Learning Capital: The Economic Idea and Causes of School QualityUniversity Press of America, 1997 - 213 páginas In this book, the relative contributions of a school and a pupil in producing cognitive achievement growth are theoretically isolated so that the efficiency of a school can be evaluated more objectively. Using educational psychology and the neo-classical, economic method of constrained optimization, it is argued that a school is responsible for supplying a pupil with a high learning rate while the pupil's contribution is measured by time-on-task or attention to a lesson. Two surprising inferences are drawn from this model of school quality. The most interesting result is that producing equality of achievement outcomes among pupils increases a school's ability to offer a maximum average learning rate given any level of expenditures which contradicts present theory. A further implication is that the presumed market failure does not exist since private schools are found to be more equal than state schools. Both of these ideas are empirically supported using the High School and Beyond Data. Incorporating these results into an analysis of a voucher policy suggests that efficiency can be increased by 15% and equality of cognitive achievement by 28% without forfeiting any integration within all schools. |
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Learning Capital: The Economic Idea and Causes of School Quality Gary Scott Pré-visualização indisponível - 1997 |
Palavras e frases frequentes
allocated aptitude dispersion average budget c-efficiency Catholic schools ceteris paribus classroom cognitive achievement growth cognitive growth Coleman common school goals composite test scores curriculum decreases dependent variable dispersion of aptitudes dynamic efficiency e₁ effect efficiency and equality empirical equality of opportunity equality of outcomes equation 4.1 estimated expected value expenditures per-pupil F-statistic Finally funding growth(q handicap higher Hispanic Hoffer hypothesis impact increase inequality instructional error instructional period instructional target integration intellectual ith pupil's track ith student's school learning capital learning rate lower maximize mean value measure median minimizing negative non-Catholic schools opportunity costs optimal orthodox economic theory p-value parents pareto pareto optimal pooled standard deviation positive private schools private sector public sector pupil's aptitude pupil/family rate of learning regression model Regression Results relative school administrators selection and dynamic selection efficiency socio-economic status target(V teachers theoretical theory of learning time-on-task(T typical public school voucher
Referências a este livro
What Do You Mean?: Conceptual Clarity in Social Policy Alessandro Magnoli Bocchi Pré-visualização limitada - 2002 |