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dc.contributor.authorBishop, John H.
dc.date.accessioned2020-11-25T14:52:31Z
dc.date.available2020-11-25T14:52:31Z
dc.date.issued1992-05-01
dc.identifier.other160771
dc.identifier.urihttps://hdl.handle.net/1813/77180
dc.description.abstract[Excerpt] Concern about slackening productivity growth and deteriorating competitiveness has resulted in a new public focus on the quality and rigor of the elementary and secondary education received by the nation's front line workers. The National Assessment of Educational Progress, for example, reports that 93 percent of 17 year olds do not have "the capacity to apply mathematical operations in a variety of problem settings." (1988 p. 42) Higher order thinking and problem solving skills are believed to be in particularly short supply so much attention has been given to mathematics and science education because it is thought that these subjects are particularly relevant to their development.
dc.language.isoen_US
dc.subjecteconomic
dc.subjectschool
dc.subjectproductivity
dc.subjectgrowth
dc.subjectnation
dc.subjectworker
dc.subjectskill
dc.subjecteducation
dc.subjectsecondary
dc.subjectstudent
dc.subjectAmerican
dc.subjectyouth college
dc.subjectmath
dc.subjectcourse
dc.titleThe Economic Consequences of Schooling and Learning
dc.typepreprint
dc.description.legacydownloadsThe_economic_consequences_92_22.pdf: 1027 downloads, before Oct. 1, 2020.
local.authorAffiliationBishop, John H.: Cornell University


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