Bryan Caplan, like most professors, has spent most of his life in academia and has very little real-world experience, so, he admits, he can’t very well teach his students real-world skills — yet employers care deeply about the grades he hands out. That’s the magic of education:
Yes, I can train graduate students to become professors. No magic there; I’m teaching them the one job I know. But what about my thousands of students who won’t become economics professors? I can’t teach what I don’t know, and I don’t know how to do the jobs they’re going to have. Few professors do.
Many educators sooth their consciences by insisting that “I teach my students how to think, not what to think.” But this platitude goes against a hundred years of educational psychology. Education is very narrow; students learn the material you specifically teach them… if you’re lucky.
Other educators claim they’re teaching good work habits. But especially at the college level, this doesn’t pass the laugh test. How many jobs tolerate a 50% attendance rate — or let you skate by with twelve hours of work a week? School probably builds character relative to playing videogames. But it’s hard to see how school could build character relative to a full-time job in the Real World.
At this point, you may be thinking: If professors don’t teach a lot of job skills, don’t teach their students how to think, and don’t instill constructive work habits, why do employers so heavily reward educational success? The best answer comes straight out of the ivory tower itself. It’s called the signaling model of education — the subject of my book in progress, The Case Against Education.
According to the signaling model, employers reward educational success because of what it shows (“signals”) about the student. Good students tend to be smart, hard-working, and conformist — three crucial traits for almost any job. When a student excels in school, then, employers correctly infer that he’s likely to be a good worker. What precisely did he study? What did he learn how to do? Mere details. As long as you were a good student, employers surmise that you’ll quickly learn what you need to know on the job.
In the signaling story, what matters is how much education you have compared to competing workers. When education levels rise, employers respond with higher standards; when education levels fall, employers respond with lower standards. We’re on a treadmill.