1. The Economic Goals of Schooling: Human Capital, Global Economy, and Preschool Chapter 4 ©2012 McGraw-Hill Higher Education. All rights reserved. McGraw-Hill/Irwin

2. 4-2 Human Capital Theory The idea that investment in education will improve the quality of workers and, accordingly, increase the wealth of the community. Horace Mann argued that even people without children economic benefited from schools. ©2012 McGraw-Hill Higher Education. All rights reserved.

3. 4-3 Human Capital & the War on Poverty The War on Poverty programs of the 1960s were intended to impact the relationship between schooling and poverty. They include Head Start, compensatory education, and vocation and career education. Head Start programs are premised on the idea that children from low-income families begin school at a disadvantage. ©2012 McGraw-Hill Higher Education. All rights reserved.

4. 4-4 School Organization Human capital arguments have directly influenced the organization of schools. The dominant model for 21st-century schools is the sorting machine, which separates students based upon ability and interest, so that upon graduation the jobs students receive will match their educational interests. The goal is to prepare U.S. workers for higher-paying jobs in the global marketplace by expanding educational opportunities. ©2012 McGraw-Hill Higher Education. All rights reserved.

5. 4-5 Human Capital & the Curriculum Human capital and global competitiveness are the basis for the 2001 No Child Left Behind Act. Education for the global knowledge economy emphasizes math, science, and literacy over other subjects. Human capital argues for: o A standardized curriculum o Accountability of students and school staff based on test scores o The deskilling of the teaching profession (scripted lessons, "teaching to the test" ©2012 McGraw-Hill Higher Education. All rights reserved.

6. 4-6 Learning Societies & Lifelong Learning In a learning society, educational credentials determine income and status. Lifelong learning is the continual training of workers necessary to meet the changing requirements of the workplace. ©2012 McGraw-Hill Higher Education. All rights reserved.

7. 4-7 Criticisms of Human Capital Theory There may not be enough jobs in the knowledge economy to absorb graduates into skilled jobs, and the anticipated demand for knowledge workers has not occurred. The labor market has "routinized" knowledge work, allowing for the hiring of less skilled workers and keeping salaries low. Human capital theory may overeducate the population and lead to educational inflation, where employers increase the educational requirements of jobs. ©2012 McGraw-Hill Higher Education. All rights reserved.

8. 4-8 Preschool Today's focus on preschool education attempts to provide all children with similar access to social experiences and knowledge as preparation for school and employment. Noncognitive abilities are influenced by family background; investment in preschool education may help teach these skills to children who do not learn them at home. ©2012 McGraw-Hill Higher Education. All rights reserved.

9. 4-9 Noncognitive Abilities for Success Motivation Self-discipline Stability Dependability Perseverance Self-esteem Optimism Future orientation ©2012 McGraw-Hill Higher Education. All rights reserved.

10. 4-10 Social and Cultural Capital This refers to the economic value of a person's behaviors, attitudes, knowledge, and cultural experience, and differs widely by family background. Child-rearing differences between the middle and working class affect cultural capital and what jobs children are prepared for. ©2012 McGraw-Hill Higher Education. All rights reserved.

11. 4-11 Childrearing Practices: Middle Class Middle-class parents practice concerted cultivation, influencing their children's behavior through reasoned discussion. They are allowed to question their parents if they believe they are wrong. This allows the children and later adults to feel comfortable and know how to act in a variety of situations. ©2012 McGraw-Hill Higher Education. All rights reserved.

12. 4-12 Childrearing Practices: Working Class Working class families practice accomplishment of natural growth. Working class children spend unstructured time with friend and relatives in their yards, parks, and on the street or in another home. Working class parents tell their children what to do; these children grow up to take jobs in which they are told what to do. ©2012 McGraw-Hill Higher Education. All rights reserved.

13. 4-13 Kindergarten: Social Factors Students entering kindergarten have significantly different reading and math ability skills as measured by the U.S. Department of Education's Early Childhood Longitudinal Study. These correlate directly with social class and socioeconomic status. ©2012 McGraw-Hill Higher Education. All rights reserved.

14. 4-14 Family Factors: Reading Skills Strong correlation: o Frequency of reading o Ownership of home computer o Exposure to performing arts o Preschool Weaker correlation: o Educational expectations of family o Rules limiting television viewing o Number of tapes/records/CDs o Sports and clubs o Arts and crafts activities ©2012 McGraw-Hill Higher Education. All rights reserved.

15. 4-15 Family Factors: Math Skills Strong correlation: o Ownership of computer o Exposure to performing arts o Preschool Weaker correlation: o Educational expectations o Frequency of reading o Number of tapes/records/CDs o Sports and clubs o Arts and crafts activities ©2012 McGraw-Hill Higher Education. All rights reserved.

16. 4-16 Questions Regarding Economic Issues in Education Should the primary goal of education be human capital development? Should the worth of educational institutions be measured by their contribution to economic growth? Will a learning society and lifelong learning to prepare students for technological change increase human happiness? ©2012 McGraw-Hill Higher Education. All rights reserved.