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Articles 1 - 30 of 36
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How Demanding Should Equality Of Opportunity Be, And How Much Have We Achieved?, Valentino Dardanoni, Gary S. Fields, John E. Roemer, Maria Laura Sánchez Puerta
How Demanding Should Equality Of Opportunity Be, And How Much Have We Achieved?, Valentino Dardanoni, Gary S. Fields, John E. Roemer, Maria Laura Sánchez Puerta
Gary S Fields
[Excerpt] This chapter proposes tests of various notions of equality of opportunity and applies them to intergenerational income data for the United States and Britain. Agreement is widespread that equality of opportunity holds in a society if the chances that individuals have to succeed depend only on their own efforts and not on extraneous circumstances that may inhibit or expand those chances. What is contentious, however, is what constitutes "effort" and "circumstances." Most people, we think, would say that the social connections of an individual's parents would be included among circumstances: equality of opportunity is incomplete if some individuals get …
Achievement, Test Scores And Relative Wages, John H. Bishop
Achievement, Test Scores And Relative Wages, John H. Bishop
John H Bishop
[Excerpt] This article examines the causal connections between these two phenomena: changes in the academic achievement of high school graduates and changes in the payoff to college. Four specific questions are addressed. The questions and the answers generated by our examination of the data are outlined below[...]
Vocational Education For At-Risk Youth: How Can It Be Made More Effective?, John H. Bishop
Vocational Education For At-Risk Youth: How Can It Be Made More Effective?, John H. Bishop
John H Bishop
[Excerpt] Minority youth and non-minority youth from economically disadvantaged backgrounds have great difficulty finding steady jobs that provide real training and advancement opportunities. In October 1986, only 32 percent of black youth who had recently dropped out of high school had a job and only 42 percent of the previous June's graduates not attending college had a job. For Hispanics, only 46 percent of recent drop outs had a job and only 65 percent of graduates not attending college had a job. While the employment rates among white youth were higher (47 percent for drop outs and 71 percent for …
Secondary Education In The United States: What Can Others Learn From Our Mistakes?, John H. Bishop , Ferran Mane, Michael Bishop
Secondary Education In The United States: What Can Others Learn From Our Mistakes?, John H. Bishop , Ferran Mane, Michael Bishop
John H Bishop
Secondary schools are the least successful component of the U.S. education system. Students learn considerably less than in other industrialized nations and dropout rates are significantly higher. This paper provides an explanation for this failure, describes the standards based reforms strategies that many states are implementing to attack these problems, and evaluates the success of these efforts.
Job Performance, Turnover And Wage Growth, John H. Bishop
Job Performance, Turnover And Wage Growth, John H. Bishop
John H Bishop
The paper tests and finds strong support for the hypothesis that in the nonunion sector of the economy, turnover is negatively selective on a worker's job performance. At establishments with about 17 employees, a worker who is one standard deviation (21 percent) less productive than average during the first few months on the job is 11 percentage points more likely to be laid off or fired and 7 percentage points more likely to quit during the succeeding year. At large nonunion establishments and in small labor markets, productivity has very large effects on risks of an involuntary separation but almost …
Why California Needs A High School Exit Examination System: Enrollment + Motivation + Engagement => Learning , John H. Bishop
Why California Needs A High School Exit Examination System: Enrollment + Motivation + Engagement => Learning , John H. Bishop
John H Bishop
[Excerpt] The purpose of the educational enterprise is LEARNING. Engagement is essential to achieving this purpose. Students must come to school, pay attention, do homework, engage with the subject and construct their new knowledge in ways that allow them to retrieve it later. How are students induced to do all this hard work? Teachers try to make their subject interesting, but sixty–one percent of American students, nevertheless, say they “often feel bored” (OECD 2002 p. 330). Studies of time use in classrooms have found that American students actively engage in a learning activity for only about half the time they …
The Productivity Consequences Of What Is Learned In High School, John H. Bishop
The Productivity Consequences Of What Is Learned In High School, John H. Bishop
John H Bishop
[Excerpt] Another way of evaluating American performance in math and Science is to make comparisons with the upper secondary students of other nations. In the 196Os, the low ranking of American students in such comparisons was defended by citing the fact that higher proportions of American youth took the international test. This is no longer the case. Figures 1 to 4 plot the scores in Algebra, Biology, Chemistry and Physics against proportion of the 18-year old population in the types of courses to which the international test was administered. Where large proportions of the age cohort took the test, lower …
Student, Staff, And Employer Incentives For Improved Student Achievement And Work Readiness, John H. Bishop
Student, Staff, And Employer Incentives For Improved Student Achievement And Work Readiness, John H. Bishop
John H Bishop
“This article proposes a strategy for banishing mediocrity and building in its place an excellent American system of secondary education. Before a cure can be prescribed, however, a diagnosis must be made.”
Employer Training And Skill Shortages: A Review Of The State Of Knowledge With Recommendations For Future Research By The Department Of Labor, John H. Bishop
Employer Training And Skill Shortages: A Review Of The State Of Knowledge With Recommendations For Future Research By The Department Of Labor, John H. Bishop
John H Bishop
"This report proposes that the Department of Labor undertake a program of research designed to inform the policy debate related to skill shortages and the role of employer training in ameliorating them. The paper reviews the currently available evidence and then proposes new research on seven questions."
The Motivation Problem In American High Schools, John H. Bishop
The Motivation Problem In American High Schools, John H. Bishop
John H Bishop
American high school students devote much less time and energy to their studies than the students of other nations. The cause of the lack of motivation is the lack of rewards for studying hard and for taking rigorous courses. This occurs for four reasons. First, the u.S. economy fails to give academic achievement its due reward in the labor market and rewards instead credentials that signify time spent, rather than competencies acquired. In most other countries credentials are more closely related to competencies obtained, so school achievement is a more important determinants of prestige and income as an adult than …
What's Wrong With American Secondary Schools: Can State And Federal Governments Fix It?, John H. Bishop
What's Wrong With American Secondary Schools: Can State And Federal Governments Fix It?, John H. Bishop
John H Bishop
[Excerpt] The poor performance of American students is sometimes blamed on the nation's "diversity". Many affluent parents apparently believe that their children are doing acceptably by international standards. This is not the case. In Stevenson, Lee and Stigler's (1986) study of 5th grade math achievement, the best of the 20 classrooms sampled in Minneapolis was outstripped by every single classroom studied in Sendai, Japan and by 19 of the 20 classrooms studied in Taipeh, Taiwan. The nation's top high school students rank far behind much less elite samples of students in other countries. In mathematics the gap between Japanese and …
Scientific Illiteracy: Causes, Costs And Cures, John H. Bishop
Scientific Illiteracy: Causes, Costs And Cures, John H. Bishop
John H Bishop
[Excerpt] This article examines the causes of the learning deficits in science, math and technology, evaluates their social costs and then recommends policy measures for remedying the problems identified. Following the American Association for the Advancement of Science's Science for All Americans report, I define the domain of "science" very broadly to include mathematics and technology along with the natural sciences. To avoid confusing readers accustomed to the narrower definition of science, broadly defined science is referred to as science, mathematics and technology.
The French Mandate To Spend On Training: A Model For The United States?, John H. Bishop
The French Mandate To Spend On Training: A Model For The United States?, John H. Bishop
John H Bishop
American employers and workers underinvest in employer training. Underinvestment occurs because training generates externalities, because turnover is excessive, because the tax system discourages training investment, and because workers lack access to loans that would allow them finance heavy investments in training (Bishop 1991). During the election campaign, President Clinton proposed stimulating training by requiring employers to spend some minimum percentage of their wage bill on training or else be subject to a special tax. France has had such a mandate since 1972, so the design of an American training mandate is likely to benefit from a careful examination of the …
Why Students Don't Study: How You Can Make Studying Pay Off For Them, John H. Bishop
Why Students Don't Study: How You Can Make Studying Pay Off For Them, John H. Bishop
John H Bishop
American high school students devote much less time and energy to their studies than the students of other nations. The cause of the lack of motivation is the lack of rewards for studying hard and for taking rigorous courses. This occurs for four reasons. First, the U.S. economy fails to give academic achievement its due reward in the labor market and rewards instead credentials that signify time spent, rather than competencies acquired. In most other countries credentials are more closely related to competencies obtained, so competencies acquired rather than just time spent are a more important determinant of prestige and …
Employment Testing And Incentives To Learn, John H. Bishop
Employment Testing And Incentives To Learn, John H. Bishop
John H Bishop
Employment tests predict job performance because they measure or are correlated with a large set of malleable developed abilities which are causally related to productivity. Our economy currently under-rewards the achievements that are measured by these tests. Consequently, economic incentives to study hard in high school are minimal and this absence of incentives has contributed to the low levels of achievement in math and science. The paper concludes with a discussion of ways in which employment tests can strengthen incentives to learn.
Vocational And Academic Education In High School: Complements Or Substitutes, Suk Kang, John H. Bishop
Vocational And Academic Education In High School: Complements Or Substitutes, Suk Kang, John H. Bishop
John H Bishop
[Excerpt] A number of blue ribbon-panels have called for increases in the number academic courses required for graduation from high school and for lengthening the school day and the school year. Most states have adopted the first of these recommendations but not the second. With the amount of time a student spends in school remaining constant, increases in the number of required academic courses force reductions elsewhere. Which activities should be reduced? Should the reduction be made in study halls, music and fine arts,physical education, and life skills courses or should it come in vocational education? The answer to this …
The Worsening Shortage Of College Graduate Workers, John H. Bishop, Shani Carter
The Worsening Shortage Of College Graduate Workers, John H. Bishop, Shani Carter
John H Bishop
The Bureau of Labor Statistics projections of occupational employment growth have consistently underpredicted the growth of skilled occupations. BLS currently projects that professional, technical and managerial jobs will account for 44.5 percent of employment growth between 1988 and 2000, while we project they will account for 70 percent of employment growth. Between March 1988 and March 1991 these occupations, in fact, accounted for 87 percent of employment growth. The BLS's projections of the supply/demand balance for college graduates have also been off the mark--predicting a surplus in the 19808 when in fact relative wage ratios for college graduates were rising …
The Impact Of Curriculum-Based External Examinations On School Priorities And Student Learning, John H. Bishop
The Impact Of Curriculum-Based External Examinations On School Priorities And Student Learning, John H. Bishop
John H Bishop
[Excerpt] The first major prediction of the theory is that an increase in the extrinsic rewards for learning will cause student effort and achievement to increase. The primary extrinsic reward for achievement in high school is a higher probability of completing college. Thus the extrinsic rewards for learning in high school depend on the size of the payoff to college and on how contingent college admissions decisions are on achievement in high school. Time series data suggests that changes in college selectivity and payoff may have contributed to the ups and downs of student achievement during the postwar period. The …
Vocational Education And At-Risk Youth In The United States, John H. Bishop
Vocational Education And At-Risk Youth In The United States, John H. Bishop
John H Bishop
[Excerpt] Educationally disadvantaged youth in the United States have great difficulty finding steady jobs providing real training and advancement opportunities. In October 1994 only 43 percent of the young people who had dropped out of high school the previous year were employed. Of recent (previous spring) graduates who had not gone college, only 64 percent were employed (BLS 1995). Those who obtained employment accepted jobs paying 10 to 15 percent less than in 1980.
Information Externalities And The Social Payoff To Academic Achievement, John H. Bishop
Information Externalities And The Social Payoff To Academic Achievement, John H. Bishop
John H Bishop
The thesis of this paper is that wage rates and earnings give misleading signals to public and private decision makers regarding the social benefits of certain kinds of education and training (E&T) investments. The misleading signals are a result of the fact that (1) workers and employers prefer employment contracts which either do not recognize or only partially recognize differences in productivity among workers doing the same job and (2) important dimensions of E&T accomplishment -- the skill, knowledge and competencies actually developed -- are often not signaled to potential employers and therefore have limited influence on the allocation of …
La Educación Secundaria En Los Estados Unidos. ¿Qué Pueden Aprender Otros De Nuestros Errores?, John H. Bishop, Ferran Mane, Michael Bishop
La Educación Secundaria En Los Estados Unidos. ¿Qué Pueden Aprender Otros De Nuestros Errores?, John H. Bishop, Ferran Mane, Michael Bishop
John H Bishop
[Excerpt] El ritmo de los estudiantes estadounidenses para adquirir nuevas habilidades se desacelera durante la educación secundaria.
Questioning The Resort To U.S. Hegemonic Military Force, Harry Van Der Linden
Questioning The Resort To U.S. Hegemonic Military Force, Harry Van Der Linden
Harry van der Linden
This paper seeks to defend the thesis that this American project of military hegemony has a variety of global security costs of such combined magnitude that there is a strong prima facie case against the resort to armed force by the United States, so that its wars might be wrong even when there is a just cause. My thesis is based on the jus ad bellum principle of proportionality.
Vincentian Seminaries In Louisiana (1), John E. Rybolt C.M., Ph.D.
Vincentian Seminaries In Louisiana (1), John E. Rybolt C.M., Ph.D.
John E Rybolt
This is the first of two studies on Vincentian seminaries in Louisiana. “The Ecclesiastical Seminary of Saint Vincent of Paul,” located in Bayou LaFourche, opened in November 1838 after about a decade of discussion. The Vincentians had initially refused to direct it because of the financial burden it would place on them and because of possible disruption to their existing seminary at the Barrens in Perryville, Missouri. However, John Timon accepted it because educating candidates for the priesthood was a Vincentian work. The circumstances of the seminary’s founding are recounted in detail. The seminary’s life, curriculum, faculty, and finances are …
Saint Vincent's College And Theological Education, John E. Rybolt C.M., Ph.D.
Saint Vincent's College And Theological Education, John E. Rybolt C.M., Ph.D.
John E Rybolt
Saint Vincent’s College in Cape Girardeau, Mississippi opened in 1838 as a boys’ school and was incorporated as a college in 1843, providing mainly secular secondary education. It became a common seminary for several dioceses in 1860. During the Civil War, skirmishes and the Battle of Cape Girardeau came near it, and the loyalties of its faculty and students were divided. Nonetheless, classes continued throughout the war. Afterward, the college faced anti-Catholic bigotry and bankruptcy, and returned to accepting secular students for various reasons. It had many notable alumni and faculty, including bishops and Vincentian provincials respectively. It resumed its …
Deandreis-Rosati Memorial Archives, John E. Rybolt C.M., Ph.D.
Deandreis-Rosati Memorial Archives, John E. Rybolt C.M., Ph.D.
John E Rybolt
This is a preliminary inventory of the DeAndreis-Rosati Memorial Archives, located in the Congregation’s mother house of the United States, St. Mary’s Seminary, in Perryville, Missouri. The archives include materials on St. Mary’s Seminary, St. Vincent’s College, Dallas University, DePaul University, St. John’s University, and Niagara University; historical materials on the house of St. Mary’s and of the province, such as John Timon’s diary and letters; copybooks and materials on the cause of Felix De Andreis; items dealing with the government and houses of the Western (now Midwest) Province (e.g., vow books and provincial assembly minutes); Superior General Charles Souvay’s …
Barrens Memoir By John Timon, C.M. (1861), John Timon C.M., John E. Rybolt C.M., Ph.D.
Barrens Memoir By John Timon, C.M. (1861), John Timon C.M., John E. Rybolt C.M., Ph.D.
John E Rybolt
John Timon gives his account of Congregation’s development in the United States from the mission’s beginning until 1847. The narrative is largely focused on Timon’s own work and ends when he becomes bishop of Buffalo, New York. He recounts the growth of the foundation at the Barrens, his mission trips with Jean-Marie Odin in the surrounding area, and their 1824 trip through Arkansas. He recalls many conversions, including those of condemned men, his successful public defenses of Catholicism against anti-Catholic Protestant ministers, and the acquisition of the Congregation’s property and foundation of the parish in Cape Girardeau, Missouri. Much attention …
Vincentian Seminaries In Louisiana (2), John E. Rybolt C.M., Ph.D.
Vincentian Seminaries In Louisiana (2), John E. Rybolt C.M., Ph.D.
John E Rybolt
This article continues the study of Vincentian seminaries in Louisiana begun in the previous issue. Saint Vincent’s Theological Seminary, open from 1859 to 1867, and the Saint Louis Diocesan Seminary, open from 1900 to 1907, were in the same building next to Saint Stephen’s Church in New Orleans. The treatment of Saint Vincent’s describes its finances and gives the reasons for its selection as the relocation site for students from the seminary at LaFourche. Various reasons, including the threat of yellow fever, led to a generally small student body, except for two large groups in 1863 and 1867. The cost …
Notable Vincentians (2): Brother Martin Blanka, John E. Rybolt C.M., Ph.D.
Notable Vincentians (2): Brother Martin Blanka, John E. Rybolt C.M., Ph.D.
John E Rybolt
Martin Blanka was a coadjutor brother, the first brother in the American mission. A man of many virtues, his piety, patience, discretion, and resourcefulness were especially esteemed. He helped establish the seminary at Saint Mary’s of the Barrens; he served as carpenter, stonemason, cook, and tailor. He was responsible for maintaining the good order of the house. His prayers were also much admired as an example for others in the community. Toward the end of his life, he served at the Seminary of Saint Vincent de Paul in Louisiana.
A New Letter Of Felix De Andreis, John E. Rybolt C.M., Ph.D.
A New Letter Of Felix De Andreis, John E. Rybolt C.M., Ph.D.
John E Rybolt
In his introduction to this 1817 letter of Felix De Andreis, John Rybolt notes that it is of particular significance because it is the only one De Andreis wrote while he was in Sainte Genevieve, Missouri. Rybolt writes, “In this letter his response to the difficulties he faced is typical of the perspective seen throughout his correspondence: redemptive suffering, personal humility against the backdrop of his fame and success in Rome, a reliance on divine providence for the future of his mission.” De Andreis recounts the hardships of the frontier and describes his parishioners and his ministry among them. He …
American Vincentians In 1877–1878: The Maller Visitation Report (2), John E. Rybolt C.M., Ph.D.
American Vincentians In 1877–1878: The Maller Visitation Report (2), John E. Rybolt C.M., Ph.D.
John E Rybolt
In 1877, Mariano Maller, the provincial of Spain, was sent on an extraordinary visitation to investigate alleged mismanagement of the American province. This translation of his report is continued from the first issue of volume 18. Maller describes the history of the houses he visits and assesses finances, works, individuals, and the province as a whole. The recommendations he left with the confreres at many of the houses are included. He also suggests naming a new provincial.