The nursery school for the kid who has everything...

...costs more than Harvard... Bracing for $40,000 at City Private Schools

"Over the past 10 years, the median price of first grade in the city has gone up by 48 percent, adjusted for inflation, compared with a 35 percent increase at private schools nationally — and just 24 percent at an Ivy League college — according to tuition data provided by 41 New York City K-12 private schools to the National Association of Independent Schools.

"Indeed, this year’s tuition at Columbia Grammar and Preparatory ($38,340 for 12th grade) and Horace Mann ($37,275 for the upper school) is higher than Harvard’s ($36,305).
...
The median number of applications to New York schools has increased 32 percent over the past decade, according to the association, and in some schools the acceptance rate is staggeringly low. At Trinity, only 2.4 percent of children from families with no previous connection to the school were admitted to kindergarten last year. Far from being deterred by the sticker prices, more families seem to be hiring consultants — at an additional cost — in hopes of getting a leg up.

" One consulting firm, Manhattan Private School Advisors, said it worked with 1,431 families this school year, up from 605 three years ago. The company’s fee has gone up, too: It was $21,500 this year and $18,500 three years ago."

Tayfun Sonmez on matching officers to military branches

On Friday Tayfun Sonmez gave a stimulating presentation of his analysis of West Point's system for assigning graduating officers to military branches: Tayfun Sonmez and Tobias Switzer, Matching with (Branch-of-Choice) Contracts at United States Military Academy

In a second paper, he was more critical of the ROTC assignment system.

Teach for America's recruiting at Harvard

The Crimson is full of admiration for TFA's successful recruiting at Harvard: apparently 18% of Harvard seniors applied for TFA positions teaching in troubled school districts.

Here are two recent stories:

TFA Shows the Way

The organization's corporate recruiting strategy is a smart move

TFA: A Corporate Approach

Why 18 percent of last year's graduating class applied to teach in America's worst schools.

School districts face a multitude of problems

My colleagues and I mostly interact with municipal school districts regarding questions of school choice. But of course school boards and districts have to deal with a whole multitude of problems, some of which sometimes impact their school choice decisions (either directly, or just because some problems are even more pressing).

In NY, Class Sizes Grew in City Despite ’07 Deal to Cut Them.
And here's a story, that in discussing opposition to Mayor Bloomberg's newly nominated schools Chancellor, also provides a good summary of the size of the changes he and Chancellor Joel Klein tackled: Frustrations With Mayor Are Backdrop to Nominee Uproar
     "Mr. Klein took office soon after the State Legislature handed the mayor control of the school system — no one yet knew how it would play out, and few would have imagined the scope of the overhaul that the mayor has since engineered. Mr. Bloomberg had yet to dissolve the 32 school districts that were a bedrock of the system and that, while chronically corrupt in some places, were also a crucial lifeline for parents with questions and concerns.
     "Sure, people who follow such things knew that the Board of Education, once a hotbed of political squabbling, would be replaced by a panel whose majority would be appointed by the mayor. But no one foresaw that if the mayor’s appointees disagreed with his policies they would be fired, as two were on the eve of a controversial panel vote in 2004, rendering the panel toothless. Now that it is clear that mayoral control really means mayoral control, the question of who would execute the mayor’s wishes has taken on more importance. "

Boston also has serious budget problems, which directly affect school choice: School officials in Hub urge closings
"The scenarios following Superintendent Carol R. Johnson’s recommendations last month to close several schools represent the stark realities confronting the school system as it prepares for its fourth consecutive year of budget cutting. The district is projecting a $63 million shortfall for the school year beginning September 2011. Last night, officials said the 2012-13 school year could be even worse, with an anticipated $91 million shortfall...
"The 40-minute financial presentation last night did little to quell the protests from the schools recommended for closure: the East Zone Learning Center, Emerson Elementary, Clap Elementary, Social Justice Academy, and the Engineering School in Hyde Park....
"In January, the school district is expected to raise once again the divisive issue of changing the way the district assigns students to schools after a similar attempt failed two years ago amid public uproar. The effort is intended to reduce busing costs by shrinking the geographic regions from which families can choose schools. If the district comes up with a palatable plan, any savings are not expected to be realized for at least two years."

and
More schools targeted to close in Hub
"The School Committee is slated to vote Dec. 15 on Johnson’s proposal. The committee needs to act quickly because next month parents start submitting their choices of where they want to send their children to school next fall.
...
"But some of those buildings might not sit empty for long. In a separate announcement late yesterday afternoon, Johnson and Mayor Thomas M. Menino said some buildings may be leased to charter schools, which are planning an aggressive expansion in the city."

In San Francisco, there are problems on the school district staff: San Francisco School Administrators Schemed to Take Money, Documents Say
"A group of San Francisco Unified School District administrators, including an associate superintendent, engaged in a long-running scheme to funnel district money into their personal bank accounts via nonprofit community organizations, according to internal documents. "
In short, market design takes place, when it does, amidst a noisy, difficult background, particularly in tough financial times.

A degree is a degree

"A degree is a degree! Whether fake or genuine, it's a degree! It makes no difference!" Baluchistan province chief minister Nawab Aslam Raisani, who claims a master's in political science, shouted at a gaggle of reporters Tuesday.

This insight is from the news report Fake degree scandal roils Pakistani politics.

(See my earlier post on the Market for bogus colleges.)

Unraveling of day care

The WSJ reports on the increasingly early reservations being made for day care:Day Care? Take a Number, Baby

"These days, many parents are so intent on getting high-quality care for their kids, that they are signing up at popular child-care centers at the moment they know they are expecting a baby—or before. Some child-care centers don't even offer applications, but merely hand parents a wait-list form. That means some kids spend the first two years of their lives on a day-care wait list.

"With more women than ever in the work force, many of the country's roughly 11,000 nationally accredited child-care centers are full to capacity. The rules governing wait lists are roughly the same for all of them: Slots are assigned on a first-come, first-served basis. Infant care usually has the longest wait lists. Siblings of children who are already enrolled typically get first dibs on openings, to keep families together.

"Even so, the decision-making process behind filling these coveted slots is complex.

"Directors must match up age groupings so classmates' napping and eating routines are similar. And they must coordinate children's admission to match the unpredictable "graduation" dates of older children.

"To secure a slot, directors advise wait-listing your child at least a year or more before you expect to need care. Jessica Cavens put her baby-to-be on a child-care wait list last August, as soon as she got the results of her home-pregnancy test. The child-care center director got the good news even before the baby's grandparents. Now, one year later, Ms. Cavens's baby, Peyton, has been promised a coveted slot in August in the infant-care room at Primrose School at Stapleton, Colo.

"Some child-care centers allow parents to wait-list children not yet conceived. At centers franchised by Goddard Systems Inc., with 362 schools in 37 states, directors generally accept a wait-list entry before conception as long as parents pay a refundable deposit, usually of about $200, says Joseph Schumacher, chief executive of the King of Prussia, Pa., company.

"Other directors accept wait-list entries with no questions asked. "I can't do a pregnancy test," says Vallerie Tribble, director of Innovation Station Child Development Center, Alexandria, Va., owned by Bright Horizons Family Solutions, Watertown, Mass.

"Alyssa Soper, director of Bright Horizons at the Prudential Center in Boston, where wait lists are about a year long, says she gets wait-list requests from families who say "they're trying or thinking about" having a baby.

"It pays to enroll all your kids at the same center. Even signing up an older sibling for after-school care or summer camp at your target center may be enough to earn his or her younger sib a slot."

HT: Benjamin Kay at UCSD

Teachers who tamper with standardized test scores

"John Fremer, a specialist in data forensics who was hired by an independent panel to dig deeper into the Atlanta schools, and who investigated earlier scandals in Texas and elsewhere, said educator cheating was rising. “Every time you increase the stakes associated with any testing program, you get more cheating,” he said."

From the NY Times story: Under Pressure, Teachers Tamper With Test Scores, reporting that "investigations in Georgia, Indiana, Massachusetts, Nevada, Virginia and elsewhere this year have pointed to cheating by educators. Experts say the phenomenon is increasing as the stakes over standardized testing ratchet higher — including, most recently, taking student progress on tests into consideration in teachers’ performance reviews."

Closing NY City High Schools

The NY Times has a story by Sharon Otterman on closing "persistently lowest performing" high schools. These are often the large, unscreened schools that serve, or try to serve, the hardest to educate students.

"Since 2002, the city has closed or is in the process of closing 91 schools, replacing them with smaller schools and charter schools, often several in the same building, with new leadership and teachers. This year, the city has proposed phasing out 20 schools, the most in any year. It is also the first year in which the city is required to hold public hearings at each school proposed for closing, as a result of a change in the mayoral control law that resulted from complaints about an insufficient role for parents. "

"The city’s Education Department says that on the whole, the closings have been a success. The small high schools created in the shells of old large high schools have average graduation rates of 75 percent, 15 percent higher than in the city as a whole and far greater than those of the schools they replaced."

"A study last year by the Center for New York City Affairs at the New School backed the chancellor’s argument that students at the smaller schools — which are organized around themes like science or community service — fare better. But the study also found evidence of a domino effect at the large high schools.
Because the new schools, at first, accepted relatively few special education and non-English-speaking students, those students began enrolling in greater numbers in the remaining large high schools. Overall enrollment increased at many large high schools, and attendance fell. “While a few schools were successful in absorbing such students, most were not,” the report said. "

"The Columbus student body is in constant flux. Because the school has unscreened admissions, it takes children expelled from charter schools, released from juvenile detention, and others on a near-daily basis: last year, 359 of its 1,400 students arrived between October and June. Even after the city proposed the school’s closing in December, it received 27 more students. ...
"The city does not dispute that Columbus has been dealt a tough hand, but it argues that other high schools with a similar population — 26 percent are classified as special education and 18 percent are not fluent in English — have had better results. Columbus was also included on New York State’s list of “persistently lowest performing” schools last week, which requires the city to produce a plan either for closing or for staff changes and reorganization of the school."

Update: January 27. City Panel Approves Closing of 19 Schools

Ethics of test preparations--for kindergarten

Sharon Otterman in the NY Times reports: Tips for the Admissions Test ... to Kindergarten
"Test preparation has long been a big business catering to students taking SATs and admissions exams for law, medical and other graduate schools. But the new clientele is quite a bit younger: 3- and 4-year-olds whose parents hope that a little assistance — costing upward of $1,000 for several sessions — will help them win coveted spots in the city’s gifted and talented public kindergarten classes. "
...
Private schools warn that they will look negatively on children they suspect of being prepped for the tests they use to select students, like the Educational Records Bureau exam, or E.R.B., even though parents and admissions officers say it quietly takes place. (Bright Kids, for example, also offers E.R.B. tutoring.)
“It’s unethical,” said Dr. Elisabeth Krents, director of admissions at the Dalton School on the Upper East Side. “It completely negates the reason for giving the test, which is to provide a snapshot of their aptitudes, and it doesn’t correlate with their future success in school.”
No similar message, however, has come from the public schools. In fact, the city distributes 16 Olsat practice questions to “level the playing field,” said Anna Commitante, the head of gifted and talented programs for the city’s Department of Education."

What is the capacity of a school?

A recent NY Times article describes the unusual way in which charter schools are welcomed by the city, and share space in public school buildings: City’s Schools Share Their Space, and Bitterness .

The bitterness in the headline has to do with the fact that it can be difficult to agree on how much space is available in a school, i.e. what is its capacity.

"Officials estimate that over all, the city’s schools are 80 percent full. But figures vary widely school to school, with some bursting while others have as many as a dozen classrooms not being used for teaching. Even determining how many rooms are free is contentious — most schools use open space for activities like dance, tutoring and computers — but Education Department officials often treat those rooms as “underutilized space” to allow another school to come in. "

Market for lesson plans

College professors sell textbooks, business school professor can profit from case studies, and now there's a market for lesson plans for elementary and middle school classes: Selling Lessons Online Raises Cash and Questions .

The "cash" in the headline is clear enough, while the "questions" seem to be of two kinds. The first is about intellectual property, who owns what:
"While some of this extra money is going to buy books and classroom supplies in a time of tight budgets, the new teacher-entrepreneurs are also spending it on dinners out, mortgage payments, credit card bills, vacation travel and even home renovation, leading some school officials to raise questions over who owns material developed for public school classrooms."

The other kinds of questions involve the repugnance we sometimes see raised by markets for things that used to be given away or handmade:
"Beyond the unresolved legal questions, there are philosophical ones. Joseph McDonald, a professor at the Steinhardt School of Culture, Education and Human Development at New York University, said the online selling cheapens what teachers do and undermines efforts to build sites where educators freely exchange ideas and lesson plans.
“Teachers swapping ideas with one another, that’s a great thing,” he said. “But somebody asking 75 cents for a word puzzle reduces the power of the learning community and is ultimately destructive to the profession.” "

The internet is a big facilitator here:
"Just about every imaginable lesson for preschool through college is now up for sale — on individual teachers’ blogs as well as commercial sites where buyers can review and grade the material.
Teachers Pay Teachers, one of the largest such sites, with more than 200,000 registered users, has recorded $600,000 in sales since it was started in 2006 — $450,000 of that in the past year, said its founder, Paul Edelman, a former New York City teacher. The top seller, a high school English teacher in California, has made $36,000 in sales.
Another site, We Are Teachers, went online last year with a “knowledge marketplace” that includes lesson plans and online tutoring."

Matching children to classes

If the only thing that mattered about an elementary school class was the teacher, then matching children to classes would be simpler than it is (and more like school choice as we usually think of it). But it is a more complex problem when you take into account that it would be good if your child could be in a classroom with his friends, but without the kids who fight with him.

Slate has a story, Should parents meddle in their kids' classroom assignments?, which in turn prompted a post, the class matching problem, by Joshua Gans on his economics-and-parenting blog Game Theorist. (Gans' contribution to the "-onomics" library is called Parentonomics. He's also a prolific contributor to the econ- literature, and is likely to be a sabbatical visitor at Harvard in 2010. See my earlier post Market for ideas.)

In elementary school, kids have only one class. In high school, you have to assign each kid a bundle of classes. That makes the problem both harder—because bundles are hard, and there are complementarities—and easier, because one class isn’t divisible, but bundles are…you can give a high school kid some good classes and some bad ones, and have it come out to an ok schedule. Eric Budish has made some progress on this, although without worrying about putting friends in the same class (see my earlier post Course allocation, by Eric Budish )

Universities and price discrimination

According to Yale's president Richard Levin (interviewed in the WSJ), elite universities are more than ever able to charge different prices to different students:

"Four years of college at $200,000 strikes lots of people as indecent. "You're talking about sticker prices," Mr. Levin says. "The actual net price people pay, tuition minus financial aid, is basically not changed at all. If you look at the average net price for all of our students, it's actually declined over the last decade." That makes for an average cost of $18,000 per student per year now, compared to $19,000 a decade ago. Mr. Levin says the boom provoked "something of an arms race to give more financial aid," and opened private schools up to a larger -- and as a result stronger -- pool of students "that used to think that elite private schools were inaccessible to them." Yale may be "more affordable than ever," he says. But then Yale's president admits "this logic only applies to five schools" who offer "need blind" admissions."

The article ends by noting (in this time of recession and falling endowments) that universities are among our oldest self perpetuating institutions:
"For all the anxiety about the future for universities, it's hard to think of American institutions that have been as durable, surviving revolution, war and depression. At Yale, they like the refrain, "Older than the Republic." "

Getting what you measure: college rankings version

As the rankings of universities conducted by the magazine US News and World Reports have become more influential, there are a growing number of reports of the ways, fair and not so fair, that universities respond to what USNWR tries to measure.

Clemson University has been in the news in connection with their stated efforts to rise higher in the US News and World Report rankings of colleges.
They and their critics agree that they want to do this; the question is are they doing it in the right way for the right reasons.

Here's a critic who says no:Researcher Offers Unusually Candid Description of University's Effort to Rise in Rankings:
"Clemson University is run in an almost single-minded direction, with nearly all policies driven by how they will help the land-grant institution rise in U.S. News & World Report’s rankings, according to a university official whose candid comments stirred debate among conference-goers here on Tuesday."

and the reply:
Clemson Assails Allegations That It Manipulates 'U.S. News' Rankings
"Clemson University, stung by charges by one of its own researchers that it willfully manipulates the U.S. News & World Report rankings, fired back on Wednesday, saying the accusations are “outrageous” examples of “urban legends” that have surrounded the university’s campaign to reach the top 20 of public research universities.“The accusation that Clemson, its staff, and administrators have engaged in unethical conduct to achieve a higher ranking is untrue and unfairly disparages the sincere, unwavering, and effective efforts of faculty and staff to improve academic quality over the past 10 years,” reads a statement issued by the university’s chief spokeswoman, Catherine T. Sams. “While we have publicly stated our goal of a top-20 ranking, we have repeatedly stressed that we use the criteria as indicators of quality improvement and view a ranking as the byproduct, not the objective.” "

Here's a summary: Clemson Explains Its Approach to U.S. News Rankings

And here's a story about alleged simple mis-counting at USC's School of Engineering: More Rankings Rigging , and a summary reflecting the relation between what is measured and what is reported: Gaming the Rankings. Here's an illuminating paragraph:

"Any performance measure is ripe to be gamed. The percentage of alumni giving is a measure worth 5 percent of a ranking in U.S. News. A few years ago, Albion College made its own stir in the higher education rankings world when it increased its percentage of alumni making donations with the stroke of a pen. As The Wall Street Journal reported, the college recorded a $30 donation from a graduating senior as a $6 alumnus gift for the next five years. Clemson, in its systematic approach to raising its rank — “no indicator, no method, no process off limits to create improvement,” as Watt stated — solicited alumni donations in such a way as to increase their giving rate: Alumni were encouraged to give as little as $5 annually."

Note incidentally that there are different ways to try to rise in the rankings, and some may be strictly gaming (e.g. soliciting and/or reporting the same $30 contribution in a different way), while others (lowering the number of classes with more than 20 students) may have a positive effect by themselves. But whenever the goal is one thing, but what is or can be measured is another, there of course will be incentives to respond to what is being measured.

Legacy admissions in public schools

California leads the way again: here's some school choice news from LA. 'Legacy' admissions OK'd in public grade schools, Calif. weighs pros, cons of alumni preference policy.

"Emulating a controversial practice at many colleges, two high-achieving public school districts in California are giving preference to the children of alumni.

"The Beverly Hills Unified School District and the Santa Monica-Malibu Unified School District have adopted legacy admissions policies for children of former students who live outside their enrollment boundaries.
The policies appear to be the first in the nation at public schools, education observers say.
The programs vary slightly, but leaders of both districts say they hope to raise money by forging closer ties with alumni who may be priced out of their hometowns as well as with grandparents who still live there.
In each district, nonresident legacy students will make up a tiny percentage of the student population, officials said.
...
Many universities and colleges have long offered preferences to the children, grandchildren, and siblings of alumni, accepting them at greater rates than applicants overall, sometimes with lower grades and SAT scores.
Universities' arguments for legacy admissions - to nurture connections with alumni and their checkbooks - have been upheld as constitutional.
But the policies can cause campus controversy, leading some schools, including the University of California in 1998, to vote to abolish them.
...
Beverly Hills adopted its legacy policy on a 3-2 vote last spring, allowing the children of anyone who attended city schools at least four years and whose grandparents have lived in the city for at least a decade to apply for permits. Eleven students, among 5,100 enrolled in district schools, attend school under the program.
Fenton said he proposed the idea to reconnect the district with grandparents who live within its borders and no longer have a direct stake in the city's schools yet are asked to vote on school measures, such as a $334-million facilities bond passed in November."
...
"To round out classes and maximize state funding, the 12,000-student Santa Monica-Malibu district has long offered permits to the children of district, city, and community college employees, siblings of current students, and others who moved away.
After those, it also has given permits to some nonresident students without connections to the district.
But the board voted unanimously in April to give alumni children priority over this last category of students, starting next school year.
...
"Critics are skeptical.
"It would be more efficient from a fund-raising standpoint to auction off education slots on eBay than to create a legacy preference," said Michael Dannenberg, director of education policy at the nonpartisan New America Foundation."

Delaying kindergarten entry

The Telegraph discusses the problem of "summer born children," who would be younger than their kindergarten peers if enrolled according to the usual school schedule: Does it pay to delay the start of your child's schooling?. The article focuses on the American experience:

"A survey by the US Department of Education in 2007 found that 14 per cent of children aged 5 to 6 had delayed entry into school, or had parents who planned to delay their entry. In some areas - most often those where parents can afford an extra year of pricey pre-school - the level can reach as high as 25 per cent of the classroom.
The practice is more common among boys and tends to be concentrated in some geographic areas, though nearly absent in others. “Middle-class parents are savvy about wanting to know what the trends are and wanting to make sure that their kids aren't outside the norm,” says one education professor.
That's what comes across in a recent post on a parenting blog from an anxious mother in New Jersey. “I am thinking of holding my daughter back so she is emotionally ready for kindergarten,” she wrote, “but I'm also thinking about it because I worry that she will be the youngest since everyone else is holding back.”
“It's pernicious,” says Morrison, who is concerned, as are many other educators, about the effects on the rest of the student body.
Already, teachers must reckon with children who are 12 months apart in age - a big difference when they are just 5 years old. “On every dimension you can think of, you are going to have kids stretched out along a continuum,” says Beth Graue, a former kindergarten teacher, who studies school readiness at the University of Wisconsin. “You've got to accept that you are going to have gigantic five-year-old girls and tiny five-year-old boys who are going to want to do different things.” When some children begin school a year later than their peers, the range - and the challenge for the teacher - is that much bigger."

If schools are tournaments, this could make sense:
"The notion that small differences in age might make a big difference on the field is familiar terrain to Malcolm Gladwell, The New Yorker magazine writer and bestselling author. In his latest book, Outliers: The Story of Success, Gladwell studied ice hockey teams in Canada, where the game is high on the list of national priorities.
By the time kids are just 9 or 10, they are already being selected for elite teams, extra training and top coaching, and at that young age, those born nearest to the January 1 cut-off date - the oldest in each year's grouping - are usually the best, with the extra few months giving them a real advantage on the ice. With more special attention, that advantage seems to stick: Gladwell found that in any grouping of elite hockey players, 40 per cent were born in the first three months of the year. "

This sounds a bit like the reverse of unraveling, the process by which transactions become earlier and earlier in some markets. That process can feed on itself; if everyone else is recruiting early, maybe you had better do so also. It sounds like holding children back from school entry could potentially have the same dynamic: if the other children will all be a year older, maybe you should hold yours back too, especially if you're raising a future football player...

NYC school chancellor Klein on kindergarten waitlists

NYC school chancellor Joel Klein has a straightforward description in the current issue of The Villager of the waiting list situation for Manhattan kindergartens. (He can't magically make overcrowding go away, but he can explain clearly what is going on. NYC seems to be pretty fortunate in some of its top public servants...) Here are his comments in their entirety.

A new equity and transparency in school admissions
By Joel Klein
"Registering your child for kindergarten is often stressful — many of you are preparing to send your son or daughter to school for the first time. Reports of kindergarten wait lists for the fall at public schools in District 2 have added to the anxiety this year. I want to assure families in the community that we’re taking steps to enroll all students who have applied for kindergarten as quickly and fairly as possible.
Let me begin with the facts. A total of six District 2 elementary schools have wait lists for their zoned students: P.S. 6, P.S. 59, P.S. 183 and P.S. 290 on the Upper East Side; and P.S. 3 and P.S. 41 in the West Village (although there is one combined wait list for these two schools). In all of District 2, a total of 242 students are on a wait list at the school they are zoned for. This is a much smaller number than recent news accounts have reported.
These wait lists are the result of two changes we made to the kindergarten admissions process this year. First, we eliminated the practice of first-come, first-served admissions that many schools used in the past, which gave an advantage to well-connected parents who knew when a particular school would begin registering students, and had time to wait in line that first day. Instead, this year each school accepted kindergarten applications until March 6; schools then admitted students based on a clear list of priorities, with the highest being given to the students living within the school’s zone.
Second, we asked all schools to maintain wait lists of students to whom they could not immediately guarantee a seat. Every spring it is common for schools to receive more applications from zoned students than they can actually enroll. The difference this year is that schools registered only students to whom they could guarantee a seat and placed all other applicants on a wait list. This change gives parents a clearer picture about their children’s chances of being able to attend a particular school. It also lets us immediately identify schools that are experiencing a surge in demand and work with them to find ways to accommodate it. In the past, these issues were not addressed until September.
If you’re a parent of a student on a wait list, however, you’re understandably frustrated and confused; it’s reasonable to want to know now where your child will attend school in September.
The answer is that she will almost certainly attend her zoned school. This is because three factors are reducing wait lists even as you read this. Let’s use P.S. 3 and P.S. 41, where there are currently a combined 90 zoned students waiting for a seat, as an example.
We are considering relocating the pre-kindergarten programs at P.S. 3 and P.S. 41 to nearby locations for the 2009-’10 school year. This move will open as many as 75 additional kindergarten seats at the schools, which we will offer to students on the wait list within the next week.
Second, 26 students who are zoned for P.S. 3 and P.S. 41 qualified for kindergarten gifted and talented programs this year. Many of these students either have a seat at one of the schools or are on the wait list, but will instead choose to enroll in the gifted program that we will offer them next month.
Finally, some families who accepted kindergarten placements will ultimately decide to enroll in a nonpublic school or a school outside New York City. This happens every year as families weigh their educational options, but this year’s application deadline gave families an additional incentive to apply to their zoned school — even if there was only a small chance they would want their child to attend.
All of this means that many of the students currently on the wait list at P.S. 3 and P.S. 41 will receive a placement at one of the two schools by the end of next month. Any students who remain on the wait list are still guaranteed a kindergarten seat. These students will receive a placement at a nearby school by the end of June and will be able to remain on the wait list at P.S. 3 and P.S. 41. Seats will likely open up for these students before the start of the school year, since families often move over the summer.
The combination of these three factors will also reduce or eliminate wait lists on the Upper East Side and Upper West Side. There, too, the few students who do not have a placement by the end of next month will receive one at a nearby school.
No explanation I can give will fully make up for the stress and inconvenience of being placed on a kindergarten wait list. But whether you have a child on a wait list or not, I hope you can recognize that we’re trying to bring equity and transparency to an admissions process which did not have either before this year. The families we welcome into our schools every year deserve nothing less, and the placement of every child is important to us. "

HT Parag Pathak

NYC school choice; various updates

The NYC high school choice process (for schools at all levels) is entering its late stages. On the high school front, although the large majority of students are matched to high schools they ranked highly on their preference lists, in a system the size of NYC (with approx 90,000 new high school students each year), there are many students who are not well matched (and for whom the upcoming appeals process may provide some relief).
The Daily News has a story featuring several such students: Education Department fails to place thousands of students in any high school on their list of picksRead more: Education Department fails to place thousands of students in any high school on their list of picks.
"Education Department spokesman Andrew Jacob said the percentage of eighth-graders who went unmatched has improved to 9% from 16% in 2004, when choice was implemented.
The number of students who got their first choice has improved to 51% from 34% since the same year, Jacob added.
"We want all of the 86,000 students who applied for high school to be able to attend a school that's right for them," he said. "Any student who's unhappy at the end of the second round can appeal it."

The problem is that the system is stretched to capacity, so that schools with excess capacity are those which are undesirable in some respects. The things that market designers know about the difficult problems of school choice don't fix this underlying problem of resources.

The NYCDOE provides a bit of information on the different kinds of high schools here, a very brief description of the admissions process here, and information about each high school here.
There are also brief descriptions of the very different, still decentralized processes for pre-kindergaten, elementary schools, and middle schools.

Rankings of universities: vintages and coordination of expectations

US News and World Report has published its annual ranking of American universities. One thing that the rankings make clear is that, while they may move around a bit from year to year (and the precise rankings are not so informative), it takes a long time to rise to the top.

This year the first place goes to the oldest American university, founded in 1636, and spots 2 and 3 go to universities established in 1746 (as the College of New Jersey), and 1701. Two universities that opened more than a century later, in 1861, and 1891 , are tied for 4th place. The two universities tied for 6th are of different vintages, 1891 and 1755, as are the three tied for 8th place, 1754, 1838, and 1892. The top dozen ranks are filled out by universities open for business since 1769, 1855, and 1856.

At number 17, Rice University, opened in 1912, seems to be the highest ranked university on the list to have begun in the 20th century.

So, while ranking is far from perfectly correlated with age (which is in turn correlated with wealth, among other things), a university that wants to rise to the top of these rankings must take a long view.

It would be good to know more about how rankings (and changes in rankings, especially changes of more than a few places) influence the success of universities in attracting students and faculty. Compared to fundamentals, the rankings themselves shouldn't do much (although they are correlated with features that make a university a desirable place to study and teach). But rankings may also serve as a coordination device for students. For example, if two otherwise similar universities have substantially different rankings, e.g. one is listed in the top 20 and the other in the top thirty, it may be that over time the top 20 university will attract better students, and become a better university. If so, universities that concern themselves with signaling their quality by trying to raise their ranking may not be misguided.

Rankings of international universities (for which the precise rankings are even harder to interpret as being deeply informative) reveal that age is less well correlated with ranking than might appear from looking at American universities alone. For example, in this ranking and in this one, Oxford and Cambridge Universities, both so old that no reliable founding dates are known (although 1096 and 1226 are mentioned in their histories) are both in the top 10. But the much younger American universities dominate the top of the lists, where the equally old universities in continental Europe are scarce.

Update: Here's a November 2009 article from across the pond, which suggests that independence of universities from government may play a role: The American lesson: How to be top

Market for bogus colleges

Colleges not only educate students, they also give them credentials and certifications. So it is not too surprising that there is both a demand for credentials without education, and a supply.

In the United States, the focus seems to be on degrees. (If you type "college degrees" into Google, you find a number of intriguing options, including one that offers a degree in a week. Of course, maybe they have discovered a teaching and learning technology that we should all emulate...)

In Britain, it appears that the market focuses on obtaining a letter of admission, for immigration purposes: Fake colleges enable foreigners to disappear through the loophole.

"Bogus colleges set up to help foreign workers to enter Britain illegally have long been considered the biggest loophole in British immigration controls.
Often little more than two rooms over a takeaway restaurant or newsagents, the colleges have been enrolling hundreds of “overseas students” each year to enable them to obtain visas.
Phil Woolas, the Immigration Minister, described the bogus colleges last month as the Achilles’ heel in the immigration system. The Government announced a crackdown on them in 2003 but regulations did not come into force until the end of last month.
Under the new rules, all universities, colleges and schools must be approved by the UK Border Agency before they can issue visa letters to foreign students. Of the 2,100 institutions that applied for a sponsor licence, 467 have failed the vetting. More than 3,000 other colleges estimated to have been accepting foreign students have not applied for a licence."

One of the latest terrorist suspects to be arrested in Britain appears to have entered Britain from Pakistan with a visa from a bogus college: Terror suspect was enrolled at college shut down by Home Office

Update: a subsequent story, 5/21/09 Sham colleges open doors to Pakistani terror suspects