Edward Conard

Top Ten New York Times Bestselling Author

  • “Unintended Consequences offers deep and well-argued analyses on almost every issue.” - The New York Times
  • “…a fresh argument for the productive value of inequality.” - David Autor, Professor of Economics, Massachusetts Institute of Technology
  • “Unintended Consequences should be read by anyone who takes for granted the superiority of progressive taxation and has not thought carefully about the trade-offs involved.” - The New Republic
  • “Unintended Consequences is full of substance, it is one of the must-read books of the year, and once I finish it I will be giving it a second read through right away.” - Tyler Cowen, Professor, George Mason University
  • “Unintended Consequences provides a provocative interpretation of the causes of the global financial crisis and the policies needed to return to rapid growth. Whether you agree or not, this analysis is well worth reading.” - Nouriel Roubini, New York University; Chairman, Roubini Global Economics
  • “…serious thinking for serious thinkers. …a thought-provoking blueprint for growing middle- and working-class incomes.” - Mitt Romney, former Governor of Massachusetts
  • “…reminds us that inequality sends a signal of what society lacks most, in America’s case, entrepreneurship and risk taking.” - Lawrence Lindsey, CEO, The Lindsey Group, former Director of the National Economic Council
  • “…challenges misconceptions that distort our economic debates.” - Arthur Brooks, President of the American Enterprise Institute
  • “…a very valuable contribution.” - Larry Summers, former Secretary of the Treasury and director of the National Economic Council, president emeritus, Harvard University
  • “…a very valuable contribution.” - Larry Summers, former Secretary of the Treasury and director of the National Economic Council, president emeritus, Harvard University
  • “There are an amazing number of good ideas and interesting points made in Unintended Consequences. The thinking underlying it, and the obvious depth of understanding of the author, are very impressive.” - Steven Levitt, coauthor of Freakonomics; 2004 John Bates Clark Medal
  • “…challenges misconceptions that distort our economic debates.” - Arthur Brooks, President of the American Enterprise Institute
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Moving to density: Half a century of housing costs and wage premia from Queens to King Salmon

Philip Hoxie American Enterprise Institute
Date Posted:
April 12, 2022
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Non-college workers now face an urban wage penalty after accounting for housing costs, reversing a historical trend where urban areas offered wage premia that offset higher living expenses.

Recent data indicates a shift in economic dynamics for non-college workers, who now face an urban wage penalty after accounting for housing costs. Historically, urban areas offered wage premia that offset higher living expenses, but this trend has reversed. The cost of housing in dense urban centers has surged disproportionately compared to wage growth, eroding the financial benefits of urban employment for non-college workers. This shift suggests a reevaluation of the economic advantages traditionally associated with urban living, as the rising cost of housing outpaces wage increases, leading to a net financial disadvantage for this demographic.

Robert Armstrong, "Did QE Cause Inflation,"Financial Times, July 19, 2022, https://www.ft.com/content/2c3fc086-b543-4efe-b696-8c84aa919b69

Did QE cause inflation?

QE, bank lending and inflation Did quantitative easing contribute to inflation, and how much? Will quantitative tightening have the opposite effect?

Important questions: it is generally thought that low rates did contribute to inflation, and the Federal Reserve is hoping like hell that higher rates will slow it. The role of QE and QT, as we’ve noted before, is trickier. There is little consensus among practitioners, academics and Fed officials about what central bank bond buying does to the economy and how it does it. It would be a lot better if we had a clear idea of what was going on.

Benn Steil and Benjamin Della Rocca, economists at the Council on Foreign Relations, have argued in a recent post that QE had a very important, perhaps even determining, role in creating inflation. I suspect they’re wrong, but it’s an important argument to consider.

Here’s how the argument goes (picky financial details incoming!).

When, in the course of QE, the Fed buys a Treasury bond from investors, the transaction is completed through an intermediary — a bank. The proceeds from the sale become a customer deposit at that bank, a liability. At the same time, the bank is credited with a reserve deposit at the Fed for the same amount, an asset.

Because a bank will always have fewer reserve assets at the Fed than deposit liabilities, the addition of the same amount to each will push the bank’s reserve/deposit ratio up. QE improved the bank’s liquidity in that sense.

A bank that has more liquidity has an incentive to lend. They don’t have to lend more, but they have reason to, in order to optimise their balance sheet. This is what Steil and Della Roca call the “credit channel” of QE.

In 2020, the Fed bought many billions in Treasuries, but banks’ reserves fell (they call them “excess reserves”; more on this shortly). This, Steil and Della Rocca say, is evidence that “QE was working as hoped” — that is, it was encouraging lending. When lending goes up, they argue, excess reserves fall.

But the gap between the Fed’s holding of Treasuries and reserves grew wider and wider, allowing Steil and Della Rocca to predict that inflation was coming. Here is their chart:

Moving to density: Half a century of housing costs and wage premia from Queens to King Salmon: Extended Excerpt Image 1


“As that gap began rising again in May 2021], with Core PCE inflation running at 3.5 per cent, the Fed should clearly have declared victory and ended its bond buying. Instead, it continued the binge for another 10 months. By that time, March 2022, Core PCE inflation was up to 5.2 per cent, and the Fed should have been well into hiking rates.”

I suspect that this argument is wrong for two reasons, one involving how banks behave, and one about financial plumbing.

I’ve been talking to bankers for several years, as an analyst and a reporter, and I have never heard of talk about the decision to lend or not in terms of having ample liquidity or being liquidity constrained. Instead, the effective constraint is loan demand — the availability of creditworthy borrowers who want money.

I asked my favourite bank analyst, Brian Foran of Autonomous Research, about this, and he confirmed my suspicions. “Ninety per cent of bank lending decisions are, do my customers want to borrow and are they in good shape to do so,” he told me. “I’ve never sat in a meeting with a bank CEO who said ‘I’ve got all these deposits and I have to figure out a way to lend them out’. They might say — I have a high loan to deposit ratio and I have to work that out over the long run,” for example by retaining more of the loans the bank makes rather than selling them on to the secondary market.

It could be that bankers either are unaware or hesitant to admit the role that liquidity plays in lending decisions. But there is another point, made to me by former Fed trader and the “Fed Guy” blogger Joseph Wang. Banks’ lending isn’t constrained by the volume of liquidity, but rather by its cost. If banks need cash they can always borrow it at some price. Reserves at the Fed, if they ever did matter, don’t matter now, because as Steil and Della Rocca point out in a footnote, the Fed eliminated all reserve requirements in March of 2020.

Now the financial plumbing point. Here is a version of the Steil and Della Rocca chart, with two other series added: total bank credit creation, and the balances in the Fed’s reverse repo programme (more on what that is momentarily).

Moving to density: Half a century of housing costs and wage premia from Queens to King Salmon: Extended Excerpt Image 2


Now, one thing in this chart fits very nicely with the Steil/Della Rocca account. The total amount of Treasuries the Fed has added to its balance sheet in the Covid era, $3.3tn (light blue line), at the moment very closely matches the new lending created by US banks (fuchsia line).

Here’s the problem, though. Lending does not track reserves (blue line) at all. Now, as argued above, I don’t think there is much reason that it should. And if those two don’t track, the Steil/Della Rocca argument does not work, because it depends on the idea that higher reserves, driven up by QE, incentivise lending.

And there is another explanation, other than higher lending, for why banks’ reserves have come down. It was, again, explained to me by Joseph Wang. The reserves are being funnelled, somewhat circuitously, into the Fed’s growing reverse repo programme (yellow line).

Here is how that funnelling would take place (now we are getting really technical, so feel free to skip the next two paragraphs). The Fed uses the reverse repo programme to sop up excess liquidity in the banking system that would otherwise force the overnight rate below the Fed’s target. Market participants, mostly money-market funds, can give the Fed their cash and receive an interest-paying Treasury security in return. It’s a collateralised overnight loan to the Fed.

In recent years banks have had more deposits than they wanted, which caused problems with their capital requirements. So they have pushed clients towards money market funds. The money market funds have, in turn, put more and more money into the RRP. The way that transaction takes place is that the money market fund that wants to participate in the RRP makes (another) deposit at a bank, and then that same sum is taken out of the bank’s reserve account at the Fed, and placed in a Fed RRP account. The bank’s reserves at the Fed fall.

I’m not totally confident in any of this, and look forward to hearing what Steil and Della Rocca have to say in response. But it seems to me that if QE encourages lending, the mechanism is much more indirect than the one they suggest.

Zooming back out to why all this matters. Unhedged’s best guess is that QE works primarily by injecting/sopping up liquidity in financial markets, not by encouraging lending. So QT will have its effect by withdrawing liquidity from markets, making them more volatile, diminishing investor risk appetites and increasing demand for cash and risk-free assets. That, rather than weaker lending, is what we should prepare for as QT proceeds.

Ed Comment:PS Foreign-born in NYC more than doubled from 18% in 1970 to 38% in 2010 (probably close to 40% today). 60% of that was Hispanic. Most of the rest was Asian, which is probably skewed low-skilled in the first generation. The share of non-Hispanic whites dropped from 63% to 31%—arguably a proxy for skill. The changes are not insignificant. My cursory take is that the share of lesser-skilled grew significantly. My guess is that this shift probably put downward pressure on lesser-skilled wages, upward pressure on the rents for unskilled workers, and shifted the composition of lesser-skilled jobs toward even lesser-skilled jobs at the margin as supply expanded relatively.

Ed Comment:See 2 graphs below and attached. Management-related/decision-related jobs have nearly doubled since the 1970s. It’s hard to believe that cities, of all places, ran counter to that trend. Perhaps the marginal worker in those additional positions previously didn’t go to college and now they do, but that would make the result a data comparability issue, not an actual change in the economics. What we care about are the economics for a person of a given inherent capability. Given how much your analysis shows the economics have changed, I find it hard to believe the economics haven’t changed, even if data capability perhaps makes the change less than it appears. But by the same token, I also believe that a shift away from middle management/middle capability (i.e. a hollowing out of the middle management in cities) as the explanation seems unlikely too given there was a large nationwide expansion in middle management.

Stan Comment:What David Autor would say on the wages side is that non-college urban adults disproportionately used to hold middle-skill, blue-collar production and white-collar office, administrative, and clerical jobs. This was the case when those jobs were overrepresented in the densest areas, but that is no longer the case -- probably because there's no real productivity advantage to doing them in dense areas anymore. So that puts downward pressure on urban wages for non-college workers. If urban housing prices go up in addition (because of the opposite trend on the college worker side of the economy), that makes it even less attractive to locate that kind of employment in dense areas (and for the people who used to hold those jobs to live there). The equilibration process is then a straightforward spatial one, with call centers and the people who work there ending up in low-density CZs. The non-college urban employment that remains there is then all sorts of relatively poorly paid services work that you can't do from afar -- leisure and hospitality, transportation, personal services, childcare, etc. The educational make-up of the immigrant population is more polarized (more graduate degrees and more folks with less than a 9th-grade education) than that of the native population, so you'd expect to see more immigrants (of both types) in the densest areas even if they didn't cause any of the labor or housing market developments. But I'd be curious to see cause and effect more disentangled for sure. (On a side note, this polarized composition of the immigrant population has really escalated. Immigrants since 2014 are about 50% college-educated versus 33% for native-born, and 10% 9th grade or less versus 2% for natives.)

Ed Comment:I agree with your thought about high-skilled workers driving up the price of real estate for low-skilled workers. But then why doesn't both low-skilled wages rise to compensate for the higher rents and/or the composition of low-skilled workers shift (upward) to equilibrate? Otherwise you have to believe that low-skilled workers would have accepted less in the past, which I find hard to believe. A supply shocks seems easier to reconcile, especially with 45 million foreign-born adults and their 20 million native-born adult children. That's not an insignificant amount, quite the contrary.

Stan Comment:“Ed, Thanks for these comments. We definitely have data on foreign-born migrants in the ACS. The reason why we look at native-born migrants is because that migration is much more driven by market forces than international migration, which is of course to a large extent the result of decisions by politicians. And in the context of looking at how wages and housing costs affect migration, we thought it might be more reasonable just to look at natives. But the data is definitely there and this may be something worth exploring. My intuition is as follows -- On the wages side: you're surely right if we think of one labor market -- high-skilled immigrants raise native wages on net, low-skilled immigrants probably do not and certainly not for the natives they compete with directly. On the housing side: I agree with you that home price variation in this period is basically all driven by the price of land, not by construction costs. My intuition is different from yours here though. I don't think there's a ton of segmentation between areas where college workers and non-college workers live, at least at the margin in the places where supply is constrained and on the time horizon we're looking at. Think of Brooklyn, Somerville (or Cambridge, to be honest), and Arlington, Va.(My favorite movie illustration of this is Remember the Titans, set in 1971, which presents Alexandria, Va, as practically rural Georgia and certainly blue-collar.)As a result, if housing is not segmented -- at least not at the margin -- high-skilled immigrants (or natives) will simply drive up housing prices more than low-skilled immigrants because they are richer. But I should think more about both issues!”

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Showing 44 database articles primarily about College

Easy A’s, Less Pay: The Long-Term Effects of Grade Inflation

Jeffrey Denning, Rachel Nesbit, Nolan Pope and Merrill Warnick National Bureau of Economic Research
Date Posted:
March 24, 2026
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Data from Los Angeles and Maryland linking high school, postsecondary, and earnings records suggest that one class-year with a teacher with 1 SD higher mean grade inflation reduces the PDV of their students’ lifetime earnings by ~$213,872.

We develop two teacher-level measures of grade inflation: one measuring average grade inflation (the year-specific teacher fixed effect showing the teacher’s average contribution to grades after controlling for the student's contemporaneous performance in the focal subject as measured by the corresponding subject test score as well as prior test scores, prior grades, and other background characteristics), and another measuring a teacher's propensity to give a passing grade [which affects primarily students near the bottom of the distribution]. A [separate] cognitive value-added measure [included in the regressions] is a teacher fixed effect capturing how much a teacher raises students' standardized test scores relative to what would be predicted from the students' prior test scores and background characteristics. Grade-inflating teachers have moderately lower cognitive value-added and slightly higher noncognitive value-added. The two [grade-inflation] measures differentially impact students' long-term outcomes. Being assigned a higher average grade inflating teacher reduces a student's future test scores, the likelihood of graduating from high school, college enrollment, and ultimately earnings. A teacher with one standard deviation higher average grade inflation reduces the present discounted value [PDV] of lifetime earnings of their students by $213,872 per year.  In contrast, passing grade inflation reduces the likelihood of being held back and increases high school graduation, with limited long-run effects. [Figure 7 in the gallery].

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Master’s Programs Are Cash Cows for Universities. Do They Pay Off for Students?

Mark Schneider American Enterprise Institute
Date Posted:
September 10, 2024
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Mark Schneider @AEIecon reviews the ROI of master’s degree programs and finds “vast differences among fields of study and among programs in the same field of study.” He argues that policymakers need to provide accurate ROI metrics to applicants.

The absolute increase in lifetime earnings is the average gain in income between students completing the degree and the counterfactual earnings of similarly situated students without the degree. Incorporating the time spent getting a master’s degree, the cost of obtaining the degree, and the probability of completing a program generates an “adjusted ROI.” Taking these costs into account drastically reduces the return to the student—and puts the return for master’s degrees dead last. [But] Averages Hide Lots of Information. Business is the single largest field of study for master’s students; but, on average, business master’s degrees have a negative ROI. But graduates from the top performing programs—including Dartmouth, the Massachusetts Institute of Technology, and the University of Pennsylvania— can earn millions more than graduates from other business programs. Students who choose badly could experience a negative ROI of over $1 million. Even in computer science, the field with the highest overall ROI, graduates from some programs experienced negative ROIs.

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  • Diversifying Society’s Leaders? The Determinants and Causal Effects of Admission to Highly Selective Private Colleges — .@OppInsights finds that the “Ivy-Plus” (Ivy League, plus UChicago, Duke, MIT, Stanford) admit students from the highest income families scoring in the top 1%…
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Human Capital Spillovers and Health: Does Living Around College Graduates Lengthen Life?

Jacob Bor, David Cutler, Edward Glaeser and Ljubica Ristovska National Bureau of Economic Research
Date Posted:
April 25, 2024
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Bor, @Cutler_econ, Glaeser, and @lj_ristovska find a strong negative correlation between the % of college graduates in an area and all-cause mortality, even after controlling for individual education.

[There is] a strong and robust relationship between area human capital and mortality, even after controlling for individual education. More than half of the correlation between area human capital and mortality can be explained by differences in smoking rates and obesity rates across areas, and that [these effects are] strong even after controlling for individual education. More than half of the correlation between area human capital and mortality can be explained by differences in smoking rates and obesity rates across areas. We find empirical evidence for [both] regulatory policies such as workplace smoking bans, and peer effects about the harms of smoking. Health-related behaviors are particularly sensitive to human capital spillovers among younger individuals, implicating the role of changing social norms around smoking and obesity across generations in the widening geographic gaps in health between high and low human capital areas.

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  • Comments On: “Accounting For the Widening Mortality Gap Between American Adults With and Without a BA” By Anne Case and Angus Deaton — Caroline Hoxby argues that Anne Case and Angus Deaton’s recent findings on the divergence btw Americans with a BA and those without is largely driven by…
  • Accounting for the Widening Mortality Gap Between American Adults With and Without a BA — As of 2021, US adults with a college degree have a life expectancy at age 25 on par with Japan, but US adults without a BA have a life expectancy that’s 8.5…
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Comments On: "Accounting For the Widening Mortality Gap Between American Adults With and Without a BA" By Anne Case and Angus Deaton

Caroline Hoxby Brookings Papers On Economic Activity
Date Posted:
October 10, 2023
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Caroline Hoxby argues that Anne Case and Angus Deaton’s recent findings on the divergence btw Americans with a BA and those without is largely driven by a compositional shift that has occurred as more Americans have graduated college.

I find it entirely plausible that selection accounts for most or even all of the widening mortality gap. Measures of achievement have not risen among 12 graders and other high school students for essentially the entire period since we started to measure them in a consistent way (i.e. since the early 1970s). However, the share who obtain a BA degree has increased quite dramatically over the same period. An NLSY [National Longitudinal Survey Youth] exercise shows that non-BAs are increasingly negatively selected. A comparison between the NLSY79 (1979) and the NLSY97 (1997) shows that the distribution of ASVAB [Armed Services Vocational Aptitude Battery] percentiles of non-BAs is shifted to the left for 97 vis-a-vis 79.

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Diversifying Society’s Leaders? The Determinants and Causal Effects of Admission to Highly Selective Private Colleges

Raj Chetty, David Deming and John Friedman National Bureau of Economic Research
Date Posted:
July 24, 2023
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.@OppInsights finds that the “Ivy-Plus” (Ivy League, plus UChicago, Duke, MIT, Stanford) admit students from the highest income families scoring in the top 1% of SAT/ACT at far greater rates than those from lower-income families.

Children from families in the top 1% are more than twice as likely to attend an Ivy-Plus college (Ivy League, Stanford, MIT, Duke, and Chicago) as those from middle-class families with comparable SAT/ACT scores. Two-thirds of this gap is due to higher admissions rates for students with comparable test scores from high-income families; the remaining third is due to differences in rates of application and matriculation. The high-income admissions advantage at private colleges is driven by three factors: (1) preferences for children of alumni, (2) weight placed on non-academic credentials, which tend to be stronger for students applying from private high schools that have affluent student bodies, and (3) recruitment of athletes, who tend to come from higher-income families. Highly selective public colleges that follow more standardized processes to evaluate applications exhibit smaller disparities in admissions rates by parental income than private colleges that use more holistic evaluations.

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  • The Economics of Inequality in High-Wage Economies — United States Income, Wealth, Consumption, and Inequality Diana Furchtgott-Roth
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Education Has Less to Do With Inequality Than You Think

Paul Krugman Krugman Wonks Out
Date Posted:
May 11, 2022
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@PaulKrugman, according to his Wonk Out piece, the gap btw median male college graduate wages and the 95th percentile has widened since 2000, with the latter seeing substantial gains while the former’s real income has stagnated or declined.

Since 2000, wage inequality has risen while the college wage premium has stagnated, challenging the notion that education is a primary driver of economic inequality. Data shows that the gap between wages at the 95th percentile and those of the median male college graduate has widened, with the former seeing substantial gains while the latter's real income has stagnated or declined. This suggests that a college degree is no longer a reliable path to financial success for many, contradicting the belief that college-educated individuals are part of the economic elite. The disparity highlights that factors beyond education, such as structural economic changes, play a significant role in rising inequality. This insight is crucial for policymakers considering student debt relief and broader economic reforms, as it underscores the need to address systemic issues rather than focusing solely on educational attainment.

The Economic Policy Institute had a very useful analysis of this data just before the pandemic. Between 1979 and 2000, there was a rough match between growth in one measure of overall inequality — the gap between wages at the 95th percentile and those of the median worker — and its estimate of the average wage premium for college-educated workers. Since 2000, however, wage inequality has continued to rise, while the college premium has barely changed... my own version of this observation, comparing growth of incomes of households at the 95th percentile with those of the median male college graduate. Now, Americans at the 95th percentile don’t consider themselves rich, because they aren’t, surely as compared with C.E.O.s, hedge funders and so on. Nonetheless, they have seen substantial gains. On the other hand, the typical college graduate — who is, remember, someone who made it through and received an accredited degree — hasn’t.

Paul Krugman, "Education Has Less to Do With Inequality Than You Think,"Krugman Wonks Out, April 29, 2022, https://www.nytimes.com/2022/04/29/opinion/college-student-loan-debt.html

Education Has Less to Do With Inequality Than You Think

President Biden says that he is taking a “hard look” at student debt relief, which probably means that some significant relief is coming. For one thing, Biden promised relief during the 2020 campaign. For another, it’s one progressive priority he can address by executive action, which is important given the extreme difficulty of getting anything through an evenly divided Senate.

How much relief will he offer? I have no idea. How much relief should he offer? I’m for going as big as political realities allow, but I understand that too generous a debt write-off might produce a backlash. And I have no confidence that I know where the line should be drawn.

What I think I do know is that much of the backlash to proposals for student debt relief is based on a false premise: the belief that Americans who have gone to college are, in general, members of the economic elite.

The falsity of this proposition is obvious for those who were exploited by predatory for-profit institutions that encouraged them to go into debt to get more or less worthless credentials. The same applies to those who took on educational debt but never managed to get a degree — not a small group. In fact, around 40 percent of student loan borrowers never finish their education.

But even among those who make it through, a college degree is hardly a guarantee of economic success. And I’m not sure how widely that reality is understood.

What is widely understood is that America has become a far more unequal society over the past 40 years or so. The nature of rising inequality, however, isn’t as broadly known. I keep encountering seemingly well-informed people who believe that we’re mainly looking at a widening gap between the college-educated and everyone else.

This story had some truth to it in the 1980s and 1990s, although even then it didn’t account for the huge income gains at the top of the distribution — the rise of the 1 percent and even more among the 0.01 percent. Since 2000, however, most college graduates have actually seen their real incomes stagnate or even decline.

The Economic Policy Institute had a very useful analysis of this data just before the pandemic. Between 1979 and 2000, there was a rough match between growth in one measure of overall inequality — the gap between wages at the 95th percentile and those of the median worker — and its estimate of the average wage premium for college-educated workers. Since 2000, however, wage inequality has continued to rise, while the college premium has barely changed:

Education Has Less to Do With Inequality Than You Think: Extended Excerpt Image 1


Furthermore, not all college graduates have had the same experience. Some have done pretty well, but many have seen no gains at all:

Education Has Less to Do With Inequality Than You Think: Extended Excerpt Image 2


I have my own version of this observation, comparing growth of incomes of households at the 95th percentile with those of the median male college graduate:

Education Has Less to Do With Inequality Than You Think: Extended Excerpt Image 3


Now, Americans at the 95th percentile don’t consider themselves rich, because they aren’t, surely as compared with C.E.O.s, hedge funders and so on. Nonetheless, they have seen substantial gains. On the other hand, the typical college graduate — who is, remember, someone who made it through and received an accredited degree — hasn’t.

So here’s how I see it: Much of the student debt weighing down millions of Americans can be attributed to false promises.

Some of these promises were scams pure and simple; think Trump University. Even those who weren’t outright cheated, however, were pulled in by elite messaging assuring them that a college degree was a ticket to financial success. Too many didn’t realize that their life circumstances might make it impossible to finish their education — it’s hard for comfortable, upper-middle-class Americans to realize how difficult staying in school can be for young people from poorer families with unstable incomes. Many of those who did manage to finish found that the financial rewards were far smaller than they expected.

And all too many of those who fell victim to these false promises ended up saddled with large debts.

Of course, there are many Americans who have suffered from rising inequality. I wouldn’t argue that college debtors are greater victims than, say, truck drivers who have seen their real wages plunge or families stuck in declining rural areas and small towns. And we should be helping all of these people.

Unfortunately, most things we could and should be doing for Americans in need — like extending the expanded child tax credit — can’t be done in the face of 50 Republican senators, plus Joe Manchin. Student debt relief, by contrast, is something President Biden can do. So he should.

  • College
  • Workforce
    • Education
    • Inequality
    • Wages/Income
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