罗兰德·小福瑞尔对种族经济学与教育经济学的贡献——2015年约翰·贝茨·克拉克奖得主学术成就评介
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摘要
罗兰德·小福瑞尔于2015年荣膺有"小诺贝尔经济学奖"之称的约翰·贝茨·克拉克奖。在方法上他擅长大规模的干预研究和田野实验,其研究领域主要集中在三个方面:族际成就差异与教育政策评估、群体身份的经济学分析,歧视与反歧视的经济学机制。缩小族际成就差异的教育政策可以分为四类:学生干预、教师干预、学校与社区干预和学业与行为干预。对于每一种类型的教育政策,福瑞尔都以扎实的田野实验和精致的计量模型给予令人信服的效果评估,为教育政策的制定提供洞见和启示,例如发现对老师的金钱激励,提前给付比事后给付效果更好,改善学校质量比改善社区质量更有利于处境不利儿童的学业。福瑞尔也研究了少数族裔学生群体中的排斥"白化"现象,为身份经济学领域做出了独有贡献。对于肯定行动,一直存在这样的迷思,即认为色盲(color-blind)的肯定行动比色明(color-sighted)的肯定行动更有效。福瑞尔以数据证实,无论是比较短期效果还是长期效果,这都是一个错误观点。明确基于族群身份的优待比基于替代变量的所谓"种族中立"的优待政策更有效。
Roland G.Fryer Jr.was awarded John Bates Clark Medal in 2015.The research methods that he often uses in his studies are intervention research and field experiment.He focuses on the following research fields:the achievement gap of intergroups and evaluation of educational policies,economics analysis of group identity,and discrimination and economics mechanisms of anti-discrimination.The educational policiesthat aim to reduce the achievement gaps between races can be divided into four categories:student intervention,teacher intervention,school and community intervention,and studybehavior intervention.For every kind of educational policy,Fryer provides convincing evaluations by conducting in-depth field experiment and econometric analysis.His research findings present unprecedented sights and inspirations for decision-makers.Fryer studies the rejection of "acting white" which is popular in minority group.His researches in this field make distinctive contribution to identity economics.There is a myth about affirmation action that color-blind is more effective than color-sighted.Fryer and his colleagues prove that this is a wrong opinion no matter they compare the short-term effects or long-term effects of the two kinds of action.Preferential treatment obviously based on race works more effectively than so-called race-neutral preference.
Roland G.Fryer Jr.was awarded John Bates Clark Medal in 2015.The research methods that he often uses in his studies are intervention research and field experiment.He focuses on the following research fields:the achievement gap of intergroups and evaluation of educational policies,economics analysis of group identity,and discrimination and economics mechanisms of anti-discrimination.The educational policiesthat aim to reduce the achievement gaps between races can be divided into four categories:student intervention,teacher intervention,school and community intervention,and studybehavior intervention.For every kind of educational policy,Fryer provides convincing evaluations by conducting in-depth field experiment and econometric analysis.His research findings present unprecedented sights and inspirations for decision-makers.Fryer studies the rejection of "acting white" which is popular in minority group.His researches in this field make distinctive contribution to identity economics.There is a myth about affirmation action that color-blind is more effective than color-sighted.Fryer and his colleagues prove that this is a wrong opinion no matter they compare the short-term effects or long-term effects of the two kinds of action.Preferential treatment obviously based on race works more effectively than so-called race-neutral preference.
引文
方文,2008:《转型心理学:以群体资格为中心》,《中国社会科学》第4期。
高明华,2013:《教育不平等的身心机制及干预策略---以农民工子女为例》,《中国社会科学》第4期。
李晓文、彭琴芳,2011:《3-9年级儿童能力观干预比较研究》,《心理科学》第5期。
马惠霞、郭宏燕、沈德立,2009:《系统心理干预增进初二学生良好学业情绪的实验研究》,《心理科学》第4期。
乔治·阿克洛夫,瑞秋·克兰顿,2013:《身份经济学:身份如何影响我们的工作、薪酬和幸福感》,颜超凡,汪潇潇译,北京:中信出版社。
Austen-Smith,D.and R.G.Fryer,2005,“An Economic Analysis of‘Acting White’”,Quarterly Journal of Economics,120(2):551-583.
Cook,P.J.,K.Dodge,G.Farkas and R.G.Fryer,“The(Surprising)Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth:Results from AAandomized Experiment in Chicago”,NBER Working Paper,No.19862.
Dobbie,W.and R.G.Fryer,2011,“Are High-Quality Schools Enough to Increase Achievement among the Poor?Evidence from the Harlem Children's Zone”,American Economic Journal:Applied Economics,3(3):158-187.
Dobbie,W.and R.G.Fryer,2013,“Getting Beneath the Veil of Effective Schools:Evidence from New York city”,American Economic Journal:Applied Economics,5(4):28-60.
Fang,Hanming and R.G.Fryer,2004,“The Optimal Timing of Affirmative Action”,mimeo.Yale University.
Fryer,R.G.,2010,“The Importance of Segregation,Discrimination,Peer Dynamics,and Identity in Explaining Trends in the Racial Achievement Gap”,Handbook of Social Economics,pp.1166-1191.
Fryer,R.G.,2011,“Financial Incentives and Student Achievement:Evidence from Randomized Trials”,Quarterly Journal of Economics,126(4):1755-1798.
Fryer,R.G.,2013a,“Information and Student Achievement:Evidence from a Cellular Phone Experiment”,NBER Working Paper,No.19113.
Fryer,R.G.,2013b,“Teacher Incentives and Student Achievement:Evidence from New York City Public Schools”,Journal of Labor Economics,31(2):373-427.
Fryer,R.G.,P.S.Heaton,S.D.Levitt and K.M.Murphy,2013,“Measuring Crack Cocaine and Its Impact”,Economic Inquiry,51(3):1651-1681.
Fryer,R.G.and M.O.Jackson,2008,“A Categorical Model of Cognition and Biased Decision Making”,B.E.Journal of Theoretical Economics,8(1),Article 6.
Fryer,R.G.,L.Kahn,S.D.Levitt and J.L.Spenkuch,2012,“The Plight of Mixed Race Kids”,Review of Economics and Statistics,94(3):621-634.
Fryer,R.G.and L.F.Katz,2013,“Achieving Escape Velocity:Neighborhood and School Interventions to Reduce Persistent Inequality”,American Economic Review,103(3):232-237.
Fryer,R.G.and S.D.Levitt,2004,“Understanding the Black-White Test Score Gap in the First Two Years of School”,Review of Economics and Statistics,86(2):447-464.
Fryer,R.G.and S.D.Levitt,2012,“Hatred and Profits:Getting under the Hood of the Ku Klux Klan”,Quarterly Journal of Economics,127(4):1883-1925.
Fryer,R.G.and S.D.Levitt,2013,“Testing for Racial Difference in Mental Ability among Young Children”,American Economic Review,103(2):981-1005.
Fryer,R.G.,S.D.Levitt,J.A.List and S.Sadoff,“Enhancing the Efficacy of Teacher Incentive through Loss Aversion:A Field Experiment”,NBER Working Paper,No.19043.
Fryer,R.G.and G.C.Loury,2005,“Affirmative Action and Its Mythology”,Journal of Economic Perspectives,19(3):147-162.
Fryer,R.G.and G.C.Loury,2013,“Valuing Diversity”,Journal of Political Economy,121(4):747-774.
Fryer,R.G.,G.C.Loury and T.Yuret,2007,“An Economic Analysis of Color-Blind Affirmation Action”,Journal of Law,Economics,and Organization,24(2):319-355.
Fryer,R.G.and P.Torelli,2010,“An Empirical Analysis of‘Acting White’”,Journal of Public Economics,94(5):380-396.
Glewwe,P.,N.Ilias and M.Kremer,2010,“Teacher Incentives”,American Economic Journal:Applied Economics,2(3):205-227.
Muralidharan,K.and V.Sundararaman,2011,“Teacher Performance Pay:Experimental Evidence from India”,Journal of Political Economy,119(1):39-77.
(1)参见王也:《Roland Fryer:从毒品贩子到哈佛教授》,http://cnpolitics.org/2015/04/roland-fryer/。
高明华,2013:《教育不平等的身心机制及干预策略---以农民工子女为例》,《中国社会科学》第4期。
李晓文、彭琴芳,2011:《3-9年级儿童能力观干预比较研究》,《心理科学》第5期。
马惠霞、郭宏燕、沈德立,2009:《系统心理干预增进初二学生良好学业情绪的实验研究》,《心理科学》第4期。
乔治·阿克洛夫,瑞秋·克兰顿,2013:《身份经济学:身份如何影响我们的工作、薪酬和幸福感》,颜超凡,汪潇潇译,北京:中信出版社。
Austen-Smith,D.and R.G.Fryer,2005,“An Economic Analysis of‘Acting White’”,Quarterly Journal of Economics,120(2):551-583.
Cook,P.J.,K.Dodge,G.Farkas and R.G.Fryer,“The(Surprising)Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth:Results from AAandomized Experiment in Chicago”,NBER Working Paper,No.19862.
Dobbie,W.and R.G.Fryer,2011,“Are High-Quality Schools Enough to Increase Achievement among the Poor?Evidence from the Harlem Children's Zone”,American Economic Journal:Applied Economics,3(3):158-187.
Dobbie,W.and R.G.Fryer,2013,“Getting Beneath the Veil of Effective Schools:Evidence from New York city”,American Economic Journal:Applied Economics,5(4):28-60.
Fang,Hanming and R.G.Fryer,2004,“The Optimal Timing of Affirmative Action”,mimeo.Yale University.
Fryer,R.G.,2010,“The Importance of Segregation,Discrimination,Peer Dynamics,and Identity in Explaining Trends in the Racial Achievement Gap”,Handbook of Social Economics,pp.1166-1191.
Fryer,R.G.,2011,“Financial Incentives and Student Achievement:Evidence from Randomized Trials”,Quarterly Journal of Economics,126(4):1755-1798.
Fryer,R.G.,2013a,“Information and Student Achievement:Evidence from a Cellular Phone Experiment”,NBER Working Paper,No.19113.
Fryer,R.G.,2013b,“Teacher Incentives and Student Achievement:Evidence from New York City Public Schools”,Journal of Labor Economics,31(2):373-427.
Fryer,R.G.,P.S.Heaton,S.D.Levitt and K.M.Murphy,2013,“Measuring Crack Cocaine and Its Impact”,Economic Inquiry,51(3):1651-1681.
Fryer,R.G.and M.O.Jackson,2008,“A Categorical Model of Cognition and Biased Decision Making”,B.E.Journal of Theoretical Economics,8(1),Article 6.
Fryer,R.G.,L.Kahn,S.D.Levitt and J.L.Spenkuch,2012,“The Plight of Mixed Race Kids”,Review of Economics and Statistics,94(3):621-634.
Fryer,R.G.and L.F.Katz,2013,“Achieving Escape Velocity:Neighborhood and School Interventions to Reduce Persistent Inequality”,American Economic Review,103(3):232-237.
Fryer,R.G.and S.D.Levitt,2004,“Understanding the Black-White Test Score Gap in the First Two Years of School”,Review of Economics and Statistics,86(2):447-464.
Fryer,R.G.and S.D.Levitt,2012,“Hatred and Profits:Getting under the Hood of the Ku Klux Klan”,Quarterly Journal of Economics,127(4):1883-1925.
Fryer,R.G.and S.D.Levitt,2013,“Testing for Racial Difference in Mental Ability among Young Children”,American Economic Review,103(2):981-1005.
Fryer,R.G.,S.D.Levitt,J.A.List and S.Sadoff,“Enhancing the Efficacy of Teacher Incentive through Loss Aversion:A Field Experiment”,NBER Working Paper,No.19043.
Fryer,R.G.and G.C.Loury,2005,“Affirmative Action and Its Mythology”,Journal of Economic Perspectives,19(3):147-162.
Fryer,R.G.and G.C.Loury,2013,“Valuing Diversity”,Journal of Political Economy,121(4):747-774.
Fryer,R.G.,G.C.Loury and T.Yuret,2007,“An Economic Analysis of Color-Blind Affirmation Action”,Journal of Law,Economics,and Organization,24(2):319-355.
Fryer,R.G.and P.Torelli,2010,“An Empirical Analysis of‘Acting White’”,Journal of Public Economics,94(5):380-396.
Glewwe,P.,N.Ilias and M.Kremer,2010,“Teacher Incentives”,American Economic Journal:Applied Economics,2(3):205-227.
Muralidharan,K.and V.Sundararaman,2011,“Teacher Performance Pay:Experimental Evidence from India”,Journal of Political Economy,119(1):39-77.
(1)参见王也:《Roland Fryer:从毒品贩子到哈佛教授》,http://cnpolitics.org/2015/04/roland-fryer/。
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