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Learning Capital Economics School Quality 1996 Gary Scott
US $8.99
ApproximatelyRM 38.21
Condition:
“1996 Trade paperback, 213 pgs. As New”
Like New
A book in excellent condition. Cover is shiny and undamaged, and the dust jacket is included for hard covers. No missing or damaged pages, no creases or tears, and no underlining/highlighting of text or writing in the margins. May be very minimal identifying marks on the inside cover. Very minimal wear and tear.
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Free local pickup from Saint Louis, Missouri, United States.
Shipping:
US $3.99 (approx RM 16.96) USPS Media MailTM.
Located in: Saint Louis, Missouri, United States
Delivery:
Estimated between Thu, 17 Jul and Thu, 24 Jul to 94104
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30 days return. Buyer pays for return shipping. If you use an eBay shipping label, it will be deducted from your refund amount.
Coverage:
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eBay item number:304767925838
Item specifics
- Condition
- Like New
- Seller Notes
- “1996 Trade paperback, 213 pgs. As New”
- Subject
- Education
- ISBN
- 9780761804901
- EAN
- 9780761804901
About this product
Product Identifiers
Publisher
University Press of America, Incorporated
ISBN-10
0761804900
ISBN-13
9780761804901
eBay Product ID (ePID)
954646
Product Key Features
Number of Pages
228 Pages
Publication Name
Learning Capital : the Economic Idea and Causes of School Quality
Language
English
Publication Year
1996
Subject
Educational Policy & Reform / Federal Legislation, Finance, General, Economics / General, Counseling / Academic Development
Type
Textbook
Subject Area
Education, Business & Economics
Format
Trade Paperback
Dimensions
Item Height
1.1 in
Item Weight
17.8 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Trade
LCCN
96-034268
Illustrated
Yes
Dewey Decimal
379.1/1/0973
Synopsis
In this book, the relative contributions of a school and a pupil in producing cognitive achievement growth are theoretically isolated so that the efficiency of a school can be evaluated more objectively. Using educational psychology and the neo-classical, economic method of constrained optimization, it is argued that a school is responsible for supplying a pupil with a high learning rate while the pupil's contribution is measured by time-on-task or attention to a lesson. Two surprising inferences are drawn from this model of school quality. The most interesting result is that producing equality of achievement outcomes among pupils increases a school's ability to offer a maximum average learning rate given any level of expenditures which contradicts present theory. A further implication is that the presumed market failure does not exist since private schools are found to be more equal than state schools. Both of these ideas are empirically supported using the High School and Beyond Data. Incorporating these results into an analysis of a voucher policy suggests that efficiency can be increased by 15% and equality of cognitive achievement by 28% without forfeiting any integration within all schools., n this book, the relative contributions of a school and a pupil in producing cognitive achievement growth are theoretically isolated so that the efficiency of a school can be evaluated more objectively., In this book, the relative contributions of a school and a pupil in producing cognitive achievement growth are theoretically isolated so that the efficiency of a school can be evaluated more objectively. Using educational psychology and the neo-classical, economic method of constrained optimization, it is argued that a school is responsible for supplying a pupil with a high learning rate while the pupil's contribution is measured by time-on-task or attention to a lesson. Two surprising inferences are drawn from this model of school quality. The most interesting result is that producing equality of achievement outcomes among pupils increases a school's ability to offer a maximum average learning rate given any level of expenditures which contradicts present theory. A further implication is that the presumed market failure does not exist since private schools are found to be more equal than state schools. Both of these ideas are empirically supported using the High School and Beyond Data . Incorporating these results into an analysis of a voucher policy suggests that efficiency can be increased by 15% and equality of cognitive achievement by 28% without forfeiting any integration within all schools.
LC Classification Number
LC66.S394 1996
Item description from the seller
Seller feedback (21,689)
- a***2 (180)- Feedback left by buyer.Past monthVerified purchaseFast shipping, item in good condition as described. A+ seller!
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Seller feedback (21,689)
- a***2 (180)- Feedback left by buyer.Past monthVerified purchaseFast shipping, item in good condition as described. A+ seller!
- o***s (4021)- Feedback left by buyer.Past monthVerified purchaseThanks!
- g***9 (1345)- Feedback left by buyer.Past monthVerified purchasePhoto was exactly as described, Well packaged and shipped quickly. Thanks.