The first complete resource on US educational programing to examine the research evidence for efficacy of education programs, and quantify the economic value of these programs for the US economy, so that federal, state, and local governments can invest their resources wisely.

This book's ground-breaking innovation shows how to shift the public education finance paradigm to fund K-12 public education properly, fully, and equitably by eliminating the duplicative and unnecessary layer of county government nationwide and repurposing those tax dollars while implementing economies of scale to achieve allocative efficiency.

This book examines the true costs of attendance faced by low- and moderate-income students on four public college campuses, and the consequences of these costs on students' academic pathways and their social, financial, health, and emotional well-being. The authors' exploration of the true costs of academics, living expenses, and student services leads them to conclude that current college policies and practices do not support low-income and otherwise marginalized students' well-being or success. To counter this, they suggest that reform efforts should begin by asking value-based questions about the goals of public higher education, and end by crafting class-responsive policies.

This volume explores a range of ideas to help schools and districts better manage their resources, including: how to rethink staffing and management to get more value for employee compensation; how policymakers might revisit pension arrangements in ways that control costs while putting more teacher compensation in the form of take-home pay; how educators and policymakers can leverage technology as a performance-enhancer and not just a cost-cutting opportunity; and how districts might frame spending options differently in order to more properly assess the needs and preferences of students and families.

This book describes patterns of behavior that collectively allow universities to exchange knowledge more effectively with industry, accelerate innovation and eventually contribute to economic development.

Debating Education puts two leading scholars in conversation with each other on the subject of education - specifically, what role, if any, markets should play in policy reform.

A colorful history of US research universities, and a market-based theory of their global success. American education has its share of problems, but it excels in at least one area: university-based research. That's why American universities have produced more Nobel Prize winners than those of the next twenty-nine countries combined. Economist Miguel Urquiola argues that the principal source of this triumph is a free-market approach to higher education.

Diane Ravitch writes of those who have privatized the schools, the Disrupters, who believe America's schools should be run like businesses, with teachers incentivized with threats and bonuses, and schools that need to enter into the age of the gig economy in which children are treated like customers or products.

Academics extol high-minded ideals, such as serving the common good and promoting social justice. Universities aim to be centers of learning that find the best and brightest students, treat them fairly, and equip them with the knowledge they need to lead better lives. But as Jason Brennan and Phillip Magness show in Cracks in the Ivory Tower, American universities fall far short of this ideal.

In The Economics of Higher Education in the United States, editors Thomas Adam and A. Burcu Bayram have assembled five essays, adapted from the fifty-second annual Walter Prescott Webb Memorial Lecture Series, that focus on the increasing cost of college--a topic that causes great anxiety among students, parents, faculty, administrators, legislators, and taxpayers.

Following World War II the American government and philanthropic foundations fundamentally remade American universities into sites for producing knowledge about the world as a collection of distinct nation-states. As neoliberal reforms took hold in the 1980s, visions of the world made popular within area studies and international studies found themselves challenged by ideas and educational policies that originated in business schools and international financial institutions. Academics within these institutions reimagined the world instead as a single global market and higher education as a commodity to be bought and sold.

This book proposes a new theory of change in American higher education that explains the resilience of colleges and universities, and demonstrates how they adapt to new social and economic conditions. It argues that the demands for new educational missions, new sources of capital to finance innovation, and new organizational and governance models lead to the creation of institutional diversity.

Most economies advance by simultaneously decreasing costs and increasing quality. Unfortunately, when it comes to higher education, this has been turned on its head. Costs keep rising while quality declines. How has this happened? What can be done?This volume looks at the issues facing higher education from the perspective of both economics and history.

For many years the benefits conferred by a higher education went undisputed. But students, employers, governments, and taxpayers are now demanding evidence of educational quality and value. At the same time, fiscally strapped governments are raising questions about how institutions are funded and the role quality should play in setting funding levels.

Nations can vary greatly in their wealth, democratic rights and the wellbeing of their citizens. These gaps are often obvious, and by studying the flow of immigration one can easily predict people's wants and needs. But why are there also large differences in the level of education indicating disparities in cognitive ability?

In Demographics and the Demand for Higher Education, Nathan D. Grawe has developed the Higher Education Demand Index (HEDI), which relies on data from the 2002 Education Longitudinal Study (ELS) to estimate the probability of college-going using basic demographic variables. Analyzing demand forecasts by institution type and rank while disaggregating by demographic groups, Grawe provides separate forecasts for two-year colleges, elite institutions, and everything in between.

Information, Incentives, and Education Policy introduces readers to what economists know--and do not know--about the logjams created by misinformation and disincentives in education. Examining a range of policy agendas, from assessment-based accountability and centralized school assignments to charter schools and voucher systems, Neal demonstrates where these programs have been successful, where they have failed, and why.

Bringing Down the Educational Wall studies the causes of educational expansion in a global sample of developing and developed countries from 1960 to 2005. The book explores how the interaction between the economic context of nations (economic development and inequality) and political factors (the type of political regime and the ideology of dictatorships) influences countries' educational outcomes.

The past thirty years have seen dozens of otherwise successful investors try to improve education through the application of market principles. They have funneled billions of dollars into alternative schools, online education, and textbook publishing, and they have, with surprising regularity, lost their shirts. In Class Clowns, professor and investment banker Jonathan A. Knee dissects what drives investors' efforts to improve education and why they consistently fail.

W. Richard Scott, Michael W. Kirst, and colleagues focus on the changing relations between colleges and companies in one vibrant economic region: the San Francisco Bay Area. Colleges and tech companies, they argue, have a common interest in knowledge generation and human capital, but they operate in social worlds that substantially differ, making them uneasy partners.

Given the current social climate this book interrogates capitalism's relationships to and influence on education. More importantly, this book is part of a greater effort to re-humanize society by generating dialogue, encouraging solidarity and providing analyses of power and avenues for agency in supporting a life beyond the logic of the state and its implied structure, global neoliberal capitalism.

How free-market fundamentalists have shifted the focus of higher education to competition, metrics, consumer demand, and return on investment, and why we should change this.

Too many disadvantaged college students in America do not complete their coursework or receive any college credential, while others earn degrees or certificates with little labor market value. The authors provide a new review of the causes of these problems and offer promising policy solutions.

In The Market Imperative, Robert Zemsky and Susan Shaman argue that too many institutional leaders and policy makers do not understand how deeply the consumer markets they promoted have changed American higher education. Instead of functioning as a single integrated industry, higher education is in fact a collection of segmented and more or less separate markets. These markets have their own distinctive operating constraints and logics, especially regarding price.

In Mothering by Degrees, Jillian Duquaine-Watson shows how single mothers pursuing college degrees must navigate a difficult course as they attempt to reconcile their identities as single moms, college students, and in many cases, employees. They also negotiate a balance between what they think a good mother should be, and what society is telling them, and how that affects their choices to go to college, and whether to stay in college or not.

Following the financial crises in 2007, we have seen the intensification of neoliberal policies in education, with radical and potentially irrevocable shifts in the educational landscape, promoted under the auspices of 'austerity'. This book highlights the central features of neoliberal education policies, their origins, recent developments and also their inherent weaknesses and flaws.

The book presents pertinent research and practice on talent development management and argues that the term talent development broadly refers to management and development of high performing and high potential individuals in society required to carry out critical organizational and society roles aimed at improving human development.