This is an edited volume reviewing the major means-tested social programs in the United States. Each author addresses a major program or area, reviewing each area's successes and recommending how to address shortcomings through policy change. In general, our means-tested programs do many things well, but some adjustments to each could make the system much more effective. This book provides policymakers with a broad overview of the issues at hand in each program and how to address them. Contributions by Douglas J. Besharov, Richard V. Burkhauser, Douglass M. Call, James C. Capretta, Kevin C. Corinth, Maura Corrigan, Mary C. Daly, Robert Doar, Ron Haskins, Bruce D. Meyer, Edgar O. Olsen, Angela Rachidi, Katharine B. Stevens, and Russell Sykes.
In this provocative volume, Richard V. Burkhauser and Mary C. Daly argue that the U.S. disability system is failing--growing at an unsustainable pace for taxpayers and delivering relatively poor outcomes to those with disabilities. These outcomes are not the inevitable results of demographic or health changes but rather the unintended consequences of changes to two public programs designed to assist those with disabilities: Social Security Disability Insurance (SSDI) and Supplemental Security Income (SSI). Drawing on lessons from two recent policy initiatives--the reform of U.S. welfare policy and the reform of Dutch disability policy--and analyzing how public insurance and welfare program incentives affect behavior, Burkhauser and Daly argue for fundamental changes in the way disability is insured and managed. In keeping with the Americans with Disabilities Act's philosophy of encouraging people with disabilities to remain in the workforce, the authors recommend changes in SSDI and SSI that make work, rather than benefits, the primary goal of federal disability policy."--From publisher description.
The chapters in this volume come from a group of policy experts who advance our understanding of the labor market experiences of older workers while pointing out that current workforce programs often leave this growing population underserved.
Yes, we should hold public schools accountable for effectively spending the vast funds with which they have been entrusted. But accountability policies like No Child Left Behind, based exclusively on math and reading test scores, have narrowed the curriculum, misidentified both failing and successful schools, and established irresponsible expectations for what schools can accomplish. Instead of just grading progress in one or two narrow subjects, we should hold schools accountable for the broad outcomes we expect from public education —basic knowledge and skills, critical thinking, an appreciation of the arts, physical and emotional health, and preparation for skilled employment —and then develop the means to measure and ensure schools’ success in achieving them. Grading Education describes a new kind of accountability plan for public education, one that relies on higher-quality testing, focuses on professional evaluation, and builds on capacities we already possess. This important resource: Describes the design of an alternative accountability system that would not corrupt education as does NCLB and its state testing systems Explains the original design of NAEP in the 1960s, and shows why it should be revived. Defines the broad goals of education, beyond math and reading test scores, and reports on surveys to confirm public and governmental support for such goals. Relates these broad goals of education to the desire for accountability in education.
A definitive reframing of the economic, institutional, and intellectual history of the managerial era The twentieth century was the managerial century in the United States. An organizational transformation, from entrepreneurial to managerial capitalism, brought forth what became a dominant narrative: that administrative coordination by trained professional managers is essential to the efficient running of organizations both public and private. And yet if managerialism was the apotheosis of administrative efficiency, why did both its practice and the accompanying narrative lie in ruins by the end of the century? In The Corporation and the Twentieth Century, Richard Langlois offers an alternative version: a comprehensive and nuanced reframing and reassessment of the economic, institutional, and intellectual history of the managerial era. Langlois argues that managerialism rose to prominence not because of its inherent superiority but because of its contingent value in a young and rapidly developing American economy. The structures of managerialism solidified their dominance only because the century’s great catastrophes of war, depression, and war again superseded markets, scrambled relative prices, and weakened market-supporting institutions. By the end of the twentieth century, Langlois writes, these market-supporting institutions had reemerged to shift advantage toward entrepreneurial and market-driven modes of organization. This magisterial new account of the rise and fall of managerialism holds significant implications for contemporary debates about industrial and antitrust policies and the role of the corporation in the twenty-first century.
Chief economist for the Pension Benefit Guaranty Corporation and formerly with the U.S. Department of Labor, Richard A. Ippolito shows how pension plans can attract and retain more dedicated and productive workers. He also offers a blueprint for revising the social security plan with work incentives that would strengthen the system's financial condition.
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