Hi David-

How about "No child left behind"?

-Don.

----- Original Message -----
From: "David Hogberg" <dhogb...@albion.edu>
To: "Teaching in the Psychological Sciences (TIPS)" <tips@fsulist.frostburg.edu>
Sent: Sunday, February 17, 2013 2:26:46 PM
Subject: Re: [tips] Goodhart's Law and education

Not quarreling, but an example of Campbell's Law might help.

On Sun, Feb 17, 2013 at 3:38 PM, don allen <dap...@shaw.ca> wrote:
> This sounds a lot like Campbell's Law as well:
>
> Campbell's law is an adage developed by Donald T. Campbell:[1]
> "The more any quantitative social indicator is used for social 
> decision-making, the more subject it will be to corruption pressures and the 
> more apt it will be to distort and corrupt the social processes it is 
> intended to monitor."
>
> -Don.
>
> ----- Original Message -----
> From: "Christopher Green" <chri...@yorku.ca>
> To: "Teaching in the Psychological Sciences (TIPS)" 
> <tips@fsulist.frostburg.edu>
> Sent: Sunday, February 17, 2013 9:15:41 AM
> Subject: [tips] Goodhart's Law and education
>
>
>
>
>
>
>
>
>
>
>
> Someone was asking about mandated graduation rates of 100% the other day.
>
>
>
> Here's a little Sunday-morning insight that I thought you might find 
> interesting. I just ran across this
> thing called Goodhart's L aw, the popular form of which is "When a measure 
> becomes a target, it ceases
> to be a good measure." http://en.wikipedia.org/wiki/Goodhart's_law
>
>
> Although it is usually applied to business and gov't, it occurred to me that 
> it applies to all kind of issues in
> education as well. For instance, when the gov't starts measuring the "success 
> "of universities on the bases of
> retention and completion, most of what then happens is that universities 
> start retaining and graduating
> people who would not have been retained before (and the value of grades and 
> degrees is thus debased).
> We don't talk about it that way, of course; we spend a lot of time and money 
> developing systems (both
> physical and social) that are claimed to help those who would not have stayed 
> and finished otherwise, but this
> ignores t he ugly but undeniable fact that university is hard and some people 
> decide that it is not for them. But
> it is hard for them to know that it is not for them before they have done it 
> for a year or two. So, to summarize,
> the gov't sets t argets, and we set up systems to meet the ta rgets. Some 
> students may be truly helped, but to
> the exact degree that those systems fail to bring EVERYONE up to level, we 
> retain and graduate students we
> wouldn't have before in order to meet the targets anyway (otherwise we are 
> considered "failures"). T hat is, as
> per Goodhart's Law, as soon as passing the test ( the retention and 
> completion quotas) becomes the chief aim, the
> test fails to measure whether t hings are actually g etting better or worse. 
> It becomes just another part of the
> system to be navigated.
>
> Chris
>
> ....... Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
>
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
>
>
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-- 
David K. Hogberg, PhD
Professor of Psychology, Emeritus
Department of Psychological Science
Albion College
Albion MI 49224

Tel: 517/629-4834 (Home and mobile)

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