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The Political Economy of Education provides academically rigorous yet clear explanations of the economics and politics driving today's educational systems and how economists analyze them. The book covers a host of topics central to teaching about education and crucial to educational policy. These include how to use the tools of economic and political theory to take critical measure of education's role in social mobility and economic growth, whether good teachers can overcome social class and race achievement gaps, the effectiveness of early childhood and vocational education, and debates on school accountability and whether increasing spending on schooling improves quality. The book also explores worldwide changes in higher education, especially massification and increased stratification and privatization. Written for upper undergraduate and graduate students in economics, public policy, and education and packed with real-world examples, this is an essential text for anyone interested in gaining fresh and international perspectives on education.

Cover -- Half Title -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Dedication -- Table of Contents -- Acknowledgements -- Introduction: A Strategy for a New Economy -- PART I The American Setting -- Chapter 1: The American Economy: Is This All There Is? -- PART II Corporations and Capital -- Chapter 2: Public Ownership -- Chapter 3: Democratic Control of Investment- with Marc Weiss -- Chapter 4: Democratizing the Work Place -- Chapter 5: A Democratic Technology -- Chapter 6: Controlling the Corporation -- PART III Inflation, Unemployment, and Welfare -- Chapter 7: Inflation and Employment -- Chapter 8: What Kind of Welfare State? -- PART IV Can It Happen Here? -- Chapter 9: A Different View of the 1970s -- Chapter 10: Building a Movement in the 1980s -- Notes -- Resources on Economic Democracy -- Index.

Martin Carnoy clarifies the important contemporary debate on the social role of an increasingly complex State. He analyzes the most recent recasting of Marxist political theories in continental Europe, the Third World, and the United States; sets the new theories in a context of past thinking about the State; and argues for the existence of a major shift in Marxist views. Originally published in 1984. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton Un

Intro -- Contents -- Preface -- 1 Our Work in a Changing Economy -- 2 New Technology and Job Markets -- 3 The Transformation of Work in the New Global Economy -- 4 The New Family and Flexible Work -- 5 Redefining Community in a Flexible Economy -- 6 Sustaining the New Economy -- References -- Index.

Stanford education professor Martin Carnoy examines four main critiques of how international tests results are used in policymaking. Of particular interest are critiques of the policy analyses published by the Program for International Student Assessment (PISA). Using average PISA scores as a comparative measure of student achievement is misleading for a number of reasons, Carnoy maintains: Students in different countries have different levels of family academic resources; The larger gains reported on the TIMSS, which is adjusted for different levels of family academic resources, raise questions about the validity of the PISA results when used for international comparisons. PISA test score error terms are "considerably larger" than the testing agencies acknowledge, making the country rankings unstable. The Shanghai educational system is held up as a model for the rest of the world on the basis of non-representative data. Of further concern is the conflict of interest arising from the Organization for Economic Cooperation and Development (which administers the PISA) and its member governments acting as a testing agency while simultaneously serving as data analyst and interpreter of results for policy purposes. Carnoy considers the critiques within a discussion of the underlying social meaning and education policy value of international comparisons in general. He describes why using average national math scores as predictors of future economic growth is problematic, and points out that using scoring data in this manner has limited use for establishing education policy because causal inferences can not be meaningfully drawn. Finally, Carnoy explores the relevance of nation-level test score comparisons among countries such as the United States with diverse and complex education systems. The differences between states in the U.S. are, for example, so large that employing U.S. state-level test results over time to examine the impact of education policies would be more useful and interesting than using combined U.S. data. Despite valid critiques of international test result comparisons, Carnoy argues that the comparisons will neither go away nor stop being inappropriately used to shape educational policy. He concludes with five policy recommendations to reduce the misuse of testing data.

This paper reviews the various elements that enter into the relation between higher education expansion and income distribution. Contrary to the prevailing ideology, the paper suggests that under certain conditions the mass expansion of higher education can contribute to greater income inequality. These conditions are related to three important variables not usually considered in the education-income distribution model: rising returns to university education relative to secondary and primary education, decreasing public spending differences between higher and lower levels of education, and increasing spending differences between elite and mass universities. All three appear to be increasingly common features of educational expansion in developing countries, including large ones such as China, Russia, Brazil, and India, although researchers are just beginning to observe such changing patterns of spending within higher education systems. The paper discusses the role that such payoffs and government education spending patterns can play in contributing to changes in income distribution using suggestive data from the developing countries.