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Earning and Learning: How Schools Matter

reviewed by Thomas Bailey � 2001

Title: Earning and Learning: How Schools Matter
Author(s): Susan E. Mayer and Paul E. Peterson (Editors)
Publisher: Brookings Institution, Washington D.C.
ISBN: 0815755295, Pages: 375, Year: 1999
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This useful edited volume is in two parts. One, summarized by Susan Mayer's Chapter 1, "From Learning to Earning," asks whether educational and economic success is determined primarily by student aptitudes, which are not under the control of the school, or by school-taught achievement. The second, introduced by Paul Peterson's Chapter 5, "School Reforms: How Much do they Matter?" explores the effects on academic achievement, of several well-known and controversial school reform strategies. The chapters published in the first section were written partly in response to the publication of The Bell Curve (Free Press, 1994) by Richard Herrnstein and Charles Murray. The conclusion that those with more schooling tend to earn more is one of the strongest empirical findings in education research. There is much less consensus about why more educated people earn more. Herrnstein and Murray argued that for the most part, initial aptitude (or IQ) determined both success in school and in the workplace, thus equalizing schooling will not equalize income. The three substantive chapters... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 103 Number 1, 2001, p. 80-83
http://www.tcrecord.org ID Number: 10545, Date Accessed: 8/16/2018 7:12:03 PM

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About the Author
Thomas Bailey Teachers College, Columbia University E-mail Author Thomas Bailey is associate professor of economics and education in the Department of International and Transcultural Studies at Teachers College, Columbia University. His scholarly interests are labor and education policy. Selected publications include: The Double Helix of Education and the Economy (Institute for Education and the Economy, Teachers College), Employee Training and US Competitiveness: Lessons for the 1990�s (Westview Press), and Learning to Work: Employer Involvement in School-to-Work Transition Progress (Brookings Institution Press).

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