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Tag Archives: education

Industries afflicted with Baumol's Disease have slower productivity growth.

When butter makers had Baumol’s Disease, for centuries, there was no cure.

From the 1700s to 1940, making butter required some cream, a churn and usually a woman with lots of time and energy to crank or plunge a shaft. When, in 1850, someone invented a double chamber thermometer churn that made the cream the optimal temperature, the process remained the same. Even when some churns got bigger, others got smaller and the people at the Dazey Churn & Manufacturing Company used glass instead of wood, still, little changed. As long as butter making remained labor intensive, it was tough to increase productivity.

Similarly, for teaching a class or examining a patient, human energy plays a central role that a machine cannot replace. Centuries ago and now Mozart’s String Quartet in G Minor requires a cellist, 2 violinists, 2 violists. Whether teaching a class, performing a masterpiece or presenting a lecture, it is tough to increase your productivity.

Our Bottom Line: When an industry–especially one based on labor rather than technology– experiences rising costs because it cannot keep up with productivity increases elsewhere, it is afflicted with Baumol’s cost disease. So, when you say that the US healthcare system is sick, now you can add that it is suffering from a case of Baumol’s disease that many say is incurable.

An interesting quote: Senator Daniel Moynihan (1927-2003) was quoted by Dr, Baumol as having said, “You have now explained to me why the Democratic Party is called the party of tax and spend, because we are financing all the things that are affected by the cost disease and Republicans want to short-change them.”

Sources and Resources: For an enjoyable read about Baumol’s Disease, I recommend this New Yorker column while for an academic perspective, this paper provides analysis. My facts about butter came from slate.com and to consider the speed and spread of contemporary innovation, you could look at Tyler Cowen’s The Great Stagnation through an inexpensive ($3.99) Kindle download and his TED talk. Finally, superbly, this NY Times column explains the connection between Baumol’s disease and our health care challenges.

Labor Intensive Activities Have Low Productivity Growth

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Imagine for a moment 3 groups of countries, each with a different population pyramid. The first has a huge bulge at the bottom, the second is wider in the middle and the third is relatively broad at top.

If this represents the world in 2025, what can we expect?

This Congressional Budget Office (CBO) report tells some of the story:

3 Groups: We can start by dividing the world into the more developed, less developed and least developed nations. The more developed world would include most of Western and Eastern Europe, New Zealand, Canada, Japan.  In the middle group, we could list many Latin American countries like Brazil and Argentina and then traveling to Africa, Kenya would be one, in Asia, India of course, and in the Pacific, Indonesia. For the least developed countries, Ethiopia, Uganda, many other African nations, and Haiti and Samoa are examples. (In the CBO report, the U.S. and China were presented separately.)

3 Demographic Stages: Next, we can assume that each group undergoes 3 demographic stages after centuries of high mortality and fertility rates. 1) Benefiting from modern technology and health care advances, at first, they experience higher birth rates and more children survive.  2) Then, as these larger numbers of children become young adults, they have fewer children than the previous generation. 3) Finally, as the larger cohort ages, they inflate the elderly population. Here, depending on the country, you can see how timing might vary.

3 Population Pyramids: This takes us to 3 population pyramids. For stage 1, the population bulge is at the bottom of the pyramid, stage 2, in the bottom and middle, and stage 3 at the top. Illustrated in this World Economic Forum report (p. 29), you can see the projected placement of the bulge for the 3 groups during 2025.

The Economic Lesson

3 Economic Implications: During Stage 1, countries experience less economic growth because more resources are used for their children. They are concerned with “youth dependency.” When those children survive, during Stage 2, they compose a larger group that works, saves and contributes to economic growth. Stage 3, though, creates new challenges when the bulge in the population no longer is in the labor force, consumes more than they produce, lives longer, and has to be sustained by a relatively smaller labor force. We could say that countries at the third stage  have an elevated “old age dependency” rate to manage.

An Economic Question: For the United States, as the baby boomers age and rise to the top of the population pyramid, how will Social Security, Medicare and Medicaid be affected?

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Although the unemployment rate is 9.2% for the entire labor force, it is 4.4% for college grads (and 10% for high school graduates, no college).

But which college graduates earn more? It depends on your undergraduate major. Counseling psychology or petroleum engineering? The difference is $91,000 a year. The median income for a counseling psychologist is $29,000 while for a petroleum engineer, $120,000. Divided by group, engineering, computers and mathematics are at the top while education, psychology and social work are at the bottom.

And finally, will more money make you happy? At the Aspen Institute, where happiness researchers have gathered, the money can make us happy group seems to have the most convincing research. (Here, you can watch the debate.)

The Economic Lesson

Happiness researchers frequently cite the Easterlin Paradox which implies that once we reach a certain level of wealth, more wealth does not lead to more happiness because of our quest to outdo our neighbors. On the other hand, economist Justin Wolfers used data to prove that people in rich countries are happier than those in poor countries and the rich are happier than the poor.

An Economic Question: Do you believe that “happiness” or “satisfaction” research is valid? Explain.

 

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15-year old U.S. students ranked #24 for math in an OECD assessment program (PISA). For reading, they placed #15.

In a Teaching Company lecture called “Underperforming Schools” Wake Forest economist Robert Whaples suggests how we might raise our scores.

Cost/benefit analysis: Dr. Whaples started with what we spend per pupil and then what we get. We spend, on average, $10,000 annually. What do we get? Ranked #24 in math and #15 in reading. New Jersey spends a lot more than Utah but their testing results are close. Even spending more on small classes does not seem to reap consistent benefits. So, is there a connection between educational achievement and spending? Are we sufficiently productive? He concluded, “Not necessarily.”

Incentives: The next step then is to look specifically at teachers and students. Do teachers need different incentives such as merit pay? It is tough to design appropriate criteria. Would students do better if they had to take demanding “exit exams?” Some students excel with more pressure while weaker students drop out.

Competition: Maybe vouchers and charter schools elevate student achievement by challenging enrollment at existing schools (that are monopolies). Here, Whaples said to look at the work of Stanford economist Caroline Hoxby whose research concludes that competition can make a big difference.

Where does all of this take us? Most economists suggest that more “consumer sovereignty” would be desirable.

The Economic Lesson

In addition to productivity, incentives, and competition, economists use the idea of value-added to assess school quality. While value-added typically refers to a tax (VAT), for education, it takes us to student achievement. Stanford economist Eric Hanushek with 3 colleagues sought to measure teacher “value-added” through student achievement. 

 

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We might need to adjust how we think about the labor market. Yes, we know that the unemployment rate for February was 8.9% and that 13.7 million people are jobless.  However, to encourage thoughts about the future, an M.I.T. economist tells us more.

First, let’s slice the labor force into thirds:

1) High-skill, high wage workers which include “high education professional, technical, and managerial occupations.”

2) Middle-skill, middle wage workers that are “white-collar clerical, administrative and sales jobs occupations and blue-collar production, craft, and operative occupations.”

3) Low-skill, low wage workers which take us to “low-education food service, personal care, and protective service occupations.”

According to M.I.T.’s David Autor, #2, the middle, has experienced diminishing opportunities during the past 2 decades while the top and the bottom of the labor market have had expanding job potential. Most important, though, are the two challenges cited in Dr. Autor’s paper. 1) Skilled workers are in greatest demand but educational levels have not kept up with our increased need for them. 2) Because we have expanding job opportunities at the top and the bottom of the labor market, we have greater polarization–a greater divide about which he is concerned.

The basic question for us is trajectory. Do we approve of the direction in which the labor market is heading? What are the policy implications for wages, educational attainment, and employment opportunities?

The Economic Lesson

To be defined as a member of the labor force, an individual is:
-16 years old or older
-employed
-unemployed and looking for a paying job

 

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