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Author: Greg J. Duncan
Publisher: Russell Sage Foundation
ISBN: 1610447514
Category : Education
Languages : en
Pages : 573
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Book Description
As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.
Author: Greg J. Duncan
Publisher: Russell Sage Foundation
ISBN: 1610447514
Category : Education
Languages : en
Pages : 573
Get Book Here
Book Description
As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.
Author: Guillermo Auad
Publisher: Fundacion BBVA
ISBN: 8492937823
Category : Science
Languages : en
Pages : 264
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Book Description
Climate change in the Arctic Ocean has stirred a remarkable surge of interest and concern. Study after study has revealed the astonishing speed of physical, chemical, ecological, and economic change throughout the expanse of the Arctic. What is more, the consequences of the changing Arctic are not restricted to the Arctic itself, but affect everyone in the Northern Hemisphere, ranging as they do from extreme weather to resource availability and food security, with implications for politics, economics, and sociology. The challenge is to comprehend the full extent and variety of these consequences, and meeting this challenge will demand a multi- and transdisciplinary understanding. Only by this means can we hope to map out a knowledge-based ecosystem and move toward knowledge-based resource management—the essential precondition for any sustainable future. In this book, leading international experts, from many felds of science and across the entire pan-Arctic region, give their specifc takes on where the Arctic Ocean is heading. All have taken care in their writing not to exclude non-experts, in the conviction that multi- and transdisciplinarity can only be achieved when communication and outreach are not tribal in nature. The recurrent guiding theme throughout these pages is “Whith -er the Arctic Ocean?” Taken in concert, the essays synthesize the current state of scientifc knowledge to project how climate change may impact on the Arctic Ocean and the continents around it. How can and how should we prepare for the imminent future that is already lapping at the threshold of the commons? What readers will hopefully take from this multi- and transdisciplinary endeavor is not the individual perspective of each contribution, but the picture that emerges across the entire suite of essays. As we move into a near future that will encompass both the probable and surprises, this book attempts to conjure the multi-dimensional space in which a sustainable future must be brought into being.
Author: Thomas G. Weiss
Publisher: John Wiley & Sons
ISBN: 0745678661
Category : Political Science
Languages : en
Pages : 180
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Book Description
Friends and foes of international cooperation puzzle about how to explain order, stability, and predictability in a world without a central authority. How is the world governed in the absence of a world government? This probing yet accessible book examines "global governance" or the sum of the informal and formal values, norms, procedures, and institutions that help states, intergovernmental organizations, civil society, and transnational corporations identify, understand, and address trans-boundary problems. The chasm between the magnitude of a growing number of global threats - climate change, proliferation of weapons of mass destruction, terrorism, financial instabilities, pandemics, to name a few - and the feeble contemporary political structures for international problem-solving provide compelling reasons to read this book. Fitful, tactical, and short-term local responses exist for a growing number of threats and challenges that require sustained, strategic, and longer-run global perspectives and action. Can the framework of global governance help us to better understand the reasons behind this fundamental disconnect as well as possible ways to attenuate its worst aspects? Thomas G. Weiss replies with a guardedly sanguine "yes".
Author: John Raidt
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Christian Henning
Publisher: Springer
ISBN: 3319607146
Category : Business & Economics
Languages : en
Pages : 355
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Book Description
This book is open access under a CC BY 4.0 license. The book examines the methodological challenges in analyzing the effectiveness of development policies. It presents a selection of tools and methodologies that can help tackle the complexities of which policies work best and why, and how they can be implemented effectively given the political and economic framework conditions of a country. The contributions in this book offer a continuation of the ongoing evidence-based debate on the role of agriculture and participatory policy processes in reducing poverty. They develop and apply quantitative political economy approaches by integrating quantitative models of political decision-making into existing economic modeling tools, allowing a more comprehensive growth-poverty analysis. The book addresses not only scholars who use quantitative policy modeling and evaluation techniques in their empirical or theoretical research, but also technical experts, including policy makers and analysts from stakeholder organizations, involved in formulating and implementing policies to reduce poverty and to increase economic and social well-being in African countries.
Author: Joseph E. Stiglitz
Publisher: MIT Press
ISBN: 9780262691826
Category : Business & Economics
Languages : en
Pages : 360
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Book Description
The rapid collapse of socialism has raised new economic policy questions and revived old theoretical issues. In this book, Joseph Stiglitz explains how the neoclassical, or Walrasian model (the formal articulation of Adam Smith's invisible hand), which has dominated economic thought over the past half century, may have wrongly encouraged the belief that market socialism could work. Stiglitz proposes an alternative model, based on the economics of information, that provides greater theoretical insight into the workings of a market economy and clearer guidance for the setting of policy in transitional economies. Stiglitz sees the critical failing in the standard neoclassical model underlying market socialism to be its assumptions concerning information, particularly its failure to consider the problems that arise from lack of perfect information and from the costs of acquiring information. He also identifies problems arising from its assumptions concerning completeness of markets, competitiveness of markets, and the absence of innovation. Stiglitz argues that not only did the existing paradigm fail to provide much guidance on the vital question of the choice of economic systems, the advice it did provide was often misleading.
Author: Karen Bogenschneider
Publisher: Routledge
ISBN: 100037890X
Category : Family & Relationships
Languages : en
Pages : 464
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Book Description
New thinking is needed on the age-old conundrum of how to connect research and policymaking. Why does a disconnect exist between the research community, which is producing thousands of studies relevant to public policy, and the policy community, which is making thousands of decisions that would benefit from research evidence? The second edition updates community dissonance theory and provides an even stronger, more substantiated story of why research is underutilized in policymaking, and what it will take to connect researchers and policymakers. This book offers a fresh look into what policymakers and the policy process are like, as told by policymakers themselves and the researchers who study and work with them. New to the second edition: • The point of view of policymakers is infused throughout this book based on a remarkable new study of 225 state legislators with an extraordinarily high response rate in this hard-to-access population. • A new theory holds promise for guiding the study and practice of evidence-based policy by building on how policymakers say research contributes to policymaking. • A new chapter features pioneering researchers who have effectively influenced public policy by engaging policymakers in ways rewarding to both. • A new chapter proposes how an engaged university could provide culturally competent training to create a new type of scholar and scholarship. This review of state-of-the-art research on evidence-based policy is a benefit to readers who find it hard to keep abreast of a field that spans the disciplines of business, economics, education, family sciences, health services, political science, psychology, public administration, social work, sociology, and so forth. For those who study evidence-based policy, the book provides the basics of producing policy relevant research by introducing researchers to policymakers and the policy process. Strategies are provided for identifying research questions that are relevant to the societal problems that confront and confound policymakers. Researchers will have at their fingertips a breath-taking overview of classic and cutting-edge studies on the multi-disciplinary field of evidence-based policy. For instructors, the book is written in a language and style that students find engaging. A topic that many students find mundane becomes germane when they read stories of what policymakers are like, and when they learn of researcher’s tribulations and triumphs as they work to build evidence-based policy. To point students to the most important ideas, the key concepts are highlighted in text boxes. For those who desire to engage policymakers, a new chapter summarizes the breakthroughs of several researchers who have been successful at driving policy change. The book provides 12 innovative best practices drawn from the science and practice of engaging policymakers, including insights from some of the best and brightest researchers and science communicators. The book also takes on the daunting task of evaluating the effectiveness of efforts to engage policymakers around research. A theory of change identifies seven key elements that are fundamental to increasing policymaker’s use of research along with evaluation protocols and preliminary evidence on each element.
Author: Ian Shemilt
Publisher: John Wiley & Sons
ISBN: 1444320408
Category : Medical
Languages : en
Pages : 216
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Book Description
The need for evidence-based decisions that take account of botheffectiveness and economics is greater now than ever. Using casestudies and illustrative examples throughout the authors describehow the activities and outputs of evidence synthesis, systematicreview, economic analysis and decision-making interact within andacross different spheres of health and social policy and practice. Expanding on the first edition the book now covers approaches toevidence synthesis that combine economics and systematic reviewmethods in the applied fields of social welfare, education andcriminal justice, as well as health care. Written by economists andhealth services researchers closely involved in developingevidence-based policy and practice it showcases currentstate-of-the-art methodology and will be an invaluable read for allpolicy-makers and practitioners using evidence to inform decisions,analysts conducting research to support decisions and studentsdiscovering the need for evidence-based decisions to incorporateeconomic perspectives and evidence.
Author: Andy Pike
Publisher: Routledge
ISBN: 131799051X
Category : Business & Economics
Languages : en
Pages : 133
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Book Description
Regional studies are at a vibrant conjuncture. ‘Regions’ continue to provide a conceptual and analytical focus for often overlapping concerns with economic, social, political, cultural and ecological change. In the context of increased interest in inter- and multi-disciplinary approaches, ‘regions’ remain an arena in which synthesis across disciplines – economics, geography, planning, politics and sociology – can take place. Yet recent work has raised fundamental questions about how we think about and research ‘regions’ and regional change, ‘development’, governance and regulation. First, emergent conceptual ideas have introduced new thinking about space, place and scale that interprets ‘regions’ as ‘unbounded’, relational spaces. This work has disturbed notions of ‘regions’ as bounded territories and questioned hierarchical systems of scale through more complex, multi-scalar approaches. Second, research methodology has grown in sophistication and sensitivity but remains somewhat polarised between the binaries of positivist, often quantitative, and more theoretically diverse, typically qualitative, approaches. Last, regional governance, policy and politics are wrestling with the conceptual, methodological and political complexities of new modes and geographies of governance and emergent multi-agent and multi-level institutional architectures. This book brings together important voices in regional studies to contribute to and reflect upon these current issues and debates. While we are at an early stage in beginning to think through what such conceptual, theoretical, methodological, governance, policy and political innovations and developments mean for regional studies, the magnitude and resonance of such issues underpin the vitality of research on the region. This book was published as a special issue of Regional Studies.
Author: Sigal Alon
Publisher: Russell Sage Foundation
ISBN: 1610448545
Category : Education
Languages : en
Pages : 346
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Book Description
No issue in American higher education is more contentious than that of race-based affirmative action. In light of the ongoing debate around the topic and recent Supreme Court rulings, affirmative action policy may be facing further changes. As an alternative to race-based affirmative action, some analysts suggest affirmative action policies based on class. In Race, Class, and Affirmative Action, sociologist Sigal Alon studies the race-based affirmative action policies in the United States. and the class-based affirmative action policies in Israel. Alon evaluates how these different policies foster campus diversity and socioeconomic mobility by comparing the Israeli policy with a simulated model of race-based affirmative action and the U.S. policy with a simulated model of class-based affirmative action. Alon finds that affirmative action at elite institutions in both countries is a key vehicle of mobility for disenfranchised students, whether they are racial and ethnic minorities or socioeconomically disadvantaged. Affirmative action improves their academic success and graduation rates and leads to better labor market outcomes. The beneficiaries of affirmative action in both countries thrive at elite colleges and in selective fields of study. As Alon demonstrates, they would not be better off attending less selective colleges instead. Alon finds that Israel’s class-based affirmative action programs have provided much-needed entry slots at the elite universities to students from the geographic periphery, from high-poverty high schools, and from poor families. However, this approach has not generated as much ethnic diversity as a race-based policy would. By contrast, affirmative action policies in the United States have fostered racial and ethnic diversity at a level that cannot be matched with class-based policies. Yet, class-based policies would do a better job at boosting the socioeconomic diversity at these bastions of privilege. The findings from both countries suggest that neither race-based nor class-based models by themselves can generate broad diversity. According to Alon, the best route for promoting both racial and socioeconomic diversity is to embed the consideration of race within class-based affirmative action. Such a hybrid model would maximize the mobility benefits for both socioeconomically disadvantaged and minority students. Race, Class, and Affirmative Action moves past political talking points to offer an innovative, evidence-based perspective on the merits and feasibility of different designs of affirmative action.
