Schools and the Equal Opportunity Problem. CESifo Seminar Series

Sonst. Personen	Woessmann, Ludger (Hrsg.); Peterson, Paul E. (Hrsg.)
Titel	Schools and the Equal Opportunity Problem. CESifo Seminar Series
Quelle	(2007), (344 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-262-23257-9
Schlagwörter	Equal Education; Educational Policy; Educational Change; Educational Opportunities; Educational Equity (Finance); Foreign Countries; Economically Disadvantaged; School Choice; Testing; Peer Influence; Family Income; Socioeconomic Status; Track System (Education); Human Capital; Public Schools; Private Schools; Elementary Secondary Education; United States; Europe; United Kingdom; Germany; Sweden; Italy + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsreform; Bildungsangebot; Bildungschance; Ausland; Choice of school; Schulwahl; Testdurchführung; Testen; Familieneinkommen; Socio-economic status; Sozioökonomischer Status; Leistungsgruppe; Leistungsdifferenzierung; Humankapital; Public school; Öffentliche Schule; Private school; Privatschule; USA; Europa; Großbritannien; Deutschland; Schweden; Italien
Abstract	Leading researchers from the United States and Europe report on new findings on the effect of education on equal opportunity, using economic and statistical techniques to assess the results of education policy reform in countries including the United States, Britain, Sweden, Germany, and Italy. Much educational research today is focused on assessing reforms that are intended to create equal opportunity for all students. Many current policies aim at concentrating extra resources on the disadvantaged. The state-of-the-art research in Schools and the Equal Opportunity Problem suggests, however, that even sizeable differential spending on the disadvantaged will not yield an equality of results. In this CESifo volume, leading scholars from the United States and Europe use the tools of economics to assess the outcome of efforts to solve education's equal opportunity problem in a range of countries, including the United States, Britain, Germany, Sweden, and Italy. The evidence shows some routes for advancement--testing with high performance standards, for example, and well-designed school choice--but also raises considerable doubts about whether many current school policies are effective in dramatically altering the opportunity structure. The evidence presented also calls into question the idea that causal peer effects are very strong. The contributors examine such topics as the link between education and parental income, the problematic past research on peer effects, tracking, the distribution of educational outcomes, human capital policy aimed at disadvantaged students, and private/public school choice. The research suggests that achieving universal primary and secondary education is both urgently needed and feasible. Will the international community commit the necessary economic, human, and political resources? The challenge, say the editors, is "as inspiring and formidable... as any extraterrestrial adventures--and far more likely to enrich and improve life on earth." (As Provided).
Anmerkungen	MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 800-405-1619; Tel: 617-253-5646; Fax: 617-253-1709; e-mail: mitpress-orders@mit.edu; Web site: https://mitpress.mit.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01