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As Tversky and Kahneman have explained, “Chance is commonly viewed as a self-correcting process in which a deviation in one direction induces a deviation in the opposite direction to restore the equilibrium. In fact, deviations are not ‘corrected’ as a chance process unfolds, they are merely diluted.” 

Such contingency explains why sports provide the world’s best reality show. The better team does not win every game.

Its power, its meaning, and its joy are wrapped in its improbability. In retrospect, it seems destined. That the U.S. team was “born for this.” The truth is, despite the power and greatness of Brooks’ speech, it was anything but. 

As Stephen Jay Gould famously argued, were we able to recreate the experiment of life on Earth a million different times, nothing would ever be the same, because evolution relies upon randomness. Indeed, the essence of history is contingency.

Mauboussin describes the “paradox of skill” as follows: “As skill improves, performance becomes more consistent, and therefore luck becomes more important.” In investing, therefore (and for example), as the population of skilled investors has increased, the variation in skill has narrowed, making luck increasingly important to outcomes.

All-time great teams still lose about one out of every three games, all to inferior teams, demonstrating that winning baseball games involves a lot of luck.

Since mean reversion establishes that the expected value of the whole season is roughly 50:50 (or slightly above or below that level), a 60 percent winning percentage being really good means that there is a lot of randomness built into baseball outcomes.

Luck matters. A lot. Yet, we tend dramatically to underestimate the role of randomness in the world. 

The self-serving bias is our tendency to see the good stuff that happens as our doing (“we worked really hard and executed the game plan well”) while the bad stuff isn’t our fault (“It just wasn’t our night” or “we simply couldn’t catch a break” or “we would have won if the umpiring hadn’t been so awful”). Thus, desirable results are typically due to our skill and hard work — not luck — while lousy results are outside of our control and the offspring of being unlucky.

Michael Mauboussin’s The Success Equation seeks to untangle elements of luck and skill in sports, investing, and business

Randomness rules.

the ever-increasing aggregate skill (supplemented by massive computing power) of the investment world has come largely to cancel itself out.

Meanwhile, Smith argues that effort and repetition mean a great deal to athletic success, but that innate talent, which cannot be taught, means even more. Thus practice — even perfect practice — does not make perfect.

 randomness explains why the best team or player doesn’t always win, even though the best will tend to win more often. Being very good merely improves the odds of success. It doesn’t guarantee it. 

we should all recognize that the outcomes in many activities in life combine elements of both skill and luck. Like baseball, investing is one of these. Understanding the relative contributions of luck and skill can help us assess past results and, more importantly, anticipate future results, a point to which Mauboussin pays particular attention.

Lady Luck is crucial to investment outcomes. There is no getting around it. Managing one’s portfolio so as to benefit the most from good luck and (even more importantly) to get hurt the least by bad luck are the keys to investment management. Doing so well is a remarkable skill, but not the sort of skill that’s commonly assumed, even (especially!) by professionals.

In the markets, the average investor underperforms due to costs alone. Poker is similar on account of the house’s rake. Yet most investors — like most poker players and most people generally, due to optimism bias — think they are better (and often much better) than the norm

In a “quasi-experimental” study, researchers set out to examine these questions in poker. They got together a group of both expert and novice poker players to play fixed games, meaning that the players received hands that the researchers had set up – without the knowledge of the players – to test how things would go under various scenarios. The results revealed that while the cards dealt (luck) largely predicted the winner, skill was crucial to reducing losses when players were dealt a bad hand. That’s a true if unsurprising result as far as it goes. But the conclusion of the study (“that poker should be regarded as a game of chance”) is clearly overstated.

It’s surely true that over the short term, luck dominates skill in poker. However, over longer and longer periods of time – a much larger database of hands – a slight skill advantage will result in a positive win rate because no player will have better cards in the aggregate. In other words, given enough time, luck cancels itself out.

As Silver argues in The Signal and the Noise, especially when the skill differential is not great, the interesting question is how long it will take for skill to win out.

consistent with the study – the primary reason is that the expert player makes fewer mistakes. Science seeks the truth by uncovering and discarding what is false. What’s left is likely to be true.

As noted above, we all like to think that our successes are earned and that only our failures are due to luck – bad luck. But the old expression – it’s better to be lucky than good – is at least partly true. That said, it’s best to be lucky *and* good. As a consequence, in all probabilistic fields (which is nearly all of them), the best performers dwell on process and diversify their bets. You should do the same.

what we should already know – market success (however defined), especially over the relatively short run, is more a matter of luck than of skill.

nvestment performance data support this idea unequivocally. As Charley Ellis has shown, “research on the performance of institutional portfolios shows that after risk adjustment, 24% of funds fall significantly short of their chosen market benchmark and have negative alpha, 75% of funds roughly match the market and have zero alpha, and well under 1% achieve superior results after costs — a number not statistically significantly different from zero.” 

As Silver emphasizes in The Signal and the Noise, we readily overestimate the degree of predictability in complex systems [and t]he experts we see in the media are much too sure of themselves (I wrote about this problem in our industry from a slightly different angle…). Much of what we attribute to skill is actually luck.

Plan accordingly.

The organizers assessed skills in literacy and facility with basic math, or numeracy, in all 23 countries. In 19 countries, there was a third assessment, called “problem-solving in technology-rich environments,” on using digital devices to find and evaluate information, communicate, and perform common tasks.

In all three fields, Japan ranked first and Finland second in average scores, with the Netherlands, Sweden and Norway near the top. Spain, Italy and France were at or near the bottom in literacy and numeracy, and were not included in the technology assessment.

The United States ranked near the middle in literacy and near the bottom in skill with numbers and technology. In number skills, just 9 percent of Americans scored in the top two of five proficiency levels, compared with a 23-country average of 12 percent, and 19 percent in Finland, Japan and Sweden.

“Our economic advantage has been having high skill levels at the top, being big, being more flexible than the other economies, and being able to attract other countries’ most skilled labor. But that advantage is slipping.”

Compared with other countries with similar average scores, the United States, in all three assessments, usually had more people in the highest proficiency levels, and more in the lowest. The country also had an unusually wide gap in skills between the employed and the unemployed.

In the most highly educated population, people with graduate and professional degrees, Americans lagged slightly behind the international averages in skills. But the gap was widest at the bottom; among those who did not finish high school, Americans had significantly worse skills than their counterparts abroad.

Among 55- to 65-year-olds, the United States fared better, on the whole, than its counterparts. But in the 45-to-54 age group, American performance was average, and among younger people, it was behind.

Teachers are not only burnt out and undercompensated, they are also demoralized. They are being asked to do things in the name of teaching that they believe are mis-educational and harmful to students and the profession. What made this work good for them is no longer accessible. That is why we are hearing so many refrains of “I’m not leaving the profession, my profession left me.”

We find there are at least 36,000 vacant positions along with at least 163,000 positions being held by underqualified teachers, both of which are conservative estimates of the extent of teacher shortages nationally.

“The current problem of teacher shortages (I would further break this down into vacancy and under-qualification) is higher than normal.” The data, Nguyen continued, “indicate that shortages are worsening over time, particularly over the last few years

a growing gap between the pay of all college graduates and teacher salaries from 1979 to 2021, with a sharp increase in the differential since 2010

The number of qualified teachers is declining for the whole country and the vast majority of states.

Wages are essentially unchanged from 2000 to 2020 after adjusting for inflation. Teachers have about the same number of students. But, teacher accountability reforms have increased the demands on their positions.

The pandemic was very difficult for teachers. Their self-reported level of stress was about as twice as high during the pandemic compared to other working adults. Teachers had to worry both about their personal safety and deal with teaching/caring for students who are grieving lost family members.

the number of students graduating from college with bachelor’s degrees in education fell from 176,307 in 1970-71 to 104,008 in 2010-11 to 85,058 in 2019-20.

We do see that southern states (e.g., Mississippi, Alabama, Georgia and Florida) have very high vacancies and high vacancy rates.”

By 2021, teachers made $1,348, 32.9 percent less than what other graduates made, at $2,009.

These gaps play a significant role in determining the quality of teachers,

Sixty percent of teachers and 65 percent of principals reported believing that systemic racism exists. Only about 20 percent of teachers and principals reported that they believe systemic racism does not exist, and the remainder were not sure

“We find,” they write, “that teachers’ cognitive skills differ widely among nations — and that these differences matter greatly for students’ success in school. An increase of one standard deviation in teacher cognitive skills is associated with an increase of 10 to 15 percent of a standard deviation in student performance.”

teachers have lower cognitive skills, on average, in countries with greater nonteaching job opportunities for women in high-skill occupations and where teaching pays relatively less than other professions.

the scholars found that the cognitive skills of teachers in the United States fell in the middle ranks:Teachers in the United States perform worse than the average teacher sample-wide in numeracy, with a median score of 284 points out of a possible 500, compared to the sample-wide average of 292 points. In literacy, they perform slightly better than average, with a median score of 301 points compared to the sample-wide average of 295 points.

Increasing teacher numeracy skills by one standard deviation increases student performance by nearly 15 percent of a standard deviation on the PISA math test. Our estimate of the effect of increasing teacher literacy skills on students’ reading performance is slightly smaller, at 10 percent of a standard deviation.

How, then, to raise teacher skill level in the United States? Hanushek and his two colleagues have a simple answer: raise teacher pay to make it as attractive to college graduates as high-skill jobs in other fields.

policymakers will need to do more than raise teacher pay across the board to ensure positive results. They must ensure that higher salaries go to more effective teachers.

The teaching of disputed subjects in schools has compounded many of the difficulties in American education.

The researchers found that controversies over critical race theory, sex education and transgender issues — aggravated by divisive debates over responses to Covid and its aftermath — are inflicting a heavy toll on teachers and principals.

“On top of the herculean task of carrying out the essential functions of their jobs,” they write, “educators increasingly find themselves in the position of addressing contentious, politicized issues in their schools as the United States has experienced increasing political polarization.”

Teachers and principals, they add, “have been pulled in multiple directions as they try to balance and reconcile not only their own beliefs on such matters but also the beliefs of others around them, including their leaders, fellow staff, students, and students’ family members.”

These conflicting pressures take place in a climate where “emotions in response to these issues have run high within communities, resulting in the harassment of educators, bans against literature depicting diverse characters, and calls for increased parental involvement in deciding academic content.”

Forty-eight percent of principals and 40 percent of teachers reported that the intrusion of political issues and opinions in school leadership or teaching, respectively, was a job-related stressor. By comparison, only 16 percent of working adults indicated that the intrusion of political issues and opinions in their jobs was a source of job-related stress

In 1979, the average teacher weekly salary (in 2021 dollars) was $1,052, 22.9 percent less than other college graduates’, at $1,364

Nearly all Black or African American principals (92 percent) and teachers (87 percent) reported believing that systemic racism exists.

White educators working in predominantly white school systems reported substantially more pressure to deal with politically divisive issues than educators of color and those working in mostly minority schools: “Forty-one percent of white teachers and 52 percent of white teachers and principals selected the intrusion of political issues and opinions into their professions as a job-related stressor, compared with 36 percent of teachers of color and principals of color.

and opinions into their professions as a job-related stressor, compar

A 54 percent majority of teachers and principals said there “should not be legal limits on classroom conversations about racism, sexism, and other topics,” while 20 percent said there should be legislated constraint

Voters, in turn, are highly polarized on the teaching of issues impinging on race or ethnicity in public schools. The Education Next 2022 Survey asked, for example:Some people think their local public schools place too little emphasis on slavery, racism and other challenges faced by Black people in the United States. Other people think their local public schools place too much emphasis on these topics. What is your view about your local public schools?

Among Democrats, 55 percent said too little emphasis was placed on slavery, racism and other challenges faced by Black people, and 8 percent said too much.

Among Republicans, 51 said too much and 10 percent said too little.

Because of the lack of reliable national data, there is widespread disagreement among scholars of education over the scope and severity of the shortage of credentialed teachers, although there is more agreement that these problems are worse in low-income, high majority-minority school systems and in STEM and special education faculties.

Public schools increasingly are targets of conservative political groups focusing on what they term “Critical Race Theory,” as well as issues of sexuality and gender identity. These political conflicts have created a broad chilling effect that has limited opportunities for students to practice respectful dialogue on controversial topics and made it harder to address rampant misinformation.

The chilling effect also has led to marked declines in general support for teaching about race, racism, and racial and ethnic diversity.

These political conflicts, the authors wrote,have made the already hard work of public education more difficult, undermining school management, negatively impacting staff, and heightening student stress and anxiety. Several principals shared that they were reconsidering their own roles in public education in light of the rage at teachers and rage at administrators’ playing out in their communities.

State University of New York tracked trends on “four interrelated constructs: professional prestige, interest among students, preparation for entry, and job satisfaction” for 50 years, from the 1970s to the present and founda consistent and dynamic pattern across every measure: a rapid decline in the 1970s, a swift rise in the 1980s, relative stability for two decades, and a sustained drop beginning around 2010. The current state of the teaching profession is at or near its lowest levels in 50 years.

Who among the next generation of college graduates will choose to teach?

Perceptions of teacher prestige have fallen between 20 percent and 47 percent in the last decade to be at or near the lowest levels recorded over the last half century

Interest in the teaching profession among high school seniors and college freshmen has fallen 50 percent since the 1990s, and 38 percent since 2010, reaching the lowest level in the last 50 years

the proportion of college graduates that go into teaching is at a 50-year low

Teachers’ job satisfaction is also at the lowest level in five decades, with the percent of teachers who feel the stress of their job is worth it dropping from 81 percent to 42 percent in the last 15 years

The combination of these factors — declining prestige, lower pay than other professions that require a college education, increased workloads, and political and ideological pressures — is creating both intended and unintended consequences for teacher accountability reforms mandating tougher licensing rules, evaluations and skill testing.

Education policy over the past decade has focused considerable effort on improving human capital in schools through teacher accountability. These reforms, and the research upon which they drew, were based on strong assumptions about how accountability would affect who decided to become a teacher. Counter to most assumptions, our findings document how teacher accountability reduced the supply of new teacher candidates by, in part, decreasing perceived job security, satisfaction and autonomy.

The reforms, Kraft and colleagues continued, increasedthe likelihood that schools could not fill vacant teaching positions. Even more concerning, effects on unfilled vacancies were concentrated in hard-to-staff schools that often serve larger populations of low-income students and students of color

We find that evaluation reforms increased the quality of newly hired novice teachers by reducing the number of teachers that graduated from the least selective institutions

We find no evidence that evaluation reforms served to attract teachers who attended the most selective undergraduate institutions.

In other words, the economic incentives, salary structure and work-life pressures characteristic of public education employment have created a climate in which contemporary education reforms have perverse and unintended consequences that can worsen rather than alleviate the problems facing school systems.

If so, to improve the overall quality of the nation’s more than three million public schoolteachers, reformers may want to give priority to paychecks, working conditions, teacher autonomy and punishing workloads before attempting to impose higher standards, tougher evaluations and less job security.

Attempts to explain this picture result in a frank contradiction: Experts blame natives’ nonwork on a reduced number of jobs for low-skill labor, while at the same time attributing the influx of millions of low-skill immigrants to the shortage of workers available to do those very jobs.

Do immigrants “steal” jobs from natives? A more accurate assessment, based on what business managers say, is that as the native work ethic deteriorated, immigrants increasingly filled the void.

immigration exerts a “narcotic influence” on politicians, opinion leaders, and business owners. It allows our country to avoid confronting head-on the vital national problems of native non-work and declining worker quality.

Without drastically curtailing low-skill immigration, there is little incentive to make the significant cultural and practical changes needed to improve and reintegrate native workers.

If the influx of foreign low-skill workers were ended, employers who wish to keep their plants running would have to aggressively pursue native labor with advertising campaigns, better working conditions, and perhaps relocation incentives and higher wages.

Reducing immigration would encourage other long overdue changes as well, including strengthening work requirements as a condition of government aid, tightening eligibility standards for disability benefits, and abandoning the college-for-all mindset that devalues blue-collar occupations.

Finally, low-skill natives themselves should embrace the social expectation — once unquestioned in our society — that they must work at the jobs that are actually available, even if sometimes arduous and unpleasant.

Work is a vital source of dignity, respect, self-reliance, and connection. When able-bodied people are idle, whole communities can become dysfunctional. Putting Americans back to work should be a top policy priority. Pursuing that goal starts with cutting off the “narcotic” flow of low-skill foreign labor.

Economists have historically rejected what we call the “lump of labor” fallacy: the supposition that an increase in labor productivity inevitably reduces employment because there is only a finite amount of work to do. While intuitively appealing, this idea is demonstrably false.

Labor-saving technological change necessarily displaces workers performing certain tasks — that’s where the gains in productivity come from — but over the long run, it generates new products and services that raise national income and increase the overall demand for labor.

The multi-trillionfold decline in the cost of computing since the 1970s has created enormous incentives for employers to substitute increasingly cheap and capable computers for expensive labor.

Computers excel at “routine” tasks: organizing, storing, retrieving and manipulating information, or executing exactly defined physical movements in production processes. These tasks are most pervasive in middle-skill jobs

Logically, computerization has reduced the demand for these jobs, but it has boosted demand for workers who perform “nonroutine” tasks that complement the automated activities

At one end are so-called abstract tasks that require problem-solving, intuition, persuasion and creativity.

On the other end are so-called manual tasks, which require situational adaptability, visual and language recognition, and in-person interaction.

Computerization has therefore fostered a polarization of employment, with job growth concentrated in both the highest- and lowest-paid occupations, while jobs in the middle have declined.

overall employment rates have largely been unaffected in states and cities undergoing this rapid polarization.

So computerization is not reducing the quantity of jobs, but rather degrading the quality of jobs for a significant subset of workers. Demand for highly educated workers who excel in abstract tasks is robust, but the middle of the labor market, where the routine task-intensive jobs lie, is sagging.

Spurred by growing demand for workers performing abstract job tasks, the payoff for college and professional degrees has soared; despite its formidable price tag, higher education has perhaps never been a better investment.

The good news, however, is that middle-education, middle-wage jobs are not slated to disappear completely. While many middle-skill jobs are susceptible to automation, others demand a mixture of tasks that take advantage of human flexibility

we predict that the middle-skill jobs that survive will combine routine technical tasks with abstract and manual tasks in which workers have a comparative advantage — interpersonal interaction, adaptability and problem-solving.

this category includes numerous jobs for people in the skilled trades and repair: plumbers; builders; electricians; heating, ventilation and air-conditioning installers; automotive technicians; customer-service representatives; and even clerical workers who are required to do more than type and file

Lawrence F. Katz, a labor economist at Harvard, memorably called those who fruitfully combine the foundational skills of a high school education with specific vocational skills the “new artisans.”

The outlook for workers who haven’t finished college is uncertain, but not devoid of hope. There will be job opportunities in middle-skill jobs, but not in the traditional blue-collar production and white-collar office jobs of the past

we expect to see growing employment among the ranks of the “new artisans”: licensed practical nurses and medical assistants; teachers, tutors and learning guides at all educational levels; kitchen designers, construction supervisors and skilled tradespeople of every variety; expert repair and support technicians; and the many people who offer personal training and assistance, like physical therapists, personal trainers, coaches and guides

People still need to learn skills, the respondents said, but they will do that continuously over their careers. In school, the most important thing they can learn is how to learn.

At universities, “people learn how to approach new things, ask questions and find answers, deal with new situations,”

many survey respondents said a degree was not enough — or not always the best choice, especially given its price tag.

these are not necessarily easy to teach.

“Many of the ‘skills’ that will be needed are more like personality characteristics, like curiosity, or social skills that require enculturation to take hold,

“I have complete faith in the ability to identify job gaps and develop educational tools to address those gaps,” wrote Danah Boyd, a principal researcher at Microsoft Research and founder of Data and Society, a research institute. “I have zero confidence in us having the political will to address the socioeconomic factors that are underpinning skill training.”

Andrew Walls, managing vice president at Gartner, wrote, “Barring a neuroscience advance that enables us to embed knowledge and skills directly into brain tissue and muscle formation, there will be no quantum leap in our ability to ‘up-skill’ people.

Schools will also need to teach traits that machines can’t yet easily replicate, like creativity, critical thinking, emotional intelligence, adaptability and collaboration.

Many of them expect more emphasis on certificates or badges, earned from online courses or workshops, even for college graduates.

One potential future, said David Karger, a professor of computer science at M.I.T., would be for faculty at top universities to teach online and for mid-tier universities to “consist entirely of a cadre of teaching assistants who provide support for the students.”

Portfolios of work are becoming more important than résumés.

“Three-dimensional materials — in essence, job reels that demonstrate expertise — will be the ultimate demonstration of an individual worker’s skills.”

Consider it part of your job description to keep learning, many respondents said — learn new skills on the job, take classes, teach yourself new things.

Focus on learning how to do tasks that still need humans, said Judith Donath of Harvard’s Berkman Klein Center for Internet & Society: teaching and caregiving; building and repairing; and researching and evaluating

The problem is that not everyone is cut out for independent learning, which takes a lot of drive and discipline.

People who are suited for it tend to come from privileged backgrounds, with a good education and supportive parents,

“The fact that a high degree of self-direction may be required in the new work force means that existing structures of inequality will be replicated in the future,”

“The ‘jobs of the future’ are likely to be performed by robots,” said Nathaniel Borenstein, chief scientist at Mimecast, an email company. “The question isn’t how to train people for nonexistent jobs. It’s how to share the wealth in a world where we don’t need most people to work.”

Social skills have the most value when it comes to the ability to work on a team, trading off tasks based on skill sets or ability. “Human interaction in the workplace involves team production, with workers playing off of each other’s strengths and adapting flexibly to changing circumstances

When faced with new competition, New York City’s immigrant drivers are supposed to learn new skills—they’re supposed to enroll in their local coding academy at night, or enroll in master’s programs in social-media marketing or food-truck management—and allow newcomers to take their place on the bottom rung. But what if climbing the ladder isn’t quite as easy as it sounds?

One of the reasons younger Americans are so optimistic about immigration, I suspect, is that many of us are the children of newcomers who, in earlier eras, were fortunate enough to make the transition from working-class service jobs to jobs that offered a bit more pay, status, and stability

To allow for the possibility that low-skill immigration has different implications today, when the prospects for upward mobility among low-skill workers are almost universally acknowledged to be bleaker than in years past, before a cavalcade of social and technological changes greatly reduced their power, seems almost sacrilegious. It smacks of dishonoring one’s parents or grandparents. And so piety wins out

We badly want to believe that we still live in a non-zero-sum nation, in which good-paying jobs for low-skill workers are abundant, and opportunities for advancement are always just around the corner

And all this is unfolding at a moment when the labor market is the tightest it has been since the turn of the century, and before the potential of labor-displacing automation is close to being fully realized.

What we are seeing in certain corners of New York City is not a story pitting scrappy immigrants against hateful nativists who resent their rivals for being culturally different or for the color of their skin. It is more like a desperate contest between people who are trying and failing to escape the pull of American poverty and others for whom American poverty still feels like deliverance from something much worse

This story does not compute for those who worship at the altar of Emma Lazarus, and who congratulate themselves for tipping their immigrant drivers generously or, better still, who deign to praise them for their marvelous work ethic. What they won’t do is stop to consider that we as a country are creating a new underclass for their convenience, and that the desperation of this new underclass might one day cause serious ructions that they won’t be able to ignore.

This creates an effect that should be familiar to any economist: the laws of supply and demand raise the value of women’s erotic capital, in particular their beauty, sex appeal and sexual competence. It is happening in Scandinavia as well as Mediterranean countries, in China and the US. The pattern is confirmed even in countries that are sexually “liberated” such as Finland and France. Men are two to ten times more likely to have affairs, buy pornography, seek lap-dancing clubs and erotic entertainments. And call girls’ earnings can exceed wages in nearly all the professions, despite working shorter hours.

This is an implicit rebuttal to feminist thinkers (like Sylvia Walby, Mary Evans, Monique Wittig or most recently Kat Banyard) who argue that men and women are “equal” in their sexual interest, as in everything else. This is obviously not true, which is why it should not surprise us that some women do use sex, and their erotic capital more generally, to get what they want.

The economic benefits of being physically and socially attractive can be substantial, especially in marketing, public relations, television, advocacy in the courts, as well as for actors, singers and dancers. But it’s broader than this: people working in the better-paid parts of the private sector are more attractive than those in the public and non-profit sectors. Tall and attractive people are more likely to be employed in professional jobs, like law or banking. For the ugly and short, it gets worse. Good-looking people can earn 10 to 15 per cent more than the average-looking, who in turn can earn 10 to 15 per cent more than the plain or ugly. The tall earn more than the short; the obese have earnings 10 to 15 per cent below average. Statistical analysis shows this beauty premium is not really just about cleverly disguised differences in intelligence, social class or self-confidence. Studies of lawyers reveal that there is always a premium for attractiveness that varies in size, but is not due to employer discrimination. The most attractive can earn 12 per cent more than the unattractive, and are 20 per cent more likely to achieve partnership in their firm, because they are more effective at pulling in customers.

there is a 25 percentage point difference in average earnings between unattractive and attractive minorities. This impact can be as big as the gap between having a degree and no qualifications at all—although it ranks well below intelligence as a determinant of life outcomes.

erotic capital—if seen as an economic endowment—is an especially important asset for people with few intellectual abilities and qualifications. In Brazil, investing in cosmetic surgery is seen as a sensible way of getting ahead in a culture where looks and sensuality count. In Britain, too, a 2009 survey of teenage girls found that one-quarter think it is more important to be beautiful than clever.

his races to the top in schools and cars are both based on one brutal fact: “The high-wage, medium-skilled job is over,” as Stefanie Sanford, a senior education expert at the Gates Foundation, puts it. The only high-wage jobs, whether in manufacturing or services, will be high-skilled ones, requiring more and better education, and Obama’s two races to the top aim to produce both more high-skill jobs and more high-skilled workers.

Though never perfect, No Child Left Behind was still a game-changer for education reform because it gave us the data to see not only how individual schools were doing but how the most at-risk students were doing within those schools. Without that, educational reform based on accountability of teachers and principals could never start.

46 states submitted reform blueprints — and only the 12 best won grants from $70 million to $700 million, depending on the size of their student populations — even states that did not win have been implementing their proposals anyway.

because 45 states and the District of Columbia adopted similar higher academic standards (known as the “common core”) for reading and math, “for the first time in our history a kid in Massachusetts and a kid in Mississippi are now being measured by the same yardstick,” said Duncan

Obama’s doubling of vehicle mileage by 2025, led by his Environmental Protection Agency and Department of Transportation, it’s already driving more innovation in Detroit, as each car company figures out how it will improve mileage by 5 percent every year.

Yes, the costs for cars with higher miles per gallon will rise a touch, but the savings will be manyfold that amount. The Environmental Protection Agency projects families will save $1.8 trillion in fuel costs and reduce oil consumption by 2.1 million barrels per day by 2025, which is equivalent to one-half of the oil that we currently import from OPEC countries every day

Unlike a traditional history class, in which students are asked to master a single narrative, usually established by a textbook, Reisman’s lessons asked students to “interrogate, and then reconcile, the historical accounts in multiple texts in order to arrive at their own conclusions.” 

Reisman also evaluated student arguments on a scale beginning at the lowest level of analysis—judgment of historical actors by modern standards with no evidence—to judgments with minimal evidence and no regard for context, to judgments containing an awareness of context and perspective though limited in awareness of complexity, to, finally, awareness of one’s own historical subjectivity that encouraged resistance to hasty judgments.  This highest level demonstrated metacognition; these students had developed an awareness of their own thinking.

The fifty-minute periods were organized in a consistent, predictable structure (an important element of learning, Reisman maintains), with the teacher typically devoting ten minutes to introducing or reinforcing background information through lecturing, use of video, or textbook questions followed by thirty minutes of document work, individually or in groups.  The background presentation was designed to prepare students for the documents to come, and often to set up “straw men” that the documents could challenge.  The document work was organized around an essential question (for example, “Why did the Homestead strike of 1892 turn violent?”), and included documents offering conflicting interpretations.  Questions in the handouts were designed to direct student attention toward interrogation of the validity of the documents.  The final ten minutes were taken up with whole-class discussion, during which, Reisman hoped, students would engage in historical argument, making claims supported by specific evidence from the background material and documents. 

the introduction of historical thinking skills does not require the dismantling of chronological approaches to history.  Instead, they are integrated into the chronology-based curriculum already in place.

Reisman also noted another critical but unmeasured factor:  the role of the teacher.  It was crucial for teachers to model the thinking they asked of their students, often by putting a document up on a screen and “thinking aloud” as she read the document and reasoned her way through it, demonstrating, in the process, specific use of the various skills.  In this way, she could make metacognition concrete.  Teachers’ mastery of their subject varied, however, as did their skill in guiding a discussion.  Most of the teachers who participated in the study did not question documents sufficiently or “stabilize content knowledge” by correcting misconceptions.  Reisman pointed out the crucial role of guiding discussions, for example, to interrupt for clarification or to push student thinking toward greater rigor.  Instructional methods that permit students to explore a topic without teacher intervention run the risk of leaving errors and misconceptions—“opportunities in the search for understanding”—unexplored.

The impacts of technological change take their time appearing. They also vary hugely from industry to industry. Although in many simple economic models technology pairs neatly with capital and labour to produce output, in practice technological changes do not affect all workers the same way. Some find that their skills are complementary to new technologies. Others find themselves out of work.

The case for a highly disruptive period of economic growth is made by Erik Brynjolfsson and Andrew McAfee, professors at MIT, in “The Second Machine Age”, a book to be published later this month. Like the first great era of industrialisation, they argue, it should deliver enormous benefits—but not without a period of disorienting and uncomfortable change

Their argument rests on an underappreciated aspect of the exponential growth in chip processing speed, memory capacity and other computer metrics: that the amount of progress computers will make in the next few years is always equal to the progress they have made since the very beginning. Mr Brynjolfsson and Mr McAfee reckon that the main bottleneck on innovation is the time it takes society to sort through the many combinations and permutations of new technologies and business models.

A startling progression of inventions seems to bear their thesis out. Ten years ago technologically minded economists pointed to driving cars in traffic as the sort of human accomplishment that computers were highly unlikely to master. Now Google cars are rolling round California driver-free

Even after computers beat grandmasters at chess (once thought highly unlikely), nobody thought they could take on people at free-form games played in natural language. Then Watson, a pattern-recognising supercomputer developed by IBM, bested the best human competitors in America’s popular and syntactically tricksy general-knowledge quiz show “Jeopardy!” Versions of Watson are being marketed to firms

Text-mining programs will displace professional jobs in legal services. Biopsies will be analysed more efficiently by image-processing software than lab technicians. Accountants may follow travel agents and tellers into the unemployment line as tax software improves. Machines are already turning basic sports results and financial data into good-enough news stories.

A taxi driver will be a rarity in many places by the 2030s or 2040s. That sounds like bad news for journalists who rely on that most reliable source of local knowledge and prejudice—but will there be many journalists left to care? Will there be airline pilots? Or traffic cops? Or soldiers?

Tyler Cowen, an economist at George Mason University and a much-read blogger, writes in his most recent book, “Average is Over”, that rich economies seem to be bifurcating into a small group of workers with skills highly complementary with machine intelligence, for whom he has high hopes, and the rest, for whom not so much.

the second machine age will make such trial and error easier. It will be shockingly easy to launch a startup, bring a new product to market and sell to billions of global consumers (see article). Those who create or invest in blockbuster ideas may earn unprecedented returns as a result.

Thomas Piketty, an economist at the Paris School of Economics, argues along similar lines that America may be pioneering a hyper-unequal economic model in which a top 1% of capital-owners and “supermanagers” grab a growing share of national income and accumulate an increasing concentration of national wealth

The rise of the middle-class—a 20th-century innovation—was a hugely important political and social development across the world. The squeezing out of that class could generate a more antagonistic, unstable and potentially dangerous politics.

The current doldrum in wages may, like that of the early industrial era, be a temporary matter, with the good times about to roll (see chart 3). These jobs may look distinctly different from those they replace. Just as past mechanisation freed, or forced, workers into jobs requiring more cognitive dexterity, leaps in machine intelligence could create space for people to specialise in more emotive occupations, as yet unsuited to machines: a world of artists and therapists, love counsellors and yoga instructors.

though growth in areas of the economy that are not easily automated provides jobs, it does not necessarily help real wages. Mr Summers points out that prices of things-made-of-widgets have fallen remarkably in past decades; America’s Bureau of Labour Statistics reckons that today you could get the equivalent of an early 1980s television for a twentieth of its then price,

owever, prices of things not made of widgets, most notably college education and health care, have shot up

As innovation continues, automation may bring down costs in some of those stubborn areas as well, though those dominated by scarcity—such as houses in desirable places—are likely to resist the trend, as may those where the state keeps market forces at bay. But if innovation does make health care or higher education cheaper, it will probably be at the cost of more jobs, and give rise to yet more concentration of income.

Adaptation to past waves of progress rested on political and policy responses. The most obvious are the massive improvements in educational attainment brought on first by the institution of universal secondary education and then by the rise of university attendance. Policies aimed at similar gains would now seem to be in order. But as Mr Cowen has pointed out, the gains of the 19th and 20th centuries will be hard to duplicate.

Boosting the skills and earning power of the children of 19th-century farmers and labourers took little more than offering schools where they could learn to read, write and do algebra. Pushing a large proportion of college graduates to complete graduate work successfully will be harder and more expensive. Perhaps cheap and innovative online education will indeed make new attainment possible. But as Mr Cowen notes, such programmes may tend to deliver big gains only for the most conscientious students.

Everyone should be able to benefit from productivity gains—in that, Keynes was united with his successors. His worry about technological unemployment was mainly a worry about a “temporary phase of maladjustment” as society and the economy adjusted to ever greater levels of productivity

However, society may find itself sorely tested if, as seems possible, growth and innovation deliver handsome gains to the skilled, while the rest cling to dwindling employment opportunities at stagnant wages.

in the past 30 years, software and robots have thrived at replacing a particular kind of occupation: the average-wage, middle-skill, routine-heavy worker, especially in manufacturing and office admin. 

the next wave of computer progress will continue to shred human work where it already has: manufacturing, administrative support, retail, and transportation. Most remaining factory jobs are "likely to diminish over the next decades," they write. Cashiers, counter clerks, and telemarketers are similarly endangered

here's a chart of the ten jobs with a 99-percent likelihood of being replaced by machines and software. They are mostly routine-based jobs (telemarketing, sewing) and work that can be solved by smart algorithms (tax preparation, data entry keyers, and insurance underwriters)

I've also listed the dozen jobs they consider least likely to be automated. Health care workers, people entrusted with our safety, and management positions dominate the list.

If you wanted to use this graph as a guide to the future of automation, your upshot would be: Machines are better at rules and routines; people are better at directing and diagnosing. But it doesn't have to stay that way.

Although the past 30 years have hollowed out the middle, high- and low-skill jobs have actually increased, as if protected from the invading armies of robots by their own moats

Higher-skill workers have been protected by a kind of social-intelligence moat. Computers are historically good at executing routines, but they're bad at finding patterns, communicating with people, and making decisions, which is what managers are paid to do

lower-skill workers have been protected by the Moravec moat. Hans Moravec was a futurist who pointed out that machine technology mimicked a savant infant: Machines could do long math equations instantly and beat anybody in chess, but they can't answer a simple question or walk up a flight of stairs. As a result, menial work done by people without much education (like home health care workers, or fast-food attendants) have been spared, too.

robots are finally crossing these moats by moving and thinking like people. Amazon has bought robots to work its warehouses. Narrative Science can write earnings summaries that are indistinguishable from wire reports. We can say to our phones I'm lost, help and our phones can tell us how to get home. 

In a decade, the idea of computers driving cars went from impossible to boring.

The first wave showed that machines are better at assembling things. The second showed that machines are better at organization things. Now data analytics and self-driving cars suggest they might be better at pattern-recognition and driving. So what are we better at?

One conclusion to draw from this is that humans are, and will always be, superior at working with, and caring for, other humans. In this light, automation doesn't make the world worse. Far from it: It creates new opportunities for human ingenuity.  

But robots are already creeping into diagnostics and surgeries. Schools are already experimenting with software that replaces teaching hours. The fact that some industries have been safe from automation for the last three decades doesn't guarantee that they'll be safe for the next one.

It would be anxious enough if we knew exactly which jobs are next in line for automation. The truth is scarier. We don't really have a clue.

Technology has rewarded sprinters (people who can recognize and alertly post a message on Twitter about some interesting immediate event) and marathoners (people who can write large conceptual stories), but it has hurt middle-distance runners (people who write 800-word summaries of yesterday’s news conference).

Technology has rewarded graphic artists who can visualize data, but it has punished those who can’t turn written reporting into video presentations.

More generally, the age of brilliant machines seems to reward a few traits.

First, it rewards enthusiasm. The amount of information in front of us is practically infinite; so is that amount of data that can be collected with new tools. The people who seem to do best possess a voracious explanatory drive, an almost obsessive need to follow their curiosity.

Second, the era seems to reward people with extended time horizons and strategic discipline.

a human can provide an overall sense of direction and a conceptual frame. In a world of online distractions, the person who can maintain a long obedience toward a single goal, and who can filter out what is irrelevant to that goal, will obviously have enormous worth.

Third, the age seems to reward procedural architects. The giant Internet celebrities didn’t so much come up with ideas, they came up with systems in which other people could express ideas: Facebook, Twitter, Wikipedia, etc.

One of the oddities of collaboration is that tightly knit teams are not the most creative. Loosely bonded teams are, teams without a few domineering presences, teams that allow people to think alone before they share results with the group. So a manager who can organize a decentralized network around a clear question, without letting it dissipate or clump, will have enormous value.

Fifth, essentialists will probably be rewarded.

creativity can be described as the ability to grasp the essence of one thing, and then the essence of some very different thing, and smash them together to create some entirely new thing.

In the 1950s, the bureaucracy was the computer. People were organized into technocratic systems in order to perform routinized information processing.

now the computer is the computer. The role of the human is not to be dispassionate, depersonalized or neutral. It is precisely the emotive traits that are rewarded: the voracious lust for understanding, the enthusiasm for work, the ability to grasp the gist, the empathetic sensitivity to what will attract attention and linger in the mind.

Unable to compete when it comes to calculation, the best workers will come with heart in hand.

It used to be that only cheap foreign manual labor was easily available; now cheap foreign genius is easily available. This explains why corporations are getting richer and middle-skilled workers poorer. Good jobs do exist, but they require more education or technical skills. Unemployment today still remains relatively low for people with college degrees. But to get one of those degrees and to leverage it for a good job requires everyone to raise their game. It’s hard.

At little Grinnell College in rural Iowa, with 1,600 students, “nearly one of every 10 applicants being considered for the class of 2015 is from China.” The article noted that dozens of other American colleges and universities are seeing a similar surge as well. And the article added this fact: Half the “applicants from China this year have perfect scores of 800 on the math portion of the SAT.”

This globalization/I.T. revolution is also “super-empowering” individuals, enabling them to challenge hierarchies and traditional authority figures — from business to science to government. It is also enabling the creation of powerful minorities and making governing harder and minority rule easier than ever.

So let’s review: We are increasingly taking easy credit, routine work and government jobs and entitlements away from the middle class — at a time when it takes more skill to get and hold a decent job, at a time when citizens have more access to media to organize, protest and challenge authority and at a time when this same merger of globalization and I.T. is creating huge wages for people with global skills (or for those who learn to game the system and get access to money, monopolies or government contracts by being close to those in power) — thus widening income gaps and fueling resentments even more.

Actually, the inflation-adjusted earnings of highly educated Americans have gone nowhere since the late 1990s.

As for wages and salaries, never mind college degrees — all the big gains are going to a tiny group of individuals holding strategic positions in corporate suites or astride the crossroads of finance. Rising inequality isn’t about who has the knowledge; it’s about who has the power.

there’s a lot we could do to redress this inequality of power. We could levy higher taxes on corporations and the wealthy, and invest the proceeds in programs that help working families. We could raise the minimum wage and make it easier for workers to organize. It’s not hard to imagine a truly serious effort to make America less unequal.

But given the determination of one major party to move policy in exactly the opposite direction, advocating such an effort makes you sound partisan. Hence the desire to see the whole thing as an education problem instead.

One mother told me her daughter contacted her via FaceTime every night to follow instructions on how to cook supper.

A college principal at a leading university told me he received calls from parents hundreds of miles away complaining about a broken radiator in their son or daughter’s room

Parents I interviewed proudly told me how they spent the first few days of their child’s time at university demonstrating how to use a washing machine, fitting out their rooms, checking the fire extinguishers worked and renewing their travel passes.

It seems that in the manic race to help our children obtain A*s, there hasn’t been time to teach them the basic skills they need to look after themselves. The tragedy of all this is that we are not producing a brave new world of more accomplished wunderkind. Instead, we are producing the most anxious.

By removing hardships, educators point out, we are infantilising a generation who can’t fix their own problems or take responsibility — and who constantly expect us to ride to the rescue.