- xiii, 224 pages : illustrations ; 25 cm.
- Contents: Humans as machines -- Learning and producing -- Earnings inequality -- A role for government -- Appendix: Learn to learn. Learn to earn. Then earn -- Exercises -- Resources and outcomes -- Waste and calls for reform -- Time series evidence -- More court orders -- Cost-benefit analyses are not our focus -- The education production function -- Salary schedules -- Class size -- Evidence from developing countries -- Approaches to education reform -- Exercises -- Assessment-based incentives -- Defining terms -- An empirical regularity -- Economic theory and Campbell's Law -- Parallels to education -- Optimal incentive design -- Alignment problems -- Solutions to alignment problems -- Pay for percentile -- Two tasks require two measurement systems -- Who teaches -- The limits of ABI systems -- Appendix: Empirical work on educator quality -- Appendix: Multi-tasking for beginners -- Exercises -- Letting parents choose -- Attendance zones -- Deferred acceptance -- Top trading cycles -- DA vs TTC -- The importance of being earnest -- Recent empirical work -- Rearranging the deck chairs on the Titanic -- Exercises -- Charter schools -- Lottery results -- Studies without lotteries -- Competitive pressures on public schools -- Competition is not a magic bullet -- Appendix: Experimental data and late for beginners -- Vouchers -- Baseline model -- Public versus private school comparisons -- Public school responses -- Too focused on saving money -- Vouchers systems need accountability systems -- International evidence -- Political barriers -- Design details, segregation, and inequality -- Peer effects and complications -- Exercises -- Putting the pieces together -- Work to be done -- Moving forward.Includes bibliographical references and index.Summary: Derek Neal writes that economists must analyze public education policy in the same way they analyze other procurement problems. He shows how standard tools from economics research speak directly to issues in education. For mastering the models and tools that economists of education should use in their work, there is no better resource available.--