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Michigan State University study: Good dog? Bad dog? Their personalities can change

24 Feb

Rafi Letzer wrote in the LiveScience article, Is Your Dog Super Smart? No, LOL:

Lea and his colleague Britta Osthaus, of Canterbury Christ Church University in the United Kingdom, examined more than 300 studies of dog cognition. The researchers compared the studies’ results with those from research into other carnivores, other social hunters and other domestic animals, “with a particular emphasis on wolves, cats, spotted hyenas, chimpanzees, dolphins, horses and pigeons,” the study said.
The researchers made specific comparisons between the different species in different categories of smarts: sensory cognition, physical cognition, spatial cognition, social cognition and self-awareness. The dogs did turn up smart, but not blazingly so.
In many areas, though, the comparisons were difficult to make due to a simple lack of data. For example, the researchers noted that both dogs and cats are known to be able to recognize and distinguish human voices. But the investigators couldn’t find any data to indicate which species can remember a greater number of distinct human voices, so it was impossible to compare the two on that front.
Zachary Silver, a graduate student and researcher at Yale’s Canine Cognition Center who was not involved in the study, told Live Science that the research provided “an excellent framework for future [comparative] research.” But he added that he thinks the authors overstated the idea that an excessive amount of study has been devoted to dogs.
“I don’t think that dogs are overstudied. The field of canine cognition is still very young, and there is still a great deal to be learned about how dogs think and view the world,” he said. “As a proponent of the comparative approach, I would argue that as a field we would be well-suited to increase our emphasis on species-to-species comparisons.”
There’s a straightforward reason for scientists to be interested in dog brains, Silver said, and it’s not that researchers think canines are animal geniuses.
“In my view, the existing literature does not necessarily imply that dogs are unusually intelligent per se. Rather, much of the recent research on canine cognition simply argues that dogs’ manner of thinking and reasoning about certain components of the world is distinct,” he said.
In other words, dogs aren’t super-thinkers, but they are special thinkers…. https://www.livescience.com/63742-dogs-brain-not-smart.html

Dogs have a distinct personalities.

Jennifer Nelson wrote in Dogs Have These 5 Major Personality Types:

The Confident Dog
A Confident Dog is comfortable in his surroundings and is a natural born leader. He can easily take charge of a situation and is also likely to be a team player. His confident manner will show in his body language.
Confident Dogs may display dominant behaviors, and reacting harshly to these behaviors or trying to dominate your dog may lead to aggression or more willfulness.
Contrary to popular belief, dominance is not a personality type but a term to describe the hierarchy between animals. A natural leader only needs the confidence and ability to lead his pack, he doesn’t need to resort to aggressiveness to maintain his alpha status. Dogs have been a different species from wolves for thousands of years, and trying to use a wolf pack mentality on your dog could actually backfire and cause him to mistrust you. Positive reinforcement is always the best way to train a dog, even a Confident Dog with dominant behaviors.
The Shy or Timid Dog
Just like people, dogs can be shy or nervous. Forcing your dog into situations that make him uncomfortable could have the opposite of your intended effect – while you’re trying to acclimate your dog to the world, he will interpret you as forcing him to do things that are extremely scary, which could lead to mistrust.
Shy Dogs tend to react very well to lots of praise, treats, encouragement, and introducing them to new people, places, or experiences at a slower pace. Shy Dogs will not enjoy loud, chaotic environments and may become insecure, fearful, or aggressive without gentle treatment. He will need lots of reassurance that he is safe, secure, and loved.
The Independent Dog
Many breeds were bred to live, act, and think independently of their owners, and those tendencies may remain in your dog’s instincts to this day.
Independent Dogs may not bond well with anybody they don’t see as a leader, and they tend to bond most with one person while remaining less enthusiastic about other people. They are perfectly okay by themselves and may even appear to be standoffish.
Trying to force an Independent Dog to be overly social may backfire and cause aggression. A dog with an independent personality type can be difficult to train without the right kind of motivation, since they would rather think for themselves than to do what you ask of them. You may need to experiment to see whether your Independent Dog is more motivated by treats, toys, or affection.
The Laidback, Happy Dog
This is the stereotypical friendly dog who loves everybody and would lead a robber directly to the family’s valuables with a wagging tail. They’ll typically get along with all people, dogs, and even cats.
Happy Dogs tend to be overly enthusiastic, especially without enough training or exercise. They are more likely to jump on people since they are so excited at the possibility of having another best friend for life. These types of dogs, especially when they are larger breeds like Labrador Retrievers and Golden Retrievers, can be scary for small children who can be knocked over by an exuberant dog’s love and affection. They need training to keep them calm when they meet people.
The Adaptable Dog
Slightly different from the Happy Dog, the Adaptable Dog is eager to please in any environment and will control his enthusiasm in favor of doing something that will make his owner happy.
This personality type is easiest to train, since they have such a strong desire to please. They are friendly without being overly exuberant and they mind their people. They tend to get along with people, other dogs, and cats, and can make great therapy dogs due to their calm, loving nature…. https://iheartdogs.com/dogs-have-these-5-major-personality-types/

Although, there are basic personality types, a Michigan State study suggests your dog’s personality may change over time.

Science Daily reported in Good dog? Bad dog? Their personalities can change, Like humans, dogs’ personalities likely change over time:

When dog-parents spend extra time scratching their dogs’ bellies, take their dogs out for long walks and games of fetch, or even when they feel constant frustration over their dogs’ naughty chewing habits, they are gradually shaping their dogs’ personalities. Dogs, like people, have moods and personality traits that shape how they react in certain situations. New findings from Michigan State University went where few researchers have gone before to reveal that, also like humans, dogs’ personalities likely change over time.
“When humans go through big changes in life, their personality traits can change. We found that this also happens with dogs — and to a surprisingly large degree,” said William Chopik, professor of psychology and lead author. “We expected the dogs’ personalities to be fairly stable because they don’t have wild lifestyle changes humans do, but they actually change a lot. We uncovered similarities to their owners, the optimal time for training and even a time in their lives that they can get more aggressive toward other animals.”
Additionally, Chopik found that dogs’ personalities can predict many important life outcomes. For example, canines’ personalities will influence how close they feel to their owners, biting behavior and even chronic illness.
The research, published in Journal of Research in Personality, is one of the first — and is the largest — studies of its kind to examine changes in dogs’ personalities. Chopik surveyed owners of more than 1,600 dogs, including 50 different breeds. Dogs ranged from just a few weeks old to 15 years, and were split closely between male and female. The extensive survey had owners evaluate their dog’s personalities and answered questions about the dog’s behavioral history. The owners also answered a survey about their own personalities.
“We found correlations in three main areas: age and personality, in human-to-dog personality similarities and in the influence a dog’s personality has on the quality of its relationship with its owner,” Chopik said. “Older dogs are much harder to train; we found that the ‘sweet spot’ for teaching a dog obedience is around the age of six, when it outgrows its excitable puppy stage but before its too set in its ways.”
One trait that rarely changes in age with dogs, Chopik said, was fear and anxiety.
Honing in on the saying, “dogs resemble their owners,” Chopik’s research showed dogs and owners share specific personality traits. Extroverted humans rated their dogs as more excitable and active, while owners high in negative emotions rated their dogs as more fearful, active and less responsive to training. Owners who rated themselves as agreeable rated their dogs as less fearful and less aggressive to people and animals.
The owners who felt happiest about their relationships with their dogs reported active and excitable dogs, as well as dogs who were most responsive to training. Aggression and anxiety didn’t matter as much in having a happy relationship, Chopiksaid…..

https://www.sciencedaily.com/releases/2019/02/190222125218.htm

Citation:

Good dog? Bad dog? Their personalities can change
Like humans, dogs’ personalities likely change over time
Date: February 22, 2019
Source: Michigan State University
Summary:
When dog-parents spend extra time scratching their dogs’ bellies, take their dogs out for long walks and games of fetch, or even when they feel constant frustration over their dogs’ naughty chewing habits, they are gradually shaping their dogs’ personalities.
Journal Reference:
William J. Chopik, Jonathan R. Weaver. Old dog, new tricks: Age differences in dog personality traits, associations with human personality traits, and links to important outcomes. Journal of Research in Personality, 2019; DOI: 10.1016/j.jrp.2019.01.005

Here is the press release from Michigan State University:

PUBLIC RELEASE: 22-FEB-2019
Good dog? Bad dog? Their personalities can change
New findings from MSU went where few researchers have gone before to reveal that, like humans, dogs’ personalities likely change over time.
MICHIGAN STATE UNIVERSITY
When dog-parents spend extra time scratching their dogs’ bellies, take their dogs out for long walks and games of fetch, or even when they feel constant frustration over their dogs’ naughty chewing habits, they are gradually shaping their dogs’ personalities. Dogs, like people, have moods and personality traits that shape how they react in certain situations. New findings from Michigan State University went where few researchers have gone before to reveal that, also like humans, dogs’ personalities likely change over time.
“When humans go through big changes in life, their personality traits can change. We found that this also happens with dogs – and to a surprisingly large degree,” said William Chopik, professor of psychology and lead author. “We expected the dogs’ personalities to be fairly stable because they don’t have wild lifestyle changes humans do, but they actually change a lot. We uncovered similarities to their owners, the optimal time for training and even a time in their lives that they can get more aggressive toward other animals.”
Additionally, Chopik found that dogs’ personalities can predict many important life outcomes. For example, canines’ personalities will influence how close they feel to their owners, biting behavior and even chronic illness.
The research, published in Journal of Research in Personality, is one of the first – and is the largest – studies of its kind to examine changes in dogs’ personalities. Chopik surveyed owners of more than 1,600 dogs, including 50 different breeds. Dogs ranged from just a few weeks old to 15 years, and were split closely between male and female. The extensive survey had owners evaluate their dog’s personalities and answered questions about the dog’s behavioral history. The owners also answered a survey about their own personalities.
“We found correlations in three main areas: age and personality, in human-to-dog personality similarities and in the influence a dog’s personality has on the quality of its relationship with its owner,” Chopik said. “Older dogs are much harder to train; we found that the ‘sweet spot’ for teaching a dog obedience is around the age of six, when it outgrows its excitable puppy stage but before its too set in its ways.”
One trait that rarely changes in age with dogs, Chopik said, was fear and anxiety.
Honing in on the saying, “dogs resemble their owners,” Chopik’s research showed dogs and owners share specific personality traits. Extroverted humans rated their dogs as more excitable and active, while owners high in negative emotions rated their dogs as more fearful, active and less responsive to training. Owners who rated themselves as agreeable rated their dogs as less fearful and less aggressive to people and animals.
The owners who felt happiest about their relationships with their dogs reported active and excitable dogs, as well as dogs who were most responsive to training. Aggression and anxiety didn’t matter as much in having a happy relationship, Chopik said.
“There are a lot of things we can do with dogs – like obedience classes and training – that we can’t do with people,” he said. “Exposure to obedience classes was associated with more positive personality traits across the dog’s lifespan. This gives us exciting opportunities to examine why personality changes in all sorts of animals.”
Chopik’s findings prove how much power humans have over influencing a dog’s personality. He explained that many of the reasons a dog’s personality changes are a result of the “nature versus nurture” theory associated with humans’ personalities.
Next, Chopik’s will research will examine how the environment owners provide their dogs might change the dogs’ behavior.
“Say you adopt a dog from a shelter. Some traits are likely tied to biology and resistant to change, but you then put it in a new environment where it’s loved, walked and entertained often. The dog then might become a little more relaxed and sociable,” Chopik said. “Now that we know dogs’ personalities can change, next we want to make strong connection to understand why dogs act – and change – the way they do.”
###
(Note for media: Please include a link to the original paper in online coverage: https://www.sciencedirect.com/science/article/pii/S0092656618301661?via%3Dihub)
Disclaimer: AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert system.

Like humans, a dog’s personality can change for a variety of reasons.

Josie F. Turner wrote in the Animal Wised article, Why Has my Dog’s Personality Changed:

Which are the most common reasons for a dog’s change in personality?
• Castration: It is very common for a change in personality to occur after sterilizing your pet. We may find ourselves with a relaxed and submissive dog or rather the opposite.
• Old age: In old age our dog undergoes physical and mental changes such as the loss of some capabilities. For this reason we may observe a change where it becomes more unsociable or passive.
• Sexual maturity: At this stage of growth the dog explores changes in its body. It is very important that we continue to support socialization with other pets, people and environments during this phase. It must learn to behave in this new stage of life.
• New pet: If we add a new dog or cat to the family it may be that our beloved dog will show some jealous behavior or dominance towards the newcomer. Although this is normal behavior it is very important that it respects the new family member. We will put limits on the dog, though it is very important that it believes it is above (hierarchically speaking) the new pet.
• Disease: A sick dog may show abnormal behavior. If you think a change in behavior may be related to some kind of disease do not wait further and take your pet to the vet.
• Incorrect socialization: If your dog has not learned the importance of playing properly with other dogs as a puppy, then you will have to teach it to do so as an adult dog. Never stop encouraging socialization with other members of their own species as well as humans. Very important.
• Changes in the environment: If you have decided to move from a house to an apartment, you have taken away its toys without realizing or your pet lately spends a long time alone then you should ask yourself if these are the reasons that explain your dog’s change in personality.
• Loss of a loved one: Whether it is another dog or a human, the dog will deeply feel that loss much like you. It is a psychological problem that requires handling with care and providing the animal with new stimuli and motivations that distract it and help it overcome these difficulties.
• Baby at home: The arrival of a baby to the household can generate jealousy and envy in a dog. Although it is very important that a distance be maintained between the newcomer and our pet, we will try to ensure that each receives equal attention, care and pampering. Fostering a good relationship between the two is essential.
• Aggressiveness: Aggressiveness is a serious behavior problem as it feeds back and creates other problems seen in this list. It should be treated by a specialist.
• Depression: A multitude of symptoms can indicate that our dog is suffering from depression (lack of appetite, avoiding playing games, not interacting with others), this will likely be for a specific reason. We must look for the trigger to fix the problem.
• Anxiety: The lack of interaction with other dogs or an unattended basic need may be grounds for anxiety. Find out what the problem that generates anxiety in your pet is to fix it as soon as possible.
• Bad communication: A dog and its master do not always understand each other perfectly. It is important to learn and be informed about canine communication and how to deal with it. If you and your dog are not on the same wavelength this can cause confusion and discomfort in your environment and this will directly affect its personality.
• Phobias and fears: It is true that many dogs have irrational fears (other dogs, water, cats, cars, fireworks…). If the thing that causes fear in our dog is inevitable and present in our everyday environment we will have to practice a socialization process so that our pet understands that it should not fear that element, or at least learn to ignore it. Even if it results from a bad experience it is never too late to help your pet overcome its fears and apprehensions…. https://www.animalwised.com/why-has-my-dog-s-personality-changed-251.html

If the personality change of your pet is profound, you may need to consult your vet and seek pet training. See, Finding Professional Behavior Help https://www.aspca.org/pet-care/general-pet-care/behavioral-help-your-pet

Where information leads to Hope. © Dr. Wilda.com

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COMMENTS FROM AN OLD FART©
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Carnegie Mellon University study: Low-income boys’ inattention in kindergarten associated with lower earnings 30 years later

17 Feb

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.
A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class http://www.nytimes.com/pages/national/class/https://drwilda.com/2011/11/07/race-class-and-education-in-america/

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity; one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well. Science Daily reported one facet of the class issue.

Science Daily reported in Low-income boys’ inattention in kindergarten associated with lower earnings 30 years later:

Disruptive behaviors in childhood are among the most prevalent and costly mental health problems in industrialized countries and are associated with significant negative long-term outcomes for individuals and society. Recent evidence suggests that disruptive behavioral problems in the first years of life are an important early predictor of lower employment earnings in adulthood. A new longitudinal study examined boys from low-income backgrounds to determine which behaviors in kindergarten are associated with earnings in adulthood. The study concluded that inattention was associated with lower earnings and prosocial behavior with higher earnings.
The study was done by researchers at Carnegie Mellon University, the University of Montreal, University College Dublin, Ste-Justine Hospital Research Center, L’Observatoire Français des Conjonctures Économiques, Centre pour la Recherche Économique et ses Applications, Statistics Canada, and Université de Bordeaux. The research is published in JAMA Pediatrics.
“Identifying early childhood behavioral problems associated with economic success or failure is essential for developing targeted interventions that enhance economic prosperity through improved educational attainment and social integration,” explains Daniel Nagin, professor of public policy and statistics at Carnegie Mellon University’s Heinz College, who coauthored the study.
The study looked at 920 boys who were 6 years old and lived in low-income neighborhoods in Montreal, Canada, beginning in 1984 and continuing through 2015. The boys’ kindergarten teachers were asked to rate the boys on five behaviors typically assessed at that age: inattention, hyperactivity, physical aggression, opposition, and prosocial behavior. Prosocial behavior is social behavior that benefits others, like helping, cooperating, and sharing.
Findings revealed that the teachers’ ratings of boys’ inattention — characterized as poor concentration, distractibility, having one’s head in the clouds, and lacking persistence — were associated with lower earnings when the students were 35 to 36 years old. In addition, prosocial behavior was associated with higher earnings; examples of prosocial behavior included trying to stop quarrels, inviting bystanders to join in a game, and trying to help someone who has been hurt.
Both findings took into account children’s IQ (assessed at age 13) and their families’ adversity (parents’ educational level and occupational status. Earnings were measured by government tax return data.
The study found that hyperactivity, aggression, and opposition were not significantly associated with changes in later earnings.
Because the research was observational in nature, causality was not assessed. In addition, the study did not examine earnings obtained informally that were likely not reported to Canadian tax authorities. And because the study focused on boys in low-income neighborhoods, its generalizability to other genders or individuals of different socioeconomic status is limited…. https://www.sciencedaily.com/releases/2019/02/190211164015.htm

Citation:

Low-income boys’ inattention in kindergarten associated with lower earnings 30 years later
Date: February 11, 2019
Source: Carnegie Mellon University
Summary:
A new longitudinal study examined boys from low-income backgrounds to determine which behaviors in kindergarten are associated with earnings in adulthood. The study concluded that inattention was associated with lower earnings and prosocial behavior with higher earnings.
Journal Reference:
Francis Vergunst, Richard E. Tremblay, Daniel Nagin, Yann Algan, Elizabeth Beasley, Jungwee Park, Cedric Galera, Frank Vitaro, Sylvana M. Côté. Association of Behavior in Boys From Low Socioeconomic Neighborhoods With Employment Earnings in Adulthood. JAMA Pediatrics, 2019; DOI: 10.1001/jamapediatrics.2018.5375

People tend to cluster in neighborhoods based upon class as much as race. Good teachers tend to gravitate toward neighborhoods where they are paid well and students come from families who mirror their personal backgrounds and values. Good teachers make a difference in a child’s life. One of the difficulties in busing to achieve equity in education is that neighborhoods tend to be segregated by class as well as race. People often make sacrifices to move into neighborhoods they perceive mirror their values. That is why there must be good schools in all segments of the country and there must be good schools in all parts of this society. A good education should not depend upon one’s class or status.

The lawyers in Brown were told that lawsuits were futile and that the legislatures would address the issue of segregation eventually when the public was ready. Meanwhile, several generations of African Americans waited for people to come around and say the Constitution applied to us as well. Generations of African Americans suffered in inferior schools. This society cannot sacrifice the lives of children by not addressing the issue of equity in school funding in a timely manner.
The next huge case, like Brown, will be about equity in education funding. It may not come this year or the next year. It, like Brown, may come several years after a Plessy. It will come. Equity in education funding is the civil rights issue of this century.

Related:

Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids
https://drwilda.com/2012/11/11/micheal-pettrillis-decision-an-ed-reformer-confronts-race-and-class-when-choosing-a-school-for-his-kids/

The role economic class plays in college success
https://drwilda.com/2012/12/22/the-role-economic-class-plays-in-college-success/

The ‘school-to-prison pipeline
https://drwilda.com/2012/11/27/the-school-to-prison-pipeline/

Trying not to raise a bumper crop of morons: Hong Kong’s ‘tutor kings and queens’
https://drwilda.com/2012/11/26/trying-not-to-raise-a-bumper-crop-of-morons-hong-kongs-tutor-kings-and-queens/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
https://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

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Rumble in academia about study of ‘undermatching’ of ethnic groups and elite colleges

11 Feb

Mary Beth Markein wrote in the 2009 USA Today article, Q&A: Minority, low-income students need to aim higher:

GRADUATION RATES: If graduation is assumed, students don’t want to fall behind
HIGHER ED: More on grad rates at public universities
Q: You use the term “undermatch” to describe a student who appears to be eligible for a more selective college than the one where they enrolled. Why is undermatching a problem?
Bowen: It is sort of counterintuitive. You would think a student with reasonable qualifications would be more likely to graduate by going to a school where they’re not up against super-prepared kids, where there’s less competition. One argument against affirmative action has been that African-American students get discouraged at places that are too tough for them and drop out. But we found no evidence to support that. Going to a place where you’re challenged increases outcomes. Now, there may be good reasons for undermatching, but this should not be the norm. Yet data in North Carolina suggest that 40% of students undermatch by going to a less selective four-year university, to a two-year college, or to no college.
Q: You argue for better advising for high school students. What about cost? Selective schools tend to have higher sticker prices.
McPherson: If you look at the net price, after allowing for loans and grants, it turns out that in many cases the flagships, for example, may be cheaper for low-income students than less selective institutions in the state. But financing has to be in place and unambiguous. Some relatively vague promise that families will be able to afford a particular school is probably not a message that most lower- and moderate-income families are going to believe. One answer is to make the financial aid system simpler and more reliable. Another is making sure you get the money to the right people. If this country wants to have more college graduates, we have to do better for low- and moderate-income students….. http://usatoday30.usatoday.com/news/education/2009-09-09-completing-college_N.htm

Not much has changed since 2009.

Scott Jaschik reported in the Inside Higher Ed article, Is ‘Undermatching’ Overrated?

Few educational theories have taken off as quickly in recent years as that of “undermatching.” The idea is that many academically talented, low-income students who could succeed at top colleges are not applying to, enrolling in or graduating from them. Research on the topic has attracted widespread attention not only from colleges but from the White House, where administration officials have urged higher education leaders to do more on the issue.
But an analysis published Friday in Educational Researcher (abstract available here) argues that some key assumptions behind much undermatching research are flawed — and that new studies are needed to determine how much of the theory holds. The authors are Michael N. Bastedo, director of the Center for the Study of Higher and Postsecondary Education at the University of Michigan, and Allyson Flaster, a doctoral student at Michigan.
A key part of undermatching theory is that the disadvantaged students who enroll at less competitive colleges are missing the chance at institutions with greater resources, higher graduation rates and more prestige. But Bastedo and Flaster question whether the researchers have in fact identified the “margins that matter” to student success.
They argue that the much increased opportunity that comes from attending a “top” institution is truly evident only at the very top, the wealthiest institutions that don’t require students to borrow. But much of the undermatching research isn’t looking at the top 50 colleges, but the top 200 or so, a group so wide that it doesn’t focus on the institutions that really have exceptional resources compared to all others.
Further, the new article says that undermatching studies largely ignore a match that truly matters: whether a student enrolls at a community college or four-year institution. This choice, the authors write, is a crucial one (and perhaps far more important than whether a student attends a more or less competitive four-year institution) if the goal is to have more disadvantaged students earn bachelor’s degrees because of the relatively low rates at which community college students go on to do so.
More on ‘Undermatching’
• Study finds that a majority of low-income, high academic ability students fail to apply to a single competitive college. http://www.insidehighered.com/news/2012/12/11/study-says-many-highly-talented-low-income-students-never-apply-top-colleges
• Study finds that certain interventions have an impact on whether low-income, high ability students will apply to competitive colleges. http://www.insidehighered.com/news/2013/04/01/research-suggests-top-colleges-could-attract-many-more-high-achieving-low-income
• Obama administration talks to colleges about undermatching. http://www.insidehighered.com/news/2013/12/06/obama-administration-asks-colleges-set-goals-lower-income-student-success
http://www.insidehighered.com/news/2014/02/10/analysis-questions-assumptions-behind-undermatching-theory#ixzz2t35Hki7x

There is of course, a contra view regarding what this study means.

Jaschik got an e-mail reply from Professor Caroline Hoxby:

Caroline M. Hoxby, a professor of economics at Stanford University, and the co-author of several of the leading studies on undermatching, was highly critical of the Bastedo-Flaster analysis. Via email, Hoxby said: “Our studies are definitive. We not only study 100 percent (I said 100 percent and I am not kidding) of low-income high achievers, but we also have causal impacts (we have studies that rely on randomized controlled trials in which students are induced by our interventions to apply to more selective colleges).”
She suggested that Inside Higher Ed “simply ignore this low quality study,” which she characterized as “a 1 on a scale of 1 to 10,” noting that “one of the great faults of the media is to give similar weight to studies” without being able to evaluate their quality. (Hoxby is a highly respected researcher on higher education, as are some of the others who work on undermatching, but so is Bastedo, and it may be relevant that this new analysis is being published in the flagship journal of the American Educational Research Association.)
Christopher Avery, a professor of public policy at Harvard University who has written pieces with Hoxby about undermatching, said via email that the “ultimate test” of the theory would be whether interventions have an impact. If the Educational Researcher analysis is accurate, he said, then interventions wouldn’t have much of an impact. But, he noted, a study by Hoxby and another co-author found that interventions do appear to work, and that evidence is “pretty compelling,” he said. http://www.insidehighered.com/news/2014/02/10/analysis-questions-assumptions-behind-undermatching-theory#ixzz2t35Hki7x

Citation:

Conceptual and Methodological Problems in Research on College Undermatch
Authors
1. Michael N. Bastedo1
2. Allyson Flaster1
1. 1University of Michigan, Ann Arbor, MI
Abstract
Access to the nation’s most selective colleges remains starkly unequal, with students in the lowest income quartile constituting less than 4% of enrollment. A popular explanation for this phenomenon is that low-income students undermatch by attending less selective colleges when their credentials predict admission to more highly selective colleges. We identify three problematic assumptions in research on undermatching: (a) that researchers can differentiate colleges at the “margin that matters” for student outcomes; (b) that researchers can accurately predict who will be admitted at colleges that use holistic admission processes; and (c) that using achievement measures like SAT (Scholastic Assessment Test) scores to match students to colleges will reduce postsecondary inequality. We discuss the implications of these assumptions for future research on college choice and stratification.
• admissions
• higher education
• research methodology
• social class
• social stratification
Article Notes
• Received April 25, 2013.
• Revision received October 9, 2013.
• Revision received January 7, 2014.
• Accepted January 14, 2014.
• © 2014 AERA
1. Published online before print February 7, 2014, doi: 10.3102/0013189X14523039 EDUCATIONAL RESEARCHER February 7, 2014 0013189X14523039
1. » Abstract
2. Full Text
3. Full Text (PDF)
http://m.edr.sagepub.com/content/early/2014/02/06/0013189X14523039?papetoc

Resources:

Can We Fix Undermatching in Higher Ed? Would it Matter if We Did? http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/01/15-undermatching-higher-ed-chingos

Smart, Poor Kids Are Applying to the Wrong Colleges http://www.slate.com/articles/business/moneybox/2013/03/undermatching_half_of_the_smartest_kids_from_low_income_households_don_t.html

The best way to eliminate poverty is job creation, job growth, and job retention. The Asian Development Bank has the best concise synopsis of the link between Education and Poverty http://www.adb.org/documents/assessing-development-impact-breaking-cycle-poverty-through-education For a good article about education and poverty which has a good bibliography, go to Poverty and Education, Overview http://education.stateuniversity.com/pages/2330/Poverty-Education.html There will not be a good quality of life for most citizens without a strong education system. One of the major contributors to poverty in third world nations is limited access to education opportunities. Without continued sustained investment in education, we are the next third world country.

Related:
Choosing the right college for you
https://drwilda.wordpress.com/2012/04/15/choosing-the-right-college-for-you/

Producing employable liberal arts grads
https://drwilda.wordpress.com/2012/04/01/producing-employable-liberal-arts-grads/

Remedial education in college
https://drwilda.wordpress.com/2012/03/04/remedial-education-in-college/

Why go to college?
https://drwilda.wordpress.com/2011/11/28/why-go-to-college/

Where information leads to Hope. © Dr. Wilda.com

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Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

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The next great civil rights struggle: Disparity in education funding

2 Dec

Plessy v. Ferguson established the principle of “separate but equal” in race issues. Brown v. Board of Education which overturned the principle of “separate but equal.” would not have been necessary, but for Plessy. See also, the history of Brown v. Board of Education

If one believes that all children, regardless of that child’s status have a right to a good basic education and that society must fund and implement policies, which support this principle. Then, one must discuss the issue of equity in education. Because of the segregation, which resulted after Plessy, most folks focus their analysis of Brown almost solely on race. The issue of equity was just as important. The equity issue was explained in terms of unequal resources and unequal access to education.

People tend to cluster in neighborhoods based upon class as much as race. Good teachers tend to gravitate toward neighborhoods where they are paid well and students come from families who mirror their personal backgrounds and values. Good teachers make a difference in a child’s life. One of the difficulties in busing to achieve equity in education is that neighborhoods tend to be segregated by class as well as race. People often make sacrifices to move into neighborhoods they perceive mirror their values. That is why there must be good schools in all segments of the city and there must be good schools in all parts of this state. A good education should not depend upon one’s class or status.

I know that the lawyers in Brown were told that lawsuits were futile and that the legislatures would address the issue of segregation eventually when the public was ready. Meanwhile, several generations of African Americans waited for people to come around and say the Constitution applied to us as well. Generations of African Americans suffered in inferior schools. This state cannot sacrifice the lives of children by not addressing the issue of equity in school funding in a timely manner.

The next huge case, like Brown, will be about equity in education funding. It may not come this year or the next year. It, like Brown, may come several years after a Plessy. It will come. Equity in education funding is the civil rights issue of this century.

Sabra Bireda has a report from the Center for American Progress,Funding Education Equitably

The old axiom that the rich get richer certainly plays out in the American classroom—often to the detriment of achieving academic success. Data on intradistrict funding inequities in many large school districts confirm

what most would guess—high-poverty schools actually receive less money per pupil than more affluent schools.1 These funding inequities have real repercussions for the quality of education offered at high-poverty schools and a district’s ability to overcome the achievement gap between groups of students defined by family income or ethnicity.

The source of these funding inequities is not a deliberate scheme designed to steer more state and local funds to affluent schools. Rather it is often the result of an accumulation of higher-paid, more senior teachers working in low-poverty schools. High-poverty schools typically employ less-experienced, lower-paid teachers, thereby drawing down less of the district’s funds. The imbalance in funding created by this situation can total hundreds of thousands of dollars school by school.2 Archaic budgeting practices that track positions instead of actual school expenditures only serve to reinforce this inequity.

Bireda’s findings are supported by a U.S. Department of Education (Education Department) report.

In the report, Comparability of State and Local Expenditures Among Schools Within Districts: A Report From the Study of School-Level Expenditures, the Education Department finds:

For the study, Education Department researchers analyzed new school-level spending and teacher salary data submitted by more than 13,000 school districts as required by the American Recovery and Reinvestment Act (ARRA) of 2009. This school level expenditure data was made available for the first time ever in this data collection.

Using the data from the ARRA collection, Department staff analyzed the impact and feasibility of making this change to Title I comparability. That policy brief finds that:

  • Fixing the comparability provision is feasible. As many as 28 percent of Title I districts would be out of compliance with reformed comparability provisions. But compliance for those districts is not as costly as some might think—fixing it would cost only 1 percent to 4 percent of their total school-level expenditures on average.
  • Fixing the comparability provision would have a large impact. The benefit to low-spending Title I schools would be significant, as their expenditures would increase by 4 percent to 15 percent. And the low-spending schools that would benefit have much higher poverty rates than other schools in their districts.

Joy Resmovits discusses the report at Huffington Post.

In the article, School Districts Shortchange Low-Income Schools: Report, Resmovits reports:

It’s been long suspected that schools serving low-income students receive less money to pay their teachers than those in nearby affluent schools. Now there’s data from the U.S. Department of Education to back that claim up.

“The facts are out there like they’ve never been before,” U.S. Secretary of Education Arne Duncan said on a conference call with reporters Wednesday.

And the spending disparity affects teacher quality: As veteran teachers move to more affluent schools that can pay them more, students in poorer schools are more frequently taught by unseasoned teachers with little classroom experience.

In the the 13,000 districts surveyed, which encompass 82,000 of the nation’s 100,000 schools, more state and local money went to teacher salaries in high-income schools than in the district schools serving poor children, according to the new data. And 40 percent of low-income schools spent less on school employees in the 2008-2009 school year than other well-off schools within their districts.

“Low-income students need extra support and resources to succeed, but in far too many places, policies for assigning teachers and allocating resources are perpetuating the problem rather than solving it,” Duncan said.

According to the report, between 18 and 28 percent of low-income schools aren’t adequately staffed to meet their students’ needs. The report, titled “Comparability of State and Local Expenditures Among Schools Within Districts,” used data collected from 13,000 school districts that had to self-report information on how they spend money to receive 2009 stimulus dollars.

The report attributes the gap to a loophole in the Elementary and Secondary Education Act, the sweeping federal law on public education passed in 1965. That law created a special class of schools known as Title I that explicitly serve poorer students. The law aimed to ensure that those schools were appropriately funded.

But a loophole in the law’s reporting system that aimed to prevent school districts from using Title I dollars to plug overall budget gaps has allowed them to do just that. The law “often results in low-income schools subsidizing their high-income counterparts,” Sen. Michael Bennet (D-Colo.), the former Denver schools superintendent, said in a Wednesday statement.

“Too many disadvantaged children living below the poverty line are getting short-changed now,” Duncan said. Duncan called attention to a legislative fix his department proposed that’s included in a stalled draft of the reauthorization of No Child Left Behind Act ….

http://www.huffingtonpost.com/2011/12/01/school-funding_n_1122298.html?1322748997&ref=education

Poorer schools have been subsidizing their more affluent counterparts.

See: 3rd world America: The link between poverty and education https://drwilda.wordpress.com/2011/11/20/3rd-world-america-the-link-between-poverty-and-education/

Race, class, and education in America https://drwilda.wordpress.com/2011/11/07/race-class-and-education-in-america/

Citation:

“Comparability of State and Local Expenditures Among Schools Within Districts: A Report From the Study of School-Level Expenditures” and “The Potential Impact of Revising the Title I Comparability Requirement to Focus on School-Level Expenditures” are available from the Department’s website at: http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#title. The ARRA data set of school-level expenditures also is available on the same webpage. This data can be used to further explore disparities in school-level expenditures, the impact of district budgeting practices, and Title I comparability reform.

Related Resources:

Related Resources icon School-level expenditures report Related Resources icon Press call Related Resources icon Transcript of press call

All children have a right to a good basic education.

Dr. Wilda says this about that ©

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Hard truths: The failure of the family

6 Nov

This is a problem which never should have been swept under the carpet and if the chattering classes, politicians, and elite can’t see the magnitude of this problem, they are not just brain dead, they are flat-liners. There must be a new women’s movement, this time it doesn’t involve the “me first” philosophy of the social “progressives” or the elite who in order to validate their own particular life choices espouse philosophies that are dangerous or even poisonous to those who have fewer economic resources. This movement must urge women of color to be responsible for their reproductive choices. They cannot have children without having the resources both financial and having a committed partner. For all the talk of genocide involving the response and aftermath of Katrina, the real genocide is self-inflicted.

One of the mantras of this blog is that education is a partnership between the student, parent(s) or guardian(s), teacher(s), and the school. All parts of the partnership must be involved. 

Christine Mac Donald is reporting in the Detroit News, Worthy Proposes jail For Parents Who Skip Kids’ Conferences    Now, the Detroit Free Press is reporting that the Detroit Public Schools have come up with a department store “rewards program” to get parents to participate in their children’s lives. Peggy Walsh-Sarecki reports about the program in the article, DPS Has Perks For Parents

Jesse Washington of AP wrote a comprehensive article which details the magnitude of the disaster which is occurring in the African American community. In the article, Blacks Struggle With 72% Unwed Mother Rate Washington sounds an alarm which if you can’t hear it, makes you deaf.

This is not about racism or being elitist. This is about survival of an indigenous American culture. This is not about “speaking the truth to power,” it is about speaking the truth. The truth is children need two parents to help them develop properly and the majority of single parent headed families will live in poverty. Children from single parent homes have more difficult lives. So called “progressives” who want to make their “Sex and the City” life style choices the norm because they have a difficult time dealing with the emotional wreckage of their lives, need to shut-up when it comes to the survival of the African American community. This is an issue that the so called educated classes and religious communities have to get involved in.

Trip Gabriel reported about more fallout from the failure of the African American family in the New York Times. In Proficiency of Black Students Is Found to Be Far Lower Than Expected Gabriel goes on to describe the situation:

An achievement gap separating black from white students has long been documented — a social divide extremely vexing to policy makers and the target of one blast of school reform after another.

But a new report focusing on black males suggests that the picture is even bleaker than generally known.

Only 12 percent of black fourth-grade boys are proficient in reading, compared with 38 percent of white boys, and only 12 percent of black eighth-grade boys are proficient in math, compared with 44 percent of white boys….

This next comment is in no way PC. Prosecutor Worthy is correct that parents MUST be involved in the lives of their children. Problem is, jailing them will not force the majority of them into meaningful involvement and interaction with their child. Society has a couple of options to counter the “it’s my life and I’ll do what I want” philosophy. The first is discouraging and condemning out-of –wedlock births, particularly among low-income women. Too bad the First Lady doesn’t want to take this one on. The second thing is to intervene early and terminate the rights of negligent and abusive parents, freeing children up for adoption earlier. Finally, this society needs to support adoptive parents with financial and counseling resources. Not PC, but there it is.

Michael J. Petrilli writes in the article, We Have a Parenting Problem, Not a Poverty Problem at Huffington Post what moi has been saying for years and years:

So let’s get specific: What can parents do to increase the chances of their children doing well in school? Let’s just start with the zero-to-five years.

  1. Wait until you’ve graduated from high school and you’re married to have children.
  2. Stay married.
  3. Don’t drink or smoke when you’re pregnant.
  4. Get regular pre-natal check-ups.
  5. Nurse your baby instead of using a bottle.
  6. Talk and sing to your baby a lot.
  7. As you child grows, be firm but loving.
  8. Limit TV-watching, especially in the early years.
  9. Spark your child’s curiosity by taking field trips to parks, museums, nature centers, etc.
  10. Read, baby, read.

http://www.huffingtonpost.com/michael-j-petrilli/parenting-education_b_1076064.html?ref=education

If you are a young unmarried woman of any color, you probably do not have the resources either emotional or financial to parent a child(ren). If you don’t care about your future, care about the future of your child. If you want to sleep with everything that has a pulse, that is your choice. BUT, you have no right to choose a life of poverty and misery and misery for a child. As for those so called “progressives?” Just shut-up.

Michael Jackson said it best with the lyrics to Man in the Mirror

Dr. Wilda says this about that ©

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