Does money matter? : the effect of school resources on student achievement and adult success
Does money matter? : the effect of school resources on student achievement and adult success
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钱重要吗？
DOI：
10.2307/2655116
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发表时间：
1997
期刊：
影响因子：
--
通讯作者：
Gary T. Burtless
中科院分区：
文献类型：
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作者：
Gary T. Burtless
许多人认为，美国的教育只有通过向全国学校注入大量新资源才能得到改善。另一些人发现，没有证据表明支出的大幅增加会导致教育绩效的改善。额外的学校资源真的有什么不同吗？关于这个问题的证据提供了一个惊人的悖论。许多分析家发现，额外的学校资源在提高学生成绩方面发挥的作用微不足道，而孩子们在学校。然而，许多经济学家收集的数据显示，与那些在资源有限的学校接受教育的孩子相比，那些在资金充足的学校接受教育的学生长大后在就业市场上更有成功的机会。例如，在学生与教师比例较低、教育程度较高的学校上学的孩子，成年后的工资似乎比在较贫困学校上学的孩子高。本书是根据布鲁金斯会议编写的，汇集了来自不同学科的学者，讨论了学校资源与教育和经济成果之间联系的证据。除了编辑加里·伯特利斯外，撰稿人还包括罗切斯特大学的埃里克·哈努舍克、芝加哥大学的詹姆斯·赫克曼、加州大学圣地亚哥分校的朱利安·贝茨、哈佛大学的理查德·默南、芝加哥大学的拉里·赫奇斯、和克里斯托弗·詹克斯，西北大学。
Many believe that American education can only be improved with a sizable infusion of new resources into the nation's schools. Others find little evidence that large increases in spending lead to improvements in educational performance. Do additional school resources actually make any difference?The evidence on this question offers a striking paradox. Many analysts have found that extra school resources play a negligible role in improving student achievement while children are in school. Yet many economists have gathered data showing that students who attend well-endowed schools grow up to enjoy better job market success than children whose education takes place in schools where resources are limited. For example, children who attend schools with a lower pupil-teacher ratio and a better educated teaching staff appear to earn higher wages as adults than children who attend poorer schools.This book, which grew out of a Brookings conference, brings together scholars from a variety of disciplines to discuss the evidence on the link between school resources and educational and economic outcomes. In a lively exchange of views, they debate whether additional spending can improve the performance of the nation's schools.In addition to editor Gary Burtless, the contributors include Eric Hanushek, University of Rochester; James Heckman, University of Chicago; Julian Betts, University of California, San Diego; Richard Murnane, Harvard University; Larry Hedges, University of Chicago; and Christopher Jencks, Northwestern University.Dialogues on Public Policy