Today’s post is a discussion of education reform, standardized testing, and PARCC with my friend Kristin Wald, who has been extremely kind to this blog. Kristin taught high school English in the NYC public schools for many years. Today her kids and mine go to school together in Montclair. She has her own blog that gets orders of magnitude more readers than I do.
ES: PARCC testing is beginning in New Jersey this month. There’s been lots of anxiety and confusion in Montclair and elsewhere as parents debate whether to have their kids take the test or opt out. How do you think about it, both as a teacher and as a parent?
KW: My simple answer is that my kids will sit for PARCC. However, and this is where is gets grainy, that doesn’t mean I consider myself a cheerleader for the exam or for the Common Core curriculum in general.
In fact, my initial reaction, a few years ago, was to distance my children from both the Common Core and PARCC. So much so that I wrote to my child’s principal and teacher requesting that no practice tests be administered to him. At that point I had only peripherally heard about the issues and was extending my distaste for No Child Left Behind and, later, Race to the Top. However, despite reading about and discussing the myriad issues, I still believe in change from within and trying the system out to see kinks and wrinkles up-close rather than condemning it full force.
ES: Why did you dislike NCLB and Race to the Top? What was your experience with them as a teacher?
KW: Back when I taught in NYC, there was wiggle room if students and schools didn’t meet standards. Part of my survival as a teacher was to shut my door and do what I wanted. By the time I left the classroom in 2007 we were being asked to post the standards codes for the New York State Regents Exams around our rooms, similar to posting Common Core standards all around. That made no sense to me. Who was this supposed to be for? Not the students – if they’re gazing around the room they’re not looking at CC RL.9-10 next to an essay hanging on a bulletin board. I also found NCLB naïve in its “every child can learn it all” attitude. I mean, yes, sure, any child can learn. But kids aren’t starting out at the same place or with the same support. And anyone who has experience with children who have not had the proper support up through 11th grade knows they’re not going to do well, or even half-way to well, just because they have a kickass teacher that year.
Regarding my initial aversion to Common Core, especially as a high school English Language Arts teacher, the minimal appearance of fiction and poetry was disheartening. We’d already seen the slant in the NYS Regents Exam since the late 90’s.
However, a couple of years ago, a friend asked me to explain the reason The Bluest Eye, with its abuse and rape scenes, was included in Common Core selections, so I took a closer look. Basically, a right-wing blogger had excerpted lines and scenes from the novel to paint it as “smut” and child pornography, thus condemning the entire Common Core curriculum. My response to my friend ended up as “In Defense of The Bluest Eye.”
That’s when I started looking more closely at the Common Core curriculum. Learning about some of the challenges facing public schools around the country, I had to admit that having a required curriculum didn’t seem like a terrible idea. In fact, in a few cases, the Common Core felt less confining than what they’d had before. And you know, even in NYC, there were English departments that rarely taught women or minority writers. Without a strong leader in a department, there’s such a thing as too much autonomy. Just like a unit in a class, a school and a department should have a focus, a balance.
But your expertise is Mathematics, Eugene. What are your thoughts on the Common Core from that perspective?
ES: They’re a mix. There are aspects of the reforms that I agree with, aspects that I strongly disagree with, and then a bunch of stuff in between.
The main thing I agree with is that learning math should be centered on learning concepts rather than procedures. You should still learn procedures, but with a conceptual underpinning, so you understand what you’re doing. That’s not a new idea: it’s been in the air, and frustrating some parents, for 50 years or more. In the 1960’s, they called it New Math.
Back then, the reforms didn’t go so well because the concepts they were trying to teach were too abstract – too much set theory, in a nutshell, at least in the younger grades. So then there was a retrenchment, back to learning procedures. But these things seem to go in cycles, and now we’re trying to teach concepts better again. This time more flexibly, less abstractly, with more examples. At least that’s the hope, and I share that hope.
I also agree with your point about needing some common standards defining what gets taught at each grade level. You don’t want to be super-prescriptive, but you need to ensure some kind of consistency between schools. Otherwise, what happens when a kid switches schools? Math, especially, is such a cumulative subject that you really need to have some big picture consistency in how you teach it.
ES: What I disagree with is the increased emphasis on standardized testing, especially the raised stakes of those tests. I want to see better, more consistent standards and curriculum, but I think that can and should happen without putting this very heavy and punitive assessment mechanism on top of it.
KW: Yes, claiming to want to assess ability (which is a good thing), but then connecting the results to a teacher’s effectiveness in that moment is insincere evaluation. And using a standardized test not created by the teacher with material not covered in class as a hard percentage of a teacher’s evaluation makes little sense. I understand that much of the exam is testing critical thinking, ability to reason and use logic, and so on. It’s not about specific content, and that’s fine. (I really do think that’s fine!) Linking teacher evaluations to it is not.
Students cannot be taught to think critically in six months. As you mentioned about the spiraling back to concepts, those skills need to be revisited again and again in different contexts. And I agree, tests needn’t be the main driver for raising standards and developing curriculum. But they can give a good read on overall strengths and weaknesses. And if PARCC is supposed to be about assessing student strengths and weaknesses, it should be informing adjustments in curriculum.
On a smaller scale, strong teachers and staffs are supposed to work as a team to influence the entire school and district with adjusted curriculum as well. With a wide reach like the Common Core, a worrying issue is that different parts of the USA will have varying needs to meet. Making adjustments for all based on such a wide collection of assessments is counterintuitive. Local districts (and the principals and teachers in them) need to have leeway with applying them to best suit their own students.
Even so, I do like some things about data driven curricula. Teachers and school administrators are some of the most empathetic and caring people there are, but they are still human, and biases exist. Teachers, guidance counselors, administrators can’t help but be affected by personal sympathies and peeves. Having a consistent assessment of skills can be very helpful for those students who sometimes fall through the cracks. Basically, standards: yes. Linking scores to teacher evaluation: no.
ES: Yes, I just don’t get the conventional wisdom that we can only tell that the reforms are working, at both the individual and group level, through standardized test results. It gives us some information, but it’s still just a proxy. A highly imperfect proxy at that, and we need to have lots of others.
I also really like your point that, as you’re rolling out national standards, you need some local assessment to help you see how those national standards are meeting local needs. It’s a safeguard against getting too cookie-cutter.
I think it’s incredibly important that, as you and I talk, we can separate changes we like from changes we don’t. One reason there’s so much noise and confusion now is that everything – standards, curriculum, testing – gets lumped together under “Common Core.” It becomes this giant kitchen sink that’s very hard to talk about in a rational way. Testing especially should be separated out because it’s fundamentally an issue of process, whereas standards and curriculum are really about content.
You take a guy like Cuomo in New York. He’s trying to increase the reliance on standardized tests in teacher evaluations, so that value added models based on test scores count for half of a teacher’s total evaluation. And he says stuff like this: “Everyone will tell you, nationwide, the key to education reform is a teacher evaluation system.” That’s from his State of the State address in January. He doesn’t care about making the content better at all. “Everyone” will tell you! I know for a fact that the people spending all their time figuring out at what grade level kids should start to learn about fractions aren’t going tell you that!
I couldn’t disagree with that guy more, but I’m not going to argue with him based on whether or not I like the problems my kids are getting in math class. I’m going to point out examples, which he should be well aware of by now, of how badly the models work. That’s a totally different discussion, about what we can model accurately and fairly and what we can’t.
So let’s have that discussion. Starting point: if you want to use test scores to evaluate teachers, you need a model because – I think everyone agrees on this – how kids do on a test depends on much more than how good their teacher was. There’s the talent of the kid, what preparation they got outside their teacher’s classroom, whether they got a good night’s sleep the night before, and a good breakfast, and lots of other things. As well as natural randomness: maybe the reading comprehension section was about DNA, and the kid just read a book about DNA last month. So you need a model to break out the impact of the teacher. And the models we have today, even the most state-of-the-art ones, can give you useful aggregate information, but they just don’t work at that level of detail. I’m saying this as a math person, and the American Statistical Association agrees. I’ve written about this here and here and here and here.
Having student test results impact teacher evaluations is my biggest objection to PARCC, by far.
KW: Yep. Can I just cut and paste what you’ve said? However, for me, another distasteful aspect is how technology is tangled up in the PARCC exam.
ES: Let me tell you the saddest thing I’ve heard all week. There’s a guy named Dan Meyer, who writes very interesting things about math education, both in his blog and on Twitter. He put out a tweet about a bunch of kids coming into a classroom and collectively groaning when they saw laptops on every desk. And the reason was that they just instinctively assumed they were either about to take a test or do test prep.
That feels like such a collective failure to me. Look, I work in technology, and I’m still optimistic that it’s going to have a positive impact on math education. You can use computers to do experiments, visualize relationships, reinforce concepts by having kids code them up, you name it. The new standards emphasize data analysis and statistics much more than any earlier standards did, and I think that’s a great thing. But using computers primarily as a testing tool is an enormous missed opportunity. It’s like, here’s the most amazing tool human beings have ever invented, and we’re going to use it primarily as a paperweight. And we’re going to waste class time teaching kids exactly how to use it as a paperweight. That’s just so dispiriting.
KW: That’s something that hardly occurred to me. My main objection to hosting the PARCC exam on computers – and giving preparation homework and assignments that MUST be done on a computer – is the unfairness inherent in accessibility. It’s one more way to widen the achievement gap that we are supposed to be minimizing. I wrote about it from one perspective here.
I’m sure there are some students who test better on a computer, but the playing field has to be evenly designed and aggressively offered. Otherwise, a major part of what the PARCC is testing is how accurately and quickly children use a keyboard. And in the aggregate, the group that will have scores negatively impacted will be children with less access to the technology used on the PARCC. That’s not an assessment we need to test to know. When I took the practice tests, I found some questions quite clear, but others were difficult not for content but in maneuvering to create a fraction or other concept. Part of that can be solved through practice and comfort with the technology, but then we return to what we’re actually testing.
ES: Those are both great points. The last thing you want to do is force kids to write math on a computer, because it’s really hard! Math has lots of specialized notation that’s much easier to write with pencil and paper, and learning how to write math and use that notation is a big part of learning the subject. It’s not easy, and you don’t want to put artificial obstacles in kids’ way. I want kids thinking about fractions and exponents and what they mean, and how to write them in a mathematical expression, but not worrying about how to put a numerator above a denominator or do a superscript or make a font smaller on a computer. Plus, why in the world would you limit what kids can express on a test to what they can input on a keyboard? A test is a proxy already, and this limits what it can capture even more.
I believe in using technology in education, but we’ve got the order totally backwards. Don’t introduce the computer as a device to administer tests, introduce it as a tool to help in the classroom. Use it for demos and experiments and illustrating concepts.
As far as access and fairness go, I think that’s another argument for using the computer as a teaching tool rather than a testing tool. If a school is using computers in class, then at least everyone has access in the classroom setting, which is a start. Now you might branch out from there to assignments that require a computer. But if that’s done right, and those assignments grow in an organic way out of what’s happening in the classroom, and they have clear learning value, then the school and the community are also morally obligated to make sure that everyone has access. If you don’t have a computer at home, and you need to do computer-based homework, then we have to get you computer access, after school hours, or at the library, or what have you. And that might actually level the playing field a bit. Whereas now, many computer exercises feel like they’re primarily there to get kids used to the testing medium. There isn’t the same moral imperative to give everybody access to that.
I really want to hear more about your experience with the PARCC practice tests, though. I’ve seen many social media threads about unclear questions, both in a testing context and more generally with the Common Core. It sounds like you didn’t think it was so bad?
KW: Well, “not so bad” in that I am a 45 year old who was really trying to take the practice exam honestly, but didn’t feel stressed about the results. However, I found the questions with fractions confusing in execution on the computer (I almost gave up), and some of the questions really had to be read more than once. Now, granted, I haven’t been exposed to the language and technique of the exam. That matters a lot. In the SAT, for example, if you don’t know the testing language and format it will adversely affect your performance. This is similar to any format of an exam or task, even putting together an IKEA nightstand.
There are mainly two approaches to preparation, and out of fear of failing, some school districts are doing hardcore test preparation – much like SAT preparation classes – to the detriment of content and skill-based learning. Others are not altering their classroom approaches radically; in fact, some teachers and parents have told me they hardly notice a difference. My unscientific observations point to a separation between the two that is lined in Socio-Economic Status. If districts feel like they are on the edge or have a lot to lose (autonomy, funding, jobs), if makes sense that they would be reactionary in dealing with the PARCC exam. Ironically, schools that treat the PARCC like a high-stakes test are the ones losing the most.
KW: Despite my misgivings, I’m not in favor of “opting out” of the test. I understand the frustration that has prompted the push some districts are experiencing, but there have been some compromises in New Jersey. I was glad to see that the NJ Assembly voted to put off using the PARCC results for student placement and teacher evaluations for three years. And I was relieved, though not thrilled, that the percentage of PARCC results to be used in teacher evaluations was lowered to 10% (and now put off). I still think it should not be a part of teacher evaluations, but 10% is an improvement.
Rather than refusing the exam, I’d prefer to see the PARCC in action and compare honest data to school and teacher-generated assessments in order to improve the assessment overall. I believe an objective state or national model is worth having; relying only on teacher-based assessment has consistency and subjective problems in many areas. And that goes double for areas with deeply disadvantaged students.
ES: Yes, NJ seems to be stepping back from the brink as far as model-driven teacher evaluation goes. I think I feel the same way you do, but if I lived in NY, where Cuomo is trying to bump up the weight of value added models in evaluations to 50%, I might very well be opting out.
Let me illustrate the contrast – NY vs. NJ, more test prep vs. less — with an example. My family is good friends with a family that lived in NYC for many years, and just moved to Montclair a couple months ago. Their older kid is in third grade, which is the grade level where all this testing starts. In their NYC gifted and talented public school, the test was this big, stressful thing, and it was giving the kid all kinds of test anxiety. So the mom was planning to opt out. But when they got to Montclair, the kid’s teacher was much more low key, and telling the kids not to worry. And once it became lower stakes, the kid wanted to take the test! The mom was still ambivalent, but she decided that here was an opportunity for her kid to get used to tests without anxiety, and that was the most important factor for her.
I’m trying to make two points here. One: whether or not you opt out depends on lots of factors, and people’s situations and priorities can be very different. We need to respect that, regardless of which way people end up going. Two: shame on us, as grown ups, for polluting our kids’ education with our anxieties! We need to stop that, and that extends both to the education policies we put in place and how we collectively debate those policies. I guess what I’m saying is: less noise, folks, please.
KW: Does this very long blog post count as noise, Eugene? I wonder how this will be assessed? There are so many other issues – private profits from public education, teacher autonomy in high performing schools, a lack of educational supplies and family support, and so on. But we have to start somewhere with civil and productive discourse, right? So, thank you for having the conversation.
ES: Kristin, I won’t try to predict anyone else’s assessment, but I will keep mine low stakes and say this has been a pleasure!
I haven’t yet read Bruce Schneier’s new book, Data and Goliath: The Hidden Battles To Collect Your Data and Control Your World. I plan to in the coming days, while I’m traveling with my kids for spring break.
Even so, I already feel capable of critiquing this review of his book (hat tip Jordan Ellenberg), written by Columbia Business School Professor and Investment Banker Jonathan Knee. You see, I’m writing a book myself on big data, so I feel like I understand many of the issues intimately.
The review starts out flattering, but then it hits this turn:
When it comes to his specific policy recommendations, however, Mr. Schneier becomes significantly less compelling. And the underlying philosophy that emerges — once he has dispensed with all pretense of an evenhanded presentation of the issues — seems actually subversive of the very democratic principles that he claims animates his mission.
That’s a pretty hefty charge. Let’s take a look into Knee’s evidence that Schneier wants to subvert democratic principles.
First, he complains that Schneier wants the government to stop collecting and mining massive amounts of data in its search for terrorists. Knee thinks this is dumb because it would be great to have lots of data on the “bad guys” once we catch them.
Any time someone uses the phrase “bad guys,” it makes me wince.
But putting that aside, Knee is either ignorant of or is completely ignoring what mass surveillance and data dredging actually creates: the false positives, the time and money and attention, not to mention the potential for misuse and hacking. Knee’s opinion on that is simply that we normal citizens just don’t know enough to have an opinion on whether it works, including Schneier, and in spite of Schneier knowing Snowden pretty well.
It’s just like waterboarding – Knee says – we can’t be sure it isn’t a great fucking idea.
Wait, before we move on, who is more pro-democracy, the guy who wants to stop totalitarian social control methods, or the guy who wants to leave it to the opaque authorities?
Corporate Data Collection
Here’s where Knee really gets lost in Schneier’s logic, because – get this – Schneier wants corporate collection and sale of consumer data to stop. The nerve. As Knee says:
Mr. Schneier promotes no less than a fundamental reshaping of the media and technology landscape. Companies with access to large amounts of personal data would be “automatically classified as fiduciaries” and subject to “special legal restrictions and protections.”
That these limits would render illegal most current business models — under which consumers exchange enhanced access by advertisers for free services – does not seem to bother Mr. Schneier”
I can’t help but think that Knee cannot understand any argument that would threaten the business world as he knows it. After all, he is a business professor and an investment banker. Things seem pretty well worked out when you live in such an environment.
By Knee’s logic, even if the current business model is subverting democracy – which I also argue in my book – we shouldn’t tamper with it because it’s a business model.
The way Knee paints Schneier as anti-democratic is by using the classic fallacy in big data which I wrote about here:
Although professing to be primarily preoccupied with respect of individual autonomy, the fact that Americans as a group apparently don’t feel the same way as he does about privacy appears to have little impact on the author’s radical regulatory agenda. He actually blames “the media” for the failure of his positions to attract more popular support.
Quick summary: Americans as a group do not feel this way because they do not understand what they are trading when they trade their privacy. Commercial and governmental interests, meanwhile, are all united in convincing Americans not to think too hard about it. There are very few people devoting themselves to alerting people to the dark side of big data, and Schneier is one of them. It is a patriotic act.
Also, yes Professor Knee, “the media” generally speaking writes down whatever a marketer in the big data world says is true. There are wonderful exceptions, of course.
So, here’s a question for Knee. What if you found out about a threat on the citizenry, and wanted to put a stop to it? You might write a book and explain the threat; the fact that not everyone already agrees with you wouldn’t make your book anti-democratic, would it?
The rest of the review basically boils down to, “you don’t understand the teachings of the Reverend Dr. Martin Luther King Junior like I do.”
Do you know about Godwin’s law, which says that as soon as someone invokes the Nazis in an argument about anything, they’ve lost the argument?
I feel like we need another, similar rule, which says, if you’re invoking MLK and claiming the other person is misinterpreting him while you have him nailed, then you’ve lost the argument.
I’m super excited to announce that I’m teaming up with Nathan Newman and Frank Pasquale on a newly launched project called Data Justice and subtitled Challenging Rising Exploitation and Economic Inequality from Big Data.
Nathan Newman is the director of Data Justice and is a lawyer and policy advocate. You might remember his work with racial and economic profiling of Google ads. Frank Pasquale is a law professor at the University of Maryland and the author of a book I recently reviewed called The Black Box Society.
The mission for Data Justice can be read here and explains how we hope to build a movement on the data justice front by working across various disciplines like law, computer science, and technology. We also have a blog and a press release which I hope you have time to read.
This article from the New York Times really interests me. It’s entitled Unlikely Cause Unites the Left and the Right: Justice Reform, and although it doesn’t specifically mention “data driven” approaches in justice reform, it describes “emerging proposals to reduce prison populations, overhaul sentencing, reduce recidivism and take on similar initiatives.”
I think this sentence, especially the reference to reducing recidivism, is code for the evidence-based sentencing that my friend Luis Daniel recently posted about. I recently finished a draft chapter in my book about such “big data” models, and after much research I can assure you that this stuff runs the gamut between putting poor people away for longer because they’re poor and actually focusing resources where they’re needed.
The idea that there’s a coalition that’s taking this on that includes both Koch Industries and the ACLU is fascinating and bizarre and – if I may exhibit a rare moment of optimism – hopeful. In particular I’m desperately hoping they have involved people who understand enough about modeling not to assume that the results of models are “objective”.
There are, in fact, lots of ways to set up data-gathering and usage in the justice system to actively fight against unfairness and unreasonably long incarcerations, rather than to simply codify such practices. I hope some of that conversation happens soon.
There’s an excellent Wall Street Journal article by Joseph Walker, entitled Can a Smartphone Tell if You’re Depressed?, that describes a lot of creepy new big data projects going on now in healthcare, in partnership with hospitals and insurance companies.
Some of the models come in the form of apps, created and managed by private, third-party companies that try to predict depression in, for example, postpartum women. They don’t disclose what they are doing to many of the women, or the extent of what they’re doing, according to the article. They own the data they’ve collected at the end of the day and, presumably, can sell it to anyone interested in whether a woman is depressed. For example, future employers. To be clear, this data is generally not covered by HIPAA.
Perhaps the creepiest example is a voice analysis model:
Nurses employed by Aetna have used voice-analysis software since 2012 to detect signs of depression during calls with customers who receive short-term disability benefits because of injury or illness. The software looks for patterns in the pace and tone of voices that can predict “whether the person is engaged with activities like physical therapy or taking the right kinds of medications,” Michael Palmer, Aetna’s chief innovation and digital officer, says.
Patients aren’t informed that their voices are being analyzed, Tammy Arnold, an Aetna spokeswoman, says. The company tells patients the calls are being “recorded for quality,” she says.
“There is concern that with more detailed notification, a member may alter his or her responses or tone (intentionally or unintentionally) in an effort to influence the tool or just in anticipation of the tool,” Ms. Arnold said in an email.
In other words, in the name of “fear of gaming the model,” we are not disclosing the creepy methods we are using. Also, considering that the targets of this model are receiving disability benefits, I’m wondering if the real goal is to catch someone off their meds and disqualify them for further benefits or something along those lines. Since they don’t know they are being modeled, they will never know.
Conclusion: we need more regulation around big data in healthcare.
About a month ago there was an interesting article in the New York Times entitled Blowing Off Class? We Know. It discusses the “big data” movement in colleges around the country. For example, at Ball State, they track which students go to parties at the student center. Presumably to help them study for tests, or maybe to figure out which ones to hit up for alumni gifts later on.
There’s a lot to discuss in this article, but I want to focus today on one piece:
Big data has a lot of influential and moneyed advocates behind it, and I’ve asked some of them whether their enthusiasm might also be tinged with a little paternalism. After all, you don’t see elite institutions regularly tracking their students’ comings and goings this way. Big data advocates don’t dispute that, but they also note that elite institutions can ensure that their students succeed simply by being very selective in the first place.
The rest “get the students they get,” said William F. L. Moses, the managing director of education programs at the Kresge Foundation, which has given grants to the innovation alliance and to bolster data-analytics efforts at other colleges. “They have a moral obligation to help them succeed.”
This is a sentiment I’ve noticed a lot, although it’s not usually this obvious. Namely, the elite don’t need to be monitored, but the rabble does. The rich and powerful get to be quirky philosophers but the rest of the population need to be ranked and filed. And, by the way, we are spying on them for their own good.
In other words, never mind how big data creates and expands classism; classism already helps decide who is put into the realm of big data in the first place.
It feeds into the larger question of who is entitled to privacy. If you want to be strict about your definition of pricacy, you might say “nobody.” But if you recognize that privacy is a spectrum, where we have a variable amount of information being collected on people, and also a variable amount of control over people whose information we have collected, then upon study, you will conclude that privacy, or at least relative privacy, is for the rich and powerful. And it starts early.
Yesterday we had a tax expert come talk to us at the Alternative Banking group. We mostly focused on the mortgage tax deduction, whereby people don’t have to pay taxes on their mortgage. It’s the single biggest tax deduction in America for individuals.
At first blush, this doesn’t seem all that interesting, even if it’s strange. Whether people are benefitting directly from this, or through their rent being lower because their landlord benefits, it’s a fact of life for Americans. Whoopdedoo.
Generally speaking other countries don’t have a mortgage tax deduction, so we can judge whether it leads to overall more homeownership, which was presumably what it was intended for, and the data seems to suggest the answer there is no.
We can also imagine removing the mortgage tax deduction, and we quickly realize that such a move would seriously impair lots of people’s financial planning, so we’d have to do it very slowly if at all.
But before we imagine removing it, is it even a problem?
Well, yes, actually. Let’s think about it a little bit more, and for the sake of this discussion we will model the tax system very simply as progressive: the more income you collect yearly, the more taxes you pay. Also, there is a $1.1 million (or so) cap on the mortgage tax deduction, so it doesn’t apply to uber wealthy borrowers with huge houses. But for the rest of us it does apply.
OK now let’s think a little harder about what happens in the housing market when the government offers a tax deduction. Namely, the prices go up to compensate. It’s kind of like a rebate: this house is $100K with no deduction, but with a $20K deduction I can charge $120K for it.
But it’s a little more complicated than that, since people’s different income levels correspond to different deductions. So a lower middle class neighborhood’s houses will be inflated by less than an upper middle class neighborhood’s houses.
At first blush, this seems ok too: so richer people’s houses are inflated slightly more. It means it’s slightly harder for them to get in on the home ownership game, but it also means that, come time to sell, their house is worth more. For them, a $400K house is inflated not by 20% but by 35%, or whatever their tax bracket is.
So far so good? Now let’s add one more layer of complexity, namely that, actually, neighborhoods are not statically “upper middle class” or “lower middle class.” As a group neighborhoods, and their associated classes, represent a dynamical system, where certain kinds of neighborhoods expand or contract. Colloquially we refer to this as gentrification or going to hell, depending on which direction it is. Let’s explore the effect of the mortgage tax deduction on how that dynamical system operates.
Imagine a house which is exactly on the border between a middle class neighborhood and an upper-middle class neighborhood. If we imagine that it’s a middle class home, the price of it has only been inflated by a middle-class income tax bracket, so 20% for the sake of argument. But if we instead imagine it is in the upper-middle class neighborhood, it should really be inflated by 35%.
In other words, it’s under-priced from the perspective of the richer neighborhood. They will have an easier time affording it. The overall effect is that it is easier for someone from the richer neighborhood to snatch up that house, thereby extending their neighborhood a bit. Gentrification modeled.
Put it another way, the same house at the same price is more expensive for a poorer person because the mortgage tax deduction doesn’t affect everyone equally.
Another related point: if I’m a home builder, I will want to build homes with a maximal mark-up, a maximal inflation level. That will be for the richest people who haven’t actually exceeded the $1.1 million cap.
Conclusion: the mortgage tax deduction has an overall negative effect, encouraging gentrification, unfair competition, and too many homes for the wealthy. We should phase it out slowly, and also slowly lower the cap. At the very very least we should not let the cap rise, which will mean it effectively goes down over time as inflation does its thing.
If this has been tested or observed with data, please send me references.