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Standards, information, and the demand for student achievement

Author

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  • Frank Levy
  • Richard J. Murnane

Abstract

Higher student achievement, say the authors, has been severely hampered by a lack of good information comparing achievement levels with today's labor market requirements. They argue that by obtaining this information--in the form of academic standards and assessments--parents can more accurately evaluate the quality of their children's education.

Suggested Citation

  • Frank Levy & Richard J. Murnane, 1998. "Standards, information, and the demand for student achievement," Economic Policy Review, Federal Reserve Bank of New York, vol. 4(Mar), pages 117-124.
    • Handle: RePEc:fip:fednep:y:1998:i:mar:p:117-124:n:v.4no.1
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    File URL: https://www.newyorkfed.org/medialibrary/media/research/epr/98v04n1/9803murn.pdf
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    References listed on IDEAS

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    1. Cecilia E. Rouse, 1996. "Private School Vouchers and Student Achievement: An Evaluation of the Milwaukee Parental Choice Program," Working Papers 750, Princeton University, Department of Economics, Industrial Relations Section..
    2. Cecilia Rouse, 1996. "Private School Vouchers and Student Achievement: An Evaluation of the Milwaukee Parental Choice Program," Working Papers 750, Princeton University, Department of Economics, Industrial Relations Section..
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    Cited by:

    1. Richard P. Phelps, 2011. "The Effect of Testing on Achievement: Meta-Analyses and Research Summary, 1910–2010. Source List, Outcomes, and References for Qualitative Studies," Nonpartisan Education Review, Nonpartisan Education Review, vol. 7(4), pages 1-30.

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