The NYC high school match, continued

When I recently blogged about The NYC High School Match, I focused on the many students who received one of their choices. As I mentioned, "The NYCDOE reports that of 86,000 students looking to enter the 9th grade, 44,012 students received their first choice school, and 7,455 could not be assigned to any of their (up to 12) choices."

Those unmatched students will now go through a supplementary match process. Many of them likely ranked many fewer than 12 choices, and will now have to select among schools that still have vacancies. Needless to say, this is a serious setback for some of them. (Here's a story from the Daily News: Parents fume as kids miss cut for top city high schools).

Michael Hickins, a reporter from Information Week (who writes that his daughter just went through the process) was referred to me by the NYCDOE, because of the work I did to help design the process, along with my colleagues Atila Abdulkadiroglu and Parag Pathak. Here is how our conversation (and others he had) is reflected in his report: NYC Board Of Ed's Algorithm Not Academic.

Helping kids get into good schools is one of the most important things we can do for them, and this is why it's important for schools to use modern matching technology, as NYC does, to try to get as many kids well matched as possible. It's agonizing that we can't provide enough great school places for everyone. There's only so much that can be done with matching technology, which can allocate existing places, but doesn't create good new schools. School systems need our support in other ways as well.

The NYC High School Match

The New York City Department of Education reports that the new high school match process continues to work well: More Than 80 Percent of Students Admitted to a Top Choice High School for Fourth Consecutive Year.


"The Department of Education conducts extensive outreach to families about the high school admissions process, beginning during the sixth grade. High school applicants receive the annual, 500-page High School Directory, which provides them with information about every high school. They also receive several other publications that guide them through the admissions process. In addition, the Department of Education hosts Citywide high school fairs, workshops, and information sessions for several months before students’ applications are due. Middle and high school administrators, guidance counselors, parent coordinators, and community partners help students and families evaluate their options and make informed choices.

"Students can list up to twelve high school programs on their applications in order of preference. Schools also rank students. Then, students are matched to the school they ranked highest that also ranked them. The admission process consists of three rounds: the first round for students applying to the City’s Specialized High Schools, the main round (this round), and the supplementary round for students not matched during the main round. "


The NYCDOE reports that of 86,000 students looking to enter the 9th grade, 44,012 students received their first choice school, and 7,455 could not be assigned to any of their (up to 12) choices.(The figures they give are for what we called rounds 1 and 2 of the new system, described in our paper discussed in a previous post, Matching students to high schools in NYC . The unmatched students will next be informed of the schools that still have vacancies, and be asked for a new preference list of up to 12 choices. Here's a link to the paper again: Abdulkadiroglu, Atila , Parag A. Pathak, and Alvin E. Roth, "Strategy-proofness versus Efficiency in Matching with Indifferences: Redesigning the NYC High School Match,'' revised, November, 2008, American Economic Review, forthcoming. )

The Harvard of Auctioneering

I was struck by this line in a story in the NY Times:
"The auction itself began at 10:15 a.m. when Rob Nord, a professor of bid calling at the Missouri Auction School (“The Harvard of Auctioneering”), started with Lot 1: four diamonds varying in weight from 1.1 to 1.4 carats."

Here is the story: Selling the Diamonds the Government Doesn’t Need , which is about how the US government sells off items seized in the course of federal crimes, and, lately, acquired by the government in other ways.
"Mr. Levin, who, on average, takes a 10 percent cut from his auctions, has been very busy of late. In the last few years alone, he has sold for the government smuggled horses in Arizona, stolen cab medallions in Boston, 54,000 pounds of smoked Chinese scallops, a shipping container of blue jeans, illegally marketed Freon and a million packs of untaxed cigarettes.
"Tapping what could be a growing market, Mr. Levin recently secured a contract with the Federal Deposit Insurance Corporation to auction furniture, fixtures and equipment seized from failed banks around the country."

And here is the website of the Missouri Auction School, which does indeed mention that it is called the "Harvard of Auctioneering." Here are some sentences from the description of their course (I have always thought that the different chants used by auctioneers of different products in different places would be worth study):
"The classroom portion includes small group sessions learning the auction chant from leading auctioneers from around the country. It also includes those top auctioneers sharing business insights and secrets with the entire class."

Student loans

"If Congress approves the plan, there will be no need to set subsidies because there will be no banks to subsidize. "

No no, not the current bank bailout (although it's easy to see how that sentence could be misinterpreted). In this case it refers to an auction the federal government is planning to hold to determine which lenders will be authorized to issue federally subsidized student loans: Education Dept. Forges Ahead With Student-Loan Auction. The idea is that banks would submit bids indicating how much federal subsidy they would require to issue student loans on agreed terms, and the lowest subsidies would win.

But "...by the time the auction process is complete, it could be moot. President Obama has called for abolishing the guaranteed-loan program altogether. If Congress approves the plan, there will be no need to set subsidies because there will be no banks to subsidize. "

Markets for studying

The NY Times reports on incentive programs designed to motivate students to study, and on some apparent controversy between economists and psychologists interested in the subject: Rewards for Students Under a Microscope.

My colleague Roland Fryer is organizing several of these incentive programs, in collaboration with schools in NYC, Washington DC, and Chicago, through Ed Labs at Harvard.

The Times story reports that some psychologists are skeptical, because of concerns that incentives may damage intrinsic motivation:
"Still, many psychologists warn that early data can be deceiving. Research suggests that rewards may work in the short term but have damaging effects in the long term.
...
"This kind of psychological research was popularized by the writer Alfie Kohn, whose 1993 book “Punished by Rewards: The Trouble With Gold Stars, Incentive Plans, A’s, Praise and Other Bribes” is still often cited by educators and parents. Mr. Kohn says he sees “social amnesia” in the renewed interest in incentive programs.
“If we’re using gimmicks like rewards to try to improve achievement without regard to how they affect kids’ desire to learn,” he said, “we kill the goose that laid the golden egg.” "

But the story gives Roland the last word:
"Meanwhile, Dr. Fryer of Ed Labs urges patience in awaiting the economists’ take on reward systems. He wants to look at what happens over many years by tracking subjects after incentives end and trying to discern whether the incentives have an impact on high school graduation rates.
With the money being used to pay for the incentive programs and research, “every dollar has value,” he said. “We either get social science or social change, and we need both.”"

Exam schools

One way to control admission to (some) public schools is by having an entrance exam. That solves a number of problems, including of course the time at which admissions choices are made. In response, families sometimes invest a lot of time in exam preparation. One development that has apparently moved from Asia to NYC is the "cram school". The NY Times reports on The Big Cram for Hunter High School. The story looks in on a group of sixth graders who "had paid up to $3,000 for a few months of English and math classes at Elite, a regimen modeled on the cram schools of South Korea, China and Japan."
"While Elite limits advertising to Asian-language newspapers, about 50 percent of its students are non-Asian. ...Many of the students in the winter break program were children of immigrants — from South Korea, Japan, Poland — and most attend city schools. "

"When prompted, they took a moment to reflect on why they wanted to get into Hunter. Some said it was an urge to become better students and be surrounded by bright peers; others said they had been told Hunter was a vital steppingstone to elite colleges and a successful career... "

"And what if they were not among the fewer than 200 students who gain seats out of a pool of up to 2,000 test-takers?
“I’ll be sad,” said James Lee, a student at Intermediate School 119 in Glendale, Queens, “but there’s still Stuyvesant.”"

Early decision and early action college admission

The Times updates us on the thriving state of binding early decision, single choice early action, and early action in this year's college admissions: Early-Decision Applications Are Up at Colleges, in Spite of the Economy

Matching students to high schools in NYC

The final version of our paper on the design of the NYC high school match is now available: Abdulkadiroglu, Atila , Parag A. Pathak, and Alvin E. Roth, "Strategy-proofness versus Efficiency in Matching with Indifferences: Redesigning the NYC High School Match,'' revised, November, 2008, American Economic Review, forthcoming.

This paper had a long evolution, partly because of the actual work it represents, and partly because of the lengthy and interesting process of figuring out and negotiating (among coauthors and with editors and referees) how to write a paper that properly represents the mix of theory, institutional detail, and empirical work that is integral to practical market design.

School choice in England

School choice in England is in disarray: schools aren't supposed to be able to use their own preferences to select students, and this is a hard rule to enforce, the Telegraph reports:

Admissions chaos as thousands of schools flout rules
Schools face tighter admissions rules after thousands were found to be flouting guidelines designed to stop middle-class pupils dominating places.

Incentives for students who get good grades

The Washington Post reports on experimental programs to reward inner city kids when they do well in school: Incentives Can Make Or Break Students: Ethical Issues Come With Gains on Tests
"The inducements range from prepaid cellphones to MP3 players to gift certificates. But most of them are cash: $10 for New York City seventh-graders who complete a periodic test; $50 for Chicago high school freshmen who ace their courses; as much as $110 to Baltimore students for improved scores on the Maryland High School Assessments. "

Some find this repugnant: "Critics denounce the initiatives as bribery and say the money could be better invested in ideas known to work, such as smaller class size. They also point to a body of psychological research suggesting that tangible rewards can erode children's intrinsic motivation. DePaul University education professor Ronald Chennault says there are ethical issues posed by the ventures, most of which are experimental and dependent on private funding and local political support."

Harvard's Roland Fryer is directing some of these experiments. "This is not a silver bullet," he said during a recent visit to the District. "But it's better than sitting around and doing nothing."