"In a fascinating saga employing forensic tools of statistical analysis, interviews, and classroom observation, Martin Carnoy is able to pierce the mystery of how economically impoverished Cuba academically outperforms the rest of Latin America. The results of his detective work provide valuable insights to those who are preoccupied with raising student achievement in the United States."--Harry M. Levin, Teachers College, Columbia University
"Small, personalized schools staffed by highly trained teachers offering a child-centered education. Long-term relationships between teachers and students. A coherent curriculum organized for conceptual understanding. Strong leadership from principals who focus on instruction and support teacher collaboration. These features of Cuba's educational system sound like the list of reforms that are constantly being urged by educational reformers in the United States. The difference is that in Cuba, these practices have become virtually universal. This powerful book describes the policy system that has created one of the most effective and equitable school systems in the Americas, and provides compelling data from quantitative analyses and vivid observations of schools and classrooms that illustrate how it works. Everyone interested in improving education should read this book."---Linda Darling-Hammond, Stanford University

When it comes to the issue of US education reform, hopeful politicians, liberal and conservative alike, have long touted the promises of 'standards-based accountability'. But do accountability based reforms actually work? What happens when they encounter the formidable challenge of the comprehensive high school? The New Accountability explores the current wave of assessment-based accountability reforms at the high school level in the United States.

"Standard-based accountability" has become a consistent buzzword emanating from the mouths of hopeful politicians-liberal and conservative-for almost twenty years. But does accountability work? The New Accountability explores the current wave of assessment-based school accountability reforms, which combine two traditions in American education-public accountability and student testing.

Is there really a discernable difference between the education provided by public and private schools? Is it true, as advocates of voucher plans assert, that market driven education results in improved educational practice, greater parental involvement, and heightened student achievement? Not necessarily.

Through advocates of school privatisation have, in the past, produced compelling evidence to support their claims of private school superiority and campaigned for state voucher programs, other, equally compelling, studies have repeatedly shown that socio-economics plays the defining role in determining student achievement

Straightforward and authoritative, All Else Equal, challenges us to reconsider vital policy decisions and rethink the issues facing our current educational system.

The effects of globalization have long been dealt with in terms of economic and technological consequences, but what about the influence on education? Though still not a precise concept, what we understand as globalization is bringing forth numerous and profound changes in the economic, cultural, and political life of nations. With increased opportunities for interaction and learning, education around the world is rapidly becoming transformed. The essays contained in this comprehensive yet readable book, strive to provide a thorough examination of the impact these changes are having on how education is defined, whom it serves, and how it is assessed around the world. Globalization and Education is organized into three sections. The first addresses conceptual and theoretical issues underlying such notions as globalization, internationalization, and multilateralism. The second presents empirical data from various contries and provides examples of shifts and transformations within a specific level or modality of the educational system. The third looks at the totality of educational changes taking the nation as the unit of analysis.

This book is a discussion of and an argument for alternatives to the present structure of production in the United States-alternatives that would change the control of capital and how it is used. First published 1980, Carnoy and Shearer discuss the economic problems facing the 1980s and argue for a strategy to transform capital from corporations to the public. A book that remains relevant in today's political economic climate, this title is ideal for students of economics and politics, as well as general readers interested in past and present economic problems and potential solutions.

This book is a discussion of and an argument for alternatives to the present structure of production in the United States-alternatives that would change the control of capital and how it is used. First published 1980, Carnoy and Shearer discuss the economic problems facing the 1980s and argue for a strategy to transform capital from corporations to the public. A book that remains relevant in today's political economic climate, this title is ideal for students of economics and politics, as well as general readers interested in past and present economic problems and potential solutions.

Over the past fifty years, new theoretical approaches to comparative and international education have transformed it as an academic field. We know that fields of research are often shaped by "collectives" of researchers and students converging at auspicious times throughout history. Part institutional memoir and part intellectual history, Transforming Comparative Education takes the Stanford "collective" as a framework for discussing major trends and contributions to the field from the early 1960s to the present day, and beyond. Carnoy draws on interviews with researchers at Stanford to present the genesis of their key theoretical findings in their own words. Moving through them chronologically, Carnoy situates each work within its historical context, and argues that comparative education is strongly influenced by its economic and political environment. Ultimately, he discusses the potential influence of feminist theory, organizational theory, impact evaluation, world society theory, and state theory on comparative work in the future, and the political and economic changes that might inspire new directions in the field.

This text discusses the economic, social and political implications of redirecting labour and capital from a military-based to a post-Cold War economy.

This is a study of higher education in the world's four largest developing economies--Brazil, Russia, India, and China. Already important players globally, by mid-century, they are likely to be economic powerhouses. But whether they reach that level of development will depend in part on how successfully they create quality higher education that puts their labor forces at the cutting edge of the information society.
Using an empirical, comparative approach, this book develops a broad picture of the higher education system in each country in the context of both global and local forces. The authors offer insights into how differing socioeconomic and historic patterns of change and political contexts influence developments in higher education. In asking why each state takes the approach that it does, this work situates a discussion of university expansion and quality in the context of governments' educational policies and reflects on the larger struggles over social goals and the distribution of national resources.

Over the past fifty years, new theoretical approaches to comparative and international education have transformed it as an academic field. We know that fields of research are often shaped by "collectives" of researchers and students converging at auspicious times throughout history. Part institutional memoir and part intellectual history, Transforming Comparative Education takes the Stanford "collective" as a framework for discussing major trends and contributions to the field from the early 1960s to the present day, and beyond. Carnoy draws on interviews with researchers at Stanford to present the genesis of their key theoretical findings in their own words. Moving through them chronologically, Carnoy situates each work within its historical context, and argues that comparative education is strongly influenced by its economic and political environment. Ultimately, he discusses the potential influence of feminist theory, organizational theory, impact evaluation, world society theory, and state theory on comparative work in the future, and the political and economic changes that might inspire new directions in the field.

Through a comparative analysis of educational theory and practice, this analytic overview illuminates the larger economic and political changes occurring in five peripheral countries--China, Cuba, Tanzania, Mozambique, and Nicaragua--commonly viewed as in transition to socialism. Current political patterns and leadership in these countries have emerged in the context of predominantly agricultural, industrially underdeveloped economies. Each state has played a major role in social transformation, relying on the educational system to train, educate, and socialize its future citizens. Discussing the similarities and differences among these states, the authors show the primacy of politics and the interaction of material and ideological goals in the process of social transition, and how shifting policies reflect and are reflected in educational change. This collection first examines critical analyses of education in capitalist societies, both industrialized and peripheral, and explores the utility of those perspectives in the political and educational conditions of the countries under study. Together these essays offer the first systematic explanation of how and why education in socialist countries undergoing rapid change differs from education in developing capitalist countries. Contributions to the study were made by Mary Ann Burris, Anton Johnston, and Carlos Alberto Torres.

Originally published in 1990.

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 University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

"In a fascinating saga employing forensic tools of statistical analysis, interviews, and classroom observation, Martin Carnoy is able to pierce the mystery of how economically impoverished Cuba academically outperforms the rest of Latin America. The results of his detective work provide valuable insights to those who are preoccupied with raising student achievement in the United States."--Harry M. Levin, Teachers College, Columbia University
"Small, personalized schools staffed by highly trained teachers offering a child-centered education. Long-term relationships between teachers and students. A coherent curriculum organized for conceptual understanding. Strong leadership from principals who focus on instruction and support teacher collaboration. These features of Cuba's educational system sound like the list of reforms that are constantly being urged by educational reformers in the United States. The difference is that in Cuba, these practices have become virtually universal. This powerful book describes the policy system that has created one of the most effective and equitable school systems in the Americas, and provides compelling data from quantitative analyses and vivid observations of schools and classrooms that illustrate how it works. Everyone interested in improving education should read this book."---Linda Darling-Hammond, Stanford University

In an updated new edition of this classic work, a team of highly respected sociologists, political scientists, economists, criminologists, and legal scholars scrutinize the resilience of racial inequality in twenty-first-century America. Whitewashing Race argues that contemporary racism manifests as discrimination in nearly every realm of American life, and is further perpetuated by failures to address the compounding effects of generations of disinvestment. Police violence, mass incarceration of Black people, employment and housing discrimination, economic deprivation, and gross inequities in health care combine to deeply embed racial inequality in American society and economy. Updated to include the most recent evidence, including contemporary research on the racially disparate effects of the Covid-19 pandemic, this edition of Whitewashing Race analyzes the consequential and ongoing legacy of "disaccumulation" for Black communities and lives. While some progress has been made, the authors argue that real racial justice can be achieved only if we actively attack and undo pervasive structural racism and its legacies.

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 University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Through a comparative analysis of educational theory and practice, this analytic overview illuminates the larger economic and political changes occurring in five peripheral countries--China, Cuba, Tanzania, Mozambique, and Nicaragua--commonly viewed as in transition to socialism. Current political patterns and leadership in these countries have emerged in the context of predominantly agricultural, industrially underdeveloped economies. Each state has played a major role in social transformation, relying on the educational system to train, educate, and socialize its future citizens. Discussing the similarities and differences among these states, the authors show the primacy of politics and the interaction of material and ideological goals in the process of social transition, and how shifting policies reflect and are reflected in educational change. This collection first examines critical analyses of education in capitalist societies, both industrialized and peripheral, and explores the utility of those perspectives in the political and educational conditions of the countries under study. Together these essays offer the first systematic explanation of how and why education in socialist countries undergoing rapid change differs from education in developing capitalist countries. Contributions to the study were made by Mary Ann Burris, Anton Johnston, and Carlos Alberto Torres. Originally published in 1990. 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 University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Presenting an empirical study of student mathematics learning in sixth grade classrooms, this unique reference examines two school systems shaped by different political histories on either side of the Botswana-South Africa border. The analysis underscores the capacity of teachers--how they teach, how much they teach, and what they teach. This wealth of detail offers much greater insight than previous research into why students seem to be making larger gains in the classrooms of southeastern Botswana than in those of the northwest province of South Africa. Rather than identifying a single major factor to explain this difference, this volume reveals a composite of interrelated variables revolving around teachers' mathematics knowledge as well as their capacity to teach the subject, contending that they're crucial to improving education in both regions. Extensively researched, this survey delivers a much-needed and hopeful message: good teachers can make a difference in student learning.

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 University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

"In "Whitewashing Race, an impressive and diverse group of scholars launch an empirically grounded assault on the vast body of colorblind orthodoxy. The authors harness a medley of disciplinary perspectives into a cogent argument about racial stratification accompanied by a set of practical racial justice policy options. Their aim is both simple and ambitious: to reinvigorate a moribund debate by marshalling their collective intellectual resources to demonstrate that the conservative consensus on race is neither morally sustainable nor logically defensible."--Lani Guinier, coauthor of "The Miner's Canary: Enlisting Race, Resisting Power, Transforming Democracy"This powerful book disposes of the claim, so often heard, that America has solved its race problem and can now be 'color-blind.' Based on hard facts, it shows how we must work--for the sake of all of us--to give Black Americans the reality of equal opportunity."--Anthony Lewis, author of "Gideon's Trumpet"An essential book. Americans have always worked hard at burying our racial truths, thereby leaving half-truths, myths and raw bigotry to continue their brutal work on our most vulnerable citizens. The authors cauterize these terrible wounds with prodigious research and brilliant insights. Their work is a great service to justice and to our country."--Roger Wilkins, author of "Jefferson's Pillow: The Founding Fathers and the Dilemma of Black Patriotism"For many years conservative scholars and think tanks have been trying to convince the American public that racism is dead and that race-specific policies, such as affirmative action, cannot be justified and are in fact detrimental. To a great extent they have succeeded in makingostensible 'color-blindness' the dominant test of law and policy affecting racial minorities. Now at last we have the definitive response to this argument. It comes from seven distinguished scholars from a range of disciplines who believe that race must be taken into account if we are ever to get beyond racism. With massive evidence, much of it quantitative, they blast conservative color-blindness to smithereens, showing that it really functions as a formula to perpetuate racial inequality. No one concerned with racial justice in America can afford to ignore this book."--George M. Fredrickson, author of "Racism: A Short History""Whitewashing Race is the most important social science statement on race in more than a decade. It lays bare the expressly conservative, ideological, and deeply flawed analyses of those pundits pressing for 'color-blind' social policy. With lucid prose and truly definitive scholarship, Brown, Wellman, and colleagues thoroughly debunk the reigning conservative consensus. Anyone who cares about racial justice and the fate of the American Dream should read this vitally important book."--Lawrence D. Bobo, editor of "Prismatic Metropolis: Inequality in Los Angeles"Far from writing a collection of essays, the authors of "Whitewashing Race have collaborated to produce a brilliant, seamless book on America's deepest divide. Framed as a response to conservative analysts who claim that racial problems are essentially solved, the book provides an authoritative overview of how the nation's two principal races still remain sharply apart by every social measure."--Andrew Hacker, author of "Two Nations: Black and White, Separate, Hostile, Unequal"In today's political climate, even the most well-meaning liberal tends to believe that institutional racism is a thing of the past and that we've truly achieved a color-blind society. "Whitewashing Race makes a powerful case that racism is still with us. Relying on solid evidence rather than polemics, the authors have amassed an overwhelming body of data to show the persistence of racism in the job and housing market, education, the criminal justice system, and the political arena. If we ever have a real 'national conversation' on race, "Whitewashing Race ought to be mandatory reading."--Robin D. G. Kelley, author of "Freedom Dreams

Faded Dreams paints a new and challenging picture of why racial inequality changes in America. The author argues that blacks caught up with whites mainly when government policies, under political pressure by blacks and an important segment of the white community, pushed for greater racial equality. Similarly, the greatest obstacles to black gains in other periods have also been government policies. These policies usually assumed away the race problem or used it against blacks for political purposes. Faded Dreams shows that three dominant views of economic differences between blacks and whites - that blacks are individually responsible for not taking advantage of market opportunities, that the world economy has changed in ways that puts blacks at a tremendous disadvantage compared to whites, and that pervasive racism is holding blacks down - do not adequately explain why blacks made such large gains in the past and stopped making them in the 1980s and 1990s.

Faded Dreams paints a new picture of why racial inequality changes in America - one that challenges existing explanations by putting politics at center stage. The author argues that blacks began to catch up economically with whites mainly when government policy makers, under political pressure by blacks and backed by an important segment of the white community, pushed for greater economic equality. Similarly, the greatest obstacles to black gains in other periods have been government policies. Policy makers usually assumed away the race problem or used it against blacks and whites for political purposes, legitimating existing inequality and often making it worse. Through a systematic analysis of fifty years of data on income, education, and the kinds of jobs blacks and whites hold, Faded Dreams makes a powerful case that it takes active government to undo wage and job discrimination and to improve the education and living conditions of disadvantaged black youth.

Most studies of the world economy focus on highly developed countries and only on economic strategies. The New Global Economy in the Information Age is unique in integrating the political with the economic and in the truly global view it takes of the changes under way. It focuses on the effects of new computer and telecommunications technology in conditioning the policy choices of nation-states in both the less and more economically developed regions of the world.

The authors analyze the new economic context in which nation-states operate, the main issues confronting them, and the way in which the politics of national development should change in the post-Cold War information age. They argue that the new world economy cannot be separated easily from the new world society, and that national and international politics is the cement binding the two.

This book explores the growing tension between the requirements of employers for a flexible work force and the ability of parents and communities to nurture their children and provide for their health, welfare, and education. Global competition and the spread of information technology are forcing businesses to engage in rapid, worldwide production changes, customized marketing, and just-in-time delivery. They are reorganizing work around decentralized management, work differentiation, and short-term and part-time employment. Increasingly, workers must be able to move across firms and even across types of work, as jobs get redefined. But there is a stiff price being paid for this labor market flexibility. It separates workers from the social institutions--family, long-term jobs, and stable communities--that sustained economic expansions in the past and supported the growth and development of the next generation. This is exacerbated by the continuing movement of women into paid work, which puts a greater strain on the family's ability to care for and rear children. Unless government fosters the development of new, integrative institutions to support the new world of work, the author argues, the conditions required for long-term economic growth and social stability will be threatened. He concludes by laying out a framework for creating such institutions.

When federal statistics showed test scores lower in charter than in regular schools, some charter school supporters insisted this must result from charter schools enrolling harder-to-teach minority students. Data show, however, that typical charter school students are not more disadvantaged, yet their average achievement is not higher. Even if some charter schools are superior, deregulation also permits charter schools that are inferior, with average performance no higher than in regular public schools. Debates spurred by federal charter school test data show how all debates about education could be improved: by carefully accounting for the difficulty of educating particular groups of students before interpreting test scores, and by focusing on student gains, not their level of achievement at any particular time.