The effect of education on the earnings of Blacks and Whites
TL;DR: In this paper, the effect of schooling and learning on the level of workers' earnings is discussed. But, the effects of educational achievement and various other personal characteristics on the earnings of those with twelve or fewer years of schooling are discussed.
Abstract: T HIS paper is concerned with the effect of schooling and learning on the level of workers' earnings. Individual data obtained from the 1/1000 sample of the 1960 United States Census for the North Central region 1 and information on scholastic achievement obtained from Equality of Educational Opportunity,2 popularly known as the Coleman Report, are used to measure the effect of educational achievement and various other personal characteristics on the earnings of those with twelve or fewer years of schooling. The first section discusses the data and the specification of earnings functions. In the next section it is shown that, for whites, a significant relationship exists between an individual's scholastic achievement and his earnings and that achievement explains more of the variance in earnings than does the number of years in school. The third section presents findings that the effect of education on earnings is less for blacks than for whites and that the black's lower average achievement does not account for the difference in the mean earnings of blacks and whites. The fourth section describes a recursive model of income determination.
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TL;DR: In this article, the authors point out that public and professional interest in education is likely to be short-lived, doomed to dissipate as frustration over the inability of policy to improve school practice sets in.
Abstract: N RECENT YEARS, public and professional interest in schools has been heightened by a spate of reports, many of them critical of current school policy.' These policy documents have added to persistent and long-standing concerns about the cost, effectiveness, and fairness of the current school structure, and have made schooling once again a serious public issue. As in the past, however, any renewed interest in education is likely to be short-lived, doomed to dissipate as frustration over the inability of policy to improve school practice sets in. This frustration about school policy relates directly to knowledge about the educational production process and in turn to underlying research on schools. Although the educational process has been extensively researched, clear policy prescriptions flowing from this research have been difficult to derive.2 There exists, however, a consistency to the research findings that does have an immediate application to school policy: Schools differ dramatically in "quality,"
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TL;DR: A review of past analyses of student achievement and educational production relationships can be found in this paper, where the authors consider how such studies should be conducted and what can be learned from them.
Abstract: Measuring educational performance and understanding its determinants are important for designing policies with respect to such varying issues as teacher accountability, educational finance systems, and school integration. Unfortunately, past analyses of student achievement and educational production relationships have been plagued by both a lack of conceptual clarity and a number of potentially severe analytical problems. As a result, there is considerable confusion not only about what has been learned, but also about how such studies should be conducted and what can be learned. This review considers each of these issues and also relates knowledge from these studies to research about areas other than just school operations and performance.
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TL;DR: More and better schooling has been seen as an antidote to the brutalization of industrial life as discussed by the authors, and the popularity of educational reform among liberals and progressives stemmed from more political considerations: educational equalization seemed to offer a strategy for achieving the greater social equality that was politically viable.
Abstract: For at least half a century schooling has been the chosen instrument of American social reformers. More and better schooling has been seen as an antidote to the brutalization of industrial life. More equal access to schooling has been sought as a powerful vehicle for the equalization of economic opportunity, the redistribution of income, and the elimination of poverty. Until recently, the choice of education as the instrument of those who sought greater equality in the United States has not been based on any direct evidence of its efficacy in bringing higher incomes to the children of the poor. Rather, the popularity of educational reform among liberals and progressives stemmed from more political considerations: educational equalization seemed to offer a strategy for achieving the greater social equality that was politically viable. More equal education, it was confidently asserted, could achieve significantly greater equality of economic opportunity and incomes without challenging the basic economic institutions of society and without requiring any major redistribution of capital. Yet over the past decade, important empirical support has been forthcoming for those who see education as-to quote Horace Mann-"the great equalizer." First, the possibility of more equal schooling achieving a more equal distribution of income seemed to be confirmed by studies of the determinants of individual earnings.' The earnings functions estimated in these studies demonstrated a strong relationship between years of school-
408 citations
TL;DR: Wolf, Marvin E. and Franco Ferracuti 1967 The Subculture of Violence as mentioned in this paper, a sociological analysis of criminal homicide and its relationship with the police. But their analysis focused on the criminal justice system, not the criminal culture.
Abstract: Vines, Kenneth and Herbert Jacob 1963 "Studies in judicial politics." in VIII Tulane Studies in Political Science: 7798. Westley, William A. 1953 "Violence and the police." American Journal of Sociology 59:34-41. Wolf, Edwin D. 1964 Abstract of "Analysis of jury sentencing in capital cases: New Jersey: 19371961." Rutgers Law Review 19:56-64. Wolfgang, Marvin E. 1961 "A sociological analysis of criminal homicide." Federal Probation 23:4855. Wolfgang, Marvin E. and Franco Ferracuti 1967 The Subculture of Violence. London: Methaen.
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