ERIC Number: ED438628
Record Type: RIE
Publication Date: 1999
Earning and Learning: How Schools Matter.
Mayer, Susan E., Ed.; Peterson, Paul E., Ed.
This book examines the effects of learning on income and other life outcomes. It focuses on particular aspects of schooling that influence the way a child learns, such as age at entry, classroom size, and curriculum, as well as the effectiveness of structural reforms, like national or statewide exams or school choice. Of particular interest is the relationship between cognitive test scores and economic success. The 13 chapters are divided into two parts. Part 1, "Schooling, Cognitive Skills, and Future Earnings," features articles on aptitude and achievement and the ability of test scores to predict educational attainment and earnings, economic success and the evolution of schooling and mental ability, and whether the timing of school affects how much children learn. Part 2,"Improving Schooling," centers on school reforms and how much they matter in the schooling/earnings debate. These chapters discuss the impact of class size on school achievement, the effects of math and math-related courses in high school, whether hard courses and good grades enhance cognitive skills, incentives and learning, the effects of school choice on curriculum and educational environment, the effects of school choice in New York City, and the costs and benefits of school reform. (Contains an index and approximately 320 references.) (RJM)
Descriptors: Academic Achievement, Class Size, Cognitive Ability, Curriculum Design, Economic Opportunities, Economic Status, Educational Change, Elementary Secondary Education, Free Enterprise System, Income, School Choice, Scores
Brookings Institution Press, 1775 Massachusetts Avenue, NW, Washington, DC 20036-2188 (clothbound: ISBN-0-8157-5528-7, $42.95; paperbound: ISBN-0-8157-5529-5, $18.95). Tel: 800-275-1447 (Toll Free); Fax: 202-797-6004; e-mail: BIBOOKS@brook.edu; Web site: http://www.brookings.edu.
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Co-published by the Brookings Institution Press and the Russell Sage Foundation.