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1
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Handbook of the economics of education : volume 2 (2006)
Amsterdam : North-Holland
Details
UID:
gbv_1655662384
Format: Online Ressource
ISBN: 9780080465678
Series Statement: Handbooks in economics 26
Content: The Handbooks in Economics series continues to provide the various branches of economics with handbooks which are definitive reference sources, suitable for use by professional researchers, advanced graduate students, or by those seeking a teaching supplement. With contributions from leading researchers, each Handbook presents an accurate, self-contained survey of the current state of the topic under examination. These surveys summarize the most recent discussions in journals, and elucidate new developments. Although original material is also included, the main aim of this series is the provision of comprehensive and accessible surveys *Every volume contains contributions from leading researchers *Each Handbook presents an accurate, self-contained survey of a particular topic *The series provides comprehensive and accessible surveys
Note: Includes bibliographical references and index , Using wages to infer school quality / Robert Speakman and Finis WelchSchool resources / Eric A. Hanushek -- Drinking from the fountain of knowledge : student incentive to study and learn : externalities, information problems and peer pressure / John Bishop -- Schools, teachers, and education outcomes in developing countries / Paul Glewwe and Michael Kremer -- Has school desegregation improved academic and economic outcomes for blacks? / Steven Rivkin and Finis Welch -- Teacher quality / Eric A. Hanushek and Steven G. Rivkin -- Teacher supply / Peter J. Dolton -- Pre-school, day care, and after school care : who's minding the kids? / David Blau -- The courts and public school finance : judge-made centralization and economic research / William A. Fischel -- Income and peer quality sorting in public and private schools / Thomas J. Nechyba -- Public intervention in post-secondary education / Thomas J. Kane -- US higher education finance / Michael S. McPherson and Morton Owen Schapiro -- Income contingent loans for higher education : international reforms / Bruce Chapman.
Additional Edition: ISBN 9780444528193
Additional Edition: Erscheint auch als Druck-Ausgabe Handbook of the economics of education Amsterdam ; London : North-Holland, 2006
Language: English
Keywords: Ausbildung ; Lohn ; Bildungsökonomie ; Aufsatzsammlung
URL: Volltext  (Deutschlandweit zugänglich)
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URL: lizenzpflichtig
Author information: Hanushek, Eric Alan 1943-
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Associated Volumes
  • 2
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    Author Index (2006)
    Details
    UID:
    gbv_1831634155
    ISBN: 9780080465678
    Content: This chapter lists the names of the people who have contributed to the book Handbook of the Economics of Education , such as Aaron, P., Aaronson, D., Abbott-Shim, M., and others. Their names have been mentioned along with the page number in which their names appear in the bookfor the ease of the reader.
    In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite I1-I17, 9780080465678
    In: year:2006
    In: pages:I1-I17
    Language: English
    DOI: 10.1016/S1574-0692(06)02029-0
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 3
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    Chapter 13 Using Wages to Infer School Quality (2006)
    Details
    UID:
    gbv_1831634325
    ISBN: 9780080465678
    Content: This chapter examines the literature that attempts to measure the relationship between labor earnings and the average quality of a state's elementary and secondary schools where school quality is approximated by statewide average characteristics like the teacher–pupil ratio. We present evidence of a number of problems which are difficult, and in our view insurmountable. In short; we argue that the Hedonic approach to inferring school quality is totally unproductive. Even so, we include an annotated bibliography of the various papers that have addressed this topic. The main problems we discuss include: (1) interstate differences in wages are not consistent with a simple school quality–wage relation; we cannot assume a simple national labor market with factor price equalization throughout; (2) interstate migration is differentially selective between state origin and destination pairs and across school completion levels; (3) there need not be a direct relation between the quality of schooling and the wage increments from added schooling; (4) using a single residence state or geographic division for school quality evaluation appears insufficient to resolve the ambiguous link between school quality and wages. In addition, (5) the large majority of empirical studies of school quality represent schools by using characteristics of elementary and secondary schools although a major part of the measured incremental value of schooling refers to wage gains from attending college; (6) the Census-based studies that assume schools are attended in birth states can be wide of the mark; and finally, (7) it is unclear whether the positive correlations between wages and either school expenditures or teachers' wages found in much of this literature is indicative of a causal relationship or whether it captures other economic phenomena that supersede the relationship being suggested.
    In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 813-864, 9780080465678
    In: year:2006
    In: pages:813-864
    Language: English
    DOI: 10.1016/S1574-0692(06)02013-7
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  • 4
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    Chapter 14 School Resources (2006)
    Details
    UID:
    gbv_1831634317
    ISBN: 9780080465678
    Content: Although there is intense policy interest in improving educational outcomes around the world, there is much greater uncertainty about how to accomplish this. The primary governmental decisions often relate to the resources that are devoted to schooling, but the research indicates little consistent relationship between resources to schools and student achievement. Much of the research considers how resources affect student achievement as measured by standardized test scores. These scores are strongly related to individual incomes and to national economic performance, making them a good proxy for longer run economic impacts. But, the evidence – whether from aggregate school outcomes, econometric investigations, or a variety of experimental or quasiexperimental approaches – suggests that pure resource policies that do not change incentives are unlikely to be effective. Importantly, the results appear similar across both developed and developing countries.
    In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 865-908, 9780080465678
    In: year:2006
    In: pages:865-908
    Language: English
    DOI: 10.1016/S1574-0692(06)02014-9
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  • 5
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    Chapter 15 Drinking from the Fountain of Knowledge: Student Incentive to Study and Learn – Externalities, Information Problems and Peer Pressure (2006)
    Details
    UID:
    gbv_1831634309
    ISBN: 9780080465678
    Content: Students face four decision margins: (a) How many years to spend in school, (b) What to study, (c) How much effort to devote to learning per year and (d) Whether to disrupt or assist the learning of classmates. The thousands of studies that have applied human capital theory to the first two questions are reviewed elsewhere in this volume and the Handbook series. This chapter reviews an emerging economic literature on the effects of and determinants of student effort and cooperativeness and how putting student motivation and behavior at center of one's theoretical framework changes one's view of how schools operate and how they might be made more effective. In this new framework students have a dual role. They are both (a) investors/consumers who choose which goals (outputs) to focus on and how much effort to put into each goal and (b) workers getting instruction and guidance from their first-line supervisors, the teachers. A simple model is presented in which the behavior of students, teachers and administrators depends on the incentives facing them and the actions of the other actors in the system. The incentives, in turn, depend upon the cost and reliability of the information (signals) that is generated about the various inputs and outputs of the system. Our review of empirical research support many of the predictions of the model. Student effort, engagement and discipline vary a lot within schools, across schools and across nations and have significant effects on learning. Higher extrinsic rewards for learning are associated the taking of more rigorous courses, teachers setting higher standards and more time devoted to homework. Taking more rigorous courses and studying harder increase student achievement. Post-World War II trends in study effort and course rigor, for example, are positively correlated with achievement trends. Even though, greater rigor and higher standards improve learning, parents and students prefer easy teachers. They pressure tough teachers to lower standards and sign up for courses taught by easy graders. Curriculum-based external exit examinations (CBEEES) improve the signaling of academic achievement to colleges and the labor market and this increases extrinsic rewards for learning. Cross-section studies suggest that CBEEES result in greater focus on academics, more tutoring of lagging students, and higher levels of achievement. Minimum competency examinations (MCE) do not have significant effects on learning or dropout rates but they do appear to have positive effects on the reputation of high school graduates. As a result, students from MCE states earn significantly more than students from states without MCEs and the effect lasts at least eight years. Students who attend schools with studious well-behaved classmates learn more. Disruptive students generate negative production externalities and cooperative hard-working students create positive production externalities. Peer effects are also generated by the norms of student peer cultures that encourage disruptive students and harass nerds. In addition learning is poorly signaled to employers and colleges. Thus, market signals and the norms of student peer culture do not internalize the externalities that are pervasive in school settings and as a result students typically devote less effort to studying than the taxpayers who fund schools would wish.
    In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 909-944, 9780080465678
    In: year:2006
    In: pages:909-944
    Language: English
    DOI: 10.1016/S1574-0692(06)02015-0
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  • 6
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    Chapter 16 Schools, Teachers, and Education Outcomes in Developing Countries (2006)
    Details
    UID:
    gbv_1831634287
    ISBN: 9780080465678
    Content: About 80% of the world's children live in developing countries. Their well-being as adults depends heavily on the education they receive. School enrollment rates have increased dramatically in developing counties since 1960, but many children still leave school at a young age and often learn little while in school. This chapter reviews recent research on the impact of education and other policies on the quantity and quality of education obtained by children in developing countries. The policies considered include not only provision of basic inputs but also policies that change the way that schools are organized. While much has been learned about how to raise enrollment rates, less is known about how to increase learning. Randomized studies offer the most promise for understanding the impact of policies on learning.
    In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 945-1017, 9780080465678
    In: year:2006
    In: pages:945-1017
    Language: English
    DOI: 10.1016/S1574-0692(06)02016-2
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  • 7
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    Chapter 17 Has School Desegregation Improved Academic and Economic Outcomes for Blacks? (2006)
    Details
    UID:
    gbv_1831634279
    ISBN: 9780080465678
    Content: A half a century has passed since the landmark decision Brown v. Board of Education (1954) overturned the doctrine of separate but equal in the realm of public education. This chapter attempts to summarize what we know about the impact of Brown on enrollment patterns and academic and economic outcomes for blacks. There can be little doubt that the decisions in Brown and several subsequent cases dramatically altered public education in the US. From 1968 to 1980 there is an almost 67 percent increase in the average percentage of blacks' schoolmates who are white in the US as a whole and a whopping 130 percent increase in the south despite the efforts of many whites to avoid the newly integrated schools. The discontinuous nature of the white enrollment changes following the implementation of desegregation programs provides strong evidence of a causal link between desegregation and white enrollment declines. Not surprisingly, programs that require student participation and urban areas with larger numbers of alternative school districts appear to evoke a larger enrollment response. This responsiveness along with other factors that determine the choices of neighborhoods and schools complicate efforts to identify desegregation program and racial composition effects on academic, social, and labor market outcomes. The evidence on school demographic composition indicates that expanded inter-racial contact improves both academic and labor market outcomes for blacks. There is less evidence on desegregation program effects, and existing evidence is mixed. In recent years demographic changes across the nation have reduced the average share of blacks' classmates who are white despite the fact that segregation of blacks from whites has declined in all regions since 1980 except in the south, where the increase has been small. Importantly, it is the sorting of families among communities rather than districts' allocations of students among schools that limit the extent of inter-racial contact in the schools.
    In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 1019-1049, 9780080465678
    In: year:2006
    In: pages:1019-1049
    Language: English
    DOI: 10.1016/S1574-0692(06)02017-4
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  • 8
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    Chapter 18 Teacher Quality (2006)
    Details
    UID:
    gbv_1831634260
    ISBN: 9780080465678
    Content: Improving the quality of instruction is a central component to virtually all proposals to raise school quality. Unfortunately, policy recommendations often ignore existing evidence about teacher labor markets and the determinants of teacher effectiveness in the classroom. This chapter reviews research on teacher labor markets, the importance of teacher quality in the determination of student achievement, and the extent to which specific observable characteristics often related to hiring decisions and salary explain the variation in the quality of instruction. The evidence is applied to the comparison between policies that seek to raise quality by tightening the qualifications needed to enter teaching and policies that seek to raise quality by simultaneously loosening entry restrictions and introducing performance incentives for teachers and administrators.
    In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 1051-1078, 9780080465678
    In: year:2006
    In: pages:1051-1078
    Language: English
    DOI: 10.1016/S1574-0692(06)02018-6
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  • 9
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    Chapter 19 Teacher Supply (2006)
    Details
    UID:
    gbv_1831634252
    ISBN: 9780080465678
    Content: This chapter presents an overview of economic models of teacher supply and explains the modeling implications for both cross-section and time series econometric modeling. Specifically the literature on the determinants of teacher recruitment, turnover, mobility and re-entry into the profession are reviewed. It reviews the empirical evidence from the US, the UK on the labor supply of teachers and assesses the variation in teacher's real pay across in aggregate across 35 countries in the world. It also provides suggests for fruitful areas of future research.
    In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 1079-1161, 9780080465678
    In: year:2006
    In: pages:1079-1161
    Language: English
    DOI: 10.1016/S1574-0692(06)02019-8
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  • 10
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    Chapter 20 Pre-School, Day Care, and After-School Care: Who's Minding the Kids? (2006)
    Details
    UID:
    gbv_1831634244
    ISBN: 9780080465678
    Content: The majority of children in the US and many other high-income nations are now cared for many hours per week by people who are neither their parents nor their school teachers. The role of such pre-school and out-of-school care is potentially two-fold: First, child care makes it feasible for both parents or the only parent in a single-parent family to be employed. Second, early intervention programs and after school programs aim to enhance child development, particularly among disadvantaged children. Corresponding to this distinction, there are two branches of literature to be summarized in this chapter. The first focuses on the market for child care and analyzes factors affecting the supply, demand and quality of care. The second focuses on child outcomes, and asks whether certain types of programs can ameliorate the effects of early disadvantage. The primary goal of this review is to bring the two literatures together in order to suggest ways that both may be enhanced. Accordingly, we provide an overview of the number of children being cared for in different sorts of arrangements; describe theory and evidence about the nature of the private child care market; and discuss theory and evidence about government intervention in the market for child care. Our summary suggests that additional research is needed in order to better characterize interactions between government programs and market-provided child care.
    In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 1163-1278, 9780080465678
    In: year:2006
    In: pages:1163-1278
    Language: English
    DOI: 10.1016/S1574-0692(06)02020-4
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