WEBVTT - Lord of the Rankings

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<v Speaker 1>Pushkin. Once upon a time in the middle of the

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<v Speaker 1>nineteen eighties, when the Cold War still raged and a

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<v Speaker 1>man named Ronald Reagan occupied the White House, there were

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<v Speaker 1>three major weekly news magazines in the United States. Time

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<v Speaker 1>Magazine was number one, with millions upon millions of copies

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<v Speaker 1>in circulation, Newsweek was number two, and What News Magazine

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<v Speaker 1>came in third place, a sleepy little publication based in Washington,

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<v Speaker 1>DC known as US News and World Report. One of

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<v Speaker 1>the magazine's managing editors in those years, Peter Bernstein, remembers

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<v Speaker 1>the day when everything changed.

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<v Speaker 2>It was a very exciting time. I mean, because Moore

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<v Speaker 2>had just taken over. There were a lot of people buzzing.

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<v Speaker 1>Around mort being Mortimer B. Zuckerman, a Canadian billionaire who

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<v Speaker 1>bought US News and Will Report with dreams of becoming

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<v Speaker 1>a media baron.

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<v Speaker 2>There are a ton of really good ideas sort of

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<v Speaker 2>in the magazine, and I think it's fair to say

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<v Speaker 2>our feeling was that the execution could have been a

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<v Speaker 2>lot better. And one of the things we wanted to

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<v Speaker 2>do was distinguish ourselves from Time and Newsweek, because we

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<v Speaker 2>were the third.

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<v Speaker 1>And how do you distinguish yourself if you're always coming

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<v Speaker 1>in third. If a Canadian billionaire with visions of grandeur

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<v Speaker 1>is breathing down your neck, you do something audacious. You

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<v Speaker 1>create something that no educated parent could possibly ignore, a

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<v Speaker 1>scheme to examine every American college and university and rank

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<v Speaker 1>them from top to bottom.

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<v Speaker 2>We were looking to reinvent the magazine, and the college

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<v Speaker 2>rankings became part of that.

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<v Speaker 1>So Bernstein and his colleagues began collecting a mountain of

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<v Speaker 1>statistics on the universities and colleges of the United States.

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<v Speaker 1>To make sense of those numbers, they came up with

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<v Speaker 1>an algorithm, a secret algorithm that could assign every school

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<v Speaker 1>a score of one through one hundred, regardless of its size,

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<v Speaker 1>or mission or complexity, an algorithm to capture the elusive

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<v Speaker 1>quality of academic excellence.

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<v Speaker 2>Finding those points of data and putting them into a ranking,

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<v Speaker 2>as you can appreciate, is a complicated task. Yes, full

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<v Speaker 2>of value, judgments, full of problems, challenges, dangers, But we

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<v Speaker 2>were undaunted and precede it.

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<v Speaker 1>I love that you're laughing about this.

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<v Speaker 2>It was a very heady time, and we thought, and

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<v Speaker 2>we did a rarely challenge time in news. We get

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<v Speaker 2>their game.

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<v Speaker 1>The rankings became an institution. This news surged, careers were forged,

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<v Speaker 1>fortunes made. I mean, what's fasci today is that time

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<v Speaker 1>and newsic have basically disappeared. The rest of US News

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<v Speaker 1>has basically disappeared. But the rankings are as strong as ever.

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<v Speaker 2>Well, it's nice to know in this world of effemera

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<v Speaker 2>that something can last. But and as a journalist, you

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<v Speaker 2>know who you know when your work is used for

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<v Speaker 2>for old fish after a day, it's nice to see

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<v Speaker 2>that something hasn't impact for a while.

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<v Speaker 1>Peter left US News long ago, but he and his

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<v Speaker 1>colleagues had added something new to the American academic calendar

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<v Speaker 1>beyond freshman week, finals commencement. There's now the day the

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<v Speaker 1>new rankings come out.

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<v Speaker 3>The new thirtieth edition of Best Colleges was just released

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<v Speaker 3>this morning, and we've got it.

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<v Speaker 4>You're seeing the two thousand.

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<v Speaker 5>And the list for twenty nineteen was Princeton University, followed

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<v Speaker 5>by Harvard Tied.

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<v Speaker 6>Scholars of America's best colleges have been revealed. The US

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<v Speaker 6>News and World Report is out with its angle list,

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<v Speaker 6>and we've got the inside scoop on how.

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<v Speaker 1>The algorithm that's developed is undergoing a constant state of

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<v Speaker 1>evolution over the years. How often are you tweaking it?

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<v Speaker 2>I thought you might ask about this. I mean I

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<v Speaker 2>did go online and look at it, and I was

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<v Speaker 2>glad to see they are tweaking it on a regular basis,

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<v Speaker 2>at least it looking if you look at their methodology.

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<v Speaker 2>And of course they've also been reacting to competition. I mean,

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<v Speaker 2>you know a lot of people have been critical of

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<v Speaker 2>the rankings and whether this mythology really this methodology?

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<v Speaker 1>Excuse me, that's it, Peter. That is like the definition

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<v Speaker 1>of a Freudian slip. You're talking about your you're talking

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<v Speaker 1>about your brain child, and you refer to it as mythology.

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<v Speaker 2>That's true. I couldn't have come up with that one consciously.

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<v Speaker 1>At what point did the US news methodology become a mythology?

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<v Speaker 1>Let's find out. My name is Malcolm Gladwell. You're listening

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<v Speaker 1>to my podcast, Revisionist History about Things Overlooked and Misunderstood.

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<v Speaker 1>In this episode, I ask, how is it that a

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<v Speaker 1>promotional gimmick from the nineteen eighties turned into a fetish

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<v Speaker 1>object for American higher education? How do these rankings work

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<v Speaker 1>and why does everyone take them so seriously? We're going

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<v Speaker 1>to launch a revisionist history investigation, one that will take

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<v Speaker 1>us to all kinds of strange places, to the bond markets,

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<v Speaker 1>to Portland, Oregon, to New Orleans. We'll meet a mysterious

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<v Speaker 1>college administrator who asked to be identified only as Dean,

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<v Speaker 1>as well as a band of hackers who agreed to

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<v Speaker 1>join our cause. All right, all right, so we're ready

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<v Speaker 1>to go this very now. Before we start, can both

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<v Speaker 1>of you guys introduce yourselves.

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<v Speaker 5>So I'm Kelly McConville, and I'm an assistant professor of

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<v Speaker 5>statistics at Reed College.

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<v Speaker 4>I'm playing too, and I'm an international student who is

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<v Speaker 4>currently studying at UNC's High school.

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<v Speaker 1>So these are some of my accomplices, and here's why

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<v Speaker 1>I needed them. Us News will tell you what variables

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<v Speaker 1>they use to determine whether a school is good or mediocre,

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<v Speaker 1>but they won't disclose exactly how they combine those variables

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<v Speaker 1>into a score. I mean, why would they. It's their

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<v Speaker 1>secret Sauce they charged forty dollars a year for premium

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<v Speaker 1>access to their findings. This is a big business. So

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<v Speaker 1>I figured my only chance at really getting under the

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<v Speaker 1>hood of the ranking algorithm was to find out if

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<v Speaker 1>anyone had in effect hacked the algorithm, and it turns

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<v Speaker 1>out someone had. It was a group of students at Reed,

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<v Speaker 1>a small liberal arts college in Portland, under the leadership

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<v Speaker 1>of their professor Kelly mcconvill. Tell me how on earth

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<v Speaker 1>this whole project of looking at US News rankings? How

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<v Speaker 1>did it begin?

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<v Speaker 4>So?

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<v Speaker 5>I teach a course called Statistics Practicum, and in that course,

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<v Speaker 5>the students complete a semester long empirical research project, and

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<v Speaker 5>I solicit those projects and the data from other READ

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<v Speaker 5>faculty and staff.

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<v Speaker 1>Every year, US News asks for a lot of data

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<v Speaker 1>from schools, but the Read administration had stopped supplying that data.

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<v Speaker 1>They decided they didn't believe in the rankings anymore. But

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<v Speaker 1>still the magazine kept generating a ranking for Read anyway,

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<v Speaker 1>and someone in the Read administration came to Kelly McConville

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<v Speaker 1>and said, ever since we dropped out, our US News

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<v Speaker 1>ranking has plummeted. We think they've been punishing us. Can

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<v Speaker 1>you double check their math?

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<v Speaker 5>That was our task. We were tasked with recreating the

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<v Speaker 5>model and then seeing what our ranking would be if

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<v Speaker 5>we did supplier data.

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<v Speaker 1>Yeah, So tell me, the two of you walk me

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<v Speaker 1>through how does one go about conceptually trying to answer

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<v Speaker 1>this question.

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<v Speaker 5>They use a model that's called a weight in some

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<v Speaker 5>model that means they take about twenty or so different

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<v Speaker 5>factors about a school, like class size and graduation rates.

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<v Speaker 5>They wait each of those factors based on how important

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<v Speaker 5>they think the factor is, and then they sum up

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<v Speaker 5>all those pieces and then calibrate it so that the

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<v Speaker 5>highest scores at one hundred, and then based on those scores,

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<v Speaker 5>they rank as schools.

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<v Speaker 1>The Red team had to build their own version of

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<v Speaker 1>the US News algorithm from scratch, trying to get as

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<v Speaker 1>close to it as possible.

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<v Speaker 5>We grabbed all the variables we could from open government sources,

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<v Speaker 5>and we built a model that isn't trying to recreate

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<v Speaker 5>the US newswait in some model. Instead, it's just trying

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<v Speaker 5>to predict the US New score of a school with

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<v Speaker 5>a high degree of accuracy.

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<v Speaker 1>Whying how close did you get?

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<v Speaker 4>I'll say fairly close. The only school that's outside of

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<v Speaker 4>like a reasonable range of predictive score in the test

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<v Speaker 4>status read oh really, And all other schools are like

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<v Speaker 4>within a reasonable prediction interval of their scores.

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<v Speaker 1>Meaning the Reed students identical twin algorithm is so good

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<v Speaker 1>that when they run their rankings of American colleges. Their

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<v Speaker 1>list looks almost exactly like the US News list, with

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<v Speaker 1>one exception Read College. Wait, so they were messing.

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<v Speaker 4>With you based on our finding, it seems reasonable they

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<v Speaker 4>this something.

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<v Speaker 1>In twenty nineteen, US News put Read in ninetieth place.

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<v Speaker 1>Where do you think you should be ranked?

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<v Speaker 4>Thirty sixth Oh?

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<v Speaker 1>Wait? What that much of a difference? Yeah, that's bananas.

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<v Speaker 1>Oh my, oh, they really did a number on Reed.

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<v Speaker 1>Now we don't need to go much further into the

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<v Speaker 1>ensuing beef between Read and US News. The magazine calls

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<v Speaker 1>the undergraduates analysis quote inaccurate. But just imagine my joy

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<v Speaker 1>when I ran across Swaying's analysis. Here. I was searching

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<v Speaker 1>for some way to understand the secret algorithm cooked up

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<v Speaker 1>by Peter Bernstein and his pals back in the nineteen eighties,

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<v Speaker 1>and lo and behold, a bunch of undergraduates at Reed

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<v Speaker 1>College had cracked the code. And were they motivated to

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<v Speaker 1>help me? Absolutely? Because US News dissed their school. My

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<v Speaker 1>first question to Kelly and her team was where should

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<v Speaker 1>I start? And they said start with a little something

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<v Speaker 1>called the peer Assessment score. Can you give me a

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<v Speaker 1>more precise sort of statistic sense of just how important

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<v Speaker 1>is it?

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<v Speaker 4>Like, okay, So we find that the pure assessment score

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<v Speaker 4>has the largest effects, So it has a coefficient of

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<v Speaker 4>like six point five eight. In other words, like, if

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<v Speaker 4>you hold everything else constant and you like increase the

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<v Speaker 4>peer assessment scorer by one unit, your overall score will

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<v Speaker 4>increase by six point five to eight.

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<v Speaker 1>The peer assessment score was at the heart of the

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<v Speaker 1>US News secret sauce, a measure of reputation, one of

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<v Speaker 1>the most powerful elements in the whole ranking system. So

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<v Speaker 1>if I'm a school and I'm anxious to move up

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<v Speaker 1>the US News rankings, the thing I should really be

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<v Speaker 1>focused on is trying to boost my reputation score.

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<v Speaker 4>Yeah.

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<v Speaker 1>Yeah, I had my marching orders, and I knew where

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<v Speaker 1>I had to go. Next to the guardian of the

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<v Speaker 1>US newsgates that dragon at the mouth of the cave.

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<v Speaker 1>Robert Morse. Robert Morse, the man who runs the US

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<v Speaker 1>News rankings, is an older man, white hair, very preppy, nice,

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<v Speaker 1>if a bit lugubrious, heavy hangs the head that where's

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<v Speaker 1>the crown? I called him up. I wanted to understand

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<v Speaker 1>the mysterious variable that the read College hackers had told

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<v Speaker 1>me was so important? Describe again, how is the reputation

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<v Speaker 1>score generated?

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<v Speaker 7>So we send out three surveys per school, and then

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<v Speaker 7>they respond. They rate the schools on a scale of

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<v Speaker 7>five to one or no response.

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<v Speaker 1>So who are the three people at each school who

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<v Speaker 1>are asked to fill out the survey.

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<v Speaker 7>In the provos and the enrollment manager or the head

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<v Speaker 7>of admissions.

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<v Speaker 1>The surveys arrive via email once a year to everyone

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<v Speaker 1>who matters in American Higher ed. If you're at a

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<v Speaker 1>liberal arts college, you're given a list of all two

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<v Speaker 1>hundred and twenty two other liberal arts colleges in your category.

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<v Speaker 1>If you're part of a big university, you get a

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<v Speaker 1>list of the three hundred and eighty eight other big

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<v Speaker 1>universities in the United States. Your job is to rank

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<v Speaker 1>the schools on your list on a scale of one

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<v Speaker 1>to five, five being amazing, one being there's a serious

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<v Speaker 1>problem here. And on what basis are people making those judgments?

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<v Speaker 7>Well, that's a good question. I mean, we ask them

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<v Speaker 7>to base it on their view of the school's reputation

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<v Speaker 7>for undergraduate academic quality.

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<v Speaker 1>But I mean, how would you know.

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<v Speaker 7>I mean, we believe that to aggregate sum of all

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<v Speaker 7>the raiders who are a leader is in higher education.

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<v Speaker 7>You know their presidents and provosts and mission deans. So

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<v Speaker 7>they're not rookies. When you aggregate their views at any

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<v Speaker 7>given time, they're representing where those schools stand in the marketplace.

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<v Speaker 1>I mean, so it's it's an assessment of their feelings

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<v Speaker 1>what other schools.

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<v Speaker 7>Well, they're leaders in higher education, so it's based on

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<v Speaker 7>their knowledge of the other schools that they've gathered or

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<v Speaker 7>through meetings or for exposure. Do they necessarily know a

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<v Speaker 7>lot about all the schools they're rating. I don't know.

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<v Speaker 1>If I rate a restaurant on Yelp, it's because I've

0:14:55.556 --> 0:15:03.036
<v Speaker 1>eaten there, right, yes, But here, when I rate a

0:15:03.196 --> 0:15:06.396
<v Speaker 1>university on the US News ranking, it's not because I've

0:15:06.636 --> 0:15:08.396
<v Speaker 1>attended that university or taught there.

0:15:09.276 --> 0:15:12.436
<v Speaker 7>It's just, well, you may have. We shouldn't say that

0:15:12.516 --> 0:15:15.356
<v Speaker 7>you didn't. But you're saying, have the people who rated

0:15:15.396 --> 0:15:19.396
<v Speaker 7>the schools been on every campus or taught at that

0:15:19.516 --> 0:15:22.756
<v Speaker 7>school or no? In depth their course catalog?

0:15:23.036 --> 0:15:23.116
<v Speaker 4>No.

0:15:23.716 --> 0:15:26.836
<v Speaker 7>Do some of them have greater degrees of knowledge about

0:15:26.836 --> 0:15:29.996
<v Speaker 7>the schools they're rating, yes? Do some of them have

0:15:30.236 --> 0:15:34.036
<v Speaker 7>lesser degrees of knowledge? Yes? So I think it varies

0:15:34.116 --> 0:15:38.276
<v Speaker 7>from having substantial knowledge to far less knowledge.

0:15:39.156 --> 0:15:41.516
<v Speaker 1>In my naivete, I had imagined that there would be

0:15:41.556 --> 0:15:43.956
<v Speaker 1>some level of rigor to this crucial variable in the

0:15:44.036 --> 0:15:47.316
<v Speaker 1>US news wait, in some model a methodology that I

0:15:47.316 --> 0:15:53.196
<v Speaker 1>could study, analyze, learn from. But Morse wasn't being very helpful,

0:15:53.756 --> 0:15:56.276
<v Speaker 1>so I tried to draw him out. I mean, I

0:15:56.356 --> 0:16:01.716
<v Speaker 1>was fascinated that there's a little clump where BYU Bring

0:16:01.756 --> 0:16:06.716
<v Speaker 1>them Young, Yeshiva and Gonzaga are all ranked right in

0:16:06.756 --> 0:16:10.796
<v Speaker 1>the same roughly equally in the National University's rank. So

0:16:10.876 --> 0:16:15.356
<v Speaker 1>a Mormon school, Conservative Jewish school, and the Jesuit school.

0:16:16.236 --> 0:16:20.516
<v Speaker 1>And I was trying to think, what is the rabbi

0:16:20.596 --> 0:16:23.076
<v Speaker 1>who runs Yeshiva know about bring them Young? And what

0:16:23.116 --> 0:16:28.556
<v Speaker 1>does the Jesuit priest who runs Gonzaga know about Yeshiva?

0:16:28.636 --> 0:16:33.596
<v Speaker 1>And it's a good point, like is Gonzaga giving George

0:16:33.596 --> 0:16:36.396
<v Speaker 1>ten of five and giving Boston College a five?

0:16:36.516 --> 0:16:40.196
<v Speaker 7>And we're not looking at how people are rating other schools.

0:16:40.356 --> 0:16:43.316
<v Speaker 7>We are doing a trim means, so we take off

0:16:43.356 --> 0:16:46.556
<v Speaker 7>a few of the highest ratings and a few of

0:16:46.556 --> 0:16:51.956
<v Speaker 7>the lowest ratings in an effort to eliminate some of

0:16:51.996 --> 0:16:57.036
<v Speaker 7>the strategic voting that you're alluding to well, I.

0:16:56.996 --> 0:16:59.076
<v Speaker 1>Don't know if that's strategic voting. I'm wondering if it's

0:16:59.116 --> 0:17:04.796
<v Speaker 1>just that. If I'm president of Gonzaga, I'm powerfully motivated

0:17:04.836 --> 0:17:07.996
<v Speaker 1>to believe that the Jesuit education is the best education

0:17:08.076 --> 0:17:11.076
<v Speaker 1>out there. So when I look at Georgetown, I think

0:17:11.316 --> 0:17:14.876
<v Speaker 1>they're doing the right thing. And when I look at Yeshiva,

0:17:14.876 --> 0:17:18.796
<v Speaker 1>I say, where's the New Testament? Why are they not

0:17:18.876 --> 0:17:21.116
<v Speaker 1>using the New Testament? I mean, this is just natural

0:17:21.236 --> 0:17:24.116
<v Speaker 1>human biases. I just don't know what they have to

0:17:24.116 --> 0:17:25.476
<v Speaker 1>do with the quality of the institution.

0:17:29.836 --> 0:17:32.396
<v Speaker 7>Well, I don't have a different answer.

0:17:35.956 --> 0:17:39.396
<v Speaker 1>Devoted listeners of revisionist history. Well, remember how years ago

0:17:39.716 --> 0:17:43.876
<v Speaker 1>I fell for Rowan University in New Jersey. I love Rowin,

0:17:44.596 --> 0:17:48.036
<v Speaker 1>But Rowan is ranked one hundred and eighty seventh in

0:17:48.116 --> 0:17:53.596
<v Speaker 1>the National University's list dismal mediocre, and why because its

0:17:53.636 --> 0:17:58.436
<v Speaker 1>peer assessment score is a forgettable two point four? How

0:17:58.476 --> 0:18:01.636
<v Speaker 1>on earth have the University presidence of America come to

0:18:01.676 --> 0:18:05.836
<v Speaker 1>the collective decision that they hate Rowan University way way

0:18:05.836 --> 0:18:09.396
<v Speaker 1>down in South Jersey. I call up Ali hush Mind,

0:18:09.636 --> 0:18:13.676
<v Speaker 1>the school's president. How many university presidents have visited Roan

0:18:13.716 --> 0:18:16.116
<v Speaker 1>in the last five years from other colleges.

0:18:16.236 --> 0:18:21.756
<v Speaker 8>Oh, two or three, one from Canada, one came who

0:18:21.916 --> 0:18:24.996
<v Speaker 8>was part of an accreditation and I believe another one

0:18:25.076 --> 0:18:25.556
<v Speaker 8>was a friend.

0:18:26.556 --> 0:18:30.956
<v Speaker 1>That's it. Yes, So when they're giving you a score,

0:18:31.196 --> 0:18:34.036
<v Speaker 1>on what basis are they using forgiving you? How do

0:18:34.116 --> 0:18:35.476
<v Speaker 1>they know anything at all about Roan?

0:18:35.916 --> 0:18:36.636
<v Speaker 7>Again, I don't know.

0:18:36.756 --> 0:18:39.156
<v Speaker 8>I can only speak for myself. I can assure you

0:18:39.196 --> 0:18:43.876
<v Speaker 8>that I really don't know much about the institutions that

0:18:43.876 --> 0:18:45.636
<v Speaker 8>I'm asked to rank or score.

0:18:45.716 --> 0:18:47.276
<v Speaker 3>I just don't have enough tools.

0:18:48.396 --> 0:18:52.596
<v Speaker 1>Now. It's not like university presidents don't know anything about grading.

0:18:53.076 --> 0:18:55.956
<v Speaker 1>They were all teachers themselves once. But when it comes

0:18:55.956 --> 0:18:59.516
<v Speaker 1>to grading schools, it seems like they might just be

0:18:59.596 --> 0:19:02.476
<v Speaker 1>mailing it in. Next, I called up the head of

0:19:02.516 --> 0:19:06.116
<v Speaker 1>admissions at a major university. You've heard of it, trust me,

0:19:06.636 --> 0:19:08.516
<v Speaker 1>but I can't tell you what it is. And we

0:19:08.596 --> 0:19:11.756
<v Speaker 1>altered the voice to protect this person's identity. Of course

0:19:11.796 --> 0:19:15.076
<v Speaker 1>we did. We had to look how US News treated

0:19:15.116 --> 0:19:19.276
<v Speaker 1>read college. My source told me to address them only

0:19:19.756 --> 0:19:20.316
<v Speaker 1>as dean.

0:19:20.996 --> 0:19:25.556
<v Speaker 9>I am certain and I am far more qualified to

0:19:25.556 --> 0:19:28.796
<v Speaker 9>be a member of the Baseball Writers Association of America

0:19:28.996 --> 0:19:31.356
<v Speaker 9>and vote on the Hall of Fame than I am

0:19:31.516 --> 0:19:34.676
<v Speaker 9>to assess other institutions for the US News and World Report.

0:19:35.076 --> 0:19:35.276
<v Speaker 4>Yeah.

0:19:35.476 --> 0:19:35.676
<v Speaker 9>Yeah.

0:19:36.316 --> 0:19:39.476
<v Speaker 1>I proposed a Dean that we do an exercise. I'd

0:19:39.516 --> 0:19:42.556
<v Speaker 1>name a school at random, and then the two of

0:19:42.636 --> 0:19:48.156
<v Speaker 1>us would try to peer assess it. Florida State. Never

0:19:48.196 --> 0:19:57.036
<v Speaker 1>been there. I've not been there, I think three point two. Syracuse. Yes,

0:19:57.636 --> 0:20:00.156
<v Speaker 1>I I stopped for coffee there once in a way

0:20:00.236 --> 0:20:02.756
<v Speaker 1>driving back to my mom's house in Canada. I don't

0:20:02.756 --> 0:20:04.836
<v Speaker 1>know if that counts. I don't think it does. I think

0:20:05.196 --> 0:20:07.796
<v Speaker 1>I think it counts account experience. I got to say

0:20:07.836 --> 0:20:11.476
<v Speaker 1>experience the weather, but there's no there were no students there.

0:20:11.476 --> 0:20:15.276
<v Speaker 1>It was Christmas. But I will say this, my cousin

0:20:15.356 --> 0:20:17.796
<v Speaker 1>went to Syracuse and had a good time.

0:20:19.036 --> 0:20:22.076
<v Speaker 9>Oh h and so you would rate it based on that.

0:20:23.036 --> 0:20:26.196
<v Speaker 1>Let's give Syracuse some love. Three point nine, No, four

0:20:26.236 --> 0:20:32.756
<v Speaker 1>point zero. University of Washington in Seattle. Yes, you've been there,

0:20:33.436 --> 0:20:35.436
<v Speaker 1>Yes I have. What'd you do when you were there?

0:20:38.236 --> 0:20:39.236
<v Speaker 9>I walked around?

0:20:39.436 --> 0:20:40.276
<v Speaker 1>I think that counts.

0:20:41.076 --> 0:20:42.276
<v Speaker 7>It counts.

0:20:42.796 --> 0:20:45.316
<v Speaker 1>I said to Dean, you can see the mountains from there,

0:20:45.436 --> 0:20:50.116
<v Speaker 1>the space needle. Let's go big. University of Washington at

0:20:50.116 --> 0:20:55.516
<v Speaker 1>Seattle four point two. Have you ever been to William Mary.

0:20:56.716 --> 0:20:58.436
<v Speaker 7>I have yeah.

0:20:58.476 --> 0:21:01.796
<v Speaker 9>I love history, I love colonial Williamsburg.

0:21:02.116 --> 0:21:04.436
<v Speaker 1>Do you remember what score you gave William and Mary.

0:21:06.716 --> 0:21:09.436
<v Speaker 9>I probably gave them a four or five.

0:21:09.996 --> 0:21:13.156
<v Speaker 1>Really you went for five. It's the second oldest college

0:21:13.156 --> 0:21:15.356
<v Speaker 1>in the US. Do you think that affected your judgment

0:21:15.396 --> 0:21:15.676
<v Speaker 1>on that?

0:21:17.036 --> 0:21:17.956
<v Speaker 9>I'm sure it did.

0:21:19.196 --> 0:21:21.476
<v Speaker 1>Dean and I went on for quite some time. We

0:21:21.516 --> 0:21:24.356
<v Speaker 1>had a long chat about Southern Methodist University in Dallas

0:21:24.476 --> 0:21:26.796
<v Speaker 1>and whether or not the great football team the school

0:21:26.876 --> 0:21:29.316
<v Speaker 1>had in the nineteen eighties should count in their favor.

0:21:29.876 --> 0:21:36.156
<v Speaker 1>Dean said no. I said yes. Now was all this

0:21:36.196 --> 0:21:40.036
<v Speaker 1>a helpful exercise? Not really? But then again, now that

0:21:40.236 --> 0:21:43.876
<v Speaker 1>was my conversation with the Wizard of the Rankings, Robert Morse.

0:21:44.756 --> 0:21:46.956
<v Speaker 1>One suggestion that has been made to me by people

0:21:46.996 --> 0:21:49.956
<v Speaker 1>who do the rankings is that the thing they rely

0:21:50.076 --> 0:21:54.996
<v Speaker 1>on to make their reputation scores for other universities is

0:21:55.076 --> 0:21:58.476
<v Speaker 1>the only source they have of reputation scores for the

0:21:58.476 --> 0:22:02.916
<v Speaker 1>other universities, which is the previous year's US News rankings.

0:22:03.356 --> 0:22:04.636
<v Speaker 1>Is this circular?

0:22:05.236 --> 0:22:08.956
<v Speaker 7>If they're telling you that, then that's not our expectation

0:22:09.276 --> 0:22:12.796
<v Speaker 7>of how people are doing their ratings. Versus looking at

0:22:12.796 --> 0:22:17.356
<v Speaker 7>the ranking table and looking at the score. We believe

0:22:17.516 --> 0:22:21.956
<v Speaker 7>that there's more thought going into it than that, but

0:22:22.076 --> 0:22:24.956
<v Speaker 7>we haven't done any kind of social science research to

0:22:26.196 --> 0:22:28.196
<v Speaker 7>prove or disprove that point.

0:22:28.276 --> 0:22:32.796
<v Speaker 1>You haven't done any right, Yeah, they haven't done any

0:22:32.876 --> 0:22:38.836
<v Speaker 1>social science research. Only one person gave me much insight

0:22:38.916 --> 0:22:42.116
<v Speaker 1>into the mechanics of the peer Assessment score, and that

0:22:42.236 --> 0:22:46.476
<v Speaker 1>was Ali Huschmand, president of Rowan. His advice was, you

0:22:46.596 --> 0:22:49.676
<v Speaker 1>have to take matters into your own hands. So what

0:22:49.756 --> 0:22:52.916
<v Speaker 1>does he do? He makes his own hot sauce. And

0:22:52.996 --> 0:22:55.676
<v Speaker 1>he told me that Rowan sends out free samples to

0:22:55.916 --> 0:23:00.076
<v Speaker 1>every college president in the country. That's not too really

0:23:00.676 --> 0:23:01.916
<v Speaker 1>he did, and he.

0:23:01.956 --> 0:23:07.156
<v Speaker 8>Did no that I make hot sauce. Well, that would

0:23:07.236 --> 0:23:08.476
<v Speaker 8>have been that's scoring.

0:23:08.556 --> 0:23:08.956
<v Speaker 5>I hope.

0:23:09.516 --> 0:23:11.636
<v Speaker 1>Yes. I want to know about your hot sauce. What

0:23:11.716 --> 0:23:12.676
<v Speaker 1>kind of hot sauce do you have?

0:23:13.196 --> 0:23:13.356
<v Speaker 4>Oh?

0:23:13.436 --> 0:23:16.156
<v Speaker 8>I make serious, serious hot sauce. But I actually grow

0:23:16.236 --> 0:23:19.356
<v Speaker 8>from seeds all the way to the packaging. And there

0:23:19.356 --> 0:23:22.716
<v Speaker 8>are three levels of heat. The lowest one is called

0:23:22.756 --> 0:23:24.596
<v Speaker 8>Ali's nasty, which is.

0:23:24.596 --> 0:23:25.276
<v Speaker 4>Kind of mind.

0:23:26.076 --> 0:23:28.236
<v Speaker 8>And then the one next to it, it happened, was

0:23:28.276 --> 0:23:32.156
<v Speaker 8>as a heat it's called a nasty delicious, And then

0:23:32.196 --> 0:23:37.596
<v Speaker 8>the one with Carona Reaper is called nasty vicious, and

0:23:37.716 --> 0:23:40.316
<v Speaker 8>I will send you a package the nasty divisious can

0:23:40.396 --> 0:23:40.756
<v Speaker 8>get you.

0:23:41.596 --> 0:23:43.876
<v Speaker 1>But this isn't gonna help your cause. This is gonna

0:23:43.916 --> 0:23:46.876
<v Speaker 1>hurt your cause. If you're if you're giving some some

0:23:47.116 --> 0:23:49.676
<v Speaker 1>university president in the middle of the Midwest, it's like

0:23:49.916 --> 0:23:52.396
<v Speaker 1>it happens to have a little bit of vicious. They're

0:23:52.396 --> 0:23:54.116
<v Speaker 1>gonna they're gonna curse your name.

0:23:54.716 --> 0:23:57.836
<v Speaker 8>Probably will, but I but I figured that no, no

0:23:57.916 --> 0:23:59.676
<v Speaker 8>publicity is about bad publicity.

0:24:01.036 --> 0:24:02.716
<v Speaker 1>Did I try the nasty vicious?

0:24:02.996 --> 0:24:03.156
<v Speaker 2>Oh?

0:24:03.276 --> 0:24:05.756
<v Speaker 1>Yes, I did, on a scale of one to five

0:24:06.836 --> 0:24:18.636
<v Speaker 1>five point oh. In the middle of my investigation of

0:24:18.676 --> 0:24:22.236
<v Speaker 1>the pure assessment score and its many implications, I had

0:24:22.276 --> 0:24:25.636
<v Speaker 1>a conversation with a professor at Duke named Bill Mayu.

0:24:26.516 --> 0:24:29.196
<v Speaker 1>Mayu is friendly with some bond traders, and he was

0:24:29.276 --> 0:24:31.556
<v Speaker 1>talking with some of them one day when they mentioned

0:24:31.556 --> 0:24:34.636
<v Speaker 1>that they were having difficulty with bonds issued by historically

0:24:34.676 --> 0:24:38.116
<v Speaker 1>black colleges HBCUs as they're known.

0:24:38.556 --> 0:24:41.596
<v Speaker 3>If you're a bond trader, you worry about moving the bonds,

0:24:41.636 --> 0:24:44.676
<v Speaker 3>that you have an inventory, and they just mentioned, you know, hey,

0:24:44.716 --> 0:24:47.516
<v Speaker 3>we're having a really hard time placing these HBCU schools

0:24:47.996 --> 0:24:50.036
<v Speaker 3>because people don't want to hold them.

0:24:50.716 --> 0:24:53.476
<v Speaker 1>The way the bond market works is that an institution

0:24:53.916 --> 0:24:56.756
<v Speaker 1>needs money. Let's say a university wants to build a

0:24:56.756 --> 0:25:00.956
<v Speaker 1>dormitory that costs fifty million dollars. The school can't raise

0:25:00.956 --> 0:25:02.996
<v Speaker 1>all that money on its own, so it goes to

0:25:03.036 --> 0:25:06.716
<v Speaker 1>a Wall Street bank, which purchases a bond a promise

0:25:06.836 --> 0:25:11.116
<v Speaker 1>of repayment from the university. Then the bank breaks that

0:25:11.236 --> 0:25:14.876
<v Speaker 1>bond into many hundreds and hundreds of pieces and sells

0:25:14.916 --> 0:25:19.436
<v Speaker 1>those pieces to wealthy investors or insurance companies or hedge funds.

0:25:20.236 --> 0:25:22.636
<v Speaker 1>So in May you hears that banks are struggling to

0:25:22.636 --> 0:25:26.436
<v Speaker 1>sell bonds for historically black colleges, he wonders, is this

0:25:26.596 --> 0:25:31.036
<v Speaker 1>just some apocryphal Wall Street story or is it true? Luckily,

0:25:31.396 --> 0:25:34.676
<v Speaker 1>there's a simple way attests this. The price the bond

0:25:34.716 --> 0:25:38.556
<v Speaker 1>trader charges is called the gross spread. If it's super

0:25:38.556 --> 0:25:41.356
<v Speaker 1>easy to find buyers for the bonds, the gross spread

0:25:41.476 --> 0:25:44.636
<v Speaker 1>is likely to be low. If the trader has difficulty

0:25:44.676 --> 0:25:48.476
<v Speaker 1>finding buyers, the spread can get quite pricey. So if

0:25:48.516 --> 0:25:51.156
<v Speaker 1>the bonds from black schools are harder to move than

0:25:51.236 --> 0:25:54.676
<v Speaker 1>bonds from white schools, the spread should be higher. And

0:25:54.796 --> 0:25:58.636
<v Speaker 1>are they Yes, they are May you and his colleagues

0:25:58.676 --> 0:26:04.156
<v Speaker 1>compared black schools with non HBCUs that were otherwise identical.

0:26:04.956 --> 0:26:08.676
<v Speaker 1>The spreads for the historically black schools were twenty percent

0:26:08.836 --> 0:26:12.036
<v Speaker 1>higher in the bond market. A twenty percent difference in

0:26:12.076 --> 0:26:17.836
<v Speaker 1>spreads is huge. Mayo and his co researchers then went

0:26:17.916 --> 0:26:21.596
<v Speaker 1>one step further. They zeroed in on three states in

0:26:21.676 --> 0:26:26.636
<v Speaker 1>the Deep South, and those three states were so.

0:26:26.516 --> 0:26:31.436
<v Speaker 3>Those are Louisiana, Mississippi, and Alabama.

0:26:31.596 --> 0:26:34.356
<v Speaker 1>And what's the difference in spread in those states? Not

0:26:34.436 --> 0:26:39.316
<v Speaker 1>twenty percent? Thirty seven percent. Mayo and his colleagues have

0:26:39.356 --> 0:26:43.036
<v Speaker 1>given us a scientifically rigorous measurement of just how much

0:26:43.036 --> 0:26:46.316
<v Speaker 1>of a burdened black institutions face in the real world.

0:26:47.596 --> 0:26:50.676
<v Speaker 1>You've put a number on reputation. What is the reputational

0:26:50.716 --> 0:26:56.476
<v Speaker 1>cost of being a school that overwhelmingly accepts and educates

0:26:56.876 --> 0:27:00.676
<v Speaker 1>black kids in Louisiana. The reputation cost is thirty percent.

0:27:01.716 --> 0:27:03.476
<v Speaker 3>That's one way to think about it. But I would

0:27:03.516 --> 0:27:05.596
<v Speaker 3>say it's the racial component of reputation.

0:27:07.036 --> 0:27:11.196
<v Speaker 1>A spread is a reputation in score, isn't it. Investors

0:27:11.236 --> 0:27:13.276
<v Speaker 1>don't know the precise ins and outs of all the

0:27:13.316 --> 0:27:16.796
<v Speaker 1>institutions they're asked to buy how could they. There are

0:27:16.916 --> 0:27:19.996
<v Speaker 1>literally hundreds of thousands of bonds on a market at

0:27:19.996 --> 0:27:23.956
<v Speaker 1>any given time, So the investors proceed on a feeling,

0:27:24.956 --> 0:27:27.276
<v Speaker 1>a feeling about how worthy and how safe and how

0:27:27.356 --> 0:27:30.836
<v Speaker 1>legitimate the institution getting the loan is. You see a

0:27:30.836 --> 0:27:33.996
<v Speaker 1>black school and you say to yourself, I don't value

0:27:33.996 --> 0:27:37.396
<v Speaker 1>that HBCU quite as highly as the white school across town.

0:27:38.156 --> 0:27:41.356
<v Speaker 1>So you give the black school a discount, which is

0:27:41.356 --> 0:27:45.276
<v Speaker 1>what prejudice is, by the way, a discount. The black

0:27:45.316 --> 0:27:48.276
<v Speaker 1>life does not matter as much as the white life.

0:27:50.196 --> 0:27:53.236
<v Speaker 1>And who are these people imposing a discount on black schools.

0:27:54.276 --> 0:27:58.076
<v Speaker 1>They're wealthy, successful people who are simply checking a box.

0:27:58.556 --> 0:28:00.796
<v Speaker 1>I like this bond, I like this one a lot,

0:28:01.196 --> 0:28:04.836
<v Speaker 1>I don't like this one. They are, I suspect, not

0:28:04.916 --> 0:28:07.876
<v Speaker 1>a whole lot different from the college administrators who assign

0:28:07.916 --> 0:28:09.676
<v Speaker 1>a number to their peers for them. The US News

0:28:09.756 --> 0:28:14.876
<v Speaker 1>rankings every year motivated by the same unconscious biases. I

0:28:14.996 --> 0:28:17.356
<v Speaker 1>like the school four point two, I like this one

0:28:17.436 --> 0:28:21.036
<v Speaker 1>a lot four point five. I don't like this one

0:28:21.156 --> 0:28:23.996
<v Speaker 1>two point four, even though I don't really know anything

0:28:23.996 --> 0:28:27.516
<v Speaker 1>about it. So if you were the president of a

0:28:27.676 --> 0:28:30.356
<v Speaker 1>historically black college in one of those States with a

0:28:30.396 --> 0:28:34.436
<v Speaker 1>reputational discount for being black is thirty seven percent. How

0:28:34.476 --> 0:28:37.036
<v Speaker 1>do you think you'd feel about your peer assessment score?

0:28:40.156 --> 0:28:43.876
<v Speaker 1>I thought I'd call Walter Kimbro, president of Dillard University,

0:28:44.116 --> 0:28:47.076
<v Speaker 1>a historically black college in Louisiana, And.

0:28:47.036 --> 0:28:48.916
<v Speaker 6>So when I start to look at the formulas and

0:28:48.956 --> 0:28:50.756
<v Speaker 6>dig into it, I was like, this isn't a real

0:28:50.836 --> 0:28:54.196
<v Speaker 6>good measurement of what we do. In fact, it's a

0:28:54.236 --> 0:28:56.116
<v Speaker 6>measurement of privilege.

0:28:56.236 --> 0:29:00.436
<v Speaker 1>Dillard's reputation score is two point six. That's not good.

0:29:01.036 --> 0:29:02.996
<v Speaker 1>You can't ever get to the top of the US

0:29:03.036 --> 0:29:05.996
<v Speaker 1>News rankings with a peer assessment score of two point six.

0:29:06.636 --> 0:29:09.196
<v Speaker 6>Maybe that sounds defeatis, but I mean.

0:29:09.196 --> 0:29:14.036
<v Speaker 1>It's it's not defeat its it's realistic, verble living it.

0:29:14.236 --> 0:29:16.636
<v Speaker 6>Nobody's going to just go and say this school, with

0:29:16.676 --> 0:29:19.516
<v Speaker 6>all these black people, is great.

0:29:19.276 --> 0:29:22.236
<v Speaker 1>In their haste to compete with Time and Newsweek way

0:29:22.236 --> 0:29:25.756
<v Speaker 1>back when, maybe all US News did was create a

0:29:25.796 --> 0:29:28.356
<v Speaker 1>system that allowed the presidents and deans of every college

0:29:28.356 --> 0:29:31.156
<v Speaker 1>in the country to assign a number to their prejudice

0:29:31.796 --> 0:29:41.556
<v Speaker 1>to disguise mythology as methodology. Next week on Revisionist History,

0:29:42.316 --> 0:29:45.556
<v Speaker 1>we take up the cause of Dillard University, and I

0:29:45.676 --> 0:29:48.276
<v Speaker 1>enlist my old friends at Reed College to help me out.

0:29:49.516 --> 0:29:52.316
<v Speaker 5>So that is how we can get Dillard into the

0:29:52.356 --> 0:29:55.596
<v Speaker 5>tippy top tier of the liberal arts colleges.

0:29:56.436 --> 0:30:08.156
<v Speaker 1>So it's Williams Amherst Dillard swarthwik Yes Division's history is

0:30:08.196 --> 0:30:11.596
<v Speaker 1>produced by mel Belle, Leeman Gesteu and Jacob Smith, with

0:30:11.676 --> 0:30:15.836
<v Speaker 1>Eloise Linton and on An eyem Our. Editor is Julia Barton.

0:30:16.116 --> 0:30:20.156
<v Speaker 1>Original scoring by Luis Kira, mastering by Flonn Williams, and

0:30:20.276 --> 0:30:25.396
<v Speaker 1>engineering by Martin Gonzalez. Fact checking by Amy Gaines. Special

0:30:25.436 --> 0:30:30.156
<v Speaker 1>thanks the Pushkin crew had a fine Carl MCGLIORI, Maya Knick,

0:30:30.316 --> 0:30:35.076
<v Speaker 1>Maggie Taylor, Eric Sandler, Nicol Morano, Jason Gambrell, and of

0:30:35.116 --> 0:30:49.516
<v Speaker 1>course Jacob Weisberg. I'm Malcolm Glaba. If you love this

0:30:49.596 --> 0:30:53.716
<v Speaker 1>show and others from Pushkin Industries, consider becoming a Pushnik.

0:30:54.196 --> 0:30:58.596
<v Speaker 1>Pushnick is a podcast subscription that offers bonus content and

0:30:58.836 --> 0:31:02.676
<v Speaker 1>uninterrupted listening for four dollars and ninety nine cents a month.

0:31:03.236 --> 0:31:11.556
<v Speaker 1>Look for Pushnik exclusively on Apple Podcasts subscriptions with three

0:31:11.556 --> 0:31:17.276
<v Speaker 1>flavors Ali's Nasty, Nasty, Delicious, and Nasty Vicious. Okay, guys,

0:31:17.356 --> 0:31:22.516
<v Speaker 1>but you hold on the websites to do simultaneously. Ye okay, one, two, three,

0:31:23.196 --> 0:31:39.676
<v Speaker 1>God oh, I like that it comes on, Oh, go Ali,

0:31:40.156 --> 0:31:42.796
<v Speaker 1>go Ali, because it's really good. It's good.

0:31:43.476 --> 0:31:49.316
<v Speaker 3>Hold on I okay, it's very spicy for a very long.

0:31:49.076 --> 0:31:52.476
<v Speaker 1>Time, because am I, it's not eating me as hard

0:31:52.996 --> 0:31:58.556
<v Speaker 1>as it did. I'm taking a second bite. Martine's struggling,

0:32:02.716 --> 0:32:04.556
<v Speaker 1>By the way, where's my Harvard hot saice? I don't.

0:32:04.556 --> 0:32:07.876
<v Speaker 1>I don't see any Harvard hot sauce. No one's sending

0:32:07.876 --> 0:32:10.356
<v Speaker 1>me hot sauce from New even, are they.

0:32:10.436 --> 0:32:10.476
<v Speaker 3>No