Henry M. Levin

ORCID: 0000-0003-2729-9615
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About
Contact & Profiles
Research Areas
  • School Choice and Performance
  • Education Systems and Policy
  • Higher Education Research Studies
  • Global Educational Reforms and Inequalities
  • Labor market dynamics and wage inequality
  • Intergenerational and Educational Inequality Studies
  • Global Educational Policies and Reforms
  • Diverse Education Studies and Reforms
  • Fiscal Policy and Economic Growth
  • Evaluation and Performance Assessment
  • Early Childhood Education and Development
  • Financial Literacy, Pension, Retirement Analysis
  • Higher Education Governance and Development
  • Parental Involvement in Education
  • Poverty, Education, and Child Welfare
  • Teacher Education and Leadership Studies
  • Educational Assessment and Improvement
  • Local Government Finance and Decentralization
  • Innovations in Educational Methods
  • Education and Technology Integration
  • Global Education and Multiculturalism
  • Youth Substance Use and School Attendance
  • Urban, Neighborhood, and Segregation Studies
  • ICT Impact and Policies
  • Higher Education Learning Practices

Columbia University
2010-2020

Queens College, CUNY
2012

Institute of International Education
2009

Stanford University
1990-2007

Chinese University of Hong Kong
2005

Parsons (United States)
2005

UNESCO
2002

University of Pennsylvania
1988

Palo Alto University
1984

University of California, Berkeley
1971

10.2307/3324555 article EN Journal of Policy Analysis and Management 1984-01-01

10.2307/3324015 article EN Journal of Policy Analysis and Management 1983-01-01

Institutions—the structures, practices, and meanings that define what people organizations think, do, aspire to—are created through process. They are “work in progress” involves continual efforts to maintain, modify, or disturb them. Institutional logics also motion, holding varying degrees of dominance change over time. This volume brings together two streams thought within organization theory—institutional theory process perspective—to advocate for stronger ontology highlights institutions...

10.1163/156852166x00307 article EN Journal of Asian and African Studies 1966-01-01

While the high cost of education draws headlines, not educating America's children goes largely ignored. The Price We Pay remedies this oversight by highlighting private and public costs inadequate education. In volume, leading scholars from a broad range fields uincluding economics, education, demography, health uattach hard numbers to relationship between educational attainment such critical indicators as income, health, crime, dependence on assistance, political participation. They...

10.5860/choice.45-6317 article EN Choice Reviews Online 2008-07-01

This study assesses some of the more highly publicized and controversial conclusions Equality Educational Opportunity by James S. Coleman et al. The Report, published U.S. Office Education in 1966, concluded that per-pupil expenditures school facilities show very little relation to student achievement levels, effect a student's peers on his level is important than any other influence. present paper scrutinizes data statistical analysis which these findings are based. It suggested because...

10.2307/144645 article EN The Journal of Human Resources 1968-01-01

10.2307/3323666 article EN Journal of Policy Analysis and Management 1982-01-01

There is a growing body of research emphasizing the advantages teaching students social and emotional (SE) skills in school. Here we examine economic value these within benefit-cost analysis (BCA) framework. Our examination has three parts. First, describe how current method BCA must be expanded to adequately evaluate SE skills, identify important decisions analysts make. Second, review evidence on benefits again noting key methodological issues with respect shadow pricing. Finally, perform...

10.1017/bca.2015.55 article EN Journal of Benefit-Cost Analysis 2015-01-01

Most of the policy discussion on effects educational vouchers has been premised theoretical or ideological positions rather than evidence. This article analyzes a substantial body recent empirical evidence achievement differences between public and private schools; who chooses its probable impact equity; comparative costs schools an overall voucher system. The findings indicate that: (1) results among numerous studies suggest no difference only slight advantage for over in student given...

10.1002/(sici)1520-6688(199822)17:3<373::aid-pam1>3.0.co;2-d article EN Journal of Policy Analysis and Management 1998-01-01

Introduction to Cost Analysis Establishing an Analytic Framework The Concept and Measurement of Costs Placing Values on Ingredients Analyzing Benefits, Effects, Utility Use Evaluations

10.2307/1163878 article EN Educational Evaluation and Policy Analysis 1984-01-01

10.2307/3323296 article EN Journal of Policy Analysis and Management 1983-01-01

Human capital theory suggests that education enhances worker productivity and is reflected in higher individual earnings. We use data from the 1969 Survey of Working Conditions 1973 1977 Quality Employment Surveys, a model derived industrial psychology literature, to test proposition workers' excess what their jobs require can have adverse effects on job satisfaction other correlates productivity. Our results support earlier studies found surplus schooling has negative effect satisfaction....

10.1111/j.1468-232x.1991.tb00786.x article EN Industrial Relations A Journal of Economy and Society 1991-03-01

Remediation is the most common approach to preparing students academically and socially during their early stages of college. However, despite its profound importance significant costs, there very little rigorous research analyzing effectiveness. The goal this article provide a conceptual framework for evaluation remedial education programs. Based on previous literature, we review list ingredients successful interventions, present number approaches remediation that make use these...

10.1177/0091552107310118 article EN Community College Review 2007-12-11

10.2307/3323945 article EN Journal of Policy Analysis and Management 1984-01-01

This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes a diverse suburban district. A quasi-experimental cohort design was used to evaluate subsequent completion advanced high math courses as well academic achievement. Results showed that probability increased significantly and markedly all groups, including minority students, students low socioeconomic status, at initial achievement levels. Also,...

10.3102/00028312043001105 article EN American Educational Research Journal 2006-03-01

10.1016/0272-7757(85)90051-2 article EN Economics of Education Review 1985-01-01
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