Reply to By the numbers: A dispassioned evaluation of Hardy (compared to Deal and Wilson)

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Reply to "By the numbers: A dispassioned evaluation of Hardy (compared to Deal and Wilson)"

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[quote=Anonymous][quote=Anonymous]I am the PP who argued in favor of prisoners' dilemma for the Hardy 5th/6th grade transition.

(For the record, I have not made any posts about BASIS or OP's nationality.)

I wanted to raise something before, but did not want to derail the thread. No fear of that now, as it's already been done!

The main difference between the PD game and the stag hunt game is that PD has only one stable equilibrium (sell your friend out, sell your friend out), whereas stag hunt has at least two (cooperate, cooperate) and (do not cooperate, do not cooperate).

As I mentioned above, I think PD is more appropriate to Hardy, and I think our observations of reality back that up. Meaning, Hardy's very low IB percentage, 13% now and more or less persistent year after year, seems to indicate that (avoid Hardy, avoid Hardy) has been a stable equilibrium. Note: this can still change!

The idea I wanted to raise is that I think there is another place in DCPS where the stag hunt game is more applicable, and that is at PK in up and coming elementary schools.

Here, many high-SES people start at PK3 in ESs with very bad test scores in the upper grades. Each year they face the question, should I stay or should I go? Do I stay and cooperate to build this school into something better, or do I play the lottery for a charter or better DCPS?

I think for this PK graduation game, stag hunt may be appropriate. I think there are probably at least two stable (Nash) equilibria there, with one being (stay and cooperate, stay and cooperate). We are a little early to see if the observations of reality support this theory, and I have not thought very deeply about this, but this is my intuition at least.

[/quote]

I am the anti- binary approach PP.   Again I think you are implying that any given situation is either a PD or a stag hunt. Given heterogeneity among decision makers, who face different costs and benefits (for example different ability to afford private, different attitudes toward privates,  different attitudes to charters, different luck in the charter lottery, as well as different beliefs about the cost of their kid attending a lower SES school) it is likely that the reality is somewhere in between.

As for stability, there is of course the widely circulated claim from Pride that the feeder % has increased substantially, which would seem to imply at least some increase in IB, in white/asian, and in non-FARMs.  But we do not have official data on any of that yet.  Which sort of brings us full circle, does it not? [/quote]

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