The Economics of Education: A Comprehensive Overview, Second Edition, offers a comprehensive and current overview of the field of that is broadly accessible economists, researchers and students. This new edition revises the original 50 authoritative articles and adds Developed (US and European) and Developing Country perspectives, reflecting the differences in institutional structures that help to shape teacher labor markets and the effect of competition on student outcomes. Provides international perspectives that describe the origins of key subjects, their major issues and proponents, their landmark studies, and opportunities for future research Increases developing county perspectives and comparisons of cross-country institutions Requires no prior knowledge of the economics of education

"The economics of education is a burgeoning area of study, employing increasingly sophisticated analytical tools to answer questions with high societal impact. Thus, the aim of this handbook is to provide readers with an up-to-update overview of the current state of the field of the economics of education and its main areas of research. This comprehensive handbook provides an authoritative overview of key theoretical and policy areas, covering topics like econometric methods for education economics, returns to education, competition in education provision, education and economic growth, and education and inequality. It reviews the current state of research from early childhood through post-graduate education as well as adult education and life-long learning. Offering a truly international perspective, the handbook benefits from a global group of contributors and attention to both developed and developing country contexts. The Routledge Handbook of the Economics of Education will be a valuable resource for advanced students, researchers and policymakers across economics, education, and public policy"--

This Handbook provides a comprehensive overview of the modern economics of education literature, bringing together a series of original contributions by globally renowned experts in their fields. Covering a wide variety of topics, each chapter assesses the most recent research with an emphasis on skills, evaluation and data analytics.

With contributions from a wide array of economists from Julie Nelson to Phil O'Hara, the book presents the pluralist economics state of play and is an essential reference tool for those charged with bringing the next generations of economists to the forefront.

A rigorous, pathbreaking analysis demonstrating that a country's prosperity is directly related in the long run to the skills of its population. In this book Eric Hanushek and Ludger Woessmann make a simple, central claim, developed with rigorous theoretical and empirical support: knowledge is the key to a country's development. Of course, every country acknowledges the importance of developing human capital, but Hanushek and Woessmann argue that message has become distorted, with politicians and researchers concentrating not on valued skills but on proxies for them. The common focus is on school attainment, although time in school provides a very misleading picture of how skills enter into development. Hanushek and Woessmann contend that the cognitive skills of the population—which they term the “knowledge capital” of a nation—are essential to long-run prosperity. Hanushek and Woessmann subject their hypotheses about the relationship between cognitive skills (as consistently measured by international student assessments) and economic growth to a series of tests, including alternate specifications, different subsets of countries, and econometric analysis of causal interpretations. They find that their main results are remarkably robust, and equally applicable to developing and developed countries. They demonstrate, for example, that the “Latin American growth puzzle” and the “East Asian miracle” can be explained by these regions' knowledge capital. Turning to the policy implications of their argument, they call for an education system that develops effective accountability, promotes choice and competition, and provides direct rewards for good performance.

This book is a survey of the principal aspects of the economics of education, such as the demand for education as consumption and as an investment, good education and economic growth, education and manpower needs, and the finance of education. In some cases in recent years, economic theory has been applied to educational problems in order to gain an insight into the workings of the educational system. The result has been a certain amount of confusion and distrust among teachers and educationists: confusion because some theoretical aspects are not easily understood and distrust of the economist's intrusion into educational policy-making. This book overcomes these problems by making minimal demands on prior knowledge of economics and by emphasizing the limitations of economic analysis applied to policy matters.

This book, which comprises eight chapters, presents a comprehensive critical survey of the results and methods of laboratory experiments in economics. The first chapter provides an introduction to experimental economics as a whole, with the remaining chapters providing surveys by leading practitioners in areas of economics that have seen a concentration of experiments: public goods, coordination problems, bargaining, industrial organization, asset markets, auctions, and individual decision making. The work aims both to help specialists set an agenda for future research and to provide nonspecialists with a critical review of work completed to date. Its focus is on elucidating the role of experimental studies as a progressive research tool so that wherever possible, emphasis is on series of experiments that build on one another. The contributors to the volume--Colin Camerer, Charles A. Holt, John H. Kagel, John O. Ledyard, Jack Ochs, Alvin E. Roth, and Shyam Sunder--adopt a particular methodological point of view: the way to learn how to design and conduct experiments is to consider how good experiments grow organically out of the issues and hypotheses they are designed to investigate.