Here are 100 books that Returns to Education fans have personally recommended if you like
Returns to Education.
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I've always been interested in trying to make the world a better place, increasing the well-being of families and nations, and not just in making private profit for myself or for some employer. In working as a consultant on education and development in 22 different countries, many of them poor and developing such as Nepal, Malawi, and Indonesia, I've seen a lot of poverty and inequality, and have also come to see how education, including its effects on fertility rates, health, longevity, the survival of democratic institutions and so forth and especially its financing is at the heart of making lives better, especially for children who are the future of each family and each nation.
Theodore Schultz, a personal friend, was President of the American Economics Association, and Head of the Economics Department at the University of Chicago.
He is generally regarded as the father of Human Capital theory and analysis, is the one who hired Gary Becker from Columbia University, and his Presidential Address to the American Economics Association in 1960 is widely cited as the beginning of the human capital revolution in economics.
It transformed the fields of economic growth where modern endogenous growth models are currently the mainstream, the fields of labor economics, home economics, the economics of education, and is in the process of revolutionizing the field of economic development (with ‘endogenous development’).
This highly readable and interesting book will give the reader a basic understanding of human capital analysis. Its roots are in Becker’s Economic Journal article on “the economics of the allocation of human time”.
I've always been interested in trying to make the world a better place, increasing the well-being of families and nations, and not just in making private profit for myself or for some employer. In working as a consultant on education and development in 22 different countries, many of them poor and developing such as Nepal, Malawi, and Indonesia, I've seen a lot of poverty and inequality, and have also come to see how education, including its effects on fertility rates, health, longevity, the survival of democratic institutions and so forth and especially its financing is at the heart of making lives better, especially for children who are the future of each family and each nation.
I recommend this collection of articles because it gives a readable and clear view of the connection of the benefits of education to education finance and brings in for the first time the distribution of both the benefits and the costs of education.
Kern Alexander is well known as the father of equity as it relates to education and education finance. His article on the “Concept of Equity in School Finance” which is Chapter 10 in his book sets the stage for 9 additional articles that follow on essentially all of the key aspects of distribution of the benefits among children and families and of costs among families and taxpayers.
This follows the nine Chapters on economic efficiency in education, which explore in greater depth many of the aspects already introduced above. These include the “Human Capital Approach” by Theodore W. Schultz, “The Social and Economic Externalities of Education”, “The…
This book concerns the rationale for efficient investment of public financial resources in public schools and the equitable deployment of those resources. It is a collection of the writings of scholars who have turned their attention to these issues and have published thoughtful articles in the Journal of Education Finance and its predecessor organization, The National Educational Finance Project. The Journal of Education Finance has been published for 33 years and over that long period has been the source of many outstanding articles of which the chapters in this book are representative. The 19 chapters were chosen because they combine…
I've always been interested in trying to make the world a better place, increasing the well-being of families and nations, and not just in making private profit for myself or for some employer. In working as a consultant on education and development in 22 different countries, many of them poor and developing such as Nepal, Malawi, and Indonesia, I've seen a lot of poverty and inequality, and have also come to see how education, including its effects on fertility rates, health, longevity, the survival of democratic institutions and so forth and especially its financing is at the heart of making lives better, especially for children who are the future of each family and each nation.
This book is a classic. Gary Becker received the Nobel Prize in Economics in 1992 for his work on Human Capital, (as had TW Schultz).
This book was near the beginning of Gary Becker’s very productive life and launched a well-known wave of research and innovation that has by now had major impacts on many branches of economics such labor economics, international trade, economic growth, home economics, and now economic development.
He received the Medal of Freedom from George W. Bush at the White House in 2007 where President Bush said “Professor Becker has shown that economic principles do not just exist in theory.” Gary Becker died in 2014. He was 83.
This is a ‘must read’ for any person seriously interested in Human Capital, Labor Economics, the Economics of Education, or other fields that have been or are being revolutionized by human capital theory and empirical research. For others…
"Human Capital" is Becker's study of how investment in an individual's education and training is similar to business investments in equipment. Becker looks at the effects of investment in education on earnings and employment, and shows how his theory measures the incentive for such investment, as well as the costs and returns from college and high school education. Another part of the study explores the relation between age and earnings. This edition includes four new chapters, covering recent ideas about human capital, fertility and economic growth, the division of labour, economic considerations within the family, and inequality in earnings.
I became an anthropologist by accident. I never liked school, but I loved to travel, and I got a PhD so that I could rail against development and the perils of cross-cultural misunderstanding in print. Naively, I thought maybe someone would listen. Luckily for me, I discovered I also liked teaching. I first taught at UCLA and then at the Naval Postgraduate School, where I had mostly mid-career U.S. and international special operations officers in class. More serendipity: my two decades at the Naval Postgraduate School bracketed the Global War on Terror, which unfortunately proved to be a witch’s brew of cross-cultural misunderstanding.
Yes, this is the same Graham Hancock who now writes contrarian archeological tomes. I conducted some of my PhD fieldwork in the same area of Somalia that he visited as a reporter, and I was there not long after he was in the 1980s.
This was the first book I came across that explained why almost every development project I’d encountered when traveling around Africa seemed to be such a waste, or worse. Next to no one at the time was reporting on the corruption generated by ‘development’ or the extent to which aid was an industry. Hancock nailed it.
Each year some sixty billion dollars are spent on foreign aid throughout the world. Whether in donations to charities such as Save the Children, Oxfam, CARE, UNICEF, or the Red Cross, in the form of enormous loans from the World Bank, or as direct payments from one government to another, the money is earmarked for the needy, for relief in natural disasters—floods or famines, earthquakes, or droughts—and for assistance in the development of nations.
The magnitude of generosity from the world’s wealthy nations suggests the possibility of easing, if not eliminating, hunger, misery, and poverty; in truth, however, only a…
I am a professional economist and econometrician with over 50 years of teaching and research experience. I've published articles in more than 200 international publications and been on the senior teaching staff of top U.S. and Asian universities. In recent years, I have also been interested in serious scholarly studies on developing economies in Asia and as an economic consultant to several Asian government ministries.
For readers interested in a sectoral analysis of Vietnam’s reforms and economic growth, the book provides a useful account of one major area of reform in Vietnam, namely education.
Coupled with domestic training and foreign capital inflows, this education sector and its reforms can be said to be a principal contributor to the country’s development and growth. The book also discusses the reform’s rationale and issues and, for policy analysis, describes the consequences for the sector and the economy in recent years.
This book, drawing on a political economic perspective of education development, is a comprehensive account of the question "why some education systems flourish while others falter." It provides a state-of-the-art review of the Vietnamese way of education development, figuring out the pitfalls, challenges and opportunities of neoliberal reform. It also sheds new light on the rise of neoliberal capitalism in contemporary Vietnam as the country intensifies its market-oriented economic transition.
Starting from educational development concerns, this book differentiates the growth and development concepts in education. While "growth with limited development" is well reflected in many developing education systems, the Vietnamese…
My passion for economics began during my first semester of college when I enrolled in a principles of macroeconomics course only because the professor was my father’s friend. The power of economic reasoning to explain the world around me has held my fascination every since. After graduate school, my interests turned to encourage others to use the economic way of thinking to better their lives. My life as an economic educator spans more than 40 years, having taught thousands of college students across several universities, from first-semester freshmen to matriculating doctoral candidates. My work has taken me around the world and back to my undergraduate alma mater in Pittsburg, Kansas.
This book provides a thorough treatment of all the basic economic tools that everyone needs to survive and thrive in today’s world.
Stock is a natural teacher who uses her gift for taking the complex and making it simple. The topics are wide-ranging and the analysis is clear and convincing. Even those who think they are not interested in economics will find something to take with them after pursuing this well-written volume.
This book presents a realistic picture of current economic thought through an understanding of theory and the application of issues. It discusses concepts in economics and how they relate to real issues in life. It delves into economics by looking at Crime, Labor Markets, Drug Use, Population etc, using the "tools" of economics.
I am a historian of education and twentieth-century U.S. history. Public schooling has been transformative for me, opening up a world of opportunities, but I know many others are not nearly so lucky. This has shaped my interest in the history of public schooling, including its promise of democracy and opportunity and the too-often reality of the way it replicates and deepens social and economic inequalities. I think history helps us understand our world, including to see the roots of inequality we live with today and to think about how we might build a more equitable system.
I love this book because it takes what we largely take for granted—local property tax and the educational inequality it produces—and shows how and why this developed over time and whose interests it has served. While we have tended to assume that funding inequality is the unfortunate byproduct of a long attachment to localism, this book explores how, in California, the state moved from centralized and more equitable funding to more localized and unequal funding through the political lobbying of the elites who benefited.
Taking unequal funding seriously as a deliberate project and a cornerstone for other kinds of social and economic inequalities makes us rethink many aspects of educational inequality we live with today. This book consequently says profound things about the history of American education and educational inequality, past and present.
In Dividing the Public, Matthew Gardner Kelly takes aim at the racial and economic disparities that characterize public education funding in the United States. With California as his focus, Kelly illustrates that the use of local taxes to fund public education was never an inadvertent or de facto product of past practices, but an intentional decision adopted in place of well-known alternatives during the Progressive Era, against past precedent and principle in several states.
From efforts to convert expropriated Indigenous and Mexican land into common school funding in the 1850s, to reforms that directed state aid to expanding white suburbs…
Inequality and fairness are basic issues in human conflict and cooperation that have long fascinated me. Growing up in Louisville, Kentucky, I was confronted with the extreme racial segregation of schools and neighborhoods. My Catholic upbringing taught me to cherish the cardinal virtues of justice, wisdom, courage, and temperance, and my education in political economy taught me that markets can fairly and efficiently allocate resources, when legal power is evenly shared. My formal education culminated in a Ph.D. in Public Affairs from Princeton University, which led me to my current roles: Non-resident Senior Fellow at the Brookings Institution and Principal Economist at Gallup. I care deeply about the social conditions that create cooperation and conflict.
To understand why some workers are paid more than others, you have to understand how skills are valued and rewarded in the labor market, and how that has changed, as the economy has evolved.
Focused on the United States, Katz and Goldin provide a sweeping overview of how education leads to skills and income, drawing on the most well-established theories in economics. It misses some important causes of inequality, but is essential for understanding the one of the deepest economic forces governing wages: the supply and demand of human capital.
This book provides a careful historical analysis of the co-evolution of educational attainment and the wage structure in the United States through the twentieth century. The authors propose that the twentieth century was not only the American Century but also the Human Capital Century. That is, the American educational system is what made America the richest nation in the world. Its educational system had always been less elite than that of most European nations. By 1900 the U.S. had begun to educate its masses at the secondary level, not just in the primary schools that had remarkable success in the…
Robin Attfield and Barry Wilkins are retired members of the Philosophy staff of Cardiff University, where they individually and jointly taught undergraduate courses in Philosophy and History of Ideas, and magistral courses in Social Ethics. They also supervised doctoral students in fields including development ethics; former students of theirs hold professorships in places ranging from Los Angeles to Addis Ababa and to Jahangirnagar (Bangladesh). Robin Attfield is currently completing his twentieth published book; several of his books have concerned our international responsibilities. From 1990 they became aware of a serious gap in the philosophical literature with regard to international development, and managed through their joint book to begin plugging it.
Barry recommends this book for Eric Toussaint's powerful analysis of the global financial system and its principal institutions (such as the IMF and World Bank) as a system of power relations maintaining the subordination and exploitation of the global south.
Barry found the exploration of possible solutions particularly valuable, ranging from various forms of resistance in poorer countries to the development of support and solidarity from social movements and struggles in rich countries.
Desirable policy changes are also discussed, especially debt cancellation in relation to the Third World Debt Crisis.
In the last decade neoliberal policies have created debt and global impoverishment on a massive scale. In this updated edition of his internationally recognised book, Toussaint traces the origins and development of the crisis in global finance.
I grew up in the 1950s next door to Long Island’s iconic Levittown. All my aunts and uncles lived in similar modest suburbs, and I assumed everyone else did, too. Maybe that explains why America’s sharp economic U-turn in the 1970s so rubbed me the wrong way. We had become, in the mid-20th century, the first major nation where most people—after paying their monthly bills—had money left over. Today we rate as the world’s most unequal major nation. Our richest 0.1 percent hold as much wealth as our bottom 90 percent. I’ve been working with the Institute for Public Studies, as co-editor of Inequality.org, to change all that.
The climate crisis, many of us now understand, may just end up crushing us. What can save us from that crushing?
Greater income equality, the former World Bank economist Herman Daly argued in this concise 1996 volume, has to be central to our solution. Daly, who passed away in 2022, pioneered the discipline of ecological economics.
Our planet, this University of Maryland professor emeritus believed, has “a limit to the total material production that the ecosystem can support.” In other words, we can’t afford to continue grasping for ever more.
We need to center ourselves instead around having enough, and that means, Daly concluded, moving toward adopting a “maximum personal income” since having 99 percent of a limited total product “go to only one person” would be “clearly unjust.”
"Daly is turning economics inside out by putting the earth and its diminishing natural resources at the center of the field . . . a kind of reverse Copernican revolution in economics." --Utne Reader
"Considered by most to be the dean of ecological economics, Herman E. Daly elegantly topples many shibboleths in Beyond Growth. Daly challenges the conventional notion that growth is always good, and he bucks environmentalist orthodoxy, arguing that the current focus on 'sustainable development' is misguided and that the phrase itself has become meaningless." --Mother Jones
"In Beyond Growth, . . . [Daly] derides the concept of…
