Enterprise Report Restoring Liberty, Opportunity, and Enterprise in America

Total Page:16

File Type:pdf, Size:1020Kb

Enterprise Report Restoring Liberty, Opportunity, and Enterprise in America Issue No. 4, Fall 2017 Enterprise Report Restoring Liberty, Opportunity, and Enterprise in America Free Enterprise’s Future By AEI President Arthur Brooks For nearly 80 years, AEI has supplied leaders in government, policy, and business with world-class ideas. Our scholars have provided the intellectual foundations for major reforms in areas ranging from welfare policy to military strategy, and we continue to influence the national conversation in ways that will expand the freedom and potential of every individual. But we know it’s not enough to supply policy research that addresses our country’s most pressing problems. Unlike other organizations that deal only in the supply of ideas, AEI is also dedicated to actively cultivating demand for our work. We do this by investing time and resources in the project of forming future leaders, building communities of influential men and women who share our vision for America’s future and are hungry for intellectual formation. In this newsletter, you will read about several of the ways AEI is cultivating leaders at all stages and in all walks of life. And I am confident that all of these men and women come away from their AEI experiences well equipped to advocate for free enterprise throughout their professional lives. “For debate to be productive—for good ideas to get the hearing they deserve— our civil discourse must be refounded in a genuine moral consensus and a spirit of warmheartedness. We need leaders with high standards for empirical rigor and deeply moral principles behind their work.” Arthur Brooks AEI President and Beth and Ravenel Curry On college campuses, our Academic Programs team is doubling down on leadership training Scholar in Free Enterprise and planning events that feature AEI scholars. Having already reached hundreds of universities and thousands of students, our team continues to invest in a new generation of leaders that will be equipped to passionately and persuasively articulate the case for free enterprise—something that is urgently necessary inside academia, as recent events have made clear. Here in Washington, AEI is also investing in intellectual leadership through new programs for mid-career scholars, experts, and practitioners. Our newly launched Jeane Kirkpatrick Fellows and Visiting Scholars program has already brought four young, promising foreign and defense policy scholars to AEI. Likewise, our Emerging Education Policy Scholars Program and Education Policy Academy are helping build diverse coalitions that will fight so that every student, no matter his or her circumstances, can benefit from the best schooling possible. In business, our AEI Enterprise Club members continue to serve as indispensable resources by investing in AEI and growing our global reach among young private-sector leaders. We recently celebrated the launch of a new Enterprise Club chapter in London. And AEI’s growing Leadership Network continues to bring cohorts of small business owners, state policymakers, nonprofit managers, and other local leaders to Washington to hear from AEI scholars and other guest speakers. They leave with not only new ideas to apply in their communities, but also enduring connections to the AEI community going forward. This October, the Leadership Network will also kick off a new Regional Summit series with an inaugural conference in Jacksonville, Florida. World-class policy research is AEI’s core expertise. But this polarized political climate has made something clear: Good ideas are not enough, on their own, to effect the change that our country and our world sorely need. We also need to rehabilitate the competition of ideas itself. For debate to be productive—for good ideas to get the hearing they deserve—our civil discourse must be refounded in a genuine moral consensus and a spirit of warmheartedness. We need leaders with high standards for empirical rigor and deeply moral principles behind their work. That’s why building a better world requires that we invest in both the “supply” and the “demand” sides of our work. Thank you, as always, for your support. You make this kind of outreach and impact possible. My colleagues and I would be happy to talk further with you about AEI’s outreach programs, and as always, we welcome suggestions for all of our programs from your own networks of colleagues and friends. AEI Hosts Ambassador Haley The United States Permanent Represen- Ten media crews attended the event, tative to the United Nations Nikki Haley including CBS News, CNN, Fox News, delivered a keynote address at AEI on and NBC News, and Ambassador Haley’s September 5 on the administration’s key statements were covered extensively considerations in assessing Iranian com- in the media, including in the New York pliance with the Joint Comprehensive Times, Washington Post, and Bloomberg. Plan of Action. Her argument suggested More than 5,500 people have that Iran may not be in compliance with watched the livestream video of the the deal. Following her remarks, Ambas- event, which can be viewed online at sador Haley discussed with AEI Senior www.aei.org/events/online- Vice President Danielle Pletka what the the current situation with North Korea event-beyond-the-echo-chamber- United States can do to increase pressure reinforces the importance of countering considerations-on-us-policy-to- on Tehran at the United Nations and how Iran’s aggression. ward-iran/. AEI Brings a Competition of Ideas to Campuses AEI Academic Programs has a robust University of Michigan, Michigan schedule of scholar events, student lead- State University, Rice University, ership trainings, and policy seminars on Grove City College, Northwestern the calendar for the new academic year, University, DePaul University, and the all aimed toward fostering a true competi- University of Colorado. tion of ideas on college campuses. In fact, the illiberal student protests of Charles z Arthur Brooks will speak at Bowdoin Murray and other conservative speakers College, Concordia College New on campuses in the past academic year York, the University of Washington, AEI’s Ramesh Ponnuru debates Edward Steinfeld have only increased interest in AEI’s work and the University of Michigan on (Brown University) and Neera Tanden (Center for American Progress) at Brown University. and further motivated student leaders to topics including overcoming political bring an open competition of ideas to polarization and how to live life like an second at an East Coast school in their schools. The Institute will capitalize entrepreneurial venture. March. Each summit will include on this momentum in the year ahead. panel discussions featuring AEI In the 2017–18 academic year, more z On October 6–7, more than 100 scholars and leadership and than 370 AEI Executive Council leaders Executive Council members from communications training. (groups of up to six students who coor- across the country attended the dinate AEI outreach on their campuses) Fall Executive Council Leadership z AEI’s Values & Capitalism Program at nearly 100 campuses across the coun- Conference in Washington, DC. (AEI’s outreach program to students try will be organizing events and reach- The students participated in at evangelical colleges) will host ing thousands of college students substantive conversations on public two intensive seminars on the with the moral message of free enter- policy and training on how to serve relationship between entrepre- prise. Highlights of Academic Programs as an active Executive Council leader. neurship and human flourishing, activity in 2017–18 include: one in October at Seattle Pacific z In the spring semester, AEI will University and another in November z In September, Charles Murray spoke host two regional policy summits at Pepperdine University. on the themes of Coming Apart for 80 students each. The first will (Crown Forum, 2012) at Harvard take place at the University of Texas To learn more about Academic University and is scheduled to deliver in February for students at West Programs, visit www.aei.org/ talks on Coming Apart at the Coast schools, and we will host a academic-programs/. 3 Inaugural Class of Jeane Kirkpatrick Fellows and Scholars Joins AEI Foreign and Defense Policy Team The inaugural class of Jeane Kirkpatrick Jessica Trisko project, titled Rethinking Fellows and Visiting Scholars has joined Darden—Alongside Conservative Foreign AEI’s Foreign and Defense Policy team. Dan Blumenthal and Policy, examining the This newly launched program aims to Gary Schmitt, Trisko historical tensions identify, train, and mentor a new cadre Darden will study the between conservative of thinkers and leaders who believe in effectiveness of both nationalism and conser- fighting for freedom, a strong national military and economic vative internationalism defense, and American leadership in US foreign aid, particularly in regards to and if the Trump phenomenon can be the world. improving governance and human rights absorbed into traditions of conservative The fellows will work alongside AEI conditions in developing countries. She internationalism. Dueck is a professor in resident scholars over two-year terms is concurrently an assistant professor of the Schar School of Policy and Govern- and develop and disseminate their own international affairs with the School of ment at George Mason University. research. Our two new fellows are: International Service at American University, and she is the associate Oriana Skylar Clay R. Fuller—Under director of Bridging the Gap, an initiative Mastro—At AEI, Nicholas Eberstadt’s designed to strengthen relationships Mastro plans to study mentorship, Fuller will between scholars and the foreign policy how Chinese leaders research the survival community. conceptualize “leader- methods of modern ship” and the conditions dictatorships with a The visiting scholars will hold one- under which China focus on corruption year appointments and will collaborate is willing to take on such a role in the and economic policies. He will use data with AEI’s resident scholars and fellows, international system, with a focus on the analytics to study how economic tools, engage in rigorous research, disseminate role of Chinese military power.
Recommended publications
  • Critical Issues in Assessing Teacher Compensation Jason Richwine, Ph.D., and Andrew G
    No. 2638 January 10, 2012 Critical Issues in Assessing Teacher Compensation Jason Richwine, Ph.D., and Andrew G. Biggs, Ph.D. Abstract: A November 2011 Heritage Foundation report— “Assessing the Compensation of Public-School Teachers”— presented data on teacher salaries and benefits in order to Talking Points inform debates about teacher compensation reform. The report concluded that public-school teacher compensation • A November 2011 Heritage Foundation report— is far ahead of what comparable private-sector workers “Assessing the Compensation of Public-School Teachers”—presented data on teacher salaries enjoy, and that recruiting more effective teachers will be more and benefits in order to inform debates about difficult than simply raising salaries. The debate over the teacher-compensation reform. The report con- report’s findings has generated substantive inquiries as well cluded that public teacher compensation is far as some misconceptions. Here, the report’s authors respond to ahead of what private-sector workers enjoy, questions and concerns, in the process showing that certain and that recruiting more effective teachers will critical accusations—such as undercounting teachers’ work be more difficult than simply raising salaries. hours or overestimating retirement benefits—are simply false. • The debate over the report’s findings has gen- The broader implication of the authors’ research is that the erated substantive inquiries as well as some current teacher compensation system is not working. The misconceptions. Here, the report’s authors United States needs a more rational system that pays teach- respond to questions and concerns, showing ers according to their performance. that certain critical accusations—such as under- counting teachers’ work hours, or overestimat- ing retirement benefits—are simply false.
    [Show full text]
  • Teacher Quality 2.0
    Teacher Quality 2.0 A MERICAN E NTERPRISE I NSTITUTE Special Report 4 Anticipating Innovation in Teacher Evaluation Systems Lessons for Researchers and Policymakers By Michael Hansen | March 2013 Special Report 4 Teacher Quality 2.0 Foreword There is incredible interest and energy today in addressing issues of human capital in K–12 education, especially in the way we prepare, evaluate, pay, and manage teachers. States have been developing and implementing systems intended to improve these practices, with a con - siderable push from foundations and the federal government. As we start to rethink outdated tenure, evaluation, and pay systems, we must take care to respect how uncertain our efforts are and avoid tying our hands in ways that we will regret in the decade ahead. Well-intentioned legislators too readily replace old credential- and paper- based micromanagement with mandates that rely heavily on still-nascent observational evalu - ations and student outcome measurements that pose as many questions as answers. The flood of new legislative activity is in many respects welcome, but it does pose a risk that premature solutions and imperfect metrics are being cemented into difficult-to-change statutes. AEI’s Teacher Quality 2.0 series seeks to reinvigorate our now-familiar conversations about teacher quality by looking at today’s reform efforts as constituting initial steps on a long path forward. As we conceptualize it, “Teacher Quality 2.0” starts from the premise that while we have made great improvements in the past 10 years in creating systems and tools that allow us to evaluate, compensate, and deploy educators in smarter ways, we must not let today’s “reform” conventions around hiring, evaluation, or pay limit school and system lead - ers’ ability to adapt more promising staffing and school models.
    [Show full text]
  • Helpdesk Report: Education Quality and Economic Growth: a Review of the Work of Eric Hanushek Date
    Helpdesk Report: Education Quality and Economic Growth: A review of the work of Eric Hanushek Date: Friday 24 May 2013 Query: Provide a review of Eric A. Hanushek’s work with short summaries of his papers and an overview of main conclusions. Purpose: To provide a review of the work of Eric A. Hanushek Content 1. Overview 2. The importance of cognitive skills/educational achievement for economic growth 3. Teacher Quality 4. School Quality 5. Comparisons of US and international student achievement 6. Equity and achievement in the US: Race and Poverty 7. School Location 8. Finance and student achievement 9. Other useful resources 10. Additional information 1. Overview This helpdesk report provides an annotated bibliography of Eric A. Hanushek’s recent work. The focus of this report is on the papers written in the last five years (since 2008). Full versions of the papers included in this report and the papers published by Hanushek before 2008 are available from his website: http://hanushek.stanford.edu/publications/academic An overview of the sections of the report and its key themes is provided below. In relevant sections, the papers are sub-divided into those which have an international focus inclusive of developing countries and those which have a focus on the US or high income countries. They are also categorised by the following document types: general audience articles; academic articles; books and working papers. The key themes are as follows: The importance of cognitive skills/ educational achievement for economic growth For most of the 20th century, the international debate over the economic consequences of schooling concentrated on the amount of school attained or, simply, the quantity of schooling of the population.
    [Show full text]
  • Education Quality and Economic Growth
    EDUCATION QUALITY AND ECONOMIC GROWTH Education Quality and Economic Growth Education Quality and Economic Growth Eric A. Hanushek Ludger Wößmann THE WORLD BANK Washington, DC © 2007 The International Bank for Reconstruction and Development / The World Bank 1818 H Street NW Washington DC 20433 Telephone: 202-473-1000 Internet: www.worldbank.org E-mail: [email protected] All rights reserved 1 2 3 4 5 10 09 08 07 This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The fi nd- ings, interpretations, and conclusions expressed in this volume do not necessarily refl ect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Rights and Permissions The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development / The World Bank encourages dis- semination of its work and will normally grant permission to reproduce portions of the work promptly. For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center Inc., 222 Rosewood Drive, Danvers, MA 01923, USA; telephone: 978-750-8400; fax: 978-750-4470; Internet: www.copyright.com.
    [Show full text]
  • 2005 & Ggovernanceovernance Program on Education Policy & Governance
    HARVARD UNIVERSITY Program on Annual Report EducationEducation PPolicyolicy 2005 & GovernanceGovernance Program on Education Policy & Governance Director: Paul E. Peterson, Henry Lee Shattuck Professor of Government, Harvard University Deputy Director: William Howell, Associate Professor of Government, Harvard University Advisory Committee: Bruce Kovner, Chair, Caxton Corporation Cory Booker, Booker, Rabinowitz Bob Boruch, University of Pennsylvania John Brandl, University of Minnesota Peter Flanigan, UBS AG Investor Relations C. Boyden Gray, Wilmer, Cutler & Pickering Phil Handy, Florida Board of Education Roger Hertog, Alliance Capital Management Gisele Huff, Jaquelin Hume Foundation Lisa Graham Keegan, The Keegan Company Deborah McGriff, Edison Schools Terry Moe, Hoover Institution and the Department of Political Science, Stanford University Lawrence Patrick III, Black Alliance for Educational Options Jerry Rappaport, J. L. Rappaport Charitable Foundation Faculty Affiliates: Caroline Minter Hoxby, Professor of Economics, Harvard University Brian Jacob, Assistant Professor of Public Policy, Harvard University Christopher Jencks, Professor of Social Policy, Harvard University Richard Light, Professor of Education, Harvard University Donald Rubin, Professor of Statistics, Harvard University Staff: Antonio Wendland, Associate Director Rajashri Chakrabarti, Postdoctoral Fellow Martin R. West, Program Fellow Carol Peterson, Managing Editor, Education next Mark Linnen, Staff Assistant Research Affiliates: Christopher Berry, Assistant Professor,
    [Show full text]
  • The False Promise of Class-Size Reduction
    ISTOCKPHOTO/J-ElGAARD The False Promise of Class-Size Reduction Matthew M. Chingos April 2011 WWW.AMERICANPROGRESS.ORG The False Promise of Class-Size Reduction Matthew M. Chingos April 2011 Contents 1 Introduction and summary 4 The evidence on class-size reduction 8 CSR: The most expensive school reform 10 Looking ahead 12 References 13 Endnotes 15 About the author and acknowledgements Introduction and summary Class-size reduction, or CSR, is enormously popular with parents, teachers, and the public in general. The latest poll results indicate that 77 percent of Americans think that additional educational dollars should be spent on smaller classes rather than higher teacher salaries.1 Many parents believe that their children will ben- efit from more individualized attention in a smaller class and many teachers find smaller classes easier to manage. The pupil-teacher ratio is an easy statistic for the public to monitor as a measure of educational quality, especially before test-score data became widely available in the last decade. Policymakers across the nation, including those in at least 24 states, have taken these ideas to heart and enacted CSR initiatives at costs upward of billions of dol- lars.2 California allocated $1.5 billion per year in the late 1990s to reduce class size in the early grades. Florida has spent about $20 billion since 2002 reducing class size in every grade from kindergarten through high school.3 The federal govern- ment also has its own program, which provided $1.2 billion to $1.6 billion per year from 1999 to 2001 for CSR in grades K–3.
    [Show full text]
  • The Economics of Education on Judgment Day. Occasional Paper. INSTITUTION Columbia Univ., New York, NY
    DOCUMENT RESUME ED 462 748 EA 031 560 AUTHOR Belfield, Clive R.; Levin, Henry M. TITLE The Economics of Education on Judgment Day. Occasional Paper. INSTITUTION Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. REPORT NO NCSPE-OP-28 PUB DATE 2001-07-00 NOTE 31p. AVAILABLE FROM For full text: http://www.ncspe.org. PUB TYPE Information Analyses (070)-- Reports Evaluative (142) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Court Litigation; *Educational Economics; Elementary Secondary Education; Policy Formation; State Courts IDENTIFIERS New York ABSTRACT As an applied discipline based on evidence and guided by economic principles, the ultimate aims of the economics of education should be to influence outside opinion and shape policy. In a major court case based heavily on the economics of education, it can be seen how this knowledge base was interpreted by the New York Supreme Court on public-school funding in "Campaign for Fiscal Equity versus The State of New York" (2001) .In this highly praised ruling, known as the "DeGrasse" decision, the court drew heavily on research evidence, along with direct testimony from noted academic economists and educationalists.-Yet the court also challenged this evidence and testimony on both empirical and methodological grounds. The ruling therefore reflects a considered "outside opinion," and one made by an agency--the judiciary--with substantial influence both on policy and on the views of society at large. This article reviews the economic content of the ruling, that is, what the courts think about the economics of education. It also considers whether the benefits of court-mediated policies exceed the costs, that is, whether economists should view the courts as a good way of influencing policy.
    [Show full text]
  • The Integration of Economic History Into Economics
    Cliometrica https://doi.org/10.1007/s11698-018-0170-8 ORIGINAL PAPER The integration of economic history into economics Robert A. Margo1 Received: 28 June 2017 / Accepted: 16 January 2018 Ó Springer-Verlag GmbH Germany, part of Springer Nature 2018 Abstract In the USA today the academic field of economic history is much closer to economics than it is to history in terms of professional behavior, a stylized fact that I call the ‘‘integration of economic history into economics.’’ I document this using two types of evidence—use of econometric language in articles appearing in academic journals of economic history and economics; and publication histories of successive cohorts of Ph.D.s in the first decade since receiving the doctorate. Over time, economic history became more like economics in its use of econometrics and in the likelihood of scholars publishing in economics, as opposed to, say, economic history journals. But the pace of change was slower in economic history than in labor economics, another subfield of economics that underwent profound intellec- tual change in the 1950s and 1960s, and there was also a structural break evident for post-2000 Ph.D. cohorts. To account for these features of the data, I sketch a simple, overlapping generations model of the academic labor market in which junior scholars have to convince senior scholars of the merits of their work in order to gain tenure. I argue that the early cliometricians—most notably, Robert Fogel and Douglass North—conceived of a scholarly identity for economic history that kept the field distinct from economics proper in various ways, until after 2000 when their influence had waned.
    [Show full text]
  • The Economic Value of Improved Schools
    The Economic Value of Improved Schools Eric A. Hanushek1 April 2019 1 Hoover Institution, Stanford University; [email protected]. The objective of this analysis is to describe what is known about the economic impact of a future improvement in U.S. schools. While ideas of improvement have been discussed for a long period of time, little overall improvement has been seen. The message here is simple: Not improving means dramatically different future economic wellbeing than could be obtained by having more competitive schools. Much of the discussion of the economic impact of education focuses on individual earnings. As is well- known, individuals with more education will on average earn more during their lifetime. Much of this discussion considers just school attainment – i.e., completing high school or college. But this discussion generally ignores the impact of quality and the importance of cognitive skills. It turns out that the U.S. has some of the highest economic returns to cognitive skills that are observed around the world. From recent analysis of the working age population in varying countries, the economic value to individuals with higher skills is very high in the U.S. (Hanushek, Schwerdt, Wiederhold, and Woessmann (2015)). This reward to skills can be seen also from the other side: the penalties for not having adequate skills in the U.S. are larger than in most other countries. But this review concentrates more on the aggregate impacts, because this relates most closely to state and national policies. In particular, having a skilled workforce dramatically affects economic growth rates. And, growth rates dictate what the future economic wellbeing of the country will be.
    [Show full text]
  • Efficiency and Equity in Schools Around the World. SPONS AGENCY Smith Richardson Foundation, Inc., Greensboro, NC
    DOCUMENT RESUME ED 477 137 UD 035 691 AUTHOR Hanushek, Eric A.; Luque, Javier A. TITLE Efficiency and Equity in Schools around the World. SPONS AGENCY Smith Richardson Foundation, Inc., Greensboro, NC. PUB DATE 2002-04-00 NOTE 42p. PUB TYPE Reports Research (143) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Academic Achievement; Developed Nations; Developing Nations; *Educational Policy; *Educational Quality; Elementary Secondary Education; Foreign Countries; *Human Capital; School Policy; Student Evaluation IDENTIFIERS Third International Mathematics and Science Study ABSTRACT Attention to the quality of human capital in different countries naturally leads to concerns about how school policies relate to student performance. The data from the Third International Mathematics and Science Study provide a way of comparing performance in different schooling systems. The results of analyses of educational production functions within a range of developed and developing countries show general problems with the efficiency of resource usage similar to those found previously in the United States. These effects do not appear to be dictated by variations related to income level of the country or level of resources in the schools. Neither do they appear to be determined by school policies that involve compensatory application of resources. The conventional view that school resources are relatively more important in poor countries also fails to be supported. (Contains 65 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Efficiency and Equity in Schools around the World By Eric A. Hanushek and Javier A. Luque* April 2002 Abstract Attention to the quality of human capital in different countries naturally leads to concerns about how school policies relate to student performance.
    [Show full text]
  • The Economic Impact of the Achievement Gap in America's
    The Economic Impact of the Achievement Gap in America’s Schools 2 Acknowledgments Recent national and international tests show significant differences in student achievement. Students in the United States perform behind their OECD peers. Within the United States, white students generally perform better on tests than black students; rich students generally perform better than poor students; and students of similar backgrounds perform dramatically differently across school systems and classrooms. The aim of this paper is to provide a common, neutral fact base on each of these achievement gaps and to illustrate their relative magnitude. In addition, we highlight the impact of the United States achievement gap on the overall economy and on individual life outcomes. This work is not intended to provide a detailed assessment of the causes and potential cures of the achievement gap. Instead, we hope to provide a common fact base from which such discussions may proceed. Our Steering Committee provided significant input and included members from the Education Equality Project, the National Action Network, the United States Chamber of Commerce, the Bill and Melinda Gates Foundation, and the Center for American Progress. We owe a special debt of gratitude to Cindy Brown, Chris Cerf, Lisa Graham Keegan, Charlie King, Joel Klein, Arthur Rothkopf, Reverend Al Sharpton and Ellen Winn. Their collective guidance and diverse perspectives on educational achievement were critical throughout the project. In addition, numerous experts on education, labor markets, and economic growth - including Martin Bailey, Anthony Carnevale, Michael Casserly, Michael Cohen, Linda Darling-Hammond, Brian Ellner, Karen Elzey, Benjamin Friedman, Jewell Gould, Eric Hanushek, Kati Haycock, Ronald Henderson, Frederick Hess, Lawrence Katz, Ron Krouse, Lydia Logan, Michael Lomax, Reagan Miller, John Mitchell, Andrew Rotherham, Andreas Schleicher, Sheila Simmons, Margaret Spellings and Michael Wotorson - provided their time and invaluable insights to the team.
    [Show full text]
  • The Contribution of Education to Economic Growth
    Helpdesk Report The contribution of education to economic growth Catherine Grant Institute of Development Studies 03. 03 2017 Question We would like to commission a rapid review on available evidence on the contribution of education to economic growth (beyond private returns, including productivity, social and economic returns etc). We would like a written report – a concise overview of the available evidence, a sense of how reliable the evidence is, and any significant gaps. We are not looking at any particular region. It would be useful if evidence from LICs, LMICs and MICs could be split out. And we are interested in education overall, evidence split by basic, secondary, tertiary (and TVET if possible). Contents 1. Introduction 2. Primary education 3. Secondary education 4. Tertiary education 5. Technical and vocational education and training (TVET) 6. Low-income countries (LICs) 7. Lower-middle-income countries (LMICs) 8. Middle-income countries (MICs) 9. References Appendix The K4D helpdesk service provides brief summaries of current research, evidence, and lessons learned. Helpdesk reports are not rigorous or systematic reviews; they are intended to provide an introduction to the most important evidence related to a research question. They draw on a rapid desk-based review of published literature and consultation with subject specialists. Helpdesk reports are commissioned by the UK Department for International Development and other Government departments, but the views and opinions expressed do not necessarily reflect those of DFID, the UK Government, K4D or any other contributing organisation. For further information, please contact [email protected]. 1. Introduction There are many reasons why education is important, this report focuses on its contribution to economic growth and outcomes.
    [Show full text]