Even the most persnickety economists will tend to grant that whether there is this geological formation under your county is probably exogenous to family formation preferences.
A genuine research opportunity
First let me be clear that we are not looking at North Dakota and Montana, in what’s called the Bakken region up there.
The data do show that in response to these increased economic activity and earnings potential we do see an increase in births. But interestingly there’s the same response among married births and nonmarried births and no increase in marriage
the nonmarital birth response is very different: a 10 percent increase in earnings associated with the coal boom actually led to a reduction in nonmarital births
So a coal boom produced more marriage, more kids and fewer kids born to unmarried moms; whereas a fracking boom produced more kids, but no more marriage and a lot more kids born to unmarried moms?
Not everyone sees the rise in nonmarital childbearing as a challenge, but if you look at the data on the economic circumstances of kids, it’s hard not to think of that as a challenge.
Posted from Diigo. The rest of my favorite links are here.
"Preparation for a career shaping the minds, values and spirit of our youth requires people of substance who are attracted to the profession because being an educator is an engaging and secure job choice" (¶17).
Digital redlining is the modern equivalent of this histori-cal form of societal division; it is the creation and maintenance of technological policies, practices, pedagogy, and investment decisions that enforce class boundaries and discriminate against specific groups.
Students are often surprised (and even angered) to learn the degree to which they are digitally redlined, surveilled, and profiled on the web and to find out that educational systems are looking to replicate many of those worst practices in the name of “efficiency,” “engagement,” or “improved outcomes.”
"Testing for the skills valued in the 21st century, assessing socio-emotional intelligence and the capacity to function effectively within dynamic teams is difficult to do at scale, so we instead measure what is easy to measure. The trouble is in doing so we assign an inflated value to the parts of the curriculum which matter least and then lock ourselves in to teaching for these skills even when we know they are obsolete" (Assessment needs to be of the learning that matters, ¶1, 2017.07.19).
"In most cases, results from these types of tests are meant to guide students toward university resources that would help them achieve their potential in their studies and to optimize their employability upon graduation."