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  • 1
    ISBN: 978-0-8157-0373-0
    Language: English
    Pages: XII, 147 S.
    DDC: 370.973
    RVK:
    RVK:
    Keywords: Erziehung ; Wirtschaftsentwicklung ; Education Public opinion ; Public schools Public opinion ; Education Aims and objectives ; Education Economic aspects ; Academic achievement Economic aspects ; Economic development Effect of education on ; Comparative education ; Education and globalization ; Bildungswesen. ; Internationaler Vergleich. ; USA ; USA. ; Aufsatzsammlung ; Bildungswesen ; Internationaler Vergleich
    Note: "Compares the performance of American schools with that of other countries against the background of an increasingly globalizing world, introducing new competition for talent, markets, capital, and opportunity, and shows mixed results for U.S. students and recommends areas where American schools and education should be improved"-- Provided by publisher.. - Includes bibliographical references and index
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  • 2
    Language: English
    Pages: 23 S. , graph. Darst. , 21 cm
    Series Statement: CESifo working papers No. 2414 : Category 4, Labour markets
    DDC: 200.94307
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  • 3
    Online Resource
    Online Resource
    Northampton : Edward Elgar Publishing
    ISBN: 9781788970655
    Language: English
    Pages: 1 Online-Ressource (1,968 Seiten)
    Series Statement: International library of critical writings in economics series
    Parallel Title: Erscheint auch als New directions in the economics of higher education
    DDC: 338.43378
    Keywords: Bildungsökonomik ; Studium ; Education, Higher Economic aspects ; Electronic books ; Übersichtsarbeit ; Aufsatzsammlung
    Abstract: Recommended readings (Machine generated): 1. Claudia Goldin and Lawrence F. Katz (2008), 'The Race between Education and Technology', in The Race between Education and Technology, Chapter 8, Appendix D.1, [notes and references], London, UK and Massachusetts, USA: Harvard University Press, 287-323 -- 2. David H. Autor, Frank Levy and Richard J. Murnane (2003), 'The Skill Content of Recent Technological Change: An Empirical Exploration', Quarterly Journal of Economics, 118 (4), November, 1279-333 [55] -- 3. David Card (2001), 'Estimating the Return to Schooling: Progress on Some Persistent Econometric Problems', Econometrica, 69 (5), September, 1127-60 [34] -- 4. Pedro Carneiro, James J. Heckman and Edward J. Vytlacil (2011), 'Estimating Marginal Returns to Education', American Economic Review, 101 (6), October, 2754-81 [28] -- 5. Philip Oreopoulos and Uros Petronijevic (2013), 'Making College Worth It: A Review of the Returns to Higher Education', The Future of Children, 23 (1), Spring, 41-65 [25] -- 6. Janet Currie and Enrico Moretti (2003), 'Mother's Education and the Intergenerational Transmission of Human Capital: Evidence from College Openings', Quarterly Journal of Economics, 118 (4), November, 1495-532 [38] -- 7. Carolina Arteaga (2018), 'The Effect of Human Capital on Earnings: Evidence from a Reform at Colombia's Top University', Journal of Public Economics, 157, 212-25 [14] -- 8. Brian Jacob, Brian McCall and Kevin Stange (2018), 'College as Country Club: Do Colleges Cater to Students' Preferences for Consumption?', Journal of Labor Economics, 36 (2), December, 309-48 [40] -- 9. Thomas J. Kane and Cecelia Elena Rouse (1995), 'Labor-Market Returns to Two and Four Year College', American Economic Review, 85 (3), June, 600-14 [15] -- 10. Mark Hoekstra (2009), 'The Effect of Attending the Flagship State University on Earnings: A Discontinuity-Based Approach', Review of Economics and Statistics, 91 (4), 717-24 [8] -- 11. Seth D. Zimmerman (2014), 'The Returns to College Admission for Academically Marginal Students', Journal of Labor Economics, 32 (4), 711-54 [44] -- 12. David J. Deming, Noam Yuchtman, Amira Abulafi, Claudia Goldin and Lawrence F. Katz (2016), 'The Value of Postsecondary Credentials in the Labor Market: An Experimental Study', American Economic Review, 106 (3), March, 778-806 [29] -- 13. Joseph G. Altonji, Erica Blom and Costas Meghir (2012), 'Heterogeneity in Human Capital Investments: High School Curriculum, College Major, and Careers', Annual Review of Economics, 4, 185-223 [39] -- 14. Lars J. Kirkeboen, Edwin Leuven and Magne Mogstad (2016), 'Field of Study, Earnings, and Self-selection', Quarterly Journal of Economics, 131 (3), 1057-112 [56] -- 15. Matthew Wiswall and Basit Zafar (2015), 'Determinants of College Major Choice: Identification using an Information Experiment', Review of Economic Studies, 82 (2), April, 791-824 [34] -- 16. Enrico Moretti (2004), 'Workers' Education, Spillovers, and Productivity: Evidence from Plant-Level Production Functions', American Economic Review, 94 (3), June, 656-90 [35] -- 17. Adam B. Jaffe (1989), 'Real Effects of Academic Research', American Economic Review, 79 (5), December, 957-70 [14] -- 18. Otto Toivanen and Lotta Väänänen (2016), 'Education and Invention', Review of Economics and Statistics, 98 (2), 382-96 [15] -- 19. John Bound, Michael F. Lovenheim and Sarah Turner (2010), 'Why Have College Completion Rates Declined? An Analysis of Changing Student Preparation and Collegiate Resources', American Economic Journal: Applied Economics, 2 (3), July, 129-57 [29]
    Abstract: 20. Kevin M. Stange (2012), 'An Empirical Investigation of the Option Value of College Enrollment', American Economic Journal: Applied Economics, 4 (1), January, 49-84 [36] -- 21. Paco Martorell and Isaac McFarlin Jr. (2011), 'Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes', Review of Economics and Statistics, 93 (2), May, 436-54 [19] -- 22. Peter Arcidiacono (2005), 'Affirmative Action in Higher Education: How Do Admission and Financial Aid Rules Affect Future Earnings?', Econometrica, 73 (5), September, 1477-524 [48] -- 23. Peter Arcidiacono, Esteban M. Aucejo and V. Joseph Hotz (2016), 'University Differences in the Graduation of Minorities in STEM Fields: Evidence from California', American Economic Review, 106 (3), March, 525-62 [38] -- 24. Surendrakumar Bagde, Dennis Epple and Lowell Taylor (2016), 'Does Affirmative Action Work? Caste, Gender, College Quality, and Academic Success in India', American Economic Review, 106 (6), June, 1495-521 [27] -- 25. Susan M. Dynarski and Judith E. Scott-Clayton (2006), 'The Cost of Complexity in Federal Student Aid: Lessons from Optimal Tax Theory and Behavioral Economics', National Tax Journal, 59 (2), June, 319-56 [38] -- 26. Eric P. Bettinger, Bridget Terry Long, Philip Oreopoulos and Lisa Sanbonmatsu (2012), 'The Role of Application Assistance and Information in College Decisions: Results from the H&R Block Fafsa Experiment', Quarterly Journal of Economics, 127 (3), 1205-242 [38] -- 27. Caroline M. Hoxby and Sarah Turner (2015), 'What High-Achieving Low-Income Students Know About College', American Economic Review, 105 (5), May, 514-17 [4] -- 28. Benjamin L. Castleman and Lindsay C. Page (2016), 'Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence', Journal of Human Resources, 51 (2), Spring, 389-415 [27] -- 29. Sarena Goodman (2016), 'Learning from the Test: Raising Selective College Enrollment by Providing Information', Review of Economics and Statistics, 98 (4), October, 671-84 [14] -- 30. Joshua D. Angrist, Daniel Lang and Philip Oreopoulos (2009), 'Incentives and Services for College Achievement: Evidence from a Randomized Trial', American Economic Journal: Applied Economics, 1 (1), January, 136-63 [28] -- 31. Judith Scott-Clayton (2011), 'On Money and Motivation: A Quasi-Experimental Analysis of Financial Incentives for College Achievement', Journal of Human Resources, 46 (3), 614-46 [33] -- 32. Edwin Leuven, Hessel Oosterbeek and Bas van der Klaauw (2010), 'The Effect of Financial Rewards on Students' Achievement: Evidence from a Randomized Experiment', Journal of the European Economic Association, 8 (6), 1243-65 [23] -- 1. Thomas J. Kane, Peter R. Orszag, Emil Apostolov and Robert P. Inman (2005), 'Higher Education Appropriations and Public Universities: Role of Medicaid and the Business Cycle', Brookings-Wharton Papers on Urban Affairs, 99-146 [48] -- 2. Stephanie Riegg Cellini and Claudio Goldin (2014), 'Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges', American Economic Journal: Economic Policy, 6 (4), November, 174-206 [33] -- 3. Pietro Garibaldi, Francesco Giavazzi, Andrea Ichino and Enrico Rettore (2012), 'College Cost and Time to Complete a Degree: Evidence from Tuition Discontinuities', Review of Economics and Statistics, 94 (3), August, 699-711 [13] -- 4. Jeffrey T. Denning (2017), 'College on the Cheap: Consequences of Community College Tuition Reductions', American Economic Journal: Economic Policy, 9 (2), May, 155-88 [34] -- 5. Susan M. Dynarski (2003), 'Does Aid Matter? Measuring the Effect of Student Aid on College Attendance and Completion', American Economic Review, 93 (1), March, 279-88 [10] -- 6. Wilbert Van Der Klaauw (2002), 'Estimating the Effect of Financial Aid Offers on College Enrollment: A Regression-Discontinuity Approach', International Economic Review, 43 (4), November, 1249-87 [39]
    Abstract: 7. Sarah R. Cohodes and Joshua S. Goodman (2014), 'Merit Aid, College Quality, and College Completion: Massachusetts' Adams Scholarship as an In-Kind Subsidy', American Economic Journal: Applied Economics, 6 (4), October, 251-85 [35] -- 8. Gabrielle Fack and Julien Grenet (2015), 'Improving College Access and Success for Low-Income Students: Evidence from a Large Need-Based Grant Program', American Economic Journal: Applied Economics, 7 (2), April, 1-34 [34] -- 9. Benjamin M. Marx and Lesley J. Turner (2018), 'Borrowing Trouble? Human Capital Investment with Opt-in Costs and Implications for the Effectiveness of Grant Aid', American Economic Journal: Applied Economics, 10 (2), April, 163-201 [39] -- 10. Pedro Carneiro and James Heckman (2002), 'The Evidence on Credit Constraints in Post-Secondary Schooling', Economic Journal, 112 (482), October, 705-34 [30] -- 11. Lance J. Lochner and Alexander Monge-Naranjo (2011), 'The Nature of Credit Constraints and Human Capital', American Economic Review, 101 (6), October, 2487-529 [43] -- 12. Ralph Stinebrickner and Todd Stinebrickner (2008), 'The Effect of Credit Constraints on the College Drop-out Decision: A Direct Approach Using a New Panel Study', American Economic Review, 98 (5), December, 2163-84 [22] -- 13. Harald Beyer, Justine Hastings, Christopher Neilson and Seth Zimmerman (2015), 'Connecting Student Loans to Labor Market Outcomes: Policy Lessons from Chile', American Economic Review, 105 (5), May, 508-13 [6] -- 14. Alex Solis (2017), 'Credit Access and College Enrollment', Journal of Political Economy, 125 (2), April, 562-622 [61] -- 15. Michael F. Lovenheim and C. Lockwood Reynolds (2013), 'The Effect of Housing Wealth on College Choice: Evidence from the Housing Boom', Journal of Human Resources, 48 (1), 1-35 [35] -- 16. Scott E. Carrell and James E. West (2010), 'Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors', Journal of Political Economy, 118 (3), June, 409-32 [24] -- 17. Robert W. Fairlie, Florian Hoffmann and Philip Oreopoulos (2014), 'A Community College Instructor like Me: Race and Ethnicity Interactions in the Classroom', American Economic Review, 104 (8), August, 2567-91 [25] -- 18. David N. Figlio, Morton O. Schapiro and Kevin B. Soter (2015), 'Are Tenure Track Professors Better Teachers?', Review of Economics and Statistics, 97 (4), October, 715-24 [10] -- 19. Eric P. Bettinger, Lindsay Fox, Susanna Loeb and Eric S. Taylor (2017), 'Virtual Classrooms: How Online College Courses Affect Student Success', American Economic Review, 107 (9), September, 2855-75 [21] -- 20. Robert W. Fairlie and Rebecca A. London (2012), 'The Effects of Home Computers on Educational Outcomes: Evidence from a Field Experiment with Community College Students', Economic Journal, 122 (561), June, 727-53 [27] -- 21. Bruce Sacerdote (2001), 'Peer Effects with Random Assignment: Results for Dartmouth Roommates', Quarterly Journal of Economics, 116 (2), May, 681-704 [24] -- 22. Scott E. Carell, Bruce I. Sacerdote and James E. West (2013), 'From Natural Variation to Optimal Policy? The Importance of Endogenous Peer Group Formation', Econometrica, 81 (3), May, 855-82 [28] -- 23. Adam S. Booij, Edwin Leuven and Hessel Oosterbeek (2017), 'Ability Peer Effects in University: Evidence from a Randomized Experiment', Review of Economic Studies, 84 (2), 547-78 [32] -- 24. Fabian Waldinger (2016), 'Bombs, Brains, and Science: The Role of Human and Physical Capital for the Creation of Scientific Knowledge', Review of Economics and Statistics, 98 (5), December, 811-31 [21] -- 25. Pierre Azoulay, Joshua S. Graff Zivin and Jialan Wang (2010), 'Superstar Extinction', Quarterly Journal of Economics, 125 (2), May, 549-89 [41] -- 26. George J. Borjas and Kirk B. Doran (2012), 'The Collapse of the Soviet Union and the Productivity of American Mathematicians', Quarterly Journal of Economics, 127 (3), 1143-203 [61] -- 27. Gordon C. Winston (1999), 'Subsidies, Hierarchy and Peers: The Awkward Economics of Higher Education', Journal of Economic Perspectives, 13 (1), Winter, 13-36 [24] -- 28. Ronald G. Ehrenberg (2012), 'American Higher Education in Transition', Journal of Economic Perspectives, 26 (1), Winter, 193-216 [24] -- 29. Caroline M. Hoxby (2015), 'Endowment Management Based on a Positive Model of the University' in Jeffrey R. Brown, Caroline M. Hoxby (eds), How the Financial Crisis and Great Recession Affected Higher Education, Chapter 1, Chicago, USA: University of Chicago Press, 15-41 [27] -- 30. Dennis Epple, Richard Romano and Holger Sieg (2006), 'Admission, Tuition, and Financial Aid Policies in the Market for Higher Education', Econometrica, 74 (4), 885-928 [44] -- 31. Chistopher N. Avery, Mark E. Glickman, Caroline M. Hoxby and Andrew Metrick (2013), 'A Revealed Preference Ranking of U.S. Colleges and Universities', Quarterly Journal of Economics, 128 (1), 425-67 [43]
    Abstract: "The 63 seminal papers presented in this two-volume collection provide an overview of the vibrant and growing field of the economics of higher education. Covering the full breadth of the topic, the sections of the collection cover the returns to higher education, college attendance and completion, higher education financing, educational production, and the market for higher education. An original introductory chapter by the editors puts the collected papers into the perspective of developments in the wider literature on the economics of higher education over the past decade"--
    Note: The recommended readings are available in the print version, or may be available via the link to your library's holdings , Includes bibliographical references and index
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  • 4
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264234833
    Language: English
    Pages: Online-Ressource (112 p.) , ill.
    Parallel Title: Druckausg. u.d.T. Hanushek, Eric Alan, 1943 - Universal basic skills
    Parallel Title: Erscheint auch als Hanushek, Eric Alan, 1943 - Universal basic skills
    Keywords: Bildungsniveau ; Qualifikation ; Welt ; Education ; Bildungsniveau ; Internationaler Vergleich
    Abstract: While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
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  • 5
    Language: English
    Pages: Online-Ressource (38 S.)
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 3537
    Parallel Title: Woffmann, Ludger Families, schools, and primary-school learning
    Keywords: Academic achievement ; Academic achievement ; Families ; Families ; School children ; School children ; Academic achievement ; Academic achievement ; Families ; Families ; School children ; School children ; Allgemein bildende Schule ; Bildungsverhalten ; Chancengleichheit ; Bildung ; Familie ; Studium ; Argentinien ; Kolumbien
    Abstract: "This paper estimates the relationship between family background, school characteristics, and student achievement in primary school in two Latin American countries, Argentina and Colombia, as well as several comparison countries. The database used is the student-level international achievement data of the Progress in International Reading Literacy Study (PIRLS), which tested the reading performance of fourth-grade students in 2001. The nationally representative samples have 3,300 students in Argentina and 5,131 students in Colombia. The emerging general pattern of results is that educational performance is strongly related to students' family background, weakly to some institutional school features, and hardly to schools' resource endowments. In an international perspective, estimated family background effects are relatively large in Argentina, and relatively small in Colombia. A specific Argentine feature is the lack of performance differences between rural and urban areas. A specific Colombian feature is the lack of significant differences between gender performance. Nonnative students and students not speaking Spanish at home have particularly weak performance in both countries. But there are no differences by parental occupation and no positive effects of kindergarten attendance. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 4/6/2005 , Also available in print.
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 6
    Language: English
    Pages: 1 Online-Ressource (23 p.)
    Series Statement: OECD Education Working Papers no.225
    Keywords: Education
    Abstract: The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
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  • 7
    Language: English
    Pages: 1 Online-Ressource (43 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.101
    Keywords: Education
    Abstract: Existing estimates of the labor-market returns to human capital give a distorted picture of the role of skills across different economies. International comparisons of earnings analyses rely almost exclusively on school attainment measures of human capital, and evidence incorporating direct measures of cognitive skills is mostly restricted to early-career workers in the United States. Analysis of the new PIAAC survey of adult skills over the full lifecycle in 22 countries shows that the focus on early-career earnings leads to underestimating the lifetime returns to skills by about one quarter. On average, a one-standard-deviation increase in numeracy skills is associated with an 18 percent wage increase among prime-age workers. But this masks considerable heterogeneity across countries. Eight countries, including all Nordic countries, have returns between 12 and 15 percent, while six are above 21 percent with the largest return being 28 percent in the United States. Estimates are remarkably robust to different earnings and skill measures, additional controls, and various subgroups. Intriguingly, returns to skills are systematically lower in countries with higher union density, stricter employment protection, and larger public-sector shares.
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  • 8
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    Language: English
    Pages: Online-Ressource (1 online resource (96 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Hanushek, Eric A The Role of Education Quality For Economic Growth
    Keywords: Access and Equity in Basic Education ; Adult Literacy ; Cognitive Skills ; Education ; Education ; Education For All ; Education For All Initiative ; Education Policy ; Education for All ; Educational Outcomes ; Educational Quality ; Effective Schools and Teachers ; Enrollment Rates ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Knowledge ; Population Policies ; Primary Education ; Secondary Education ; Tertiary Education ; Access and Equity in Basic Education ; Adult Literacy ; Cognitive Skills ; Education ; Education ; Education For All ; Education For All Initiative ; Education Policy ; Education for All ; Educational Outcomes ; Educational Quality ; Effective Schools and Teachers ; Enrollment Rates ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Knowledge ; Population Policies ; Primary Education ; Secondary Education ; Tertiary Education ; Access and Equity in Basic Education ; Adult Literacy ; Cognitive Skills ; Education ; Education ; Education For All ; Education For All Initiative ; Education Policy ; Education for All ; Educational Outcomes ; Educational Quality ; Effective Schools and Teachers ; Enrollment Rates ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Knowledge ; Population Policies ; Primary Education ; Secondary Education ; Tertiary Education
    Abstract: The role of improved schooling, a central part of most development strategies, has become controversial because expansion of school attainment has not guaranteed improved economic conditions. This paper reviews the role of education in promoting economic well-being, focusing on the role of educational quality. It concludes that there is strong evidence that the cognitive skills of the population-rather than mere school attainment-are powerfully related to individual earnings, to the distribution of income, and to economic growth. New empirical results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes it clear that closing the economic gap with industrial countries will require major structural changes in schooling institutions
    URL: Volltext  (Deutschlandweit zugänglich)
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