Earning and learning : how schools matter

著者

書誌事項

Earning and learning : how schools matter

Susan E. Mayer and Paul E. Peterson, editors

Russell Sage Foundation , Brookings Institution Press, c1999

  • pbk.

大学図書館所蔵 件 / 全7件

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注記

Includes bibliographical references and index

収録内容

  • From earning to learning / Susan E. Mayer
  • Aptitude or achievement : why do test scores predict educational attainment and earnings? / Christopher Jencks and Meredith Phillips
  • Economic success and the evolution of schooling and mental ability / Christopher Winship and Sanders D. Korenman
  • Does the timing of schooling affect how much children learn? / Susan E. Mayer and David Knutson
  • School reforms : how much do they matter? / Paul E. Peterson
  • How does class size relate to achievement in schools? / Frederick Mosteller
  • The evidence on class size / Eric A. Hanushek
  • Effects of the math curriculum in high school / Robert H. Meyer
  • Do hard courses and good grades enhance cognitive skills? / Jay R. Girotto and Paul E. Peterson
  • Nerd harassment, incentives, school priorities, and learning / John H. Bishop
  • The effects of school choice on curriculum and atmosphere / Caroline M. Hoxby
  • Effects of school choice in New York City / Paul E. Peterson,...[et al.]
  • The costs and benefits of school reform / Susan E. Mayer and Paul E. Peterson

内容説明・目次

内容説明

Education is one of the largest sectors of the U.S. economy--yet scholars, educators, policymakers, and parents do not agree about what the money spent on education really buys. In particular, they do not agree on how much education improves children's ability to learn or whether the things children learn in school truly improve their chances for success as adults. If schooling increases how much students know and what they know does pay off later, then it is important to ask what schools can do to increase students' learning and earning. The essays in this book report estimates of the effects of learning on earnings and other life outcomes. They also examine whether particular aspects of schooling--such as the age at which children begin school, classroom size, and curriculum--or structural reform--such as national or statewide examinations or school choice--affect learning. Taken together, their findings suggest that liberals are correct in saying that more investment is needed in early education, that class sizes should be further reduced, and that challenging national or state standards should be established. But they also provide support for conservatives who ask for a more demanding curriculum and greater school choice. Contributors include John Bishop, Eric Hanushek, James Heckman, Christopher Jencks, Caroline Minter Hoxby, Fred Mosteller, and Christopher Winship.

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