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Unexpected Things in Home Schooling, Particularly in Math

September 13th, 2013 No comments

Homeschooling Ben and Lily this year, I’ve been teaching math, programming,and business so far, and helping my wife with the other subjects. One thing that strikes me is how much incidental material I have to teach— and that this might be the most important part of the teaching. We have Word Books where the children write down hard-to-understand or hard-to-spell words that come up, for example. Read more…

Categories: children, education, math Tags:

Notes on Books for American Literature for High School

September 12th, 2013 No comments

I have starred what is most important.

*A Eugene O’Neill play. O’Neill is the best American playwright; really he’s the best English-language playwright since Shakespeare. Long Day’s Journey into Night: A one-day play, somewhat autobiographical, about a retired actor, his two grown sons (both failures in their own ways), and his morphine-addicted wife, who relapses after a cure they thought might finally work. Read more…

Categories: books, education, writing Tags:

The Typical Law Student: LSAT’s and SAT’s

August 2nd, 2013 No comments

I wrote a guest post at Taxprof recently. I wrote a long comment on the post too, which is equally worth reading.

At our law-and-econ lunch at Indiana University we talked about the Simkovic-McIntyre paper on the value of going to law school and the point that law students are a select bunch. My father, citing his experience in the Navy in 1945 and as a grand jury foreman in the 70’s, liked to say that university people don’t understand what ordinary people are like. So I looked up some facts, and here is my guess at what a typical law student is like.

He doesn’t go to Yale, or to Indiana. He goes to Albany Law School, a typical third-tier law school. Its 25th-75th LSAT scores are 149-155, a midpoint of 152.

– See more at: http://taxprof.typepad.com/taxprof_blog/2013/07/rasmusen.html#sthash.OQKo9KAn.dpuf

April 28th, 2009 No comments

From Steve Sailer comes a quote from a Wolters book saying that Coleman concluded that segregation hurt black students, but not because it resulted in lower spending per black pupil. Rather, it was because it prohibited white teachers from teaching black students. I wonder how big the effect of teacher measurable ability is?

Coleman’s dismay was compounded by another correlation that emerged from the data. Both black and white children seemed to do better on tests if their teachers had done well on a standard test of vocabulary. This was especially problematical because black teachers were “on the whole less well prepared, less qualified, with lower verbal skills, than their white counterparts.” This led to “the conjecture that [students] would do less well on average under black teachers than under white teachers.” If so, “a major source of inequality of educational opportunity for black students was the fact they were being taught by black teachers.” Yet this possibility was so heterodox that the Coleman report did not pursue the matter. In 1991 Coleman expressed regret over the decision “not to ask the crucial question.” “A dispassionate researcher,” he wrote, “would have gone on to ask the question we did not ask.” …

A commenter noted that this was before discipline became such a problem in schools, and that if black children obeyed a black teacher better, the result could be different nowadays.

Categories: education, race Tags:

Do You Need a College Degree

March 4th, 2009 No comments

Someone at the NR blog notes that the military hires people without college degrees and gives them harder, more technical jobs than the private sector gives to college graduates.

Categories: Economics, education, universities Tags: