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1. Demand-Side Financing--A Focus on Vouchers in Post-Compulsory Education and Training: Discussion Paper and Case Studies. CEDEFOP Dossier.

Author

European Centre for the Development of Vocational Training, Thessaloniki (Greece)., West, Anne, Sparkes, Jo, and Balabanov, Todor

Abstract

The use of demand-side financing mechanisms and vouchers for postcompulsory secondary-level education was examined through case studies of funding practices in the following countries: Austria; France; the United Kingdom; the United States; and Wallonia (the French community of Belgium). Different models of voucher use were identified in the countries studied. "Pure" vouchers with a paper coupon were found in a minority of cases (in parts of France and England/Wales). In Austria, training accounts co-fund various types of adult learning by providing funding in arrears rather than in advance of training undertaken, which eliminates the purchasing power apparent with vouchers and quasi-vouchers. The aims and targets of the various voucher and quasi-voucher schemes varied considerably. In the United Kingdom, trainees with special needs received vouchers with higher face values (to avoid the "cream skimming" that may be encouraged by flat-rate vouchers). Voucher and voucher-like schemes were found to have considerable potential to promote lifelong learning and to increase investment in training. The case studies further established that voucher and voucher-like schemes are highly flexible mechanisms that can be designed differently to meet a diverse range of economic, social, and political objectives, depending on policymakers' objectives and priorities. (Contains 54 references.) (MN)

Published
2000

2. The Education & Financial Systems of the World & the Big Con. Part One--World Education & Education Reform in Europe. Report 10. Updated.

Author

Center for the Study of Jobs and Education in Wisconsin, Greendale. and Redovich, Dennis W.

Abstract

Observations of schools and the economies of various countries and regions (including the Eastern and Western Europe, Scandinavia, and the United States) suggest that the following generally accepted principles may be called hoaxes: (1) great numbers of new emerging jobs of the future will require much higher skill levels for workers; (2) increasing educational levels and training will create jobs; and (3) university research is generally of high quality and important. The reality is that, throughout the world (including in Wisconsin), the biggest areas of job growth are in the service and sales sectors. Most of these jobs require short-term or moderate-length training or experience rather than long-term training. Furthermore, there is no evidence that increasing educational levels or training can create jobs. Upgrading education and increasing people's educational levels are beneficial. The problem is on the demand side (creating living wage jobs) rather than on the supply side (education and training of workers). The ultimate paradox in education in the United States is that while some school reformers are calling for changes in secondary schools to follow European models, the European countries are enacting major reforms to make their schools more similar to U.S. schools. (MN)

Published
1999

3. Workskills and National Competitiveness: External Benchmarks. Report No. 2: Benchmarking Australian Qualification Profiles.

Author

Performance Management Solutions Pty, Ltd., Hawthorn, Victoria (Australia). and Cullen, R. B.

Abstract

Although education and training should be a source of relative advantage for Australia, the competitive benefits expected from the nation's "clever country" strategy have been slow to emerge. When 22 countries including Australia, Germany, Singapore, the United Kingdom, United States, and New Zealand were compared from the standpoint of 8 factors contributing to national competitiveness, 17 countries were deemed more competitive than Australia. Three factors (infrastructure, government, and people) were identified as likely drivers of Australian competitiveness, and three others (internationalization, domestic economic strength, and science and technology) were identified as likely restraints on competitiveness. The following strategies for improving the competitiveness of Australian work skills were proposed: match qualification growth of key competitors; develop an integrated qualification framework that can be applied to post-compulsory schooling and vocational programs; address Australia's post-compulsory profile gap and profile age gap; improve the alignment of education and training and industry work skill priorities; and use ongoing benchmarking and evaluation processes to implement effective continuous improvement strategies for education and training. (Thirty-one tables/figures are included. Appended are the following: comment on the development of comparative qualification frameworks; alternative Australian qualification measures; and procedures for measuring the relationship between qualification stocks and national competitiveness.) (MN)

Published
1997

4. Learning To Be Healthy. The Wider Benefits of Learning Papers.

Author

London Univ. (England). Centre for Research on the Wider Benefits of Learning. and Hammond, Cathie

Abstract

The mechanisms through which lifelong learning affects health were examined by analyzing research from the fields of education, the economics of education, the economics of health, medical sociology, health promotion, health psychology, health inequalities, and medicine. The first part of the analysis dealt with the correlations between education and health and directions of causality connecting education and health. The next phase of the analysis focused on the mechanisms through which learning affects health. Particular attention was paid to the following topics: economic factors; health-related behaviors; resilience and dealing with stress; relationships with medical professionals and access to medical services; and education and healthy societies. A substantial body of evidence suggesting the existence of positive correlations between education and physical and mental health was identified. A common theme emerging from the research was that the immediate outcomes of education play a fundamental role in generating the behaviors, skills, and personal attributes that have early but lasting effects on mental health and cumulative effects on physical health. It was suggested that participation in education promotes health by increasing participants' self-esteem, self-efficacy, problem-solving skills, aspirations, future orientation, interpersonal trust, social competency, antidiscriminatory attitudes, and sense of belonging. (Contains 9 tables/figures, 10 endnotes, and 214 references.) (MN)

Published
2002

5. Education and Technology Accelerate Economic Growth for Newly Emerging Economies.

Author

National Alliance of Business, Inc., Washington, DC.

Abstract

Technology provides a new and effective tool for accelerating economic growth, and developing countries are embracing technology and education as the means toward attaining economic parity with the United States and other developed nations. Evidence suggests that this strategy is paying off. Developing countries are building a technology infrastructure and an educated workforce that will enable them to develop their economies at unprecedented speeds. Countries such as Mexico, China, and Brazil, which already have growing populations of technically literate workers, may eventually rival the United States in terms of economic prowess, similar to what Japan, Western Europe, and to some extent Korea have been able to do. The following facts are among those supporting this suggestion: (1) computer use in developing nations is increasing; (2) developing countries are acquiring more high-tech products; (3) urbanization foretells educational and economic growth; (4) literacy rates and postsecondary enrollments in developing nations are on the rise, and postsecondary enrollment growth rates in developing countries exceed those in the United States; (5) the economic growth rates in many developing countries have exceeded those in the United States; and (6) incomes rise as countries embrace technology. (Contains 15 figures.) (MN)

Published
2001

6. Mergers in Higher Education - Success or Failure?

Author

Skodvin, Ole-Jacob

Abstract

Examines the phenomenon of mergers in higher education in Australia, the United States, and Western Europe in terms of: (1) governance, management, and administration; (2) economics; and (3) academic activities. Finds similarities related to structural-cultural factors, process orientation, and economic factors. (DB)

Published
1999

7. Challenges Facing Higher Education at the Millennium. American Council on Education/Oryx Press Series on Higher Education.

Author

American Council on Education, Washington, DC., Hirsch, Werner Z., Weber, Luc E., Hirsch, Werner Z., Weber, Luc E., and American Council on Education, Washington, DC.

Abstract

This collection of 17 essays focuses on the major changes that higher education needs to make so that it can effectively pursue teaching and research and significantly contribute public service in a rapidly changing world. The essays include: (1) "Survey of the Main Challenges Facing Higher Education at the Millennium" (Luc E. Weber); (2) "Meeting the Challenges of the New Millennium: The University's Role" (David P. Gardner); (3) "The Task of Institutions of Higher Education in the New Europe" (Paolo Blasi); (4) "The Twenty-First Century University: A Tale of Two Futures" (James J. Duderstadt); (5) "The University and the Information Age" (Stanley O. Ikenberry); (6) "The Economics of Higher Education in the United States: What Can Other Developed Countries Learn from It?" (Harold M. Williams); (7) "Financing Universities through Nontraditional Revenue Sources: Opportunities and Threats" (Werner Z. Hirsch); (8) "Networks and Strategic Alliances within and between Universities and with the Private Sector" (Hans J. A. van Ginkel); (9) "The Research University's Potential as an Area's Growth and Prosperity Stimulant" (Peter Preuss); (10) "Research and Education: New Roles, New Instruments" (Dennis Tsichritzis); (11) "Higher Learning as a Joint Venture between State and Industry: The Example of the International University in Germany" (Heide Ziegler); (12) "Governance" (Howard Newby); (13) "Information Age Challenges to Research Libraries: Crisis in the University of California System" (Charles F. Kennel and Sharon E. R. Franks); (14) "Lifelong Learning in the University: A New Imperative?" (Alan Wagner); (15) "Higher Education in the Twenty-First Century: A European View" (Jacob Nuesch); (16) "Future Challenges Facing American Higher Education" (Chang-Lin Tien); and (17) "The New University" (Frank H. T. Rhodes). An appendix contains the Glion Declaration on the state of the university at the millennium. Most essays contain references. (MDM)

Published
1999

8. The Educational Situation in OECD Countries: A Review of Trends and Priority Issues for Policy.

Author

Organisation for Economic Cooperation and Development, Paris (France).

Abstract

An analysis of the educational situation in Organisation for Economic Cooperation and Development (OECD) member nations is presented in this report. Members are Australia, Austria, Belgium, Canada, Denmark, Finland, France, The Federal Republic of Germany, Greece, Iceland, Ireland, Italy, Japan, Luxembourg, the Netherlands, New Zealand, Norway, Portugal, Spain, Sweden, Switzerland, Turkey, the United Kingdom, and the United States. Part One comtains a resume of priority areas in educational policy, such as basic education, national development strategies, reform of upper secondary education, diversification of post-secondary education, recurrent education, and teachers and innovation. Two major conclusions emerge from these priorities: that the role of education has broadened into one of a social service and that education has to be more closely related to other policies of government if the social service objectives are to be realized. Specific findings are discussed in the three chapters of Part Two: Growth in Enrollments and Teacher Supply, The Costs of Education, and Changes in Education Structures and in the Quality of Education. An annex includes statistical sources for each of the member nations. (JH)

Published
1974

9. Research and Development in Higher Education, Volume 1. Papers Presented at the Annual Conference of the Higher Education Research and Development Society of Australasia (4th, Bedford Park, South Australia, June 2-4, 1978).

Author

Higher Education Research and Development Society of Australasia, Sydney. (Australia). and Linke, Russell D.

Abstract

Papers from the 1978 conference of the Higher Education Research and Development Society of Australasia are presented. A large part of the conference was devoted to a general symposium on accountability in higher education, while other topics were organization and administration of higher education, curriculum development and evaluation, staff development, and student characteristics and performance. Papers and authors are as follows: Opening Address: "Accountability in Higher Education" (E.H. Medlin); "The Costs and Benefits of Post-Secondary Education Enquiries" (N. A. Nilsson and P. F. Sheldrake); "In Need of Further Research on the Production and Productivity of Tertiary Education in Australia" (William Georgiou); "A Practical Model for Accountability in Higher Education--the DDIAE Experience" (L. J. Barker and L. J. McNulty); "Educational Brokering: A New Concept in the Business of Education" (I. McD. Mitchell); "To Maximize the Viability of an Enterprise: A Relevant Purpose for Administration" (Thomas M. Heffernan); "Course Development Assumptions and Strategies" (Rod Wellard); "Cooperative Course Design: A Case Study in Post Experience Education" (Dave Boud); "Student Reactions to PSI, Lecture and Laboratory Teaching" (R. J. Stening and K. R. Vost); "Tertiary Science Instructional Materials: A Cognitive Analysis" (M. T. Prosser); "Planning the Evaluation of a Major University Course" (I. H. Barham); "Staff Development: New Viewpoints and New Directions" (Norman C. Dennis); "The Enchantment of Lecturer Self-Confidence" (H. E. Stanton); and "The Needs and Problems of Part-Time Students and the Accountability of Administrative and Academic Staff" (Jason L. Brown). (SW)

Published
1979

10. The Cult of Efficiency in Education: Comparative Reflections on the Reality and the Rhetoric.

Author

Welch, Anthony R.

Abstract

Argues that the rising tide of "efficiency" in contemporary education often masks reductions in educational quality and equity and efforts to reduce public investments in education. Analyzes historical and comparative examples in U.S., U.K., and Australian reform movements; the methodology of comparative education; and ongoing reforms in U.K. and Australian higher education. Contains 77 references. (Author/SV)

Published
1998

11. Multi-Media Systems in Adult Education; Twelve Project Descriptions in Nine Countries.

Author

International Central Inst. for Youth and Educational Television, Munich (West Germany)., Kyratonis, Dorothee, and Vonhoff, Renate

Abstract

Twelve multi-media adult education projects in nine countries are described in this 250-page book. The projects include England's Open University, Japan's Broadcast Correspondence High School and University of the Air, West Germany's Telecolleg, The Netherland's TELEAC, France's RTS-Promotion and Tele-CNAM, Poland's Politechnika Telewizyjna, and in the U.S., the Chicago TV College. The first section of the book outlines eight steps for building an efficient out-of-school instructional media project. The steps are: formulation of the educational problem, definition of the instructional objectives, definition of alternative media systems, identification of limiting conditions, evaluation of alternative media systems, planning the hardware and software, implementation of the project, and continuing evaluation and modification. Each of the case studies includes data about the background, organization, and current operation of each project. One of the case studies, Japan's Broadcast Correspondence High School, also includes data about costs. (MG)

Published
1971

12. Schools, People, & Money. The Need for Educational Reform. Final Report.

Author

President's Commission on School Finance, Washington, DC.

Abstract

This report presents proposals for action at every level of government and in every kind of institution that affects and comprises American elementary and secondary education. Part 1, Summary of Findings and Recommendations, deals only with the major issues. Part 2, The Commission's Final Report, contains 15 chapters, as follows: I. Introduction; II. Background; III. The Need for Reform; IV. Preeminence of State Government in Education; V. Full State Funding of Elementary and Secondary Education; VI. Strengthening State Administration of Education; VII. Saving the Inner City Schools; VIII. Toward Early Childhood Education; IX. The Public Interest in Nonpublic Education; X. Making the Educational System Accountable; XI. Relating Education to Career Needs; XII. Creating School Districts with Balanced Resources; XIII. Exploring Innovations and New Alternative; XIV. Asserting the National Interest in Education; and XV. Concluding Comments. Part 3 contains supplementary comments and dissents. Part 4 is comprised of nine appendixes, as follows: A. Executive Order Establishing Commission on School Finance; B. Listing of Organizations that Submitted Statements to Commission; C. Listing of Contractor and Commission Staff Studies (28 studies in 34 volumes); D. State Boards of Education and Chief State School Officers; E. Number of School Districts Operating Schools by State and Type of District; F. Relative Educational Need Index; G. Estimate of Pre-Primary Enrollment; H. Alternative Bases for Federal Incentive Grants for Full-State Funding; and I. Federal Funding of Report Recommendations. (DB)

Published
1972

13. Financing Higher Education: New Approaches, New Issues.

Author

Wagner, Alan

Abstract

New methods of financing higher education used in Australia, the United States, and the United Kingdom are summarized and compared. The paper concludes that while these approaches are designed to improve efficiency, realize specific outcomes, and leverage additional funds from other sources, they may have unanticipated, unintended, and, in some cases, adverse consequences. (MSE)

Published
1996

14. Training for Employment in Western Europe and the United States.

Author

Shackleton, J. R. and Shackleton, J. R.

Abstract

This book, which is designed for undergraduate-level students in economics and industrial relations, attempts to synthesize the literature in the field of training for employment in Western Europe and the United States. In part 1, the principles of human capital theory are used to explain many labor market phenomena in terms of rational choices made by individuals, households, and businesses. A range of possible market failures possibly requiring government intervention are listed, selected alternative economic theories of training are reviewed, and the political context of training policies is discussed. Part 2 presents case studies of the education and training systems of the United States, United Kingdom, Germany, and France and compares the U.S. and Western European education and training systems to the Japanese system. Examined in part 3 are the following issues: the relationship between education and work, training for the unemployed, and women and training. Concluding the book is a brief review of the following topics: productivity, skills, and qualifications; training and social policy; human capital theory and the individual; and governments, training, and education. Contains 64 figures/tables and 317 references.) (MN)

Published
1995

15. Dangerous Curves: An International Analysis of Participation Growth and Higher Education Policy in Seven Countries.

Author

van Vught, F. A.

Abstract

Higher education data from France, Germany, Japan, the Netherlands, Sweden, the United Kingdom, and the United States show continued increases in participation and in private funding. However, private funding is largely geared to money-generating research and service--not to teaching--refuting the notion that higher education can be increasingly funded privately. (SK)

Published
1995

16. Public Educational Expenditures in the United States: An Analytical Comparison with Other Industrialized Countries.

Author

Ram, Rati

Abstract

Compares U.S. public education expenditures with those in other industrialized countries. In terms of expenditure/GNP ratio, the United States' rank is medium. This fact provides no indication of education "underfunding" or "overfunding," as there is no cross-country correlation between expenditure/GNP and per capita income. The United States ranks high in K-12 expenditure per student. (MLH)

Published
1995

17. Understanding Educational Reform in Global Context: Economy, Ideology, and the State.

Author

Ginsburg, Mark B.

Abstract

This book presents a set of national case studies on educational reform of higher education that views reform as processes of ideological and social struggles. The titles and authors are as follows: "Educational Reform: Social Struggles, the State and the World Economic System" (Mark B. Ginsburg, et al.); "Restructuring Education and the State in England" (Henry D. R. Miller and Mark B. Ginsburg); "The Political Economy of Educational 'Reform' in Australia" (Susan L. Robertson and Roger R. Woock); "State Corporatism, Educational Policies, and Students' and Teachers' Movements in Mexico" (Carlos Alberto Torres); "The Scenario of the Spanish Educational Reform" (Sara Morgenstern de Finkle); "Ideological Pluralism in Nicaraguan University Reform" (Rolland G. Paulston and Susan Rippberger); "Shifts in Socioeconomic and Educational Policy in Tanzania: External and Internal Forces" (George E. Urch); "Perspectives of Educational Reform in Hungary" (Peter Darvas);"The State, Economic Crisis, and Educational Reform in Cote D'Ivoire" (N'Dri Therese Assie-Lumumba and Tukumbi Lumumba-Kasongo); "Educational Reform in New Zealand" (John Barrington); "Global Rhetoric, Local Policy: A Case Study of Israeli Education and Teacher Training" (Esther Gottlieb); "The Political Economy of School Reform in the United States" (Don T. Martin); and "Educational Reform, The State, and the World Economy: Understanding and Engaging in Ideological and Other Struggles" (Mark B. Ginsburg and Susan Cooper). All papers include notes and extensive references. (JB)

Published
1991

18. Higher Education in a Changing Economy.

Author

American Council on Education, Washington, DC., Hanson, Katharine, and Meyerson, Joel W.

Abstract

Three position papers, originally presented at a special symposium of economists and educators, are presented concerning the policy impact that the changing economic environment will have on colleges and universities in the financing of higher education in the United States. The position papers are: "The University and the Reemergence of Economic Individualism" (Lawrence B. Lindsey); "The U.S. Economy and Higher Education" (Richard S. Eckaus); and "Higher Education in a Changing Environment: Some Scholarly and Economic Imperatives" (Harold T. Shapiro). In addition, these papers are assessed and interpreted by several of today's recognized authorities in higher education. Their presentations and commentaries focus on the understanding of the relationship between the macroeconomy and higher education and in recognizing the need to begin preparing for necessary changes that will impact the economic (and academic) health of America's institutions of higher education. Contains 17 references. (GLR)

Published
1990

20. Needs, Expectations, and Responses: New Pressures on Higher Education.

Author

Fulton, Oliver

Abstract

Changing expectations of major groups affected by higher education (employers, consumers of research, young people, nontraditional student groups) are compared with broader political interpretations of community needs (equality, investment, other functions) in the context of experiences of Austria, Sweden, Japan, the United Kingdom, the United States, and West Germany. (MSE)

Published
1984

21. The Preference of Asian Overseas Students for the United States: An Examination of the Context.

Author

Cummings, William K. and So, Wing-Cheung

Abstract

Eight factors in Asian students' choice of U.S. study include improved political relations, increased Asian-American exchange, increased Asian immigration to the U.S., similarity in educational structure and content, the absorbtive capacity and quality of American higher education, complementarity of supply and demand, and opportunities for financial self-help. (Author/MSE)

Published
1985

22. Managing the American University.

Author

Gardner, David

Abstract

An overview is given of the American system of higher education, the government's role in it, its financing, demographics, and other issues significant to foreign college administrators. (MSE)

Published
1985

23. Response to Decline and to Change: The USA Experience.

Author

Kerr, Clark and Gade, Marian

Abstract

The variety of conventional and creative responses of U.S. higher education institutions to declining enrollments and related educational change is outlined, and the shift in the role of state governments in higher education is discussed. (MSE)

Published
1986

24. The Public/Private Division of Responsibility for Education: An International Comparison.

Author

James, Estelle

Abstract

Explores the great diversity of public and private support of education in various countries. Part I presents a theoretical model relating the relative size of the educational private sector to excess and heterogeneous demand. Part II applies this model to the United States, Japan, Holland, and India. Includes 18 references. (MLH)

Published
1987

25. The Financing of American Higher Education: A Bibliographic Handbook.

Author

Quay, Richard H. and Olevnik, Peter P.

Abstract

An annotated bibliography of more than 1,100 scholarly publications concerning the financing of American higher education during 1960-1981 is presented. The greatest emphasis is on works published in the last decade, including books, articles, reports, studies, and theses on paper or microform. The following topics representing financial concerns and questions are addressed: the political economy of American higher education; institutions, programs, and coalitions; human resources; and research, planning, and policy development. Specific topics include: higher education costs, benefits, and outcomes; federal and state aid; private philanthropy and fund raising; budgeting at the state and institutional levels; financial issues at private versus public institutions; financial issues affecting graduate and professional education; state master planning; faculty and staff compensation and benefits; faculty unions and collective bargaining; faculty workloads; tuition and student aid; physical plant operations; enrollment projections, price indexes and costs analysis; and retrenchment. In addition to the annotated entries, a foreword by John D. Millett, a list of additional sources of information, and a list of higher education financial data sources are provided, along with author and subject indexes. ERIC accession numbers are cited where applicable. (SW)

Published
1984

26. Income Distribution Policy in the United States [and] Discussion Paper.

Author

Organisation for Economic Cooperation and Development, Paris (France)., Okner, Benjamin A., and Rivlin, Alice M.

Abstract

The focus of this paper is inequality - primarily, income - inequality - in the United States and the historical-political context in which policies that affect inequality are being discussed. The first section gives a brief description of recent trends in the distribution of income in the United States, a picture whose most remarkable feature is the absence of change. The second section discusses the role of government in mitigating inequality and attempts to explain why the substantial increases in government programs, especially transfer programs, have not done more to change the distribution of income. The third section addresses another puzzling issue: why the equalization in educational attainment that occurred in recent years has not made the distribution of income more equal. The final section describes the current debate over equalization policies, the role of academic research in that debate, and some major choices among strategies for reducing inequality in the future. Discussants' comments on this paper are attached. One of the points made here is that, unless the whole life cycle of income and the transitory variation in time spent at work are taken into account the annual income distribution exaggerates substantially the more basic, persistent features of the existing income inequality in our society. Other issues addressed include the effects of education on income distribution, and notions of egalitarianism. (Author/AM)

Published
1974

27. Proceedings of Conference on: Economics of Higher Education: A Comparative Perspective of Policy and Dilemma (New York, New York, March 30, 1978).

Author

City Univ. of New York, NY. Graduate School. Center for European Studies. and Wasser, Henry

Abstract

Proceedings from a conference on the economics of higher education are presented. Following an introduction by Henry Wasser and opening remarks by Mina Rees, a paper by Gareth Williams is presented. In "The Buffer Under Pressure: An Examination of the British System of Financing Higher Education in Periods of Affluence and Stringency," it is concluded that channelling funds may be a more efficient and socially equitable way of deciding which institutions will prosper and which decline than a block system that treats all institutions in some sense equally. Comments by Harold Noah and Estelle James are presented. Ulrich Teichler's paper, "Higher Education and Employment in the Federal Republic of Germany: Trends and Changing Research Approaches from the Comparative Point of View," suggests that constant reflection on research trends is essential and would accord special attention to those research approaches that deliberately place national preoccupations and biases in question and suggests that comparative research is perhaps the more important approach. Comments by Herman A. Berliner, Thomas Prapas, and Barry Bressler are presented. Howard Bowen in "Institutional Costs in American Higher Education: Past Trends and Future Prospects," foresees the possibility that results on the benefit side of the cost-benefit equation in higher education might be achieved at lesser cost. Bowen is optimistic about the ability of higher education to keep its costs steady for periods of time. Comments by Robert Payton and Harold Hochman are included. (SW)

Published
1978

28. Universities and the International Distribution of Knowledge.

Author

Spitzberg, Irving, J. and Spitzberg, Irving, J.

Abstract

The role of the universities in the international distribution of knowledge is examined. An introduction by Irving J. Spitzberg, Jr. provides an overview of the volume. Part I: Analytical Context includes: "Universities and the New International Order: A Conceptual Analysis" (Spitzberg); "Knowledge as a Commodity: The Inequities of Knowledge Creation" (Budd L. Hall); and "The University as Center and Periphery" (Philip G. Altbach). Part II: Case Studies examines: "Maple Leaf, British Bough, American Branch: Canadian Higher Education in Developmental Perspective" (Edward Silva); "The Myth of Educational Planning: The Case of the Indochinese University, 1906-1938" (Gail P. Kelly); "Collective Scientific Self-Reliance: Possibilities and Limitations" (Thomas Eisemon, Yakov Rabkin, and Eva Rathgeber); and "The Growth of Social Science in East Africa: Notes on the Development of University-Based Knowledge" (David Court). Part III: Strategies for the Future includes: "Universities, International Organizations, and the Exploration of Alternative Futures for World Order" (John E. Fobes); "Notes on Enlightenment and Transnational Cooperation" (Spitzberg); and "Politics and Economics in the Third World University: Some Analytical Insights" (Mitchell Harwitz and Abraham Haspel). Among the several conclusions are: a research agenda must examine more case studies from the universities; research studies are needed on the role of particular universities in a variety of national settings in the generation and flow of knowledge concerning specific topic areas; further research is needed for constructing frameworks for investigating the distribution of knowledge; and more knowledge is needed on the universities as political institutions in their international and national context. Information on the authors and an index are provided. (LC)

Published
1980

29. The Economic Value of Higher Education. American Council on Education/Macmillan Series on Higher Education.

Author

Leslie, Larry L., Brinkman, Paul T., Leslie, Larry L., and Brinkman, Paul T.

Abstract

The economic value of higher education, whether it is a good investment, and ways that the value can be measured are described in this critical review of concepts and methods in the economics of higher education. Three parts form the structure of the book: (1) summary and stage setting; (2) the economic value of higher education: the classical tests; and (3) the economic value of higher education: the emergent social goals. The discussion includes findings about the economic effects on both private investors (individuals who make college investment decisions) and public policy makers (those who allocate funds for higher education). Issues covered include: contributions of education to the U.S. national economy; economic impact of colleges on their local communities; rates of return to higher education; effects of higher tuitions upon enrollments; equity effects of the combination of higher education financing and enrollment patterns; and effects of student financial aid. The findings of the book point to the significant economic value of higher education, locally and at the national level, for students, colleges themselves, and society as a whole. Data for documenting these issues are provided, as well as an extensive bibliography that contains 380 references and appendices that systematically describe the characteristics of hundreds of studies related to the economics of higher education. (LB)

Published
1988

30. Higher Education in International Perspective: A Survey and Bibliography.

Author

Altbach, Philip G. and Kelly, David H.

Abstract

International and comparative trends in higher education since the mid-1960s throughout the world are addressed in two essays, and a bibliography of some 7,000 works of higher education worldwide is presented. The essays were commissioned by the European Centre for Higher Education (CEPES), a decentralized unit of UNESCO. Philip G. Altbach's essay, "Perspectives on Comparative Higher Education: A Survey of Research and Literature," considers the emergence of higher education as a field of study, the research system and dissemination infrastructure, and research trends. Jan Kluczynski's essay, "Research on Higher Education in European Socialist Countries," considers education and socialism, educational planning and development, and research centers. Key topics of the bibliography are: higher education history, educational economics; statistics; policy and planning; institutional planning; academic profession; students; activism; student adjustment; student attitudes; foreign students; education for the professions; access and stratification; intercultural relations and development; university-society relations; theories of higher education; reform; research; law; governance and administration; comparative studies; teaching and curricular developments; and education and technology. For each topic, publications are identified on Africa, Asia, Australia and Micronesia, Europe, Latin America, Middle East and North Africa, and North America. (SW)

Published
1985

31. An Investigation into the Structure of Higher Education Funding.

Author

Brons, Reyer

Abstract

A discussion of the structure of higher education finance begins by establishing a framework for examining the flow of money between and among three parties: students (consumers), institutions (producers), and governments (sponsors). The financial flows between these parties are charted, and the use of the model to describe differences in the funding structures of different higher education systems is illustrated with the Netherlands and United States given as examples. Possibilities for the omission of one or more of the interrelationships between parties are examined. Criteria for judging funding structures are sought in institutional policy issues and stated goals. It is concluded that topics of current interest that may be helpful in bringing about changes in higher education funding include increasing participation, limiting costs, shifting attention from retention rate to success rate, the term of enrollment, and investment in the national knowledge infrastructure. 16 references. (MSE)

Published
1989

33. Do you speak my language? The effect of sharing a teacher's native language on student achievement.

Author

Seah, Kelvin K. C.

Subjects
NATIVE language, LANGUAGE teachers, ACADEMIC achievement, TEACHERS
Abstract

Using a data set from the United States that allows each student to be matched with two of his/her subject teachers, this study exploits variation in whether the student shares the same native language as the teacher across two academic subjects, within‐student, to identify the effect of assignment to a teacher of the same native language. The effect is examined separately for students who are native Spanish speakers and for students who are native English speakers. I find that, unconditional on teacher ethnicity, assignment to a native Spanish‐speaking teacher is associated with worse achievement for native Spanish‐speaking students in certain subjects. However, once differences in teacher ethnicity are controlled for, these negative effects disappear. For native English‐speaking students, assignment to a language‐congruent teacher has no impact on achievement. There is evidence that native language affinity could be an important mechanism through which student‐teacher ethnic interactions work. [ABSTRACT FROM AUTHOR]

Published
2021
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34. A critical look at methodologies used to evaluate charter school effectiveness.

Author

Ackerman, Matthew and Egalite, Anna

Subjects
SCHOOL choice laws, SCHOOLS, EDUCATIONAL standards, GOVERNMENT policy
Abstract

There is no consensus among researchers on charter school effectiveness in the USA, in part because of discrepancies in the research methods employed across various studies. Causal impact estimates from experimental studies demonstrate large positive impacts, but concerns about the generalizability of these results have prompted the development of alternative methodologies for estimating charter impacts. Considerable attention has been paid to non-experimental national charter school studies conducted by the Stanford Center for Research on Education Outcomes (CREDO). To reconcile conflicting findings in the charter school literature, this within-study analysis uses statewide data from Florida between 2001 and 2009, finding large differences in the estimated charter school effects for oversubscribed and undersubscribed schools. This helps explain why experimental studies often find charter impacts that are much larger than those reported by studies relying on non-experimental methods. [ABSTRACT FROM AUTHOR]

Published
2017
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35. The credits that count: how credit growth and financial aid affect college tuition and fees.

Author

Best, Katharina and Keppo, Jussi

Subjects
*UNIVERSITY tuition, *STUDENT financial aid, *SUPPLY & demand, *HIGHER education finance, *FEDERAL aid to higher education, *CONSUMER credit, *HIGHER education
Abstract

Using a two-stage least squares model, we build a macroeconomic model of supply and demand for US higher education as measured by enrollment. We find that college education benefits (e.g. relative earnings and employment level), credit factors (e.g. student loan amounts and household debt), and financial aid shift demand. Higher tuition prices increase the appeal of higher education for students but credit constraints put a barrier on demand growth. Tuition prices and debt levels are highly correlated, suggesting that students respond to higher tuition prices by borrowing. School's operating costs as well as tuition and non-tuition revenue drive supply. Schools can use tuition prices to signal quality, and relative demand-side price-in-elasticity allows them to raise prices. For the private institution sector alone, we see a higher level of consumer price sensitivity, with schools determining enrollment levels and adjusting tuition price accordingly. [ABSTRACT FROM PUBLISHER]

Published
2014
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36. Overeducation and earnings within an occupation: controlling for occupational heterogeneity of nurses.

Author

Rubb, Stephen

Subjects
*NURSES, *UNDEREMPLOYMENT, *NURSING education, *OCCUPATIONS, *NURSES' salaries, *JOB qualifications, *HIGHER education, *ADULTS, *ECONOMICS
Abstract

Using data from the 2004 National Sample Survey of Registered Nurses, the role of occupational heterogeneity in the standard overeducation–required–undereducation (ORU) earnings function introduced by Duncan and Hoffman [1981. The incidence and wage effects of overeducation. Economics of Education Review 1, no. 1: 75–86] is examined. The occupational category of nursing is subdivided into numerous (as many as 267) minor occupational categories in estimating the level of required education. If occupation heterogeneity impacts the ORU earnings function, the effects are likely small as estimates of the ORU earnings functions of nurses are similar to estimates found in other standard multi-occupation studies. Subdividing nursing into minor occupational categories has a tremendous impact on the measured incidences of overeducation, particularly as the number of occupational categories increases from 17 to 39. The results are analogous to findings in the literature which show that varying the measurement of required education has a sizeable impact on incidence levels and little impact on the ORU earnings functions. [ABSTRACT FROM AUTHOR]

Published
2014
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37. How do substitute teachers substitute? An empirical study of substitute-teacher labor supply

Author

Gershenson, Seth

Subjects
*TEACHERS, *LABOR supply, *PUBLIC schools, *PARAMETER estimation, *DECISION making, *EDUCATION policy, *EDUCATIONAL quality
Abstract

Abstract: This paper examines the daily labor supply of a potentially important, but often overlooked, source of instruction in U.S. public schools: substitute teachers. I estimate a sequential binary-choice model of substitute teachers’ job-offer acceptance decisions using data on job offers made by a randomized automated calling system. Importantly, this randomization generates exogenous variation in offer quality. I find that determinants of substitutes’ offer-acceptance decisions include the offer''s arrival time, commute time, day of week, classroom type, school type, and school quality. Interestingly, conditional on school quality student demographics do not significantly influence substitutes’ decisions. Longer and higher paying full-day jobs are preferred to half-day jobs, although conditional on daily pay, job length does not significantly impact daily labor-supply decisions. Preferences for several job characteristics are found to vary with substitutes’ regular-teacher certification status. Policy implications of these findings are discussed. [Copyright &y& Elsevier]

Published
2012
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38. DEMAND ELASTICITIES FOR HIGHER EDUCATION IN THE UNITED STATES.

Author

Hamadeh, Mohamad and Khoueiri, Roy

Subjects
TUITION, COLLEGE costs, SCHOOL enrollment management, EDUCATION policy, UNITED States education system, EDUCATION & economics, HIGHER education
Abstract

The article presents a study on the impact of tuition fees of public and private institutions for higher education on the enrollment in public and private colleges in the U.S. from 1964 to 2005. Sources of which various data such as enrollment, unemployment and wages were obtained are cited. The study reveals that the raise in tuition fees is directly proportional to the increase of private institutions' revenues and that prices and income elasticities are higher for public institutions.

Published
2010

39. Religious penalty in the U.S. News & World Report college rankings.

Author

Baumann, RobertW., Chu, DavidK.W., and Anderton, CharlesH.

Subjects
*HIGHER education, *RANKING, *COLLEGE administrators, *CURRICULUM, *EDUCATION research, *DISCRIMINATION in education
Abstract

Since its debut in 1983, the U.S. News & World Report College Guide has become the premier 'consumer report' of higher education. We find that peer assessment, which is the largest component of the U.S. News & World Report ranking function, contains a penalty for religiously affiliated schools that is independent of the other U.S. News & World Report variables and several proxies for quality. Possible explanations of the religious penalty include taste-based discrimination, perceived differences in the quality of the curriculum, and strategic voting by college administrators. [ABSTRACT FROM AUTHOR]

Published
2009
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40. Can’t get there from here: The decision to apply to a selective college

Author

Griffith, Amanda L. and Rothstein, Donna S.

Subjects
*LOW-income college students, *COLLEGE applications, *EDUCATION & economics, *EDUCATIONAL surveys, *SCHOOL choice, *DECISION making
Abstract

Abstract: In an attempt to increase applications from low-income students, some selective 4-year colleges are developing programs to target and attract low-income students. However, relatively little research has looked at factors important in the college application process, and in particular, how these factors differ for low-income students. This paper uses data from the National Longitudinal Survey of Youth 1997 (NLSY97) to analyze factors influencing students’ college application decisions, with a focus on the decision to apply to a selective 4-year college. We hypothesize that distance from a student''s home to selective colleges may play a role in the application decision and differentially impact low-income students. Our results suggest that distance does matter, although the effects do not vary by family income level. [Copyright &y& Elsevier]

Published
2009
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41. Mission matters: The cost of small high schools revisited

Author

Stiefel, Leanna, Schwartz, Amy Ellen, Iatarola, Patrice, and Chellman, Colin C.

Subjects
*EDUCATIONAL finance, *HIGH schools, *RESOURCE allocation, *FEDERAL government, *EDUCATIONAL change, *EDUCATION & economics, *SCHOOLS
Abstract

Abstract: With the financial support of several large foundations and the federal government, creating small schools has become a prominent high school reform strategy in many large American cities. While some research supports this strategy, little research assesses the relative costs of these smaller schools. We use data on over 200 New York City high schools, from 1996 through 2003, to estimate school cost functions relating per pupil expenditures to school size, controlling for school output and quality, student characteristics, and school organization. We find that the structure of costs differs across schools depending upon mission—comprehensive or themed. At their current levels of outputs, themed schools minimize per pupil costs at smaller enrollments than comprehensive schools, but these optimally sized themed schools also cost more per pupil than optimally sized comprehensive schools. We also find that both themed and comprehensive high schools at actual sizes are smaller than their optimal sizes. [Copyright &y& Elsevier]

Published
2009
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42. Immigration and its effect on the college-going outcomes of natives

Author

Neymotin, Florence

Subjects
*SAT (Educational test), *EDUCATION & economics, *HUMAN capital, *COLLEGE applications, *HIGH school students, *LONGITUDINAL method, *ALGORITHMS, UNITED States emigration & immigration
Abstract

Abstract: In this paper, I analyze immigration''s effect on the SAT-scores and college application patterns of high school students in California and Texas. The student-level dataset used is longitudinal in nature and is matched via a unique algorithm to the Census 2000 summary tabulation files to determine immigration at the local census-place level. The Census measure of immigration developed here is extremely specific and improves upon existing immigration measures. Using empirical strategies to account for issues of selection, this essay''s main finding is that the 1990s immigration did not harm, and possibly benefited the student outcomes of U.S. citizens. [Copyright &y& Elsevier]

Published
2009
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43. Gains in standardized test scores: Evidence of diminishing returns to achievement

Author

Driscoll, Donna, Halcoussis, Dennis, and Svorny, Shirley

Subjects
*TEST scoring, *ECONOMIES of scale, *ACADEMIC achievement
Abstract

Abstract: In many states, standardized tests are used to hold schools accountable for student academic achievement. To motivate improvement in test scores, financial awards are given to teachers and administrators in schools that show the greatest gains. However, failure to adjust for initial conditions may put awards out of the reach of some schools and fail to produce the desired incentives. In this paper, we examine factors that influence gains in test scores using school-level data from California (1999–2003). We find evidence that validates the existing California award system—test scores improved the most for weak schools. [Copyright &y& Elsevier]

Published
2008
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44. Incentives and effort in the public sector: Have US education reforms increased teachers’ work hours?

Author

Stoddard, Christiana and Kuhn, Peter

Subjects
*EDUCATIONAL change, *EDUCATIONAL law & legislation, *EDUCATIONAL innovations
Abstract

Abstract: Beyond some contracted minimum, salaried workers’ hours are largely chosen at the worker''s discretion and should respond to the strength of contract incentives. Accordingly, we consider the response of teacher hours to accountability and school choice laws introduced in US public schools over the past two decades. Total weekly hours of full-time teachers have risen steadily since 1983 by about an hour, and after-school instructional hours have increased 34 percent since 1987. Average hours and the rate of increase also vary widely across states. However, after accounting for a common time trend in hours, we find no association between the introduction of accountability legislation and the change in teacher hours. Education reforms are, however, associated with an increase in student test scores, presumably due to other types of changes in school and teacher behavior. [Copyright &y& Elsevier]

Published
2008
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45. Schooling and test scores: A mother-natural experiment

Author

Marcotte, Dave E.

Subjects
*TEST scoring, *SCHOOL attendance, *EDUCATION
Abstract

Abstract: In the economics of education, no task has been more important or more difficult than identifying the relationship between school inputs and student performance. The literature on this topic has reached little resolution, largely owing to the endogeneity of school resources. In this paper I examine the effect of a vital but little studied component of the education production function: instructional time. To identify the impact of schooling on test scores I make use of the fact that variation in winter weather made non-trivial differences in the number of school days students received prior to taking the Maryland School Performance Assessment Program (MSPAP) exams. I find evidence that students who took exams in years with heavy snowfall performed significantly worse than their peers in the same school who took MSPAP exams in other years. I also find that performance in a subject with relatively inflexible curricula (mathematics) and students in earlier grades were most affected by snow. Both of these findings are consistent with the interpretation that education inputs in the form of instructional days improve students’ test scores. [Copyright &y& Elsevier]

Published
2007
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46. Smoothing the transition to college? The effect of Tech-Prep programs on educational attainment

Author

Cellini, Stephanie Riegg

Subjects
*HIGH schools, *COMMUNITY colleges, *HIGH school students
Abstract

Abstract: By promoting articulation agreements between high schools and community colleges, Tech-Prep programs aim to smooth the transition to college for the middle majority of US high school students. This paper employs a family fixed effects approach to assess the effectiveness of Tech-Prep programs in increasing educational attainment. Using data from six rounds of the 1997 NLSY and controlling for both selection and within-family spillovers, I find that Tech-Prep programs help participants complete high school and encourage enrollment in two-year colleges. On the other hand, these gains come at the expense of four-year college enrollment, suggesting that Tech-Prep programs may divert students from four-year to two-year colleges in the years immediately following high school. While Tech-Prep programs appear to increase overall educational attainment, they may be falling short of their goal of promoting college enrollment among the middle majority. [Copyright &y& Elsevier]

Published
2006
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47. Cohort changes in the transition from school to work: Evidence from three NLS surveys

Author

Bacolod, Marigee and Joseph Hotz, V.

Subjects
*SCHOOL-to-work transition, *YOUNG adults, *LABOR supply, *WAGES
Abstract

Abstract: This study examines the changes in the school-to-work transition of young adults in the United States over the latter part of the twentieth century. Their transition is portrayed using data from National Longitudinal Surveys of Young Women, Young Men, and Youth 1979. In general, we find that indicators of educational attainment, working while in school and non-school related work increased across cohorts for almost all racial/ethnic and gender groups. This was especially true for young women. Furthermore, various indicators of personal and family backgrounds changed in ways consistent with an improvement across cohorts in the preparation of young men and women for their attainment of schooling and work experience and their success in the labor market. The one exception to this general picture of improvement across cohorts was Hispanic men, who experienced a notable decline in educational attainment and in a variety of personal and family background characteristics. With respect to hourly wage rates, we find that wages over the ages 16 through 27 declined across cohorts. However, the rate of growth of wages with age, particularly over adult ages, increased across cohorts, except Hispanic men. Our findings highlight the need for accounting for the endogeneity and selectivity of early skill acquisition. [Copyright &y& Elsevier]

Published
2006
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48. Relative Success? Determinants of College Graduation Rates in Public and Private Colleges in the U.S.

Author

Scott, Marc, Bailey, Thomas, and Kienzl, Greg

Subjects
*PUBLIC universities & colleges, *COLLEGE attendance, *ASSESSMENT of education, *HIGHER education, *REGRESSION analysis, *PUBLIC finance, *SCHOOL administration, *STATISTICAL correlation
Abstract

Amid growing criticism of public universities, there is little discussion of what appropriate institutional evaluation would entail. Six-year graduation rates are commonly used, and public bachelors granting institutions have lower rates than private institutions, but with the growth in non-traditional college attendance, these can be misleading. We develop a regression analysis as a way to evaluate institutions serving vastly different populations. We do this with a dataset constructed from publicly available sources and focus on the evaluation of public colleges. We show that public colleges are able to do more with less: our models suggest that with equivalent resources and student populations, public schools would graduate a slightly larger percentage of students than privates. Since financial resources come from very different sources, we evaluate this finding closely. [ABSTRACT FROM AUTHOR]

Published
2006
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49. Academic choice behavior of high school students: economic rationale and empirical evidence

Author

Zietz, Joachim and Joshi, Prathibha

Subjects
*HIGH school students, *EDUCATION, *HIGH schools
Abstract

Abstract: This study examines the determinants of US students’ choice of alternative programs of study in high school. An explicit theoretical framework grounded in optimizing behavior is derived. The empirical work is based on the National Longitudinal Survey of Youth 1997. The set of variables include student and family characteristics, peer behavior, and students’ involvement in work outside the school. The estimation results confirm the theoretical predictions. They suggest that academic aptitude, pre-high school academic performance, and lifetime consumption goals as driven by peer pressure and family background are by far the most important determinants of program choice. [Copyright &y& Elsevier]

Published
2005
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50. Blocking student performance in high school?

Author

Hughes Jr, Woodrow W.

Subjects
*BLOCK scheduling (Education), *HIGH schools, *PERFORMANCE
Abstract

Block schedules have been used in several different high schools in various areas of the United States. Reasons for their use vary from better preparing students for college work to fewer disruptions of the school day. Several studies have examined the impact of changing from a semester system to a block system on the academic performance in specific areas with varying results. This paper examines the impact of a change of schedule on overall academic performance as measured by a student’s Grade Point Average. This study indicates that for the specific case studied, the change in systems did have a positive effect on performance. [Copyright &y& Elsevier]

Published
2004
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