AP classes and college development

I'm a big believer in acceleration and giving students the opportunity to test out of courses (I always advised students to explore CLEP). I have never been that impressed, however, with the AP approach. It always struck me as badly thought out and prone to play to the weakest parts of our education system.

I'll make a partial exception for calculus. Because of the extensive prerequisites in majors such as engineering, having cal I or, better yet, cal II out of the way can be a tremendous advantage to an incoming freshman. Add to that the fact that the nature of the subject makes teaching to the test much less of a concern.

With that exception noted, I never saw that strong a case for AP. On the whole, I suspect that college level material is better taught by college faculty, particularly given the test-prep approach of many of the AP classes. If anything, I'd like to see more anti-AP programs. Instead of giving college credit for high school courses, give high school students more opportunities to take college courses (either on site or through distance learning or some kind of independent study). There are certainly precedents: even back in the dark ages, I was in a program where as a high school senior I could attend the local college half-time. With the advent of distance learning, email and digital media, the argument for AP has only gotten weaker.

At this point, I should segue gracefully into a discussion of this paper (via TNR) on the impact of AP courses but to be perfectly honest, I'm in a hurry so I'm just going to give you the abstract and let you all talk it over amongst yourselves:

The Advanced Placement (AP) Program was originally designed to provide students a means to earn college credit and/or advanced placement for learning college-level material in high school. Today the program serves an equally important role as a signal in college admissions. This paper examines the extent to which AP course-taking predicts early college grades and retention. Controlling for a broad range of student, school, and curricular characteristics, we find that AP experience does not reliably predict first semester college grades or retention to the second year. We show that failing to control for the student’s non-AP curricular experience, particularly in math and science, leads to positively biased AP coefficients. Our findings raise questions about recent state policies mandating AP inclusion in all school districts or high schools and the practice of giving preference to students with AP course experience in the university admissions process.

Finally, a bill that will "empower and protect teachers"

I wonder if there's a catch?

Test Scores

Diane Ravitch has some comments on the evidence that there may have been some alterations of D.C. test score results:

What will this revelation mean for Rhee's campaign to promote her test-driven reforms? Her theory seemed to be that if she pushed incentives and sanctions hard enough, the scores would rise. Her theory was right, the scores did rise, but they didn't represent genuine learning. She incentivized desperate behavior by principals and teachers trying to save their jobs and meet their targets and comply with their boss' demands.

Rhee's advocates point out that D.C. scores went up on the National Assessment of Educational Progress, the federal test. This is true, but the gains under Rhee were no greater than the gains registered under her predecessor Clifford Janey, who did not use Rhee's high-powered tactics, such as firing massive numbers of teachers.

I think that this type of issue is another reason that making testing into such a high stakes gamble may be problematic -- it could massively incent poor behavior (at all levels). Furthermore, that a more humane approach had the same absolute level of improvement as the draconian approach is worth noting. I am sympathetic to arguments that education is important but it seems that dramatic reforms aren't really beating incremental reforms. I suspect that this behavior may be true of many complex systems (and learning is nothing if not complex) that are challenging optimization problems.

If you haven't used your 20 yet...

This one's definitely worth a click.

In Prison for Taking a Liar Loan
By JOE NOCERA

A few weeks ago, when the Justice Department decided not to prosecute Angelo Mozilo, the former chief executive of Countrywide, I wrote a column lamenting the fact that none of the big fish were likely to go to prison for their roles in the financial crisis.

Soon after that column ran, I received an e-mail from a man named Richard Engle, who informed me that I was wrong. There was, in fact, someone behind bars for what he’d supposedly done during the subprime bubble. It was his 48-year-old son, Charlie.

On Valentine’s Day, the elder Mr. Engle said, his son had entered a minimum-security prison in Beaver, W.Va., to begin serving a 21-month sentence for mortgage fraud. He then proceeded to tell me the tale of how federal agents nabbed his son — a tale he backed up with reams of documents and records that suggest, if nothing else, that when the federal government is truly motivated, there is no mountain it won’t move to prosecute someone it wants to nail. And it was definitely motivated to nail Charlie Engle.

Mr. Engle’s is a tale worth telling for a number of reasons, not the least of which is its punch line. Was Mr. Engle convicted of running a crooked subprime company? Was he a mortgage broker who trafficked in predatory loans? A Wall Street huckster who sold toxic assets?

No. Charlie Engle wasn’t a seller of bad mortgages. He was a borrower. And the “mortgage fraud” for which he was prosecuted was something that literally millions of Americans did during the subprime bubble. Supposedly, he lied on two liar loans.

...

Apparently, though, it’s only a high priority if the target is a borrower. Mr. Mozilo’s company made billions in profit, some of it on liar loans that he acknowledged at the time were likely to be fraudulent and which did untold damage to the economy. And he personally was paid hundreds of millions of dollars. Though he agreed last year to a $67.5 million fine to settle fraud charges brought by the Securities and Exchange Commission, it was a small fraction of what he earned. Otherwise, he walked. Thus does the Justice Department display its priorities in the aftermath of the crisis.


It’s not just that Mr. Engle is the smallest of small fry that is bothersome about his prosecution. It is also the way the government went about building its case. Although Mr. Engle took out the two stated-income loans, as liar loans are more formally called, in late 2005 and early 2006, it wasn’t until three years later that his troubles began.

...

The film, “Running the Sahara,” was released in the fall of 2008. Eventually, it caught the attention of Robert W. Nordlander, a special agent for the Internal Revenue Service. As Mr. Nordlander later told the grand jury, “Being the special agent that I am, I was wondering, how does a guy train for this because most people have to work from nine to five and it’s very difficult to train for this part-time.” (He also told the grand jurors that sometimes, when he sees somebody driving a Ferrari, he’ll check to see if they make enough money to afford it. When I called Mr. Nordlander and others at the I.R.S. to ask whether this was an appropriate way to choose subjects for criminal tax investigations, my questions were met with a stone wall of silence.)

Mr. Engle’s tax records showed that while his actual income was substantial, his taxable income was quite small, in part because he had a large tax-loss carry forward, due to a business deal he’d been involved in several years earlier. (Mr. Nordlander would later inform the grand jury only of his much lower taxable income, which made it seem more suspicious.) Still convinced that Mr. Engle must be hiding income, Mr. Nordlander did undercover surveillance and took “Dumpster dives” into Mr. Engle’s garbage. He mainly discovered that Mr. Engle lived modestly.

In March 2009, still unsatisfied, Mr. Nordlander persuaded his superiors to send an attractive female undercover agent, Ellen Burrows, to meet Mr. Engle and see if she could get him to say something incriminating. In the course of several flirtatious encounters, she asked him about his investments.

After acknowledging that he had been speculating in real estate during the bubble to help support his running, he said, according to Mr. Nordlander’s grand jury testimony, “I had a couple of good liar loans out there, you know, which my mortgage broker didn’t mind writing down, you know, that I was making four hundred thousand grand a year when he knew I wasn’t.”

Mr. Engle added, “Everybody was doing it because it was simply the way it was done. That doesn’t make me proud of the fact that I am at least a small part of the problem.”

Unbeknownst to Mr. Engle, Ms. Burrows was wearing a wire.
...

It gets worse from there

One more radio story then I'll call it a night

More extraordinary journalism from This American Life about how a small drug-related offense at the wrong place and the wrong time can have truly horrifying consequences.

Ira reports from Glynn County Georgia on Superior Court Judge Amanda Williams and how she runs the drug courts in Glynn, Camden and Wayne counties. We hear the story of Lindsey Dills, who forges two checks on her parents' checking account when she's 17, one for $40 and one for $60, and ends up in drug court for five and a half years, including 14 months behind bars, and then she serves another five years after that—six months of it in Arrendale State Prison, the other four and a half on probation. The average drug court program in the U.S. lasts 15 months. But one main way that Judge Williams' drug court is different from most is how punitive it is. Such long jail sentences are contrary to the philosophy of drug court, as well as the guidelines of the National Association of Drug Court Professionals. For violating drug court rules, Lindsey not only does jail terms of 51 days, 90 days and 104 days, Judge Williams sends her on what she calls an "indefinite sentence," where she did not specify when Lindsey would get out.

As the story notes, Williams' court is also unusually ineffective.

Harsh, cold moments of self-realization

I write for a blog called Observational Epidemiology.

I actually look forward to listening to podcasts on math history.

It's a wonder I date at all.

Why we need NPR

Here's All Things Considered covering the Japanese nuclear crisis with a calm tone and meaningful context.

And then there's this...

Just pay the 99 cents, you cheapskate!

A while back, This American Life did a piece on college partying. It's a fantastic piece of journalism and it's highly relevant to the debate over the impact, positive and negative, of colleges on the areas that host them.

And while we're on the subject, our friend at Metaphor Hacker sends us another relevant radio piece (this time on the BBC).

"The best report ever on media piracy"

You probably don't have time to read the entire 440 page report (I didn't), but you should at least clear out a few minutes for Salmon's sharp and insightful summary.

Student Assessment

From Dana Goldstein:

The good news is that Campbell’s Law does not mean we should give up on assessing students and holding school systems accountable for their academic success. Research shows that certain kinds of exams—those that require essay writing on broad themes, for example—enhance student learning of key concepts. We can also assess students by requiring them to give oral presentations, or by looking for growth in portfolios of their work over the course of a year. Effective teachers produce students who excel when held to these more sophisticated standards, which are difficult to fudge or cheat.

This actually matches my experience with teaching quote well. Standardized tests are the only feasible way to handle large classes (how else do you assess 400 students?). But my best results come from asking essay questions (in free hand) and requiring many, many class presentations. Not only is the assessment a lot more complete but I gain a very good idea of what concepts and ideas that I failed to communicate well.

This type of assessment is a valuable tool in making next years class better than the one before it (a process I hope never stops). Sadly, it is not well suited for mass comparisons between schools. But then complex phenomena rarely summarize well (just consider confounding by indication for how hard it is to use summarized data to capture complex processes).

"We had a reason..."

A few years ago, I was working on the roll out of a big project (think lots of zeros) for a company which will remain nameless for obvious reasons. Though impressive in many ways, the initial launch was set up in a way that seemed to preclude us from using most of the data that we had spent a tremendous amount of time and money acquiring.

One day, toward the end of the project, I was having a few beers with one of the chief architects and I asked him point blank why they chose to set things up this way. His answer was (and I'm giving you this verbatim) "I remember we had a reason but I don't remember what it was."

I've been flashing back on that conversation quite a bit recently as the details of the NYT paywall emerge. Of course, the resemblance could be the result of incomplete information. If I had access to all of the data and analyses, I might be loading up on their stock instead of mocking their corporate strategy (I would continue to mock Maureen Dowd regardless), but being limited to an outsider's view, I have to wonder what would happen if you downed a couple of beers with Sulzberger then asked him about this post from Philip Greenspun:

...how the NY Times spent a reported $40-50 million writing the code (Bloomberg; other sources are consistent). Google was financed with $25 million. The New York Times already had a credit card processing system for selling home delivery. It already had a database management system for keeping track of Web site registrants. What did they spend the $40-50 million on? A monster database server to keep track of which readers downloaded how many articles? They should already have been tracking some of that for ad targeting. In any case, a rack of database servers shouldn’t cost $40 million.

What am I missing?

[I built a pay wall back in 1995 for the MIT Press, restricting access to some of their journals, e.g., Cell, to individual subscribers and people whose IP addresses indicated that they were at institutions with site-wide subscriptions. I can't remember exactly what I charged the Press, but it was only a few days of work and I think the invoice worked out to approximately $40 million less than $40 million.]

What exactly are the localized benefits of a university?

I grew up in a small university town and I can say definitively it was a great environment. There were plays and concerts and speakers. When I started writing fiction as a high school sophomore, I got to sit in on a class taught by a well-established novelist. When I was a senior there was a program where I could take my remaining high school requirements in the morning and take college classes in the afternoon.

I am, as you might imagine, a great supporter of colleges and college towns as is Joseph, my co-blogger. This puts us in an odd position. We are always looking for an excuse to promote higher education but the current line of argument about the economic benefits of universities at the local level is so weak and ignores so many counter-examples that it may do more harm than good.

The focus on local benefits is almost fatally flawed from the beginning by the fact that most of the benefits accrue at the state or more often national level. Both innovations and people tend to flow with the market. When we fund research and produce skilled workers, the chances of a big long-term pay-off are very good but predicting the exact form and location of that pay-off is all but impossible.

Keeping in mind that we are leaving out the majority of the return we expect on our investment, what benefits do we expect a university to provide to its host?

First there are the soft benefits such as enriching an area's intellectual and cultural life, providing role models, enhancing reputation. Viewed from a high enough level, the soft benefits may turn out to be the far most important, but they are difficult to measure and plan around. For now let's focus on the hard benefits.

University as employer

Universities are often seen as an almost ideal industry -- pollution-free, creating a number of stable, middle-class jobs and generating charming, highly liveable neighborhoods.

The problem here is that, if the suburban model takes hold and the town doesn't have a lot to recommend it outside of the school, the results can be really ugly, leaving the area with no tax base, an economy based on delivering pizzas and thousands of poor, badly-behaved students who get loud and drunk on Thursday night then head back to their parents' houses on Friday.

How do you avoid this fate?

One way is simply to stay small enough to maintain that Mayberry quality where it is possible for a professor to afford a decent little house within three or four miles from the school. I could give you some examples but while they may be charming, they aren't relevant to this discussion.

Another solution is to have a university in a large, economically diverse town where the economy and quality of life won't be completely overwhelmed by the ebb and flow of the academic calendar. Unfortunately, even very large universities only have twenty or thirty thousand employees (academic and administrative). College Station can build an economy around a university. Seattle really can't.


University as incubator

Call this the SAS model. Entrepreneurs who began as students and faculty decide to start some innovative new business just down the street. It's great when these things happen, but they don't seem to happen frequently enough, particularly not on the scale we'll need if we want to count on them to revitalize a stagnating city.

To further complicate matters, this desire to start a business in the vicinity of a school is directly related to the appeal of the area (students who hate to leave a town are more likely to find a way to stay). The vibrant urban areas that are likely to attract these small businesses are the very areas that don't need them.


University as labor supplier

This is probably the most commonly cited effect and it's certainly true that many of the more attractive industries require highly educated workers. It is not, however, so clear that these workers have to be in the area before the jobs are there or that the advantages of being able to recruit from an area college are that great. With only one very small nationally ranked school, Houston can't hope to supply itself with the first string academic talent it needs but that hasn't stopped its phenomenal growth (plenty of Ivy League grads are willing to move south), nor have the advantages of a local school caused Microsoft to focus its attention on UW instead of Waterloo.

Universities are vitally important to our intellectual, cultural and economic future and they have paid for themselves many times over. They do not, however, have that great a record of revitalizing urban areas. It would appear that you need more than a "build it and they will come" attitude, that certain conditions have to be in place and, even with those conditions, the short-term magnitude of the effects may be less than we hope.

Things it's too late to blog about

Felix explains how the NYT paywall is like baseball.

"Like it's 1999..."

A good James Kwak column with a Joe Nocera link that might be worth using one of your twenty on.

A worthwhile Worthwhile Canadian Initiative post.

An sad story that would have been tragic if not for the amazing restraint and professionalism of the cops on the scene.

Off to bed.

Weekend Gaming -- Escape the orthogonal

Personally and pedagogically, I'm a big believer in finding new spots to drop the marble,* finding a different way of approaching old problems. This is particularly valuable when plateaus (defined here as periods of at best negligible improvement) are a concern.

Variants are a good way to get new insights into old familiar games and keep things from getting stale. Some of the most interesting variants are based on replacing the square tiles of a standard chess board with hexagons.

Most games played on an eight by eight rectangular board have been adapted to a six by six by six hex board (such as the one used for Agon). You can find game sets with these boards at many game stores (including mine) or you can create them yourself with pretty much any computer graphics program.

The following list is by no mean exhaustive but it should be a good introduction. You can find complete rules for each game by following the links.

Hexagonal Checkers

I don't know that there's really a standard version of hexagonal checkers so I decided to play around with this one and borrowed the border restriction from Kruzno (you can find a number of others online). There's no reason you can't do some experimenting on your own. (let me know if you come up with something interesting.)


Hexagonal Chess

As previously mentioned, Władysław Gliński's chess variant is hugely popular in Europe (more than 100,000 sets have been sold). I've played this one quite a bit and had a good time with it.




You can probably figure most of the moves out for yourself. The only pieces that might give you trouble are the bishops and,to a lesser extent, the knights.


Bishops come in three colors, which points out an interesting topological feature of a hexagonal grid which I'm betting you can spot for yourself.

TacTex

I believe Piet Hein himself may have come up with this variation on his game TacTix.


Hexagonal Reversi

There's a rather complicated intellectual property background to the game Reversi/Othello, but the game itself couldn't be simpler. Here's one configuration for playing it on a hexagonal board.



I wasn't able to find a standard version of hexagonal reversi. This version seems to work well but there may be room for improvement.

* Always remember to flip your fitness landscape upside-down before dropping your marble. Energy landscapes should be good to go.

For a more on this, take a look at "Fitness Landscapes, Ozark Style."

Another New Haven thought

Matt Yglesias wonders if looking at just New Haven alone is the wrong unit of analysis as the surrounding county is quite prosperous. I think that this quote nicely summarizes the problem with this analysis:

But even the strongest cities can't -- and shouldn't have to -- handle the costs of urban poverty by themselves/ In the 1960s and 1970s, rich and middle-class city dwellers fled to the suburbs in part to escape having to pay the costs of addressing urban inequality. Rich enclaves have often formed right outside of urban political boundaries, where the prosperous can be close to the city without having to pay its taxes or attend its schools. A level playing field mans that people should be choosing where to live based on their desires for neighborhood or opportunity, not based on where they can avoid paying for the poor.

-- Edward Glaeser, Triumph of the City, page 258.

The difference between Seattle and New Haven is that the core of Seattle had managed to capture at least part of the prosperity that comes from institutions like the University of Washington and Microsoft. This suggests to me that there is at least a two stage process to using a university to enhance urban prosperity.

It also suggests we might want to be leery about things like significant budget cuts as it would be foolish to risk disrupting these types of success stories.