Volumes have been written about the value of more and better
education. But is there sufficient evidence to support the commonly
held belief that we, as individuals and as a community, should be
investing more in education?
This book explores that question in unprecedented detail,
drawing on empirical evidence from an impressive array of sources.
While much of the focus is on the educational system in the United
Kingdom, the book offers lessons of international applicability. A
state-of-the-art compendium on education policy and its impact on
educational attainment, the book examines numerous large-scale data
sources on individual pupils and schools.
The questions the book considers are far-ranging: How much do
teachers matter for children's educational attainment? What payoff
do people get from acquiring more education when they enter the
labor market? How well do education systems function to provide
employers with the skills they want?
The book concludes by issuing some strong policy
recommendations and offering an evaluation of what does and does
not work in improving educational attainment. The recommendations
address such issues as school effectiveness, education financing,
individual investment in education, government education
initiatives, higher education, labor market rewards, and lifelong
learning.
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