The Race between Education and Technology
The Race between Education and Technology

Author: Claudia Goldin

Publisher: Harvard University Press

Published: 2009-07-01

Total Pages: 497

ISBN-13: 0674037731

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This book provides a careful historical analysis of the co-evolution of educational attainment and the wage structure in the United States through the twentieth century. The authors propose that the twentieth century was not only the American Century but also the Human Capital Century. That is, the American educational system is what made America the richest nation in the world. Its educational system had always been less elite than that of most European nations. By 1900 the U.S. had begun to educate its masses at the secondary level, not just in the primary schools that had remarkable success in the nineteenth century. The book argues that technological change, education, and inequality have been involved in a kind of race. During the first eight decades of the twentieth century, the increase of educated workers was higher than the demand for them. This had the effect of boosting income for most people and lowering inequality. However, the reverse has been true since about 1980. This educational slowdown was accompanied by rising inequality. The authors discuss the complex reasons for this, and what might be done to ameliorate it.

Handbook of Labor Economics
Handbook of Labor Economics

Author: Orley Ashenfelter

Publisher: Elsevier

Published: 1999-11-18

Total Pages: 800

ISBN-13: 9780444501899

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A guide to the continually evolving field of labour economics.

The Changing Role of Family Income and Ability in Determining Educational Achievement
The Changing Role of Family Income and Ability in Determining Educational Achievement

Author: Philippe Belley

Publisher:

Published: 2007

Total Pages: 78

ISBN-13:

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This paper uses data from the 1979 and 1997 National Longitudinal Survey of Youth cohorts (NLSY79 and NLSY97) to estimate changes in the effects of ability and family income on educational attainment for youth in their late teens during the early 1980s and early 2000s. Cognitive ability plays an important role in determining educational outcomes for both NLSY cohorts, while family income plays little role in determining high school completion in either cohort. Most interestingly, we document a dramatic increase in the effects of family income on college attendance (particularly among the least able) from the NLSY79 to the NLSY97. Family income has also become a much more important determinant of college 'quality' and hours/weeks worked during the academic year (the latter among the most able) in the NLSY97. Family income has little effect on college delay in either sample. To interpret our empirical findings on college attendance, we develop an educational choice model that incorporates both borrowing constraints and a 'consumption' value of schooling - two of the most commonly invoked explanations for a positive family income - schooling relationship. Without borrowing constraints, the model cannot explain the rising effects of family income on college attendance in response to the sharply rising costs and returns to college experienced from the early 1980s to early 2000s: the incentives created by a 'consumption' value of schooling imply that income should have become less important over time (or even negatively related to attendance). Instead, the data are more broadly consistent with the hypothesis that more youth are borrowing constrained today than were in the early 1980s.

The Great Polarization
The Great Polarization

Author: Rudiger von Arnim

Publisher: Columbia University Press

Published: 2022-12-13

Total Pages: 402

ISBN-13: 0231553021

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Inequality of income and wealth has skyrocketed since the 1970s. As the super-rich have grasped the vast majority of the gains from economic growth, labor’s share of income has declined. The middle class has stagnated, and those at the bottom have become even worse off. Persistent structural discrimination on the basis of race and gender exacerbates these economic disparities. The Great Polarization brings together scholars from disparate fields to examine the causes and consequences of this dramatic rise in inequality. Contributors demonstrate that institutions, norms, policy, and political power—not the “natural” operation of the market—determine the distribution of wealth and income. The book underscores the role of ideas and ideologies, showing how neoclassical economics and related beliefs have functioned in public debates to justify inequality. Together, these essays bear out an inescapable conclusion: inequality is a choice. The rules of the economy have been rewritten to favor those at the top, entrenching the imbalances of power that widen the gap between the very rich and everyone else. Contributors reconsider the data on inequality, examine the policies that have led to this predicament, and outline potential ways forward. Using both theoretical and empirical analysis and drawing on the knowledge of experts in policy, political economy, economics, and other disciplines, The Great Polarization offers a kaleidoscopic view of the processes that have shaped today’s stark hierarchies.

Education, Skills, and Technical Change
Education, Skills, and Technical Change

Author: Charles R. Hulten

Publisher: University of Chicago Press

Published: 2019-01-11

Total Pages: 528

ISBN-13: 022656794X

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Over the past few decades, US business and industry have been transformed by the advances and redundancies produced by the knowledge economy. The workplace has changed, and much of the work differs from that performed by previous generations. Can human capital accumulation in the United States keep pace with the evolving demands placed on it, and how can the workforce of tomorrow acquire the skills and competencies that are most in demand? Education, Skills, and Technical Change explores various facets of these questions and provides an overview of educational attainment in the United States and the channels through which labor force skills and education affect GDP growth. Contributors to this volume focus on a range of educational and training institutions and bring new data to bear on how we understand the role of college and vocational education and the size and nature of the skills gap. This work links a range of research areas—such as growth accounting, skill development, higher education, and immigration—and also examines how well students are being prepared for the current and future world of work.

Transforming Comparative Education
Transforming Comparative Education

Author: Martin Carnoy

Publisher: Stanford University Press

Published: 2019-04-02

Total Pages: 328

ISBN-13: 1503608824

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Over the past fifty years, new theoretical approaches to comparative and international education have transformed it as an academic field. We know that fields of research are often shaped by "collectives" of researchers and students converging at auspicious times throughout history. Part institutional memoir and part intellectual history, Transforming Comparative Education takes the Stanford "collective" as a framework for discussing major trends and contributions to the field from the early 1960s to the present day, and beyond. Carnoy draws on interviews with researchers at Stanford to present the genesis of their key theoretical findings in their own words. Moving through them chronologically, Carnoy situates each work within its historical context, and argues that comparative education is strongly influenced by its economic and political environment. Ultimately, he discusses the potential influence of feminist theory, organizational theory, impact evaluation, world society theory, and state theory on comparative work in the future, and the political and economic changes that might inspire new directions in the field.

Teaching Outside the Box
Teaching Outside the Box

Author: Mai Abdul Rahman

Publisher: IAP

Published: 2018-10-01

Total Pages: 255

ISBN-13: 1641133805

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In its totality, this book explores subjects that are rarely available in primary literature publications and brings diverging fields together that are generally addressed separately in specialty journals. The book argues that past school failures are instructive. The author identifies the structural and emotional triggers that make it difficult for educators’ to overcome the social constructs that control the progress of Black students, reproduce inequities, subvert the socio-economic progress of the nation, and threaten the legitimacy of the U.S. public school system. One failure is informative; successive school failures are chock-full of must avoid school policies and instructional practices. The book analyzes the lessons learned from a list of school-imposed policies that have molded and determined the academic progress of Black students. The author argues that much can be discerned from that which undermined the performance of schoolteachers’ and public school systems. The quantifiable outcomes of past school practices can better inform educators and future teachers and school leaders. The book carefully analyzes the organic evolution of educators’ social constructs that regenerated inequities to reveal the road map for rebuilding genuinely inclusive and equitable public school systems that serve the interests of students and society. The book also provides in-depth analysis of various disciplines that identify the best methodologies to improve the teaching and learning of Black students, homeless students, and all other students. The book aims to offer a unique perspective by carefully unfolding the built in school structures that obstruct the abilities of school administrators and teachers to bridge the student achievement gaps and meet the objectives of consecutive school reform initiatives. The author’s distinctive approach stimulates the thinking of the entire field of education, and challenges accepted propositions commonly assumed about African American students. In short, this book offers a perspective that is rarely shared or understood by educators and practitioners in the field of education.

Soft Skills
Soft Skills

Author: Mihnea Moldoveanu

Publisher: Walter de Gruyter GmbH & Co KG

Published: 2024-04-22

Total Pages: 294

ISBN-13: 3111055639

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Although communicative and relational skills are currently in the greatest demand in organizations large and small, we are as educators, executives, and talent developers very far away from the kind of precision in identifying, measuring, selecting and developing these skills that we have achieved with cognitive and technical skills. At the same time, the relentless automation of swaths of human tasks has placed a sharp light on the ‘quintessentially human skills’ – those that cannot and in some cases should not be subject to algorithmic automation. This book aims to ‘change the soft skills game’ by introducing language for identifying and describing them, ways of measuring the degree to which a person possesses them and selecting those who possess them in the utmost from those less skilled, and ways of helping students and executives alike develop them, through a methodology that has been designed and practiced for the past ten years. We need a ‘re-set’ in the way we think about human skill and in particular the ways we think about those human skills which cannot be sub-contracted to an algorithm running on silicon. This book aims to provide that re-set.