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Cover -- Title Page -- Copyright Page -- Contents -- 1. The Economic Approach to Education -- 2. The Demand for Education -- 3. Education as A Personal Investment -- 4. Education as A Social Investment -- 5. Education and Economic Growth -- 6. The Manpower Approach -- 7. Efficiency in Educational Provision -- 8. Migration and Education -- 9. The Financing of Education -- 10. The Relevance of Economics to Education -- Index

Cover -- Contents -- List of Figures -- List of Tables -- General Editors' Preface Bruce Maxwell and Lauren Bialystok -- Introduction Álvaro Choi -- 1 Mapping the Field: The Golden Age of a Young Discipline Álvaro Choi -- 2 Purposes of Education: The Iterative 5D Model for Sustainable Improvement of Educational Quality Chris van Klaveren and Ilja Cornelisz -- 3 Curriculum: Exposure to Mathematics in Secondary Education and Its Economic Benefits-The Role of Mathematics Achievement, Attitudes, and Self-Beliefs Francesca Borgonovi and Alessandro Ferrara -- 4 Schools and Education Systems: How Costs and Production Technologies Influence the Structure of Provision Geraint Johnes -- 5 Learning and Human Development: Educational Achievement-Its Determinants and Long-Term Effects Silvia Granato, Enkelejda Havari, and Sylke V. Schnepf -- 6 Teaching and Teacher Education: What We Know, Who Enters, Stays in, and Thrives in the Classroom Seth Gershenson -- 7 Assessment and Evaluation: The Uses and Misuses of Test-Based Assessments Helen F. Ladd and Edward B. Fiske -- List of Contributors -- Index.

Intro -- Copyright -- Content -- Economics of education: Policies and effects -- Long-term effects of early childhood care and education* -- Comment on Ruhm and Waldfogel: Long-term effects of early childhood care and education* -- Recruiting, retaining, and creating quality teachers -- Comment on Jackson: Recruiting, retaining, and creating quality teachers -- On the margin of success? Effects of expanding higher education for marginal students* -- Comment on Öckert: On the margin of success? Effects on expanding higher education for marginal students -- Gender differences in education* -- Comment on Pekkarinen: Gender differences in education -- Educating children of immigrants: Closing the gap in Norwegian schools* -- Comment on Bratsberg, Raaum and Røed: Educating children of immigrants: Closing the gap in Norwegian schools -- The effects of education on health and mortality* -- Comment on Mazumder: The effects of education on health and mortality.

In estimating the forward ;elation of educ'al planning to SE development, the following stages are necessary: (1) making projections of the future size & age composition of the pop & the movement of the economy; (2) turning the econ data into requirements re diff occup's; (3) converting the occup'al data into its educ 'al component; (4) forecasting the scholastic measures required to produce these educ'al characteristics; (5) determining the optimum relation which should exist between the diff sectors of the educ'al system; (6) studying the likely results of alternative technologies of teaching; (7) forecasting the required flow between the levels, on alternative pedagogical standards & selection criteria; (8) studying the likely results of alternative technologies of teaching; (9) establishing what elements have to be maintained or introduced into the educ'al system to exploit fully the `external economies' flowing from investment in educ, (such as res, the development of elites & innovators, the formation of stable responsible Mc's, & the promotion of managerial, entrepreneurial, & soc skills in the pop); (10) assessing & comparing the unit costs of diff types of educ'al technology & means of developing the educ'al system. Such projections & surveys must be seen against a pattern of norms derived from experience & country studies, among them: (A) the % of GNP devoted to educ both globally & by sectors; (B) the % of public revenue so spent; (C) the % of public investment made in educ & its diff sectors; (D) the % of investment in educ & its diff sectors as compared with overall investment; (E) the % of the pop enrolled at the diff educ'al levels; (F) the same % corrected in the light of information re attendance, & (G) the % of the student pop receiving instruction in diff levels & types of educ. Little has been done so far to construct a series of actual & possible norms of the kind indicated, but progress is being made as statistics & reports by survey missions grow. The final educ'al plan must be feasible pedagogically, must attempt to 'optimize' the contribution of educ to SE development, & must show the necessary priorities between its sectors, as well as its priorities in the country's overall plan. It must also give a timetable for carrying it into effect, & contain a sufficient area of maneouver so that it can be reviewed periodically & adjusted. Modified AA.