Graduation rates, market coverage rates, rate of return, RBIs, batting averages, the Dow Jones or S&P Index, bestseller lists, consumer ratings, ACT , SAT, other school test scores… We’ve gotten to the point in American society where numbers seem to define everything – especially success. And if you can’t quantify it, then either it’s not worth doing… or there’s something wrong with your analysis and understanding.
I’ve seen article after article talking about the need to increase retention and graduation rates in education, both from high school and from college. I can’t recall a single one emphasizing the need to improve students’ ability to think, to write and speak coherently, and to complete tasks well and on time. The emphasis is all on the numbers – how many and what percentage graduate and with what degrees. My wife has taught at the same university for twenty years, and today, if one looks at test scores, the students are far brighter than those of twenty years ago. Yet twenty years ago, students who could not write a coherent essay were a small minority; today, those who can are the minority.
Today’s students cannot only not remember facts critical to their field for more than a few days, but even when given those facts, most cannot create a logical structure with them. But the numbers say they’re brighter. So do their grades, as a result of rampant grade inflation, another effect of “numbers” emphasis. Yet regardless of what the numbers say, more practical evaluations indicate that that basic measures of education, like thinking, reading, writing, retaining knowledge and being able to use it effectively, are actually declining. But what’s happening in education is symptomatic of an illness that pervades all of society.
Look at business. Companies are graded almost exclusively on the numbers, to the point that if a company’s reported earnings drop a few pennies per share for one quarter, the stock price may drop dollars. And those same companies pursue profits to the extreme, often taking enormous risks to add a few percentage points to their rate of return, even when those rates of return, as in the case of hedge funds and investment banks, were among the highest in finance and industry. Those “numbers” weren’t enough, and those oh-so-brilliant business types pushed for higher numbers… and crashed the economy.
In sports, athletes are paid on their numbers, and the sports sections are filled with tables and stories dealing with those numbers. Is it any wonder that there are doping scandals, when only a few percentage points, or seconds, or some other numerical differential that is comparatively small, equates to hundreds of thousands, if not millions, of dollars’ difference in compensation?
As a not-quite-side note, what I also find amazing is that for all this emphasis on numbers, the vast majority of people who emphasize them don’t know what they mean or even whether they’re relevant, not to mention the fact that millions if not billions of dollars are spent, or cut from spending, based on projections of future numbers, projections that are almost always revised and often far too optimistic.
Rate-of- return, return-on-investment – those can mean anything, depending on how the underlying figures are juggled. Which is more accurate, ROI based on the cash value of the investment at the time it was made… or the present value of that investment, and if it’s the present value, which of a half dozen measures of inflation are you using to determine it? What does an increased rate of high school graduation mean when the students who are graduating have a lower rate of reading comprehension and mathematical understanding [NOT test scores on those subjects]? Does it mean that nothing has changed, except that more students have a piece of paper?
The problem with chasing numbers is that the numbers become more important than what they’re supposed to measure. Years ago, I came across an analysis of the results of a college degree, and one of the surprising results, at least to the analysts, was that the college or university from which one graduated was far more predictive of future success than was class ranking. Likewise, the early and even the present studies of the value of a college degree are missing the point. When the first studies in this area were made, college graduates were in fact a small percentage of the population and an academic and social elite. That these graduates made more money over a lifetime had less to do with their having a piece of paper than their having mastered the range of skills necessary to obtain that piece of paper… and the study about which college trumping comparative class rank actually supports that point of view. Elite colleges require elite students and demand they achieve more, so much so in some cases that students in the lower levels of an Ivy League-level school may well learn more than all but the very, very few in the majority of state universities.
Test scores don’t measure those differences well, because tests have gotten better and better at measuring innate intelligence, rather than applied intelligence… and it’s applied intelligence in the end that determines success, just as it’s the effectiveness of applied capital and personnel that determines corporate success over time, not this quarter’s or this year’s accountant-adjusted profits.
The best “numbers” usually go to the best statistical liars, and it’s well past time to get back to looking at the qualities and quality [or the lack of it] that the numbers are so good at distorting… or not measuring at all.