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	<title>Comments on: Education, Inequality, and Complementarities</title>
	<atom:link href="http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/feed/" rel="self" type="application/rss+xml" />
	<link>http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/</link>
	<description>The Sweet Release of Reason</description>
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		<title>By: TGGP</title>
		<link>http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12666</link>
		<dc:creator>TGGP</dc:creator>
		<pubDate>Thu, 06 Mar 2008 01:45:19 +0000</pubDate>
		<guid isPermaLink="false">http://www.willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12666</guid>
		<description>Brink&#039;s article was lousy. This was &lt;a href=&quot;http://econlog.econlib.org/archives/2008/02/how_nurture_wor.html&quot; rel=&quot;nofollow&quot;&gt;discussed&lt;/a&gt; at EconLog.

&lt;i&gt;So it appears we are headed for a situation of genetics making more and more of a difference. This is a disturbing prospect.&lt;/i&gt;
Why? What difference does it make to me whether it is my environment or my genes holding me back? The fact that major environmental hindrances have been alleviated seems an unmitigated positive to me.</description>
		<content:encoded><![CDATA[<p>Brink&#8217;s article was lousy. This was <a href="http://econlog.econlib.org/archives/2008/02/how_nurture_wor.html" rel="nofollow">discussed</a> at EconLog.</p>
<p><i>So it appears we are headed for a situation of genetics making more and more of a difference. This is a disturbing prospect.</i><br />
Why? What difference does it make to me whether it is my environment or my genes holding me back? The fact that major environmental hindrances have been alleviated seems an unmitigated positive to me.</p>
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		<title>By: TGGP</title>
		<link>http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12674</link>
		<dc:creator>TGGP</dc:creator>
		<pubDate>Thu, 06 Mar 2008 01:45:00 +0000</pubDate>
		<guid isPermaLink="false">http://www.willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12674</guid>
		<description>Brink&#039;s article was lousy. This was &lt;a href=&quot;http://econlog.econlib.org/archives/2008/02/how_nurture_wor.html&quot; rel=&quot;nofollow&quot;&gt;discussed&lt;/a&gt; at EconLog.

&lt;i&gt;So it appears we are headed for a situation of genetics making more and more of a difference. This is a disturbing prospect.&lt;/i&gt;
Why? What difference does it make to me whether it is my environment or my genes holding me back? The fact that major environmental hindrances have been alleviated seems an unmitigated positive to me.</description>
		<content:encoded><![CDATA[<p>Brink&#8217;s article was lousy. This was <a href="http://econlog.econlib.org/archives/2008/02/how_nurture_wor.html" rel="nofollow">discussed</a> at EconLog.</p>
<p><i>So it appears we are headed for a situation of genetics making more and more of a difference. This is a disturbing prospect.</i><br />
Why? What difference does it make to me whether it is my environment or my genes holding me back? The fact that major environmental hindrances have been alleviated seems an unmitigated positive to me.</p>
]]></content:encoded>
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		<title>By: Brian Moore</title>
		<link>http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12665</link>
		<dc:creator>Brian Moore</dc:creator>
		<pubDate>Wed, 05 Mar 2008 14:40:11 +0000</pubDate>
		<guid isPermaLink="false">http://www.willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12665</guid>
		<description>&quot;representing affluent people gaming the system (by, among other things, withdrawing across jurisdictional boundaries which they then zone with large lot requirements and “overcrowding” rules so as to prevent poor people from moving there&quot;

Also, how in the world is the right of exit considered to be a negative to overall performance?  Do your service providers provide better or worse performance when they know you can leave, or when they&#039;re guaranteed that you must stay?  Is there really a belief that if only we forced those nasty rich kids to stay, that somehow those schools would improve?  Without any incentive to?

Now, to the extent that those affluent people are using policy tools to prevent poor people from moving near them, that&#039;s not so nice, but I think there may be other factors.</description>
		<content:encoded><![CDATA[<p>&#8220;representing affluent people gaming the system (by, among other things, withdrawing across jurisdictional boundaries which they then zone with large lot requirements and “overcrowding” rules so as to prevent poor people from moving there&#8221;</p>
<p>Also, how in the world is the right of exit considered to be a negative to overall performance?  Do your service providers provide better or worse performance when they know you can leave, or when they&#8217;re guaranteed that you must stay?  Is there really a belief that if only we forced those nasty rich kids to stay, that somehow those schools would improve?  Without any incentive to?</p>
<p>Now, to the extent that those affluent people are using policy tools to prevent poor people from moving near them, that&#8217;s not so nice, but I think there may be other factors.</p>
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		<title>By: Brian Moore</title>
		<link>http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12673</link>
		<dc:creator>Brian Moore</dc:creator>
		<pubDate>Wed, 05 Mar 2008 14:40:00 +0000</pubDate>
		<guid isPermaLink="false">http://www.willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12673</guid>
		<description>&quot;representing affluent people gaming the system (by, among other things, withdrawing across jurisdictional boundaries which they then zone with large lot requirements and “overcrowding” rules so as to prevent poor people from moving there&quot;

Also, how in the world is the right of exit considered to be a negative to overall performance?  Do your service providers provide better or worse performance when they know you can leave, or when they&#039;re guaranteed that you must stay?  Is there really a belief that if only we forced those nasty rich kids to stay, that somehow those schools would improve?  Without any incentive to?

Now, to the extent that those affluent people are using policy tools to prevent poor people from moving near them, that&#039;s not so nice, but I think there may be other factors.</description>
		<content:encoded><![CDATA[<p>&#8220;representing affluent people gaming the system (by, among other things, withdrawing across jurisdictional boundaries which they then zone with large lot requirements and “overcrowding” rules so as to prevent poor people from moving there&#8221;</p>
<p>Also, how in the world is the right of exit considered to be a negative to overall performance?  Do your service providers provide better or worse performance when they know you can leave, or when they&#8217;re guaranteed that you must stay?  Is there really a belief that if only we forced those nasty rich kids to stay, that somehow those schools would improve?  Without any incentive to?</p>
<p>Now, to the extent that those affluent people are using policy tools to prevent poor people from moving near them, that&#8217;s not so nice, but I think there may be other factors.</p>
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	<item>
		<title>By: Bruce K. Britton</title>
		<link>http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12664</link>
		<dc:creator>Bruce K. Britton</dc:creator>
		<pubDate>Wed, 05 Mar 2008 02:59:32 +0000</pubDate>
		<guid isPermaLink="false">http://www.willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12664</guid>
		<description>As the environmental factors affecting quality of  education become more and more equal, they will account for less and less of the variance among individuals, and other factors, that have not been equalized, such as genetic differences among individuals, will account for more and more of the variance. In the same way, if the genetic factors were equalized, such as by making everyone a clone of Will Wilkinson (say) then no variance would be accounted for by genetic differences, there being no genetic differences, and all the variance would be accounted for by other factors, such as environmental differences. But there is no prospect of everyone being genetically identical, and there is a  prospect of environmental differences becoming less and less. So it appears we are headed for a situation of genetics making more and more of a difference. This is a disturbing prospect.</description>
		<content:encoded><![CDATA[<p>As the environmental factors affecting quality of  education become more and more equal, they will account for less and less of the variance among individuals, and other factors, that have not been equalized, such as genetic differences among individuals, will account for more and more of the variance. In the same way, if the genetic factors were equalized, such as by making everyone a clone of Will Wilkinson (say) then no variance would be accounted for by genetic differences, there being no genetic differences, and all the variance would be accounted for by other factors, such as environmental differences. But there is no prospect of everyone being genetically identical, and there is a  prospect of environmental differences becoming less and less. So it appears we are headed for a situation of genetics making more and more of a difference. This is a disturbing prospect.</p>
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	<item>
		<title>By: Bruce K. Britton</title>
		<link>http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12667</link>
		<dc:creator>Bruce K. Britton</dc:creator>
		<pubDate>Wed, 05 Mar 2008 02:59:00 +0000</pubDate>
		<guid isPermaLink="false">http://www.willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12667</guid>
		<description>As the environmental factors affecting quality of  education become more and more equal, they will account for less and less of the variance among individuals, and other factors, that have not been equalized, such as genetic differences among individuals, will account for more and more of the variance. In the same way, if the genetic factors were equalized, such as by making everyone a clone of Will Wilkinson (say) then no variance would be accounted for by genetic differences, there being no genetic differences, and all the variance would be accounted for by other factors, such as environmental differences. But there is no prospect of everyone being genetically identical, and there is a  prospect of environmental differences becoming less and less. So it appears we are headed for a situation of genetics making more and more of a difference. This is a disturbing prospect.</description>
		<content:encoded><![CDATA[<p>As the environmental factors affecting quality of  education become more and more equal, they will account for less and less of the variance among individuals, and other factors, that have not been equalized, such as genetic differences among individuals, will account for more and more of the variance. In the same way, if the genetic factors were equalized, such as by making everyone a clone of Will Wilkinson (say) then no variance would be accounted for by genetic differences, there being no genetic differences, and all the variance would be accounted for by other factors, such as environmental differences. But there is no prospect of everyone being genetically identical, and there is a  prospect of environmental differences becoming less and less. So it appears we are headed for a situation of genetics making more and more of a difference. This is a disturbing prospect.</p>
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		<title>By: JA</title>
		<link>http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12663</link>
		<dc:creator>JA</dc:creator>
		<pubDate>Tue, 04 Mar 2008 23:25:56 +0000</pubDate>
		<guid isPermaLink="false">http://www.willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12663</guid>
		<description>Will, you write:

&quot;I think “gaming the system” is a bad way of looking at the structural barriers to the upward mobility of the poor created by the behavior of wealthier people. The problem is that (a) the reasonable motivation of the middle and upper classes to do the best they can for their kids and (b) the structure of our public educational institutions together combine to create a de facto barrier to the opportunity of poorer kids to get a decent education and subsequently a decent wage that really makes work worthwhile.&quot;

Truly, &#039;A&#039; is incomplete: it&#039;s not the motivation but the performance of that motivation that combines with &#039;B&#039; to create the de facto barrier.

That doesn&#039;t mitigate Ygelsias&#039;s idiosyncratic error, of course, but it&#039;s worth noting for this reason: Yglesias can&#039;t argue against parents, of whatever wealth, being motivated to care for their kids, but I&#039;m quite certain he&#039;d have no problem imposing a ban on particular performances of this motivation, if he deemed them to have negative external effects on the thrice disadvantaged.  I think that&#039;s a conversation worth having, if only to flush out what Conrad called the &quot;flabby, pretending, weak-eyed devil of a rapacious and pitiless folly&quot; that animates much of Yglesias&#039; politics.</description>
		<content:encoded><![CDATA[<p>Will, you write:</p>
<p>&#8220;I think “gaming the system” is a bad way of looking at the structural barriers to the upward mobility of the poor created by the behavior of wealthier people. The problem is that (a) the reasonable motivation of the middle and upper classes to do the best they can for their kids and (b) the structure of our public educational institutions together combine to create a de facto barrier to the opportunity of poorer kids to get a decent education and subsequently a decent wage that really makes work worthwhile.&#8221;</p>
<p>Truly, &#8216;A&#8217; is incomplete: it&#8217;s not the motivation but the performance of that motivation that combines with &#8216;B&#8217; to create the de facto barrier.</p>
<p>That doesn&#8217;t mitigate Ygelsias&#8217;s idiosyncratic error, of course, but it&#8217;s worth noting for this reason: Yglesias can&#8217;t argue against parents, of whatever wealth, being motivated to care for their kids, but I&#8217;m quite certain he&#8217;d have no problem imposing a ban on particular performances of this motivation, if he deemed them to have negative external effects on the thrice disadvantaged.  I think that&#8217;s a conversation worth having, if only to flush out what Conrad called the &#8220;flabby, pretending, weak-eyed devil of a rapacious and pitiless folly&#8221; that animates much of Yglesias&#8217; politics.</p>
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		<title>By: JA</title>
		<link>http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12672</link>
		<dc:creator>JA</dc:creator>
		<pubDate>Tue, 04 Mar 2008 23:25:00 +0000</pubDate>
		<guid isPermaLink="false">http://www.willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12672</guid>
		<description>Will, you write:

&quot;I think “gaming the system” is a bad way of looking at the structural barriers to the upward mobility of the poor created by the behavior of wealthier people. The problem is that (a) the reasonable motivation of the middle and upper classes to do the best they can for their kids and (b) the structure of our public educational institutions together combine to create a de facto barrier to the opportunity of poorer kids to get a decent education and subsequently a decent wage that really makes work worthwhile.&quot;

Truly, &#039;A&#039; is incomplete: it&#039;s not the motivation but the performance of that motivation that combines with &#039;B&#039; to create the de facto barrier.

That doesn&#039;t mitigate Ygelsias&#039;s idiosyncratic error, of course, but it&#039;s worth noting for this reason: Yglesias can&#039;t argue against parents, of whatever wealth, being motivated to care for their kids, but I&#039;m quite certain he&#039;d have no problem imposing a ban on particular performances of this motivation, if he deemed them to have negative external effects on the thrice disadvantaged.  I think that&#039;s a conversation worth having, if only to flush out what Conrad called the &quot;flabby, pretending, weak-eyed devil of a rapacious and pitiless folly&quot; that animates much of Yglesias&#039; politics.</description>
		<content:encoded><![CDATA[<p>Will, you write:</p>
<p>&#8220;I think “gaming the system” is a bad way of looking at the structural barriers to the upward mobility of the poor created by the behavior of wealthier people. The problem is that (a) the reasonable motivation of the middle and upper classes to do the best they can for their kids and (b) the structure of our public educational institutions together combine to create a de facto barrier to the opportunity of poorer kids to get a decent education and subsequently a decent wage that really makes work worthwhile.&#8221;</p>
<p>Truly, &#8216;A&#8217; is incomplete: it&#8217;s not the motivation but the performance of that motivation that combines with &#8216;B&#8217; to create the de facto barrier.</p>
<p>That doesn&#8217;t mitigate Ygelsias&#8217;s idiosyncratic error, of course, but it&#8217;s worth noting for this reason: Yglesias can&#8217;t argue against parents, of whatever wealth, being motivated to care for their kids, but I&#8217;m quite certain he&#8217;d have no problem imposing a ban on particular performances of this motivation, if he deemed them to have negative external effects on the thrice disadvantaged.  I think that&#8217;s a conversation worth having, if only to flush out what Conrad called the &#8220;flabby, pretending, weak-eyed devil of a rapacious and pitiless folly&#8221; that animates much of Yglesias&#8217; politics.</p>
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		<title>By: Jeff</title>
		<link>http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12662</link>
		<dc:creator>Jeff</dc:creator>
		<pubDate>Tue, 04 Mar 2008 21:18:31 +0000</pubDate>
		<guid isPermaLink="false">http://www.willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12662</guid>
		<description>Will,

You may be on to something there.</description>
		<content:encoded><![CDATA[<p>Will,</p>
<p>You may be on to something there.</p>
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		<title>By: Jeff</title>
		<link>http://willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12671</link>
		<dc:creator>Jeff</dc:creator>
		<pubDate>Tue, 04 Mar 2008 21:18:00 +0000</pubDate>
		<guid isPermaLink="false">http://www.willwilkinson.net/flybottle/2008/03/04/education-inequality-and-complementarities/#comment-12671</guid>
		<description>Will,

You may be on to something there.</description>
		<content:encoded><![CDATA[<p>Will,</p>
<p>You may be on to something there.</p>
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