Skip to main content

Which public services are actually public?

One of the concepts that I think is hard for students to grasp because of the terminology is the concept of 'public goods'. Students know that certain goods and services are publicly-provided but have a hard time making the distinction between goods that are truly non-rival and non-excludable, and goods that the government has decided will be provided to everyone. Last semester, when I asked my students to identify a public service that is provided because of issues with non-rivalry and/or non-excludability, a large number used fire services, saying things like, "if your house is on fire, the fire department has to come put out the fire, they can't exclude individual houses."

But this morning, I saw a news story that may help clarify this distinction. A municipality in San Diego county is considering charging for rescue services provided to non-residents who get into car accidents:
"You would be charged if you were the cause of a traffic accident or are required our services for a rescue, based on the actual cost for services," said San Miguel Fire District Chief August Ghio.

The fees range from $390 to more than $2,000. If there is a car fire or gasoline is spilled, the charge could be $570. If a helicopter is needed, $2,100 may be charged.
I think the idea that they could do this would be eye-opening for a lot of students...

Comments

Popular posts from this blog

What are the costs?

I came across an interesting discussion about a 19-year-old intern who was fired from The Gazette in Colorado Springs for plagiarism. There appears to be some controversy over the fact that the editor publicly named the girl in a letter to readers (explaining and apologizing for the plagiarism), with some people saying that doing so was unduly harsh because this incident will now follow her for the rest of her career. I was intrigued by this discussion for two reasons - one, it seems pretty clear to me that this was not a case of ignorance (as I have often encountered with my own students who have no idea how to paraphrase or cite correctly) and two, putting aside the offense itself, I have often struggled with how to handle situations where there are long-term repercussions for a student, repercussions that lead the overall costs to be far higher than might seem warranted for the specific situation. As an example of the latter issue, I have occasionally taught seniors who need to p

What was your high school economics experience like?

As I mentioned in my last post , I am asking my Econ for Teachers students to reflect on their reading by responding to discussion prompts. It occurred to me that it wouldn't be a bad idea for me to share my thoughts on those issues here and see if anyone wants to chime in. For this week, the students were asked to read the California and national content standards , an article by Mark Schug and others about why social science teachers dread teaching economics and how to overcome the dread, an article by William Walstad on the importance of economics for understanding the world around us and making better personal decisions (with some evidence on the dismal state of economic literacy in this country), and another article by Walstad on the status of economic education in high schools (full citations below). The reflection prompt asks the students to then answer the following questions: What was your high school econ experience like? What do you remember most from that class? How do

When is an exam "too hard"?

By now, you may have heard about the biology professor at Louisiana State (Baton Rouge) who was removed from teaching an intro course where "more than 90 percent of the students... were failing or had dropped the class." The majority of the comments on the Inside Higher Ed story about it are supportive of the professor, particularly given that it seems like the administration did not even talk to her about the situation before acting. I tend to fall in the "there's got to be more to the story so I'll reserve judgment" camp but the story definitely struck a nerve with me, partly because I recently spent 30 minutes "debating" with a student about whether the last midterm was "too hard" and the whole conversation was super-frustrating. To give some background: I give three midterms and a cumulative final, plus have clicker points and Aplia assignments that make up about 20% of the final grade. I do not curve individual exams but will cu