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Earning and Learning: How Schools Matterreviewed 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 Search for book at Amazon.com 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.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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