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Jack Billings

@johnhbillings.bsky.social

PhD Economist in Pittsburgh - Housing and tax policy https://johnhbillings.github.io

51 Posts39 Follower52 Folgt
Rafe Meager (they/them)@economeager.bsky.social · last yr.

everyone should read this but in particular phd students should read this to learn how to properly title graphs

Joey Politano🏳️‍🌈@josephpolitano.bsky.social · last yr.

Since becoming President, Trump has imposed the largest tariff hike in modern American history and is continually threatening further escalations That trade war is costing the US billions—and breaking the country's trade flows in important ways🧵 www.apricitas.io/p/how-tariff...

Ethan Mollick@emollick.bsky.social · last yr.

With Google's AlphaEvolve, we have mounting evidence that LLMs can discover novel & useful ideas, especially when given access to tools and systems. These results are impressive: given 50 open math problems, the AI rediscovered the leading approach 75% of the time & improved on it 20% of the time.

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Pietro Biroli@pietrobiroli.bsky.social · 2y ago

I'm not an R person, but I totally agree with this point: we're doing students a disservice by teaching them stata. Even worse if you're teaching at a public university: using public money to create consumers for a private company.

Josh Merfeld@merfeld.bsky.social · 2y ago

We should care about students’ career outcomes. Teaching them R will be MUCH more helpful than Stata. Not only is R more highly valued, it also makes learning things like Python much easier.

Stéphane Benveniste@stephanebenveniste.com · 2y ago

Impressive research showing the persistent overrepresentation of high-income groups in U.S. elite colleges over a century 🇺🇸 This echoes my work on French elite colleges (Grandes Écoles), where admission rates for children of alumni first dropped but have then remained ~80x higher for 80 years 🇫🇷

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Prof Dynarski@dynarski.bsky.social · 2y ago

Holy crap this is an astounding piece of historical research Will post ungated link later today unless someone beats me to it www.nber.org/system/files...

The G.I. Bill, Standardized Testing, and Socioeconomic Origins of the U.S. Educational Elite Over a Century Ran Abramitzky, Jennifer K. Kowalski, Santiago Pérez, and Joseph Price NBER Working Paper No. 33164 November 2024 JEL No. 123, 124, N32 ABSTRACT We compile, transcribe, and standardize historical records for 2.5 million students at 65 elite (private and public) U.S. colleges. By combining these data with more recent survey and administrative data, we assemble the largest dataset on the socioeconomic backgrounds of students at American colleges spanning the last 100 years. We document the following: First, despite a large increase in the share of lower-income students in the overall college-going population, the representation of these students at elite private or public colleges has remained at similarly low levels throughout the last century. Second, the representation of upper-income students at elite colleges decreased after World War II, but this group has regained its high representation since the 1980s. Third, while there has been no increase in the economic diversity of elite private and public colleges, these colleges have become more racially and geographically diverse. Fourth, two major policy changes in the history of American higher education, namely the G.I. Bill after World War II and the introduction of standardized tests for admissions, had little success in increasing the representation of lower- and middle-income students at elite colleges.