Coyote Blog

When I first heard the GM ad campaign to give consumers access to the same discounts their employees get, I had two reactions:

• I sure hope that they have some alternative employee incentive lined up.  I remember when I applied to GM as an engineer, this car discount was high on the list of how they sold the job.  Now what are employees thinking, since their employment buys them nothing on this dimension?  They are probably thinking they weren't getting much of a discount if GM can offer that discount to everyone
• If I were a stockholder, I would be selling, because it sure smacks as desperation.  If you think of all the incentives GM has offered over the years, if they are offering an incentive that is unprecedented in their 80+ year history, then you know there must be some panic in the boardroom

Only GM could come up with a program that makes both employees and shareholders upset.  George's Emploment Blawg has more thoughts along these lines.  This all assumes that "same pricing as employees"  means just that -- remember that this is the industry where "invoice pricing" means nothing of the sort.

Many people have analyzed GM's problems.  It is tempting to say that their main problem is that they have not good cars, but I want to be careful not to substitute my preferences for market research.  So, instead, I will point out a couple of facts:

• GM makes most of its profit from SUV's
• All the profit in a car line, given high fixed costs, come from the last 10-15% of the cars produced.

So, as gas prices rise and silly tax loopholes are closed [thanks Mark], SUV sales only need to fall 10-15% to wipe out most of GM's profitability.

Forget the UN and judge nominations and other trivial matters.  This weekend is the NFL draft.  Via Marginal Revolution comes this cool article about the economics of the NFL Draft.

The article is pretty long, so let me summarize the couple of things I thought were pretty interesting.  The first was the relative value of draft picks.  They did a lot of work quantifying the performance of players selected at different positions in the draft (i.e first pick, second pick, etc).  You'll have to see the detailed study as to their methodology, but it struck me as pretty reasonable.  They also looked at the cost or salary by draft pick.  Combining the two got this curve:

The "surplus" line is the difference of the curves, ie performance value minus compensation cost.  Since compensation costs fall faster in the late first round (the first round is 30 picks) and into the second round than does performance, the surplus value peaks in the second round.  This does not mean the best players can be found in picks 25-75, but it does mean that the best values can be found there.  Since the NFL works under a salary cap that equalizes total compensation, the best team should be the one that consistently picks these value players (this is different than the baseball / NY Yankees model, where there is no cap, and maximum performance presumably comes from getting the top players, irregardless of salary).

If this is correct, teams should be willing to straight-up trade a pick in the top 15 for a pick around 35.  However, in reality, they can usually trade a pick in the top 15 for two or more picks in the 25-75 ranges, which should make the trade a no-brainer.  Interestingly, the market for picks is actually going the other way:

The researches studied hundreds of past draft day trades of picks to generate these curves.  It basically says that early picks are valued exponentially higher than even late first round picks, and this preference for very early picks has actually increased in the past few years.  This curve says that a #5 pick might be worth at least 3 and possibly many more picks in the 25-75 band.

Given these two curves, if they are correct, why don't more teams trade their top picks into the 25-75 band.  There are at least 3 answers to this:

1. Read Moneyball.  Once you read it, you will understand that sports GM's do not understand these concepts of value.
2. There may be other values, other than player performance, that teams get from top picks.  For example, most fans will have heard of the top ten people drafted, but will know few from the 25-75 band.  The top, well-known picks generate a disproportionate amount of fan excitement and "hope" which can translate into more paying butts in seats, which this study does not take into account
3. Some teams are getting it.  In listening to several mock drafts lately, it is clear many teams want to trade down from the top picks this year - no one wants to pay the signing bonuses commanded at these levels.  By the way team that has traded for the most picks in this band is ... Philadelphia.  Who has been in the NFC championship game 4 years in a row, so maybe someone out there does get it.

Today, on NPR, I heard my state of Arizona getting bashed by some young reporter at the local affiliate based on Arizona's rankings in the latest NEA state rankings.  So, I thought I would check the report out myself.  The cover of the report tells us what we should expect to find:

This report is an update of data from NEA Research's report, Rankings & Estimates: Rankings of the States 2003 and Estimates of School Statistics 2004, based on the latest information provided from state departments of education. NEA Research collects, analyzes, and maintains data on issues and trends affecting the nation's public education systems and their employees.

OK, so lets open the report and see what statistics the NEA thinks are the best measures of public education.  Here are all the stats in the report, in the order they are reported (presumably their importance):

1. How much, on average, did teachers in each state earn per year?
2. How many students were enrolled in each state?
3. How many teachers were working in each state?
4. What was the student"“teacher ratio in each state?
5. How much money, on average, did each state spend per student?
6. How much money did each state spend for operating schools, including salaries, books, heating buildings, and so on?
7. How much money did each state spend in total for schools, including operating expenses, capital outlay, and interest on school debt?
8. How much revenue did school districts receive from state governments?
9. How much revenue did school districts receive from local governments?
10. What were school districts' total revenues?

Thats it.  That is the entire sum total of performance metrics they have for states and their schools.  So, what's missing?  How about any dang measure of student learning or performance!  I know that the NEA wants to criticize every test out there, and in fact resists standardized testing at every turn, but is it too much to think that we might measure the quality of education by the, um, quality of education, and not by how much the employees make? 

To be fair, the NEA does talk about NAEP test data on their web site, to the extent that they point out that some test scores are improving (they don't mention that this is improving off a disastrously low base).  This NEA web site section on student performance reminds me a lot of the environmental protection section on the Dow Chemical web site -- it's there because it's important to public relations but its not really a topic that dominates their priorities. I have a related post here that fisks the ideas for improvement on this NEA page, but if you don't want to read that post suffice it to say that they boil down to 1) spending more money; 2) hiring more teachers; 3) paying teachers more money ; 4) testing less or putting less emphasis on tests and measurable performance; and 5) more certification and protecting the guild.

Look, I don't begrudge the NEA's role as the union and collective-bargaining agent of the teachers, and as such, they should be very concerned with salary levels (more on that in a minute).  However, the NEA and their supporters constantly try to piously position the NEA as not a union - oh no - but as a group primarily interested in the quality of education.  I hope this report and its contents effectively dispels that myth once and for all.  The NEA today as an institution cares no more about the quality of education than the UAW cared about the quality of GM cars in the 70's (by the way, I am careful to say the NEA as an institution-- many individual teachers care a lot).

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