistics bad_data_analysis prediction</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:78edd9d547bb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:data-mining"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:standardized_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:bad_data_analysis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:prediction"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://psycnet.apa.org/record/1984-16352-001">
    <title>Effectiveness of coaching for aptitude tests. - PsycNET</title>
    <dc:date>2020-06-25T19:16:43+00:00</dc:date>
    <link>https://psycnet.apa.org/record/1984-16352-001</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Conducted a meta-analytic approach to determine the effects of coaching on aptitude test scores in 38 studies. In 14 studies on the Scholastic Aptitude Test, coaching raised scores by an average of 0.15 standard deviations; in 24 studies on other aptitude and intelligence tests, coaching raised scores by an average of 0.43 standard deviations. Studies that used pretests reported stronger coaching effects than did studies with posttest-only designs. Other study features were not significantly related to outcomes of the coaching studies."

--- From 1984; surely there must be more recent meta-analyses?]]></description>
<dc:subject>to:NB standardized_testing psychology re:g_paper mental_testing education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:1bfb56b740da/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:standardized_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:re:g_paper"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:mental_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.nytimes.com/2017/07/14/upshot/how-universal-college-admission-tests-help-low-income-students.html">
    <title>Simple Way to Help Low-Income Students: Make Everyone Take SAT or ACT - The New York Times</title>
    <dc:date>2020-05-12T13:42:43+00:00</dc:date>
    <link>https://www.nytimes.com/2017/07/14/upshot/how-universal-college-admission-tests-help-low-income-students.html</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>standardized_testing education inequality transmission_of_inequality</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:74cafee06692/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:standardized_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://senate.universityofcalifornia.edu/_files/underreview/sttf-report.pdf">
    <title>University of California Academic Senate: Report of the UC Academic Council Standardized Testing Task Force (STTF)</title>
    <dc:date>2020-02-15T01:34:03+00:00</dc:date>
    <link>https://senate.universityofcalifornia.edu/_files/underreview/sttf-report.pdf</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>standardized_testing education academia alma_mater to_teach:statistics_of_inequality_and_discrimination</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:7da2d601b82b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:standardized_testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:alma_mater"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sup.org/books/title/?id=30634">
    <title>Education and Intergenerational Social Mobility in Europe and the United States | Edited by Richard Breen and Walter Müller</title>
    <dc:date>2020-02-10T21:15:52+00:00</dc:date>
    <link>https://www.sup.org/books/title/?id=30634</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["This volume examines the role of education in shaping rates and patterns of intergenerational social mobility among men and women during the twentieth century. Focusing on the relationship between a person's social class and the social class of his or her parents, each chapter looks at a different country—the United States, Sweden, Germany, France, the Netherlands, Italy, Spain, and Switzerland. Contributors examine change in absolute and relative mobility and in education across birth cohorts born between the first decade of the twentieth century and the early 1970s. They find a striking similarity in trends across all countries, and in particular a contrast between the fortunes of people born before the 1950s, those who enjoyed increasing rates of upward mobility and a decline in the strength of the link between class origins and destinations, and later generations who experienced more downward mobility and little change in how origins and destinations are linked. This volume uncovers the factors that drove these shifts, revealing education as significant in promoting social openness. It will be an invaluable source for anyone who wants to understand the evolution of mobility and inequality in the contemporary world."]]></description>
<dc:subject>books:noted inequality transmission_of_inequality education economics sociology to_teach:statistics_of_inequality_and_discrimination books:suggest_to_library in_NB</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:2b9c67f9b572/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:suggest_to_library"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:in_NB"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://onlinelibrary.wiley.com/doi/abs/10.1111/1468-4446.12711">
    <title>How does cultural capital affect educational performance: Signals or skills? - Breinholt - 2020 - The British Journal of Sociology - Wiley Online Library</title>
    <dc:date>2020-01-13T20:33:06+00:00</dc:date>
    <link>https://onlinelibrary.wiley.com/doi/abs/10.1111/1468-4446.12711</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["In this paper, we test two mechanisms through which cultural capital might affect educational performance: (a) teachers misinterpreting cultural capital as signals of academic brilliance and (b) cultural capital fostering skills in children that enhance educational performance. We analyse data from the ECLS‐K and ECLS‐K:2011 from the United States and focus on three aspects of children’s cultural capital: participation in performing arts, reading interest and participation in athletics and clubs. We find that (1) none of the three aspects of cultural capital that we consider affects teachers’ evaluations of children’s academic skills; (2) reading interest has a direct positive effect on educational performance; and (3) the direct effect of reading interest on educational performance does not depend on schooling context. Our results provide little support for the hypothesis that cultural capital operates via signals about academic brilliance. Instead, they suggest that cultural capital fosters skills in children that enhance educational performance. We discuss the theoretical implications of our findings."

--- Replication data is supposedly available.]]></description>
<dc:subject>to:NB to_read education causal_inference sociology statistics to_teach:undergrad-ADA</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:236c453a1910/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:causal_inference"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:undergrad-ADA"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.nber.org/papers/w26480#fromrss">
    <title>Teacher Effects on Student Achievement and Height: A Cautionary Tale</title>
    <dc:date>2019-11-25T17:07:37+00:00</dc:date>
    <link>https://www.nber.org/papers/w26480#fromrss</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Estimates of teacher “value-added” suggest teachers vary substantially in their ability to promote student learning. Prompted by this finding, many states and school districts have adopted value-added measures as indicators of teacher job performance. In this paper, we conduct a new test of the validity of value-added models. Using administrative student data from New York City, we apply commonly estimated value-added models to an outcome teachers cannot plausibly affect: student height. We find the standard deviation of teacher effects on height is nearly as large as that for math and reading achievement, raising obvious questions about validity. Subsequent analysis finds these “effects” are largely spurious variation (noise), rather than bias resulting from sorting on unobserved factors related to achievement. Given the difficulty of differentiating signal from noise in real-world teacher effect estimates, this paper serves as a cautionary tale for their use in practice."]]></description>
<dc:subject>to:NB value-added_measures statistics education social_measurement bad_data_analysis value-added_measurement_in_education economistic_imperialism</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:8a4d2fd4b050/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:value-added_measures"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:social_measurement"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:bad_data_analysis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:value-added_measurement_in_education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:economistic_imperialism"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://arxiv.org/abs/1911.00535">
    <title>[1911.00535] Think-aloud interviews: A tool for exploring student statistical reasoning</title>
    <dc:date>2019-11-18T21:51:44+00:00</dc:date>
    <link>https://arxiv.org/abs/1911.00535</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["As statistics educators revise introductory courses to cover new topics and reach students from more diverse academic backgrounds, they need assessments to test if new teaching strategies and new curricula are meeting their goals. But assessing student understanding of statistics concepts can be difficult: conceptual questions are difficult to write clearly, and students often interpret questions in unexpected ways and give answers for unexpected reasons. Assessment results alone also do not clearly indicate the reasons students pick specific answers.
"We describe think-aloud interviews with students as a powerful tool to ensure that draft questions fulfill their intended purpose, uncover unexpected misconceptions or surprising readings of questions, and suggest new questions or further pedagogical research. We have conducted more than 40 hour-long think-aloud interviews to develop over 50 assessment questions, and have collected pre- and post-test assessment data from hundreds of introductory statistics students at two institutions.
"Think-alouds and assessment data have helped us refine draft questions and explore student misunderstandings. Our findings include previously under-reported statistical misconceptions about sampling distributions and causation. These results suggest directions for future statistics education research and show how think-aloud interviews can be effectively used to develop assessments and improve our understanding of student learning."]]></description>
<dc:subject>to:NB heard_the_talk kith_and_kin statistics cognitive_science education protocol_analysis expertise have_read</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:cc522a226b76/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:heard_the_talk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:kith_and_kin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:cognitive_science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:protocol_analysis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:expertise"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://arxiv.org/abs/1909.11713">
    <title>[1909.11713] Strategic reciprocity improves academic performance in public elementary school children</title>
    <dc:date>2019-10-01T16:29:25+00:00</dc:date>
    <link>https://arxiv.org/abs/1909.11713</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Social networks are pivotal for learning. Yet, we still lack a full understanding of the mechanisms connecting networks with learning outcomes. Here, we present the results of a large scale study (946 elementary school children from 45 different classrooms) designed to understand the social strategies used by elementary school children. We mapped the social networks of students using both, a non-anonymous version of a prisoner's dilemma and a survey of nominated friendships, and compared the strategies played by students with their GPAs. We found that higher GPA students invest more strategically in their relationships, cooperating more generously with friends and less generously with non-friends than lower GPA students. Our findings suggest that the higher selectivity of social capital investments by high performing students may be one of the mechanisms helping them reap the learning benefits of their social networks."

--- This is confounded in so many different ways I hardly know where to start.]]></description>
<dc:subject>to:NB social_networks social_influence education color_me_skeptical</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:352c2a46e267/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:social_networks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:social_influence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:color_me_skeptical"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.nytimes.com/interactive/2019/09/10/magazine/college-admissions-paul-tough.html">
    <title>What College Admissions Offices Really Want - The New York Times</title>
    <dc:date>2019-09-17T13:17:13+00:00</dc:date>
    <link>https://www.nytimes.com/interactive/2019/09/10/magazine/college-admissions-paul-tough.html</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[I would be very interested to know how CMU's admissions office navigates this.  (Also: how good are those models?)]]></description>
<dc:subject>education academia class_struggles_in_america have_read transmission_of_inequality</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:7c4e03a859fb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:class_struggles_in_america"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transmission_of_inequality"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://lisaschweitzer.com/2019/09/09/seeing-all-the-things-reading-some-of-the-things-in-15th-grade-grad-school/">
    <title>*Seeing* all the things, reading (some) of the things, in 15th grade/grad school - Lisa Schweitzer</title>
    <dc:date>2019-09-11T15:13:19+00:00</dc:date>
    <link>https://lisaschweitzer.com/2019/09/09/seeing-all-the-things-reading-some-of-the-things-in-15th-grade-grad-school/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[There _are_ indoctrination-like aspects of graduate school --- cf. http://bactra.org/weblog/933.html --- but they are _also_ functional.]]></description>
<dc:subject>academia education that_this_needs_to_be_said</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:ca9c5f3020d7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:that_this_needs_to_be_said"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.jstor.org/stable/10.1525/j.ctt1pn81s">
    <title>The School of Rome: Latin Studies and the Origins of Liberal Education on JSTOR</title>
    <dc:date>2019-08-24T23:03:44+00:00</dc:date>
    <link>https://www.jstor.org/stable/10.1525/j.ctt1pn81s</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>to:NB downloaded history_of_ideas education academia books:noted</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:08353696c690/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:downloaded"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:history_of_ideas"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.washingtonpost.com/outlook/2019/08/15/plato-proust-cant-save-silicon-valley/">
    <title>How not to fix Silicon Valley - The Washington Post</title>
    <dc:date>2019-08-16T12:08:19+00:00</dc:date>
    <link>https://www.washingtonpost.com/outlook/2019/08/15/plato-proust-cant-save-silicon-valley/</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>humanities the_wired_ideology education have_read</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:cc568dd4632f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:humanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:the_wired_ideology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.rand.org/pubs/research_reports/RR2242.html">
    <title>Improving Teaching Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching Through 2015–2016 | RAND</title>
    <dc:date>2019-08-08T13:54:22+00:00</dc:date>
    <link>https://www.rand.org/pubs/research_reports/RR2242.html</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["The Intensive Partnerships for Effective Teaching Through 2015–2016"]]></description>
<dc:subject>to:NB to_read pedagogy education by_people_i_know</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:d105a3d3c3fb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:by_people_i_know"/>
</rdf:Bag></taxo:topics>
</item>
</rdf:RDF>