In order to better understand money illusion, it might help to consider some similar examples in other areas. The Economist has an interesting story on the rare coin market:
The [rare coin] market’s wild-west days ended in 1986 when the first independent coin certifier, the Professional Coin Grading Service (PCGS), based in California, established itself as an authority on authenticity and quality. Grading each coin on a one to 70 scale, PCGS gave the market transparency, boosting investor confidence and sales volumes. Today, global sales of rare coins are estimated at $5bn-8bn a year, with 85% of the market in America. So important has third-party grading become that almost all rare coins sold at auction these days have been graded and sealed in stickered plastic by either PCGS or its main rival, Numismatic Guaranty Corporation (NGC), which is based in Florida.
Some blame the grading system itself for the eye-watering returns. Investors cling to the assigned grade: even a one-point boost can double or even triple a coin’s retail price. An 1884 silver dollar from the San Francisco mint, for instance, sells for $19,500 at the 62 grade but surges to $65,000 at 63.
The grading process is subjective: the evaluation criteria include “eye appeal”. Scott Travers, a coin dealer in New York, says investors sometimes resubmit the same coin ten or 20 times to the same company in hope of an upgrade. All this led to a steady “grade inflation”, that has been cheered along by investors. But in the long term, a sustained rise by simple fiat in the number of high-grade coins will surely depress prices. Already, a new type of “grader of graders” has emerged, hoping to instil some discipline by rating the consistency of the two primary graders. Next: graders of graders of graders?
This is, of course, another example of the sort of grade inflation that you see in American education. What can we learn from this?
1. The incentive to inflate exists in both the private and public sectors. I’ve heard that grade inflation is often worse in private schools, can anyone confirm?
2. From a sociological perspective, the rare coin market is quite different from academia. Whereas educators have a left wing bias, the rare coin world is more right wing. So theories of academic grade inflation based on the left wing bias in education should be viewed with suspicion.
3. In my view, monetary inflation, academic grade inflation, and rare coin grade inflation are partly motivated by what could be called “nominal illusion”, the tendency to see numbers as having the same meaning at two different points in time. People wrongly assume that a dollar is a dollar, a 4.0 is a 4.0, and MS62 silver dollar is a MS62 silver dollar.
4. In all three cases the illusion is only partial. Workers feel better with a 10% raise during a period of 10% inflation, than a zero raise during zero inflation. That’s money illusion. But they are not completely ignorant on this point. They’d prefer an 8% raise with zero inflation to a 10% raise with 10% inflation. Employers don’t know enough to completely look past the effects of grade inflation, which differ by college and by cohort, but they have some awareness that a 4.0 back a few decades is worth more than a 4.0 today. And in the rare coin market, a coin that was graded MS62 a couple of decades ago has more value than one receiving that grade today. If you look at rare coins on eBay, you’ll occasionally see references to the older form of packaging being used by the grading service, which makes the grade more desirable. It’s not just old coins that are more valuable; coins graded long ago are also more valuable.
5. It’s possible that the incentive to inflate grades is greater than the incentive to inflate the money supply, because money is a government monopoly. Think about the example of gasoline pricing in America. Most consumers know that gas listed at 239.x a gallon is actually 239.9 a gallon, even though the 9 is so small that it’s hard to read. Since almost all gas stations do this, any single station that did not would be at a competitive disadvantage. My daughter told me that Berkeley does less grade inflation than other schools, perhaps because they are an elite government institution, with prices far below market. They have a captive audience. And government institutions have less entrepreneurial zeal. But I believe that most schools and most coin graders grade inflate because not doing so puts them at a competitive disadvantage. I know that I inflated my grades over time because I wanted my student grades to be understood by employers, and I thought the best way of doing so was by grading under a similar set of criteria to other professors. As they inflated, so did I.
6. Contra Hayek, if we went to a system of competitive private monies, there is no reason to believe that issuers would keep the value of their currencies stable.