DOCSLIB.ORG

EXHIBIT 22 Expert Report of Caroline M. Hoxby, Ph.D., Dated January 12

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
EXHIBIT 22 Expert Report of Caroline M. Hoxby, Ph.D., Dated January 12 EXHIBIT 22 Expert Report of Caroline M. Hoxby, Ph.D., dated January 12, 2018 Case 1:14-cv-00954-LCB-JLW Document 154-22 Filed 01/18/19 Page 1 of 196 IN THE UNITED STATES DISTRICT COURT FOR THE MIDDLE DISTRICT OF NORTH CAROLINA | STUDENTS FOR FAIR ADMISSIONS, INC., | Case 1:14-cv-00954-LCB-JLW Plaintiff, | v. | | UNIVERSITY OF NORTH CAROLINA, et al., | Defendants. | EXPERT REPORT OF CAROLINE M. HOXBY, PH.D. January 12, 2018 CONTAINS CONFIDENTIAL INFORMATION SUBJECT TO PROTECTIVE ORDER Case 1:14-cv-00954-LCB-JLW Document 154-22 Filed 01/18/19 Page 2 of 196 Table of Contents I. Introduction ......................................................................................................................... 2 A. Plaintiff’s Allegations ..............................................................................................2 B. Assignment and Summary of Opinions ...................................................................3 C. Qualifications ...........................................................................................................5 II. UNC’s Current Admissions Program ................................................................................. 6 A. Brief Background on UNC Undergraduate Population and Admissions ...........................................................................................................................6 B. Goals of UNC’s Admissions Program .....................................................................7 C. UNC’s Admissions Process ...................................................................................10 III. Empirical Analysis of UNC’s Admissions Process .......................................................... 13 A. Connect Carolina Data ...........................................................................................14 B. UNC Admissions Cannot Be Explained by a Formula ..........................................15 C. UNC Admissions Cannot Be Explained by Separate Formulas Within Ethnic or Racial Groups .........................................................................................25 D. School Group Review Does Not Appear to be Used to Implement Quotas or Racial Balancing .............................................................................25 E. UNC’s Admissions Process Does Not Use Quotas ...............................................28 IV. Considerations for Analysis of Race-Blind Alternatives .................................................. 34 A. Empirical Considerations in Analyzing Race-Blind Alternatives .........................36 B. A Framework for Considering the Effect of Race-Blind Alternatives ........................................................................................................................38 C. Measuring Losses to the University’s Mission ......................................................41 D. Baseline for All the Alternative Race-Blind Plans ................................................43 E. Two Issues that Affect All the Alternative Race-Blind Plans: Test-Retaking and Application/Matriculation Probabilities ..............................................44 V. Socioeconomic Status-Based Race-Blind Admissions Plans Would Not Achieve UNC’s Actual Level of Diversity and Academic Preparedness ................................................... 47 A. Effectiveness of Socioeconomic Proxies for Race or Ethnicity ............................47 B. Analysis of Socioeconomic Status-Based Admissions Plans ................................56 VI. Class Rank (Top X Percent) Admissions Plans Would Not Achieve UNC’s Actual Level of Diversity and Academic Preparedness ......................................................................... 77 VII. Geography-Based Admissions Plans Would Not Achieve UNC’s Actual Level of Diversity and Academic Preparedness.............................................................................. 83 A. Allen-Based Plan ...................................................................................................84 Case 1:14-cv-00954-LCB-JLW Document 154-22 Filed 01/18/19 Page 3 of 196 B. Plan Based on Admissions Model and Race Prediction ........................................90 VIII. Including Out-of-State, Private School, and Home-Schooled Students in Alternative Admissions Plans .............................................................................................................. 94 A. Out-of-State Students .............................................................................................95 B. Private School and Home-Schooled Students in North Carolina ..........................96 IX. The Magnitude of the Effect of Race-Blind Alternatives Would Likely Impact UNC .... 97 A. What Is Required of a World-Class Research University .....................................97 B. Universities Must Compete for Students, Faculty, and Funding ...........................98 X. Changing UNC’s Recruiting Efforts Could Not Realistically Substitute for Considering Race in Admissions......................................................................................................... 100 Case 1:14-cv-00954-LCB-JLW Document 154-22 Filed 01/18/19 Page 4 of 196 I. Introduction 1. I have been retained by counsel for Defendants in the litigation Students For Fair Admissions, Inc. v. University of North Carolina, et al., No. 14-cv-954-LCB-JLW (M.D.N.C.). Among other things, I have been retained to consider so-called “race-neutral alternatives.” A race-neutral (or, as I prefer, race-blind) admissions plan is an admissions plan that does not consider the race or ethnicity of an applicant in making admissions decisions. Counsel has asked me to consider against the backdrop of Plaintiff’s allegations and the applicable governing framework whether there are workable race-neutral alternatives available to UNC that would allow UNC to maintain the diversity achieved through its current admissions program without sacrificing its current academic standards. A. Plaintiff’s Allegations 2. I begin by framing the allegations that Students for Fair Admissions (“Plaintiff” or “SFFA”) makes in the Complaint. Although not my exclusive frame of reference, I consider these allegations throughout this report. Plaintiff alleges that Defendants “have employed and are employing racially and ethnically discriminatory policies and procedures in administering the undergraduate admissions program at the University of North Carolina at Chapel Hill” (“UNC” or “the University”) in violation of the Equal Protection Clause of the Fourteenth Amendment to the United States Constitution.”1 Among these allegations, Plaintiff claims that UNC “is using race in admissions decisions when race-neutral alternatives can achieve diversity.”2 Plaintiff also alleges that “[t]here is now overwhelming evidence that race-neutral alternatives render reliance on racial preferences unnecessary.”3 3. Further, SFFA claims that UNC does not use race as part of a holistic evaluation but instead that race is “a dominant factor” in admissions decisions.4 SFFA also contends that the use of race by UNC to pursue a critical mass of underrepresented minorities (“URMs”) “is nothing more than racial balancing in that it necessarily seeks to ensure a proportional number of 1 Students for Fair Admissions, Inc. v. University of North Carolina, Case No. 1:14-cv-954, The Middle District of North Carolina, dated November 17, 2014, (“Complaint,”), p. 1. 2 Complaint, ¶ 5. 3 Complaint, ¶ 5. 4 Complaint ¶ 51. Confidential – Subject to Protective Order 2 Case 1:14-cv-00954-LCB-JLW Document 154-22 Filed 01/18/19 Page 5 of 196 students of certain races or ethnicities in the entering class.”5 On such an account, this claimed use of race in admissions would amount to UNC targeting certain quotas for URMs in its matriculating class. 4. Plaintiff makes several more specific allegations with respect to race-neutral alternatives that it claims are available to UNC. i. First, Plaintiff alleges that a top-ten percent plan similar to the plan of the University of Texas at Austin would increase the percentage of nonwhite and underrepresented students and would increase the average high-school GPA of UNC’s admitted students.6 ii. Second, Plaintiff alleges that “[g]iven this strong correlation between socioeconomic status and race in UNC-Chapel Hill’s applicant pool, UNC- Chapel Hill could easily maintain or increase its racial diversity by emphasizing socioeconomic indicators instead of race” and that “an admissions plan emphasizing additional socioeconomic factors would have no impact on academic quality of the student body.”7 iii. Third, Plaintiff claims that “UNC-Chapel Hill can achieve student body diversity by bringing more highly qualified, socioeconomically disadvantaged minorities into its applicant pool.”8 iv. Fourth, Plaintiff alleges that UNC can achieve student body diversity without using racial preferences by eliminating certain aspects of its admissions process, such as (i) awareness of a student’s having a parent who is a UNC alumnus or alumna or (ii) its Early Action program.9 B. Assignment and Summary of Opinions 5. Counsel for UNC has asked me to address Plaintiff’s allegations regarding UNC’s current use of race in its holistic evaluation of applicants to UNC (including the allegation that race is used as a dominant factor) as well as to evaluate potential race-neutral alternatives. 6. My opinions may be summarized as follows: i. Empirical analysis establishes that UNC admissions decisions cannot be explained using
Load more

Recommended publications
  • QUARTERLY JOURNAL of ECONOMICS Vol
    THE QUARTERLY JOURNAL OF ECONOMICS Vol. CXVI August 2001 Issue 3 EDUCATIONAL PRODUCTION* EDWARD P. LAZEAR Classroom education has public good aspects. The technology is such that when one student disrupts the class, learning is reduced for all other students. A disruption model of educational production is presented. It is shown that optimal class size is larger for better-behaved students, which helps explain why it is difficult to find class size effects in the data. Additionally, the role of discipline is analyzed and applied to differences in performance of Catholic and public schools. An empirical framework is discussed where the importance of sorting students, teacher quality, and other factors can be assessed. There exists an enormous empirical literature on the relation of educational attainment to class size. Results in this literature vary from significant class size effects to no (or sometimes even perverse) class size effects.1 The inability to find consistent class size effects is most perplexing. At some basic level, the failure to observe class size effects makes no sense because observed class * This research was supported in part by the National Science Foundation. I am grateful to Orley Ashenfelter, Julian Betts, Gary Becker, Simon Board, Janet Currie, Williamson Evers, Victor Fuchs, Jeffrey Grogger, Eric Hanushek, James Heckman, Caroline Hoxby, Alan Krueger, and Sherwin Rosen for comments and discussions. I especially thank Michael Schwarz for outstanding research assistance. 1. See Hanushek [1998b] who finds little evidence that anything matters, including class size reductions. Coleman and Hoffer [1987] and Coleman, Kilgore, and Hoffer [1981] report that Catholic schools with large class sizes produce better students than public schools with smaller class sizes.
    [Show full text]
  • NBER Reporter NATIONAL BUREAU of ECONOMIC RESEARCH
    NBER Reporter NATIONAL BUREAU OF ECONOMIC RESEARCH A quarterly summary of NBER research No. 1, March 2019 Program Report ALSO IN THIS ISSUE Misconduct and Employment of Financial Advisers Economics of Education Advisers with history Advisers with history of no misconduct of misconduct 100% 100% 45% Caroline Hoxby * 54% 81% 81% 22% 37% 10% 9% 24% 18% 0% 9% 10% 0% Men Women Men Women The enterprise of education has a supply side, where institu- Join dierent firm Leave the industry Remain with the firm tions produce education, and an investment side, where people Source: Researchers’ calculations using data from the Financial Industry Regulatory Authority acquire education. I say an “investment side” and not a “demand side” because education is largely an investment and not a form of consumption. Because it is an investment, the economics of educa- The Labor Market for Financial Misconduct 9 tion is guided by a great deal of theory that would not apply if edu- The Return of Survey Expectations 14 cation were a consumption good like, say, bread. Education econo- mists study both the supply of and investment in education. What Inventions Are We Missing? 18 On the supply side, we think about institutions’ objectives and Do Government Grants to Charities constraints. We consider competition among institutions and how Crowd Private Donations Out or In? 22 institutions interact with governments and taxpayers. We use mod- NBER News 26 els from public economics, political economy, industrial organiza- tion, regulation, and finance. Conferences 28 On the investment side, we consider whether people are under- Program and Working Group Meetings 33 or over-investing in their own or others’ education — a determina- NBER Books 42 tion primarily based on whether they are earning a higher or lower rate of return than what they could earn in an alternative invest- ment, such as physical capital.
    [Show full text]
  • Increasing College Opportunity for Low-Income Students
    Increasing College Opportunity for Low-Income Students Promising Models and a Call to Action The Executive Office of the President Nati January 2014 1 Executive Summary With the growing demand for college-educated workers, a college education is one of the surest ways into the middle class. To help more students afford and graduate from college, the Administration has taken steps to address these challenges – doubling Federal investments in Pell Grants and college tax credits, reforming student loans, and taking new steps to reduce college costs and improve value. But while the President continues to push for changes that keep college affordable for all students and families, we can and must be doing more to get more low-income students prepared for college, enrolled in quality institutions, and graduating. Each year hundreds of thousands of low-income students face barriers to college access and success. Low-income students often lack the guidance and support they need to prepare for college, apply to the best-fit schools, apply for financial aid, enroll and persist in their studies, and ultimately graduate. As a result, large gaps remain in educational achievement between students from low-income families and their high-income peers. Increasing college opportunity is not just an economic imperative, but a reflection of our values. We need to reach, inspire, and empower every student, regardless of background, to make sure that our country is a place where if you work hard, you have a chance to get ahead. Under the President and First Lady’s leadership, the Administration and the Department of Education engaged with leading experts to identify the barriers to increasing college opportunity.
    [Show full text]
  • Caroline Hoxby
    Caroline Hoxby Scott and Donya Bommer Professor in the School of Humanities and Sciences, Senior Fellow at the Hoover Institution and at the Stanford Institute for Economic Policy Research and Professor, by courtesy, of Economics at the GSB Bio ACADEMIC APPOINTMENTS • Professor, Economics • Hoover Senior Fellow, Hoover Institution • Senior Fellow, Stanford Institute for Economic Policy Research (SIEPR) • Professor (By courtesy), Economics • Faculty Affiliate, Institute for Human-Centered Artificial Intelligence (HAI) ADMINISTRATIVE APPOINTMENTS • Fellow, MacArthur Foundation, Inequality and Social Interactions Network, (1997-2004) • Visiting Professor, Paris School of Economics, (2006-2007) • Assistant Professor of Economics, Harvard University, (1994-1997) 3 OF 7 HONORS AND AWARDS • Phi Beta Kappa, Harvard University (1988) • Hoopes Prize, Harvard University (1988) • Best Thesis in Economics, Harvard University (1988) 3 OF 17 BOARDS, ADVISORY COMMITTEES, PROFESSIONAL ORGANIZATIONS • Editor, Annual Review of Economics (2010 - present) • Senior Advisor, Brookings Papers on Economic Activity (2012 - present) • Honors and Awards Committee Member, American Economics Association (2009 - 2012) • Presidential Appointee, National Board for Education Sciences (2004 - 2009) 3 OF 43 PROGRAM AFFILIATIONS • Public Policy PROFESSIONAL EDUCATION • Ph.D., Massachusetts Institute of Technology , Economics (1994) • M.Phil., University of Oxford , Economics (1990) Page 1 of 2 Caroline Hoxby http://cap.stanford.edu/profiles/Caroline_Hoxby/ • A.B., Harvard
    [Show full text]
  • The Heart of Teaching Economics: Lessons from Leading Minds (Edward Elgar Publishing, 2010)
    The Heart of Teaching Economics: Lessons from Leading Minds (Edward Elgar Publishing, 2010) Simon W. Bowmaker, New York University Interview with Caroline Hoxby, Stanford University July 14, 2009 1 Caroline Hoxby was born in Cleveland, Ohio in 1966 and graduated with an AB in economics from Harvard University in 1988 and then obtained an MPhil in economics from the University of Oxford in 1990 and a PhD in economics from the Massachusetts Institute of Technology in 1994. She joined Harvard University as an Assistant Professor of Economics in 1994, and then served as the Morris Kahn Associate Professor of Economics between 1997 and 2000, and as the Allie S. Freed Professor of Economics between 2001 and 2007. She moved to Stanford University in 2007 to take up her current position as the Scott and Donya Bommer Professor of Economics. She is also a Senior Fellow at the Hoover Institution. At Stanford, Professor Hoxby teaches an undergraduate course in Economics of Education and a PhD course in Public Finance. At Harvard, in recognition for her outstanding contributions to teaching, she was a designated Harvard College Professor between 2005 and 2007 and received the Phi Beta Kappa Prize for Excellence in Teaching in 2006. Professor Hoxby’s research interests are public economics and labour economics. Her articles have appeared in the American Economic Review, Quarterly Journal of Economics, Journal of Political Economy, Journal of Public Economics and Journal of Human Resources, among others. Her edited books include College Choices: The Economics of Where to Go, When to Go, and How to Pay for It (University of Chicago Press, 2004) and The Economics of School Choice (University of Chicago Press, 2003).
    [Show full text]
  • Courting Failure Hhancf Fm Mp 5 Rev1 Page V
    Hoover Press : Hanushek/Courting Failure hhancf fm Mp_5 rev1 page v contents Introduction xiii Eric A. Hanushek 1. Campaign for Fiscal Equity v. New York: The March of Folly 1 Sol Stern 2. The Legal Backdrop to Adequacy 33 Alfred A. Lindseth 3. High-Poverty, High-Performance Schools, Districts, and States 79 Herbert J. Walberg 4. High-Spending, Low-Performing School Districts 103 Williamson M. Evers and Paul Clopton 5. Thorough and Efficient Private and Public Schools 195 Paul E. Peterson 6. How Can Anyone Say What’s Adequate If Nobody Knows How Money Is Spent Now? 235 Marguerite Roza and Paul T. Hill 7. Science Violated: Spending Projections and the “Costing Out” of an Adequate Education 257 Eric A. Hanushek 8. Adequacy beyond Dollars: The Productive Use of School Time 313 E. D. Hirsch Jr. 9. Funding for Performance 329 A Policy Statement of the Koret Task Force Index 357 Hoover Press : Hanushek/Courting Failure hhancf fm Mp_7 rev1 page vii contributors Members of the Koret Task Force on K–12 Education Williamson M. Evers, a research fellow at the Hoover Institu- tion, is an elected trustee of the Santa Clara County (California) Board of Education. He served in Iraq as a senior adviser on education to Ambassador Paul Bremer of the Coalition Provi- sional Authority in 2003. Evers is a member of the White House Commission on Presidential Scholars and was a member of the National Educational Research Policy and Priorities Board in 2001–2002 and a member of the Mathematics and Science Sci- entific Review Panel at the U.S.
    [Show full text]
  • The 16Th Neemrana Conference
    The 16th Neemrana Conference December 12-14, 2014 Neemrana, Rajasthan NCAER is organising the 2014 Neemrana Conference. The Conference is a partnership between NCAER, NBER, and ICRIER. 2 The 16th Neemrana Conference December 12-14, 2014 Neemrana, Rajasthan 1 This Neemrana Conference booklet has been specially produced on the occasion of the 16th Neemrana Conference, December 12-14, 2014. © NCAER, 2014 NCAER gratefully acknowledges the generous support for the 16th Neemrana Conference from Tata Consultancy Services. December 2014 Published by Anil K Sharma Secretary and Head of Operations National Council of Applied Economic Research Parisila Bhawan, 11 Indraprastha Estate New Delhi 110 002 Tel: (91-11) 2337-9861 to 3 Fax: (91-11) 2337-0164 [email protected] www. ncaer.org Printed at Archana Press 2 CONTENTS The faithful and the occasional: Neemrana participants 1999-2014. 4 The Neemrana Conferences 1999-2014 5 The Neemrana Conference 2014 Programme 7 Participants 11 Photographs from earlier conferences 33 Neemrana participants 1999-2013 35 The Conference Team 39 3 The faithful and the occasional: Neemrana participants 1999-2014 4 The Neemrana Conferences 1999-2014 The Neemrana Conference was born out of conversations in a remote mountain valley in the US that then led to a meeting in New Delhi. Rakesh Mohan, Director-General of the National Council of Applied Economic Research (NCAER) in the late 1990s, received a call one day from Montek Ahluwalia, then at the Planning Commission, requesting him to meet a visitor to New Delhi from the University of Chicago, Raghuram Rajan. Montek had earlier met Martin Feldstein from Harvard, then also President of the National Bureau of Economic Research, at the Jackson Economic Policy Symposium hosted by the Kansas City Federal Reserve Bank at Jackson Hole, Wyoming, in late August every year.1 In the beautiful settings of the Grand Teton National Park, Montek had wondered why US economists had so little interest in policy developments in India.
    [Show full text]
  • The Missing “One-Offs”: the Hidden Supply of High-Achieving, Low-Income Students
    CAROLINE HOXBY Stanford University CHRISTOPHER AVERY Harvard Kennedy School The Missing “One-Offs”: The Hidden Supply of High-Achieving, Low-Income Students ABSTRACT We show that the vast majority of low-income high achievers do not apply to any selective college. This is despite the fact that selective institutions typically cost them less, owing to generous financial aid, than the two-year and nonselective four-year institutions to which they actually apply. Moreover, low-income high achievers have no reason to believe they will fail at selective institutions since those who do apply are admitted and gradu- ate at high rates. We demonstrate that low-income high achievers’ applica- tion behavior differs greatly from that of their high-income counterparts with similar achievement. The latter generally follow experts’ advice to apply to several “peer,” a few “reach,” and a couple of “safety” colleges. We separate low-income high achievers into those whose application behavior is similar to that of their high-income counterparts (“achievement-typical”) and those who apply to no selective institutions (“income-typical”). We show that income-typical students are not more disadvantaged than the achievement- typical students. However, in contrast to the achievement-typical students, income-typical students come from districts too small to support selective public high schools, are not in a critical mass of fellow high achievers, and are unlikely to encounter a teacher who attended a selective college. We demonstrate that widely used policies—college admissions recruiting, campus visits, college mentoring programs—are likely to be ineffective with income-typical students. We suggest that effective policies must depend less on geographic concentration of high achievers.
    [Show full text]
  • Expanding College Opportunities for High-Achieving, Low Income Students
    Expanding College Opportunities for High-Achieving, Low Income Students Caroline Hoxby Sarah Turner Stanford University University of Virginia NBER NBER Abstract Only a minority of high-achieving, low-income students apply to colleges in the same way that other high-achieving students do: applying to several selective colleges whose curriculum is designed for students with a level of achievement like their own. This is despite the fact that selective colleges typically cost them high-achieving, low-income students less while offering them more generous resources than the non-selective postsecondary institutions they mainly attend. In previous work, we demonstrate that the vast majority of high-achieving, low-income students are unlikely to be reached by traditional methods of informing students about their college opportunities since such methods require the students to be concentrated geographically. In this study, we use a randomized controlled trial to evaluate interventions that provide students with semi- customized information on the application process and colleges' net costs. The interventions also provide students with no-paperwork application fee waivers. The ECO Comprehensive (ECO-C) Intervention costs about $6 per student, and we find that it causes high-achieving, low-income students to apply and be admitted to more colleges, especially those with high graduation rates and generous instructional resources. The students respond to their enlarged opportunity sets by enrolling in colleges that have stronger academic records, higher graduation rates, and more generous resources. Their freshman grades are as good as the control students', despite the fact that the control students attend less selective colleges and therefore compete with peers whose incoming preparation is substantially inferior.
    [Show full text]
  • Opportunity Gap Participant Directory DRAFT3
    Closing the Education Opportunity Gap: Strategies and Challenges September 11, 2020 Part 1 – The Opportunity Gap Ludger Woessmann, University of Munich – Chair Ludger Woessmann is Professor of Economics at the University of Munich and Director of the ifo Center for the Economics of Education at the ifo Institute. He is also Distinguished Visiting Fellow at the Hoover Institution, Stanford University. His main research interests are the determinants of long-run prosperity and of student achievement. He uses microeconometric methods to answer applied, policy-relevant questions of the empirical economics of education, often using international student achievement tests. Special focuses address the importance of education for economic prosperity – individual and societal, historical and modern – and the importance of institutions of the school systems for efficiency and equity. Further research topics cover aspects of economic history, economics of religion, and the Internet. Eric Hanushek, Stanford University – Presenter Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He has been a leader in the development of economic analysis of educational issues. His most recent book, The Knowledge Capital of Nations, describes the economic impact of higher achievement. Prior books include Endangering Prosperity, Schoolhouses, Courthouses, and Statehouses, and Making Schools Work. Government service includes being Deputy Director of the Congressional Budget Office. He is a Distinguished Graduate of the United States Air Force Academy and completed his Ph.D. in economics at the Massachusetts Institute of Technology. Dany Shakeel, Harvard Kennedy School – Presenter M. Danish Shakeel is a postdoctoral research fellow in the Program on Education Policy and Governance at the Harvard Kennedy School of Government.
    [Show full text]
  • 1 Are High-Quality Schools Enough to Increase Achievement Among The
    Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children’s Zone∗ Will Dobbiea Roland G. Fryer, Jr.b November 2010 Abstract Harlem Children’s Zone (HCZ), an ambitious social experiment, combines community programs with charter schools. We provide the first empirical test of the causal impact of HCZ charters on educational outcomes. Both lottery and instrumental variable identification strategies suggest that the effects of attending an HCZ middle school are enough to close the black-white achievement gap in mathematics. The effects in elementary school are large enough to close the racial achievement gap in both mathematics and ELA. We conclude with evidence that suggests high-quality schools are enough to significantly increase academic achievement among the poor. Community programs appear neither necessary nor sufficient. At nine months old, there are no detectable cognitive differences between black and white babies (Roland Fryer and Steve Levitt, forthcoming). Differences emerge as early as age two, and by the time black children enter kindergarten they lag whites by 0.64 standard ∗ We are extraordinarily grateful to Geoffrey Canada, Betina Jean-Louis and Bessie Wilkerson, Joel Klein, Jennifer Bell-Ellwanger and Joanna Cannon, Aparna Prasad and Gavin Samms, and Scott Walker for their endless cooperation in collecting the data necessary to perform our analysis and for hours of discussions and comments. We would also like to thank George Akerlof, Josh Angrist, David Autor, Melody Barnes, Roland Benabou, Esther Duflo, Arne Duncan, Fred Frelow, Edward Glaeser, Michael Greenstone, Lawrence Katz, Daniel Koretz, Steven Levitt, Lindsey Mathews, Kathleen McCartney, Jeannie Oates, Ben Olken, Orlando Patterson, Michelle Rhee, James H.
    [Show full text]
  • Royal Economic Society
    Royal Economic Society Issue no. 173 Newsletter April 2016 ‘Brighton beats Las Vegas’ Correspondence The Society’s Annual Conference was held this year at the University of Sussex just before we went to Letter from America press. The July Newsletter will contain a full report of the meeting, which goes from strength to strength. and is notable now for the number of over- seas students that it attracts. One of these has taken Features the trouble to write to us about her experiences of this year’s event. It is an extraordinarily generous Between copying and creating: assessment and the conference organisers should where does East Asia fit? p. 4 feel justifiably proud. Amongst its many entertain- Secretary-General’s Annual Report p. 5 ing moments, the Conference included a plenary session on ‘Brexit’. A show of hands revealed an Inomics 2015 salary survey p. 10 overwhelming preference for the UK’s remaining in the EU. See p.23. From Lahore to Sheffield: workshops on implementing the new CORE course p. 14 Angus Deaton’s Letter from America gives us an amusing insight into some aspects of life as a Nobel On gender, research discipline and being the editor of prize winner, as well as revealing the depth of an economic journal in the UK p. 15 unconscious (?) sexism when it comes to reporting economic research. It is pure coincidence that this issue has a report Comments and notes from the Society’s Women’s Committee on other forms of gender discrimination. This is the last Letter to the editor p.19 report to appear from the Committee with Karen Mumford as Chair.
    [Show full text]