Coyote Blog

Combine two recent news stories:

1. The College Board is going to report an "adversity score" to colleges for each of its test-takers.  I believe that the woke intend this to be sort of the inverse of a "privilege" measurement.  This will almost certainly be based at lot on the child's address, since self-reported data on "adversity" would be too easy to game
2. In the recent college admissions scandal, rich parents demonstrated they were willing to spend hundreds of thousands of dollars not to just game the admissions system, but to outright cheat it.

The obvious hack for this is for parents to buy or lease an empty room somewhere in a high adversity zip code and report this as their child's address.  To get away with this, probably will need to have also given this address to the school, which might be hard for public schools but is perfectly possible at a private school.   "Ah, Ms. Huffman, what was it like growing up in Watts?"  I am sure there are already folks gearing up to sell this service.

Middle class kids in good public schools will likely end up with the worst adversity scores.

In an authoritarian regime, those in power demand obedience but not necessarily agreement from their subjects.  Even if many of their subjects might oppose the regime, the rulers are largely content as long as everyone obeys, no matter how grudgingly.

Totalitarians are different.  They demand not only obedience but lockstep belief.  In some sense they combine authoritarian government with a sort of secular church where attendance every Sunday is required and no heresy of any sort is permitted.  Everything is political and there is no space where the regime does not watch and listen.   Even the smallest private dissent from the ruling orthodoxy is not permitted.  Terror from the state keeps everyone in line.

I have tried out a lot of words in my head that are less inflammatory than "totalitarian" to describe the more radical social justice elements on modern college campuses, but I can't find a word that is a better fit.  The attempts to drive out dissenting voices through modern forms of social-media-fueled mob terror are both scary and extremely disheartening.

I was thinking about all this in reading an article about Camille Paglia and the students and faculty of her own university who are trying to get her thrown out.  I find Paglia to be consistently fascinating, for the very reason that the way her mind works, the topics she chooses to focus on, and sometimes the conclusions she draws are very different from my own experience.  The best way to describe her, I think, is that we have traditional axes of thought and she is somewhere off-axis.

Anyway, after horrifying Conservatives for many decades, Paglia has over the last few years run afoul of the totalitarian Left.  One example: (emphasis added)

Camille Paglia, the controversial literary and social critic who identifies both as queer and trans, is drawing fire yet again. Students at her own institution, the University of the Arts (UArts) in Philadelphia, are calling for her to be fired. An online petition, currently with over 1,300 signatures, reads in part:

Camille Paglia should be removed from UArts faculty and replaced by a queer person of color. If, due to tenure, it is absolutely illegal to remove her, then the University must at least offer alternate sections of the classes she teaches, instead taught by professors who respect transgender students and survivors of sexual assault.

Another demand in the petition is that, if she can't be canned, the university will stop selling Paglia's books on campus and permanently disallow her from speaking on campus outside of her own classes. Although it's mostly non-faculty speakers who get deplatformed, Paglia is merely the latest target being attacked by students from her own institution. Students at Sarah Lawrence, for instance, are calling for political scientist Samuel Abrams to be fired for writing an op-ed in The New York Times calling for ideological diversity among administrators.

Paglia's critics claim that, despite her own alternative sexual identity, she is so hostile and bigoted towards trans people that her mere presence on campus constitutes an insult or threat. There's no question that she has been dismissive of some claims made by trans people and, even more so, dismissive of students who claim that being subjected to speech with which they disagree is a form of trauma.

What I got to thinking about is this:  How far away are we from "her mere presence on campus" constituting a threat to being threatened by "her mere presence in the same country?"  I fear it may not be very long.

Postscripts:  I wanted to add a couple of postscripts to this story

1. I find that the "mere presence is a threat" argument being deployed by LGBT activists is extremely ironic.  In the camping business I run we have always had a disproportionate number of gay couples managing individual campgrounds.   Fifteen years ago I remember twice getting push back from people in the surrounding community (both times in southern, more traditionally religious areas) that the very presence of gay men around young children constituted a threat.  I thought this argument was complete nonsense and basically told the protesters to pound sand.  But it is ironic for me to now hear LGBT activists deploying the "mere presences is a threat" argument that has been used against them so often in history
2. We have clearly dumbed down what constitutes a threat when speech is equated with violence.  But have we also dumbed down the concept of terror?  People -- particularly university administrators but you see it all over -- constantly fold under the pressure of negative comments on twitter.  This sure seems a long way from the SS showing up at your door at 4AM, but amazingly social media terror seems to be nearly as effective an instrument of control.  Years ago my dad ran a major oil company and he did it with a real sense of mission, that they were doing great things to keep the world running.  But he endured endless bombing threats, kidnapping threats, existential threats from Congress, screaming protests at his doorstep, etc.  After being personally listed on the Unibomber's target list, I wonder what he would think about the "threat" of social media mobbing.

It should not surprise us that the folks in Hollywood are disproportionately represented in those arrested in the academic bribery scandal.

The first reason for this is related to law enforcement -- if given a choice of investigating and arresting Joe Schmoe and investigating and arresting, say, Martha Stewart, the FBI is going to invest resources to take down the big name every time.

But the second reason is related to Hollywood itself.  I don't have stats on this, but I am willing to bet that, with the possible exception of politics, Hollywood is the most nepotistic industry in America.  Look at the IMDB descriptions of the actors, producers, and directors in some recent movie.  Some will be first generation talent out of nowhere.  But a huge number will be the Tori Spellings of the world, kids who got their start in part due to family connections.

In this sense, making it in Hollywood is very similar to getting admitted to Harvard -- they are both brutally hard and low likelihood events that have enormous payoffs.  So it should not be surprising that people in Hollywood, who every day see family connections being used to short-circuit difficult entry processes, would apply the same philosophy to university admissions.

In the college admissions bribery scandal that is unfolding (with almost certainly more to come), parents were willing to spend up to $500,000 for something whose list price is like $50 (ie the application fee).  When I see this happen, I immediately think that there must be some sort of artificial shortage.  After all, why wouldn't new suppliers jump into the market when such demand is apparently going unmet?

For years I have been pestering my alma mater to spend more of its endowment increasing capacity.  For example, several years ago I wrote:

...the Ivy League needs to find a way to increase capacity.  The number of kids that are "ivy-ready" has exploded over the last decades, but the class sizes at Ivy schools have remained flat.    For years I have been campaigning at Princeton for this, and I am happy to see they are increasing the class size, but only by a small amount.  Princeton has an endowment larger than the GNP of most countries.  To date, it has spent that money both well and poorly.  Well, because Princeton is one of just a handful of schools that guarantee that if you get in, they will make sure you can pay for it, and they do it with grants, leaving every student debt free at graduation.  Poorly, because they have been overly focused on increasingly what I call the "educational intensity" or the amount of physical plant and equipment and stuff per student.  In this latter case, we have got to be near the limit of spending an incremental $10 million to increase the education quality by .01%.  We should instead be looking for ways to offer this very high quality of education to more people, since so many more are qualified today.

To illustrate this point I used this example in another post on the same topic

Let's say an Ivy has 5,000 students and a 10 point (on some arbitrary scale) education advantage over other schools.  Let's consider two investments.  One would increase their educational advantage by 10% from 10 to 11 (an increase I would argue that is way larger than the increase from investments they have recently made).  The other investment would double the size of the school from 5,000 to 10,000 but let's say that through dilution and distraction it dropped the educational advantage by 10% from 10 to 9.   The first investment adds something like 5,000 education points to the world (5,000 kids x 11 minus 5,000 kids x 10).  The second adds  40,000  points to the world (10,000 x 9 minus 5,000 x 10).  It's not even close.  In fact, the expansion option is still favored even if the education advantage drops by 40%.

Here is a test.  Quick:  Name a well-known liberal arts college or university with a high academic reputation that was founded in the last 100 years.  Tick tick.  Give up?  The only one I can come up with is Claremont-McKenna.  When I started asking this question 10 years ago the answer also included Rice University, but it is now out of the window.  Compare that to top art schools -- some like RISD go back to the 19th century but CalArts and ArtCenter are both less than 75 years old and probably the hottest current art school SCAD is less than 50 years old.  SCAD is a great example.  SCAD is growing like crazy -- it owns half of downtown Savannah, it seems -- and has a great reputation despite its youth and despite its admissions policies that are far less restrictive than other colleges or even other art schools.   It is innovative and responsive to students in a way that few liberal arts colleges are.  It has clearly tapped into a huge unmet demand.  Why can't anyone do this in the liberal arts world??

The cynical view, which I lean towards more as I age, is that Ivy-type university degrees are all about signalling and not the education itself, and thus expansion just defeats the purpose because it dilutes the signalling value.  For years when I met gung ho kids who were impressed that I went to Princeton and depressed that they likely would not, I would tell them that Princeton differed from their state school in this way:  At your state school, you can get a really good education but you may have to work for it;  if you choose to slack, you won't get it.  In contrast, at an Ivy League school, you are going to get challenged whether you want to or not.  At least that is what I used to say.  I am not sure that is true any more of the Ivies, if it was ever true (I may have just been fooling myself).  We used to use "went to college" as a synonym for "educated", but I think that relationship is gone.  It's very clear you can go anywhere, Ivy League included, and fail to leave educated.

Some of my thinking on this was fast-forwarded given the experience of one of my kids.  We had classic suburban expectations for our smart kids, and were proud our daughter got into a top 20 university.  She really even then wanted to go to art school, but we worried she would end up living in a refrigerator box on the street with an art degree (well, not literally, but that was the family joke).  But after a year she hated the university**.  She did fine academically, but it wasn't what she wanted to do.  And after she took the reigns and worked on a do-over for herself at art school, I started thinking a bit more about it.  She works really hard at art school -- way harder than I or her brother worked in college -- and she is learning an actual craft that people value and pay for.  She has a heck of a lot more prospects on graduating than the Brown grad who majored in Ecuadorian feminist poetry.

I don't want to be disingenuous here -- I traded on the value of my degrees and the schools they came from until I was 40 (after that I was running on my business and they became largely irrelevant, even a bit of a handicap). But when I think back on what I gained most in my education, I would list these three things first:

• The ability to clearly define a problem -- drawing a box around the system, defining inputs and outputs, etc
• The ability to write (some examples on this blog notwithstanding)
• The joy of learning -- at last count I have complete about 85 Teaching Company courses of an average 36 lectures each and 13 Pimsleur language courses of 30 lessons each.

By the way, if I had to define my main privilege in all of this, Princeton would not be first, because in fact I really developed the three above in a great private high school my parents were able to afford.

Postscript: Many have assumed these kids who got in fraudulently displaced some low income minority.  I find that hard to believe, knowing how admissions offices work and the general philosophical outlook of universities.  Much more likely that the marginal candidate cut was a midle class Asian-American.

** One of the interesting features of top schools is that it may be hard to get in, but they work to get every kid over the finish line.  That is why the real credential of an Ivy League school is as much admission as graduation.  To illustrate this, my daughter is in her third year at art school but her university she started at is still sending her emails saying that its not too late to come back.

For a while now, I have  had a theory that the zero-sum nature of academic success (competition for a fixed and perhaps shrinking number of tenured positions) affects the larger world-view of academia. (This article that compares academia to a harmful cult demonstrates this zero-sum thinking pretty well.)

It is pretty well-established that the American academic community is disproportionately of the Left, and in fact tilts pretty strongly in many cases to the far Left / progressive side.  People debate a lot about why this should be, but I think one contributing factor (but certainly not the only one) that I have never heard anyone discuss is the zer0-sum game these academics must play in their own careers.  I think that many of them incorrectly assume that all professions, and all of the economy and capitalism, is dominated by this same dog-eat-dog zero sum game -- remember, for most, academia is the only industry they have ever experienced from the inside.  And once you assume that the whole economy is zero-sum, it is small step from there to overly-narrow focus on distribution of wealth and income.

One of the mistakes folks on the Left make about capitalism is to describe capitalism as mostly about competition.  In fact, capitalism is mostly about cooperation, its a self-organizing process where people who don't even know each other cooperate to deliver products and services, facilitated by markets and the magic of prices.  Sure, competition exists but it is not the fundamental feature, but an enabler that makes sure the cooperation occurs as efficiently as possible.  Capitalism in fact is about zillions of voluntary trades and transactions every day that each make both parties better off -- or else both sides would not have agreed to it.  Capitalism in fact is a giant positive sum game, a fact that many on the Left simply do not grasp.

Never in my business life have I thought any company I worked for was playing in a zero-sum game.  Sure, individual sales to an individual customer might be zero sum -- UPS is going to order its bearings from Rockwell or Emerson and winning and losing that one order is zero sum.  But as a whole no business I have been in has ever felt zero sum.  In my business running campgrounds, I want our campgrounds to be the best but our growth is generally not at the expense of some other campground -- it is about attracting more people for more days to camping and offering those who do camp more value-added services.

Postscript on Metrics:  As an aside, it struck me that one improvement to the dysfunctional academic experience described in the Washington Post article linked above might be to an a measurement of the professoriate that went beyond just counting published articles and their citations.  Start counting the number of advisees each professor has that lands teaching and tenured positions and you could change some behavior.

Quillette had an interesting article about a scientific paper, that was mostly a presentation of math and statistical tools, that was essentially suppressed, apparently because it does not fit with current social justice talking points.

In the highly controversial area of human intelligence, the ‘Greater Male Variability Hypothesis’ (GMVH) asserts that there are more idiots and more geniuses among men than among women. Darwin’s research on evolution in the nineteenth century found that, although there are many exceptions for specific traits and species, there is generally more variability in males than in females of the same species throughout the animal kingdom.

Evidence for this hypothesis is fairly robust and has been reported in species ranging from adders and sockeye salmon to wasps and orangutans, as well as humans. Multiple studies have found that boys and men are over-represented at both the high and low ends of the distributions in categories ranging from birth weight and brain structures and 60-meter dash times to reading and mathematics test scores. There are significantly more men than women, for example, among Nobel laureates, music composers, and chess champions—and also among homeless people, suicide victims, and federal prison inmates.

I am not an expert on this and don't really take a position on whether this is truly genetics or nurture, but it does tend to explain a lot of phenomena, like the distribution of boys vs. girls math SAT scores.

But some feminists and SJW's are deeply, deeply invested in the hypothesis that differences in representation of men vs. women in the top tiers of anything are entirely due to misogyny and patriarchy and other bad cultural and societal things (not sure how they explain disproportionate numbers of men in the bottom of distributions).  So a partial genetic explanation is not going to make them happy.  So:

But, that same day, the Mathematical Intelligencer’s editor-in-chief Marjorie Senechal notified us that, with “deep regret,” she was rescinding her previous acceptance of our paper. “Several colleagues,” she wrote, had warned her that publication would provoke “extremely strong reactions” and there existed a “very real possibility that the right-wing media may pick this up and hype it internationally.” For the second time in a single day I was left flabbergasted. Working mathematicians are usually thrilled if even five people in the world read our latest article. Now some progressive faction was worried that a fairly straightforward logical argument about male variability might encourage the conservative press to actually read and cite a science paper?

In my 40 years of publishing research papers I had never heard of the rejection of an already-accepted paper. And so I emailed Professor Senechal. She replied that she had received no criticisms on scientific grounds and that her decision to rescind was entirely about the reaction she feared our paper would elicit. By way of further explanation, Senechal even compared our paper to the Confederate statues that had recently been removed from the courthouse lawn in Lexington, Kentucky.

The interesting part to me is that I have heard a parallel theory of greater genetic variability applied to Africans, though from a different cause.  Rather than being a selectivity phenomenon, it is argued that because Africa is likely the original birthplace of humanity, every other group of people was started by essentially an African splinter group, made up of just a portion of the range of African genetics.  Thus on a global basis Africans should be disproportionately in the extremes -- tallest and shortest, smartest and dimmest, fastest and slowest, etc.

Interestingly (and I admit I am not active in this field so I may be missing something here) the general reaction to this seems to be almost celebratory -- look at all this genetic diversity, to go along with the cultural diversity, in Africa!

From the Chronicle of Higher Education:

Upset and ashamed, my fellow graduate students and I speak with one another cautiously. We heal, or don’t, alone. People I know are afraid to make any public comment, even on Facebook, where they are friends with older, richer scholars who might one day control their fates. Even I, who have by extraordinary luck options outside of academia, fear what being vocal will bring.

A culture of critics in name only, where genuine criticism is undertaken at the risk of ostracism, marginalization, retribution — this is where abuses like Avital’s grow like moss, or mold. Graduate students know this intuitively; it is written on their bones. They’ve watched as their professors play favorites, as their colleagues get punished for citing an adviser’s rival, as funding, jobs, and prestige are doled out to the most obedient and obsequious. The American university knows only the language of extortion. “Tell,” it purrs, curling its fingers around your IV drip, “and we’ll eat you alive.”

Avital conducts herself as if someone somewhere is always persecuting her. She learned this, I imagine, in graduate school. No woman escapes the relentless misogyny of the academy. The humanities are sadistic for most people, especially when you aren’t a white man. This is understood to be normal. When students in my department asked for more advising, we were told we were being needy. “Graduate school should destroy you,” one professor laughed.

The irony is that those who survive this destruction often do so at the cost of inflicting the same trauma on their own students. Avital, now a grande dame of literary studies, who Reitman alleges bragged to him of a “mafia”-like ability to make or break the careers of others, still feels persecuted. She makes it the job of those around her to protect her from that persecution: to fawn, appease, coddle. The lawsuit against her reads as a portrait, not of a macho predator type, but of a desperately lonely person with the power to coerce others, on pain of professional and psychic obliteration, into being her friends, or worse.

If you plotted my "certainty" curve over time, it probably hit a low point in high school, climbed to peaks during college and just afterwards, slid over time as my face got pressed up against the glass of the real world, and dropped even lower when I discovered RSS readers and put a wide variety of feeds into it.  That is not to say I am not confident -- at least as long as we are talking about intellectual and not social skills -- but I am more open to being wrong than I have been since I was about 18.  I am fairly sure I still greatly overestimate my own correctness.

I was thinking a while back about why I perceived myself to have had this period in high school when I was less certain of my infallibility.  One reason had to be my finally coming to terms with nagging questions about the religion I grew up with.  Another was probably due to high school debate, where after vociferously defending a policy position for an hour one immediately had to walk into another room and defend the opposite side.  Even then high school debate was becoming broken, but being forced to argue both sides of every issue was a great experience.

All this is an introduction to a nice work by Charles Chu called "The Ideological Turing Test: How to Be Less Wrong."  It is hard to excerpt, because it covers a lot of ground, but I wish in retrospect my high school had printed something like this on my locker door.  If I had a billion dollars and wanted to found a new university**, I would make the ideological Turing test the core of the educational philosophy.  Think of what goes on in colleges nowadays and being a professor and saying "OK, class half over.  Nice discussion.  Now everyone switch sides."***

** Name a major private university with a national reputation or that your friends' kids have considered attending that was founded after 1900.  I can come up with only a couple: Rice University in Houston and several of the Claremont Colleges (e.g. Claremont-McKenna) in California.  Only one school in the Ivy League is less than 250 years old. Most folks can perhaps name one in their local city (ie Grand Canyon University here in Phoenix) that is newer but does not have a national reputation.  I guess that it could take a while to develop a national reputation, but 100 years?  Really?  In the art school world (which aren't generally considered universities) I can name at least 4 schools with a national reputation (at least in the art world) that were founded much more recently, several in my lifetime (SCAD, Ringling, Art Center, Cal Arts).

*** I did very well at Harvard Business School, better than I have done at anything else in my life (they did not have class ranks but I was pretty damn close to #1 out of 900, after being literally the last person they let in off the waiting list).  It helped that I love the format and loved the subject matter.  Also, to be honest it helped that I could do math (which held back half the class but led to my marrying someone I was tutoring) and that English was my first language (I had great respect for foreign students who even attempted to survive the case method in a second language).  But the real trick to success was to shine in the discussions, which were 70% or so of the grade.  And I did so with a simple trick.  I watched the discussion, and jumped in on whatever side was losing or had the fewest supporters, irregardless of what I might believe.  Not only was this a ton of fun, but it was appreciated by the professors -- they did not want to intervene in a discussion but felt like they had to if the argument got too unbalanced.  I took all kinds of positions against my true beliefs.  I argued that the only mistake "neutron" Jack Welch made at GE was not firing more people.  I slammed Steinway for ignoring new technology and fetishizing hand craftsmanship.  And I convinced everyone I must hate Canada when I opened a rant on the nation with "Canada is like a whole other state," riffing off the then-current Texas travel ad that said "Texas: It's Like A Whole Other Country."  I am not sure how one would do such a thing today when comments in class are seen more as virtue-signalling to your crowd than they are thought-out policy positions, and when taking the "wrong" side, even as an intellectual exercise, can lead to nationwide social media shaming.  By the way, my keys to succeeding at HBS are embedded in my novel BMOC, currently free on Kindle.

This is great news from my alma mater, which I have criticized in the past:

Much of the news regarding free speech on campus is enough to make anyone despair. Year after year more people and ideas are muzzled.

But some very heartening news of late comes from Princeton. Due largely to a new book promoting free speech by Princeton University political scientist Keith Whittington and the unusual support and campus-wide promotion of the book by Princeton’s president Chris Eisgruber, Princeton is now in the forefront of those American colleges and universities that have said “stop” to the onslaught of thuggish campus militants intent on shutting down free speech. This latest development comes on the heels of several other very positive developments on the free-speech front at Princeton.

Three years ago, in April of 2015, the governing board of the faculty at Princeton adopted the main body of what has come to be known as the Chicago Principles of free speech and free expression. Originally drawn up by a committee of the University of Chicago chaired by law professor Geoffrey R. Stone, these principles condemned the suppression of views no matter how “offensive, unwise, immoral, or wrong-headed [they may appear] by some or even by most members of the University community.”

The title was my first thought when I saw this over at Kevin Drum's:

The Gates Foundation has spent about $200 million since 2010—in addition to other sources who kicked in about $400 million—on an education initiative designed to increase student performance:

The school sites agreed to design new teacher-evaluation systems that incorporated classroom-observation rubrics and a measure of growth in student achievement. They also agreed to offer individualized professional development based on teachers’ evaluation results, and to revamp recruitment, hiring, and placement. Schools also implemented new career pathways for effective teachers and awarded teachers with bonuses for good performance.

They helped out all teachers; fired bad teachers; promoted good teachers; and paid bonuses to effective teachers. So how did it work out?...

Long story short, there was no improvement at all in student achievement, despite the fact that funding was far greater than it would be in any real-life reform of this nature. There may have been some other successes in this program, but if the ultimate goal is better students, it was a complete failure. Whatever the answer is, rewarding good teachers and firing bad ones sure doesn’t seem to be it.

The organizations around these teachers must really suck because no reasonable person would expect that, in a service business, increasing employee accountability and upgrading the employee base would have no effect on customer service.

I have written before about how bad, senescent organizations destroy the value of good employees.  For example, in the context of the General Motors bankruptcy:

A corporation has physical plant (like factories) and workers of various skill levels who have productive potential.  These physical and human assets are overlaid with what we generally shortcut as "management" but which includes not just the actual humans currently managing the company but the organization approach, the culture, the management processes, its systems, the traditions, its contracts, its unions, the intellectual property, etc. etc.  In fact, by calling all this summed together "management", we falsely create the impression that it can easily be changed out, by firing the overpaid bums and getting new smarter guys.  This is not the case - Just ask Ross Perot.  You could fire the top 20 guys at GM and replace them all with the consensus all-brilliant team and I still am not sure they could fix it.

All these management factors, from the managers themselves to process to history to culture could better be called the corporate DNA*.  And DNA is very hard to change.  ...

Corporate DNA acts as a value multiplier.  The best corporate DNA has a multiplier greater than one, meaning that it increases the value of the people and physical assets in the corporation.  When I was at a company called Emerson Electric (an industrial conglomerate, not the consumer electronics guys) they were famous in the business world for having a corporate DNA that added value to certain types of industrial companies through cost reduction and intelligent investment.  Emerson's management, though, was always aware of the limits of their DNA, and paid careful attention to where their DNA would have a multiplier effect and where it would not.  Every company that has ever grown rapidly has had a DNA that provided a multiplier greater than one... for a while.

But things change.  Sometimes that change is slow, like a creeping climate change, or sometimes it is rapid, like the dinosaur-killing comet.  DNA that was robust no longer matches what the market needs, or some other entity with better DNA comes along and out-competes you.  When this happens, when a corporation becomes senescent, when its DNA is out of date, then its multiplier slips below one.  The corporation is killing the value of its assets.  Smart people are made stupid by a bad organization and systems and culture.  In the case of GM, hordes of brilliant engineers teamed with highly-skilled production workers and modern robotic manufacturing plants are turning out cars no one wants, at prices no one wants to pay.

Postscript:  From some experience with private schools, I would say the biggest difference is that private schools set higher expectations.  Even starting in kindergarten, my kids were doing WAY more advanced work than in public schools.  I understand that public schools are public and thus tasked with teaching everyone, so there is pressure to pace the work to the slowest student.  But the slow pace of public school starts even in the early grades before the school reasonably knows who the slowest kids are.  Public schools that have low expectations for student performance are not going to be suddenly improved by better teachers.  Putting Gordon Ramsey behind the counter at a Long John Silver fast food restaurant is not going to make the food suck any less.

Brigham and Women's Hospital in Boston, the teaching hospital for Harvard Medical School, is going to remove pictures of medical luminaries from the walls of its auditorium because they are mostly all white guys.  Now, I don't really get freaked out about this the way some folks seem to.  I can totally understand why a University might not want to give the message to an incoming class that they somehow need to look like those pictures to be successful.  But I am exhausted with the notion that the way to handle uncomfortable things in society or in history is to hide them from students.  This seems the opposite of education.  I have had several great teachers in my life who would use uncomfortable facts as a springboard for learning.

I can't necessarily match the teaching greats, but here is how I might handle it.  Imagine a speech to an incoming group of Harvard Medical Students in this auditorium.

Welcome!  And congratulations!  All of you have followed very different paths to get here, but the one common denominator is that every one of you has the demonstrated intellectual and personal excellence required to meet the rigorous standards of this institution.  As I look around today, I see an incredible diversity of people -- a diversity of genders and ethnicities and home countries and family incomes but who all share in common the desire to help mankind through medicine.

If you look around the room you will see a bunch of paintings of medical luminaries who all made great contributions to medicine and this institution, and in the process helped save lives and make the world a better place.  But the odds are that you will also notice that the men -- and they are all men -- may not look like you.  There is a reason for that.

The issue is not that these 30 men should not be on this wall -- they all made important contributions to the study of medicine and everything you study over the next 4 years will build in part on their work.  The issue is not with these pictures, but the ones that are missing.  For every one of these pictures there should be at least one more of a woman or a person of color.  But those pictures are missing.  Even worse, the contributions of those people are missing.  They are missing because our world, our country, and even this institution made it difficult or impossible for brilliant people who were not white and male to reach the place where you are all sitting.  Medicine -- and our society -- are far poorer for this loss.

There are those who have suggested that we take down these pictures and hide this legacy from you.  These people have good intentions and want to avoid demotivating people who might look at these paintings and assume success will be impossible for them because they look different.  But I say that these pictures-- and all the ones that are missing -- should be your motivation.  All of you who might have been left out of this institution in the past are here now.  Look around the room, the world is truly changing!  This is your chance to make those advances in medicine that we lost in the past because we so short-sightedly excluded so many outstanding people.

Imagine you are back at this school 50 years from now with your grandchild.  You have spent the day dodging Harvard's frequent entreaties to donate money and you duck into this auditorium for shelter.  You point up to the walls and tell your grandchild, "do you see, about halfway along that wall where all the faces go from looking the same to being quite varied -- that was when your grandma was here at school."

Long time readers will know that several years ago I became convinced that Princeton was discriminating against Asian-Americans in their admissions process, a process I had participated in for over a decade.  Princeton, as far as I am concerned, can bake its academic cake for whoever they want, but I in turn don't have to participate in it so I quit.  I found the disconnect between Princeton's pious words on diversity and the reality of their actions to be distasteful, and I really really did not like having to toe the party line when Asian interviewees asked me if I thought they had an equal chance of admission with other students.

More data on this issue is just becoming public as various briefs that have been filed in a lawsuit representing Asian-American students against Harvard are being released.   I thought this bit from the Wall Street Journal looks pretty ugly.

Asian-American applicants have higher academic and extracurricular scores than any other racial group, as well as the highest overall rating from alumni interviewers, according to the plaintiffs. However, Harvard’s admissions officers assign Asian-Americans the lowest score of any racial group on the personal rating, which includes a subjective assessment of character traits such as whether the student has a “positive personality,” the plaintiffs said.

Do you think they mark them down as "inscrutable?"  Remember, this is from an institution that criticizes pretty much everyone else on the planet for propagating racial stereotypes.

I am going to show you this chart from the New York Times and you tell me the lede:

If your first reaction was something like "wow, the gender gap in favor of girls in English simply dwarfs any gender gap that exists in favor of boys in math," you had the same reaction as I did.  All I could think was that all this discussion of getting more girls in STEM is a fine aspiration, but my God, boys in English are a dumpster fire.

I saw the chart standalone like this before I flipped to the source New York Times article and read more.  And, incredibly, this is the title of the article: "Where Boys Outperform Girls in Math:  Rich, White and Suburban Districts."  That's right, the authors look at this chart and all they want to talk about is the small area in the lower right quadrant of the chart, the only place where boys out-perform girls (and even there the maximum boy advantage perhaps a third of the girl advantage across the board in English).  This is bizarre beyond belief.

I wrote the other day in a sort of toss-off conclusion that is looking more accurate today:

Look, I have no doubt that one could easily put together a book about all the ways the public education system fails girls because I think the public education system in many parts of this country fails EVERYONE.  But we seem to keep obsessively questioning whether we are doing enough for girls in education when the problem seems to be boys....

I am not an expert on why this is.   Shifting success norms from competition to cooperation, elimination of historic outlets for non-academic males like vocational programs, and huge amounts of money and counseling resources all dedicated to girls probably play a part.  But the frustrating thing is you almost never see a discussion of this topic.  Anyone who does try to address it is immediately pigeon-holed as some alt-right male rights extremist and defenestrated from the Overton Window.

Update:  Had "boys" and "girls" swapped in the third paragraph.  Thanks for those who pointed it out.  As one reader noted, I need to find a female to help me edit I guess.

The other day the indispensable Mark Perry wrote:

....women have earned a majority of bachelor’s degrees for the last 36 years starting in 1982. Not shown here, but women previously earned a majority of associate’s degrees starting in 1978 and a majority of master’s degrees starting in 1981. By 2006, women earned a majority of doctoral degrees and the “takeover” of higher education by women was complete for degrees at all levels! But instead of declaring “victory” and moving on, many women are still claiming “victim status” in higher education with the need for special gender preferences in the form of funding, scholarships, centers, commissions, fellowships, awards, programs, and initiatives that are only available for women, or are primarily for women.

I have annotated his chart (shown below) to amplify his last sentence.

One of the seminal books on the topic of girls in education was "Failing at Fairness" by Myra P Sadker and published in 1994.  The Google Books summary of the book is as follows:

Failing at Fairness, the result of two decades of research, shows how gender bias makes it impossible for girls to receive an education equal to that given to boys.

• Girls' learning problems are not identified as often as boys' are
• Boys receive more of their teachers' attention
• Girls start school testing higher in every academic subject, yet graduate from high school scoring 50 points lower than boys on the SAT

The book was very influential.  I know it sat on my feminist wife's night table for quite a while.  But note the publication date on Mark Perry's chart above.  For kids in high school when that book was published, a fair median date for their college graduation would be 6 years later, or around the year 2000.  It's fair to estimate that girls in high school at the time Sadker was writing were going to be 33% more likely to get a college degree than the boys in the same classes.   Anyone who had read that book alone and nothing else on the topic would have called you a liar for predicting that.

Look, I have no doubt that one could easily put together a book about all the ways the public education system fails girls because I think the public education system in many parts of this country fails EVERYONE.  But we seem to keep obsessively questioning whether we are doing enough for girls in education when the problem seems to be boys.

The New York Times actually talked about boys falling behind in education a few years ago, and had this telling chart about ways in which boys lagged in education.  The article forced on poor boys, but note that boys of all socioeconomic classes lagged.

And this is before we even get to the most disturbing metrics about boys and girls, such as youth crime.  While girls have closed the gender gap in crime somewhat, boys are still 10 times more likely than girls to be arrested for a homicide, and boys are more than twice as likely to be arrested for any sort of crime than girls (source).  Remember that last mass shooter who was female?  Neither do I.

I am not an expert on why this is.   Shifting success norms from competition to cooperation, elimination of historic outlets for non-academic males like vocational programs, and huge amounts of money and counseling resources all dedicated to girls probably play a part.  But the frustrating thing is you almost never see a discussion of this topic.  Anyone who does try to address it is immediately pigeon-holed as some alt-right male rights extremist and defenestrated from the Overton Window.

For years (as an engineer) when I made fun of college students not doing any work or not studying anything of actual utility, I often used art students as an example.  Today I offer my apology.

My daughter is an illustration major at a college called Art Center in Pasadena, CA.  I don't know if this is usual for art schools or if it is just this one college, but these kids do an insane amount of work.  My wife and I both attended Ivy League schools and my son went to Amherst, all of which are high on rankings of top academic stress schools, but none of us ever worked like the kids at Art Center.  My daughter coasted to A's in one year at Rice University, which she would describe as a cake walk compared to art school.   Her art school features five 5-hour classes a week plus each class can and does issue up to 9 hours of homework a week.  Typical weekly assignment for 1 course:  draw 300 hands.

In addition to all of this there are mid-terms and finals.  Below is one project my daughter did for one course's final exam, a set of children's books put together from scratch with her own art.  This strikes me as an insane amount of work.

I will add that I have become reconciled to art school in other ways.  To some extent my daughter's false start going to a major university in a liberal arts program was a result of our family's expectations about college.   Our bias was that a liberal arts degree from a highly-ranked university was the path to success.  Art school was for slackers who ended up sleeping on the street in a refrigerator box.  But you know what?  Art school teaches a real craft and teaches it rigorously.  Can Yale say that about its gender studies program?

One caveat to this is that my daughter can write.  She went to a high school where all the assignments and exams were essay-based.   She can toss off a polished 5-paragraph essay in her sleep.   If this were not the case, I would worry about this one aspect of art school.  I consider writing (and remember, this comes from a mechanical and aerospace engineer) to be the most important core skill and an education that does not teach writing or provide a lot of writing practice is suspect in my mind.

Ivy League schools are broken, at least to the extent they are true to their word that they are trying to serve mankind and not simply their own prestige.  Consider this from the WSJ:

Harvard hit a new low this year—in terms of its acceptance rate.

The university admitted 4.6% of applicants, or 1,962 students for the class set to begin this fall. Last year, it admitted 5.2% of applicants.

The eight campuses making up the Ivy League notified applicants on Wednesday evening about who will make up their first-year undergraduate class come fall. Seven of the eight posted record-high application numbers, while Dartmouth had its highest number in five years; seven recorded their lowest-ever acceptance rates, as Yale tied with its prior record.

Many of the applicants looked perfect on paper. At Princeton, more than 14,200 of the 35,370 applicants had a 4.0 grade point average. Brown boasted that 96% of its admitted students are in the top 10% of their high school classes, while at Dartmouth that rate hit 97%.

Yale admissions officers were “impressed and humbled” by the volume of qualified candidates, said Jeremiah Quinlan, dean of undergraduate admissions and financial aid. That school tied its record-low 6.3% admission rate this year.

From the WSJ:

For weeks, high school debater Benjamin Waldman rehearsed his argument affirming the resolution that the criminal-justice system should abolish plea bargaining. Now that it was time to speak, he took a deep breath and let it rip.

“...thecriminaljusticesystemisareflectionofandapplicationofthelawandimpositionofpunishments.Pleabargainingwasamechanismforthesejudgestomaintaintheirvastpoweranddiscretion…”

After six minutes of speaking at this blinding pace, topping out at 300 words a minute, the 15-year-old sat down, ready for his foe’s cross-examination.

To impress judges, they had to pack into that brief time arguments of intellectual depth and complexity, complete with citations of legal scholars or philosophers. Any point left unrebutted could be deemed conceded. Every word had to be read aloud for the judges to score it. The result was speech at roughly the pace of a cattle auctioneer.

Rather than focus on logical arguments made cogently and elegantly, the approach in my day (and it appears today) was to carpet bomb the other side with as many arguments as possible and claim victory on any points that were not rebutted.  The standard for both argumentation and rebuttals was lame, with a quote from some source, likely both weak and quoted out of context during summer camps where evidence is compiled, usually good enough to check the box.  The skills taught are apropos of pretty much nothing.

The other problem that existed in my day, and which I am told still obtains in various forms, was that every argument had to save us from a nuclear war.  You couldn't win with intelligent but modest policy tweaks.  We actually had a big poster with an atomic mushroom cloud on which we would keep score of the number of nuclear wars saved or caused by our teammates.  I swear I heard debates about things like ocean fishing and mineral rights where most of the discussion was around avoiding a nuclear war.  It was simply nuts.

Our two largest Arizona public colleges are spending over $18 million in public funds just to get rid of their football coaches.

I use the words "public funds" knowing exactly what I am saying.  The schools dispute this, saying:

...no tuition dollars nor public money will fund the buyouts. Both universities have self-sustaining athletic departments

But this is total cr*p.  Money is fungible.  They can pretend that this money comes from athletic program revenues, just as certain electricity customers pay extra to say that their undifferentiated kilowatts from the grid came from a particular solar plan or windmill, but its not true in either case.  Marginal spending is paid for in the end by the marginal source of funds, and the marginal source of funds for universities is tax money.  That is $18 million that could have been spent for about anything in these public education institutions but was prioritized towards trying to upgrade the football coach.

A few days ago I wrote:

Speech codes are written by and for the privileged.  They are written by the oppressor to shut up the oppressed.  George Wallace did not need the First Amendment, black kids trying to go to the University of Alabama needed it.  So the progressive opposition to free speech (e.g BLM shouting down the ACLU over free speech) is either 1) completely misguided, as the oppressed need these protections the most or 2) an acknowledgement that progressives and their allies are now the privileged, that they are the ones in power, and that they wish to use speech codes as they have always been used, to shut up those not in power.  In our broader society the situation is probably #1 but on university campuses we may have evolved to situation #2.

Example of #1 (via Overlawyered)

A woman has been questioned by police and could face a hate crime prosecution after she waved a banner at Belfast’s Pride parade reading “Fuck the DUP”.

In a case that could have consequences for free speech and the right to offend across the UK, the Police Service of Northern Ireland (PSNI) says it will pass a file to the region’s public prosecution service (PPS) after Ellie Evans, 24, held up the placard at the August parade to protest against the party’s policies on gay marriage.

The investigation was prompted by a complaint from DUP politician Jim Wells, who told the Guardian that the slogan constituted “incitement to hatred and potential public disorder”.

Example of #2

A few months later, I received a letter from two Reed students of colour that was being distributed among alumni like a piece of samizdat. The students didn’t reveal their names for fear of being ostracised, but they described a campus that had been overtaken by militants who routinely shamed as racists anyone who didn’t agree with them. One of those singled out had been a freshman named Hunter Dillman who had been branded a racist after asking the organiser of a Latina student group an innocent question. He was ultimately hounded off campus.

The students said the Facebook shaming became even more virulent as the year went on. When another white student apologised to Amanda for being unable to attend a particular protest because he was behind on his schoolwork, Amanda accused him of being the kind of white guy who would ‘laugh at a lynching’. The students felt Amanda’s charge was so outrageous that they decided to take a big step: they would all ‘like’ the student’s apology on Facebook, even though they might be called racists as well. ‘As students of colour we felt that we had to do it’, one of them later told me. ‘It would have been 100 times worse if somebody white liked it.’

 

Well, it appears the common Conservative critique that many university race and gender programs have really low standards has a new supporter:  The University of North Carolina.  UNC successfully argued that it was not giving its athletes special treatment in the African-American studies department -- they had low standards for all students in that department.

A years-long probe into widespread academic fraud in North Carolina’s athletic program, including its storied basketball powerhouse, reached an unexpected end on Friday when the NCAA announced it would not issue major sanctions against the school.

The prolonged investigation focused on a major at the university, African and Afro-American Studies, where about 1,500 athletes over 18 years took advantage to make good grades with little to no work involved. The university’s defense did not focus on the legitimacy of the courses—the NCAA said “generally, the facts of this case are not in dispute.”

UNC instead argued that any problem was university wide, not limited to the athletic department, because the courses were available to all students. On Friday, the NCAA accepted the university’s explanation. .

“A Division I Committee on Infractions hearing panel could not conclude that the University of North Carolina violated NCAA academic rules when it made available deficient Department of African and Afro-American Studies ‘paper courses’ to the general student body, including student-athletes,” the NCAA said Friday.

Greg Sankey, the head of the Southeastern Conference who was the chief hearing officer on the panel, said athletes “likely benefited from the so-called ‘paper courses’” but that “the information available in the record did not establish that the courses were solely created, offered and maintained as an orchestrated effort to benefit student-athletes.”

I pride myself on being able, generally, to craft arguments on various issues along any of Arnold Kling's three axes of political discourse.  But I can't come up with an argument for why college students (likely Progressives on the oppressor-oppressed axis) would be legitimately afraid of the beach ball (via Maggies Farm).  My libertarian axis explanation of course is that having found that the "those guys' speech scares us" approach has been successful at shutting down speech of their opponents in the past, they are rationally pursuing a proven winning strategy.  But what is the Progressive argument here?

A while back I was writing about something -- the Civil War I think -- and I mentioned that I had been lucky enough to have James McPherson as a professor.  I remember a comment on the post that said something like "yes, yes we know, you went to Princeton."  I certainly was lucky, and that school contributed a lot to what I am.  But as far as attributing sh*t I know to a source, Princeton is in at least second place.   By far the greatest source of what I know about history, art, music and even about the sciences comes from the Teaching Company.  And that is available to all of you, no SAT required.

I just checked my account and I have taken 71 courses from them, including 54 history courses**.  I think I have taken, for example, pretty much all the courses on this list in a Tyler Cowen post.  I began my journey taking courses on things that had always interested me but I knew a fair amount about already, such as the history of Ancient Rome or the Civil War or WWII.  But the most fun I have had has been taking courses on periods I knew little about -- such as Daileader's great histories of the Middle Ages or the History of China.  And I have had the most fun taking courses on things I knew NOTHING about, such as the history of India, of pre-Columbian American civilization, and of nomadic civilizations of Asia.

The key thing to remember is:  never pay rack rate.  Everything goes on sale from time to time.  Today until midnight, for example, they are having a 70% off sale on a subset of their stuff.  You can still get cd's and dvd's if you want but I used to get the digital download for my iPod and increasingly just stream the audio from an android app and stream the video from their Roku app.

** My family thinks I am weird because I listen to these courses as I run and work out (instead of music).  But it turns out this was not nearly as weird as when I have done Pimmsleur language courses while I am running.  If you want to really take your mind off your running, try to diagram a sentence in your head to figure out which of freaking German article you should be using.  Also, it creates a nice reputation around the neighborhood for eccentricity if you babble in foreign languages as you run.

I thought this was an interesting observation by University of New Mexico evolutionary psychology professor Geoffrey Miller, as quoted by Mark Perry:

Here, I just want to take a step back from the [Google] memo controversy, to highlight a paradox at the heart of the ‘equality and diversity’ dogma that dominates American corporate life. The memo didn’t address this paradox directly, but I think it’s implicit in the author’s critique of Google’s diversity programs. This dogma relies on two core assumptions:

• The human sexes and races have exactly the same minds, with precisely identical distributions of traits, aptitudes, interests, and motivations; therefore, any inequalities of outcome in hiring and promotion must be due to systemic sexism and racism;
• The human sexes and races have such radically different minds, backgrounds, perspectives, and insights, that companies must increase their demographic diversity in order to be competitive; any lack of demographic diversity must be due to short-sighted management that favors groupthink.

The obvious problem is that these two core assumptions are diametrically opposed. Let me explain. If different groups have minds that are precisely equivalent in every respect, then those minds are functionally interchangeable, and diversity would be irrelevant to corporate competitiveness. On the other hand, if demographic diversity gives a company any competitive advantages, it must be because there are important sex differences and race differences in how human minds work and interact.

Bottom Line: So, psychological interchangeability makes diversity meaningless. But psychological differences make equal outcomes impossible. Equality or diversity. You can’t have both. Weirdly, the same people who advocate for equality of outcome in every aspect of corporate life, also tend to advocate for diversity in every aspect of corporate life. They don’t even see the fundamentally irreconcilable assumptions behind this ‘equality and diversity’ dogma. American businesses also have to face the fact that the demographic differences that make diversity useful will not lead to equality of outcome in every hire or promotion. Equality or diversity: choose one.

Perry illustrates this with one of his ubiquitous Venn diagrams, which I am always happy to see because it just increases my royalties.

I used to think some of the stuff in Atlas Shrugged was absurd satire.  This from Q&O:

The recently appointed dean of Purdue’s school, Dr. Donna Riley, has an ambitious agenda.

In her words (bold mine): “I seek to revise engineering curricula to be relevant to a fuller range of student experiences and career destinations, integrating concerns related to public policy, professional ethics, and social responsibility; de-centering Western civilization; and uncovering contributions of women and other underrepresented groups…. We examine how technology influences and is influenced by globalization, capitalism, and colonialism…. Gender is a key…[theme]…[throughout] the course…. We…[examine]… racist and colonialist projects in science….”

When I was a senior at Princeton, Brooke Shields was a freshman.  At the time of her matriculation, she was already a highly paid professional model and actress (Blue Lagoon).  No one ever suggested that she not be allowed to participate in the amateur Princeton Triangle Club shows because she was already a professional.

When I was a sophomore at Princeton, I used to sit in my small dining hall (the now-defunct Madison Society) and listen to a guy named Stanley Jordan play guitar in a really odd way.  Jordan was already a professional musician (a few years after he graduated he would release an album that was #1 on the jazz charts for nearly a year).  Despite the fact that Jordan was a professional and already earned a lot of money from his music, no one ever suggested that he not be allowed to participate in a number of amateur Princeton music groups and shows.

My daughter is an art major at a school called Art Center in Pasadena (where she upsets my preconceived notions of art school by working way harder than I did in college).  She and many, if not most of her fellow students have sold their art for money already, but no one as ever suggested that they not be allowed to participate in school art shows and competitions.

And then there are athletics.

 A football player for the University of Central Florida has lost his place in the team, and hence his scholarship, due to his YouTube channel. UCF kicker Donald De La Haye runs "Deestroying," which has over 90,000 subscribers and has amassed 5 million views, thus far. It's not the channel itself that cost him his scholarship, though -- it's the fact that he has athletics-related videos on a monetized account.

The NCAA saw his videos as a direct violation to its rule that prohibits student athletes from using their status to earn money. UCF's athletics department negotiated with the association, since De La Haye sends the money he earns from YouTube to his family in Costa Rica. The association gave him two choices: he can keep the account monetized, but he has to stop referencing his status as a student athlete and move the videos wherein he does. Or, he has to stop monetizing his account altogether. Since De La Haye chose not to accept either option, he has been declared inelegible to play in any NCAA-sanctioned competition, effectively ending his college football career.