Bringing it back home. Why state comparisons are more useful than international comparisons for improving U.S. education policy
The quality of education in the United States has been heavily criticized in part because of U.S. students’ performance on international tests, such as the Program for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). Although simple country averages may support such criticisms, there are many problems in comparing test scores of students in the U.S. as a whole with students in countries with very different social and educational environments. Not least of these problems is that students in the United States do not attend school in a “U.S. educational system,” but rather in at least 51 different systems, many of which have experienced very significant progress over time. The most relevant lessons for improving U.S. education may therefore be found in our successful states, rather than in other countries.
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. It is done with view to improving education policies and outcomes. The data has increasingly been used both to assess the impact of education quality on incomes and growth and for understanding what causes differences in achievement across nations.
For the first time since World War II, the U.S. seem to lose leadership at the multilateral trade talks shifting accents to bilateral and regional trade cooperation. The main reason for the shift is a deadlock at the WTO Doha-round negotiations where the U.S. face opposition of the steadily growing economies of India, China and Brazil.
Торговые переговоры, ГАТТ, ВТО, США, многосторонняя торговая система, ЕС, Япония, ИНДИЯ, КИТАЙ, Бразилия, Дж. Буш-мл., Б. Обама, М. Баррозу, Р. Зеллик, П. Лами, Р. Кирк, Л. да Силва, Карел де Гюхт, АТЭС, НАФТА, АСЕАН, трансатлантическое партнерство, "двадцатка", trade talks, GATT, WTO, U.S., Multilateral Trading System, Eu, Japan, India, China, Brazil, G.-W. Bush, B. Obama, M. Barrozo, R. Zoellick, P. Lamy, R. Kirk, L. da Silva, Karel de Gucht, APEC, NAFTA, ASEAN, Transatlantic Partnership, G 20
The paper discusses recent initiatives undertaken by the Russian Government that are aimed to attract highly qualified foreign specialists to Russian higher education institutions. The authors describe obstacles that both institutions and specialists face. Best practices to attract leading scientists used in various countries are identified.
The article examines special politically-legal and social status of Muslim community in the USA. Not only positive experience of ethnopolitical integration is described, but also a number of problems connected to this situation.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.