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А Б В Г Д ЕЖ З И ЙК Л М Н О П Р С Т УФ ХЦЧ Ш ЩЭЮЯ
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все А Б В Г Д ЕЖЗИ ЙКЛ М Н О П Р С ТУ Ф ХЦЧШЩЭ ЮЯ
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Опубликовано на портале: 31-12-2003
David Card
Amsterdam: North-Holland, 1999, cерия "Handbooks in Economics", vol. 3a
Education plays a central role in modern labor markets. Hundreds of studies in many different countries and time periods have confirmed that better-educated individuals earn higher wages, experience less unemployment, and work in more prestigious occupations than their less-educated counterparts.1 Despite the overwhelming evidence of a positive correlation between education and labor market status, social scientists have been cautious to draw strong inferences about the causal effect of schooling. In the absence of experimental evidence, it is very difficult to know whether the higher earnings observed for better-educated workers are caused by their higher education, or whether individuals with greater earning capacity have chosen to acquire more schooling.

Economists' interest in this issue was stimulated in the late 1950s by growth accounting exercises which found that rising education levels could explain much of post-war US productivity growth, leaving little room for technological change (see, e.g., Becker, 1964; Griliches, 1970). Skeptics noted that this conclusion was only valid if the observed cross-sectional earnings differences between education groups reflected true productivity differentials, rather than inherent ability differences that happened to be correlated with education (e.g., Denison, 1964). The emergence of large-scale microeconomic datasets in the 1960s led to an outpouring of research on education and earnings, much of it focussed on the issue of "ability bias" in the earnings differentials between more- and less-educated workers. In his landmark survey of the 1960s and 1970s literature, Griliches (1977) concluded that such biases were small - potentially even smaller than other biases that lead measured earnings differences to understate the causal effect of education. In his earlier review of the evidence, Becker (1964) had similarly concluded that ability biases were overstated by critics of the human capital paradigm.2 Despite the careful reasoning of these earlier surveys, however, many analysts continue to believe that the measured partial correlation between schooling and earnings significantly overstates the true causal effect of education, and that findings to the contrary are counter-intuitive.
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Опубликовано на портале: 29-11-2003
Ред.: Clive R. Belfield, Henry M. Levin
2003, 736 с.
Сборник научных статей по экономике образования
ресурс содержит полный текст, либо отрывок из него

Опубликовано на портале: 31-12-2003
Ред.: Caroline Hoxby
Chicago: University of Chicago Press, 2003, cерия "National Bureau of Economic Research Conference Report", 368 с.
Now that the U.S. Supreme Court has declared school voucher programs constitutional, the question of what the effects of school choice will be becomes especially pressing. Contributors to this volume draw on state-of-the-art economic methods to investigate how school choice affects a wide range of issues. Combining the results of empirical research with analyses of the basic economic forces underlying local educational markets, this book presents evidence concerning the impact of school choice on student achievement, school productivity, teachers, and special education. It also tackles difficult questions such as whether school choice affects where people decide to live and how choice can be integrated into a system of school financing that gives children from different backgrounds equal access to resources. Contributors discuss the latest findings on Florida's school choice program as well as voucher programs and charter schools in several other states. Revealing the promise of school choice, this book also examines its pitfalls and shows how to design programs that avoid them.

Опубликовано на портале: 31-12-2003
Carol Propper, Julian Le Grand, Ray Robinson
London: Macmillan Press, 2003
3 глава данного учебника посвящена экономике образования. Рассматривается 2 подхода общества к образованию: c точки зрения эффективности и с точки зрения справедливости (равенства). Обсуждаются провалы рынка и их воздействие на образование. Прежде всего это: несовершенство рынка капитала, несовершенная информация, экстерналии, монополизация рынков. Далее достаточно подробно авторы анализируют проводимую правительством Великобритании образовательную политику. Большое внимание новым инструментам государственной поддержки образования - образовательным ваучерам, субсидиям и кредитам.

Опубликовано на портале: 31-12-2003
Nicholas Barr
Oxford: Oxford University Press, 2001, 316 с.
This book is about economics and its application to the welfare state. Its core argument is that the welfare state exists for reasons additional to poverty relief, reasons arising out of pervasive problems of imperfect information, risk, and uncertainty. Barr focuses on the efficiency argument, indicating that the welfare state is here to stay, and discusses the ways in which it can and will adapt to economic and social change.