Determined to Succeed: Examining the Economics of Education

Apr 12, 2006Apr 14, 2006
B-339 Rayburn House Office Building House Office Building


Day One: April 12th, 2006
Striving for Excellence

The Hon. Maurice McTigue
Distinguished Visiting Scholar and Vice President
Mercatus Center at George Mason University

Day Two: April 13th, 2006
Learning the Three A's: Assessment, Accountability and Adaptation
Dr. Antony Davies
Assistant Professor of Economics
Duquesne University 

Day Three: April 14th, 2006
Exploring Options for Success: An Insider's Look
Dr. Jessica Howell, University of Virginia
Mr. Clint Bolick

 Alliance for School Choice
Mr. Donald Hense
Friendship Public Charter School

The Math and Science Initiative was launched three years ago, yet growing global competition and highlighted disparities between American students and those abroad has recently prompted a renewed sense of urgency in meeting the objectives of this project.  While attempts to invigorate American competitiveness abroad continue, the educational disparities that exist within our own borders must be addressed as well.

No Child Left Behind was enacted in response to this call for action, yet it has been met with both praise and criticism.  As American students appear to consistently fall further behind and options for significant reform increasingly become available, federal policymakers are ever more faced with tremendous pressure to play their part in the improvement of one of the most vital components of our society - the education of our children. 

With this in mind, the Mercatus Center will host a three day course to discuss the challenges and opportunities available to the U.S. education system and examine what lessons we might learn from our past to minimize the "practice" we must endure to reach success in our future.

Some of the questions we will address are:

  • What is the objective of U.S. education policy?
  • What has No Child Left Behind really told us? Can those that are failing still be succeeding?
  • What type of incentives does the structure of the U.S. education system provide for success?
  • How can federal policy best be employed to encourage effective and successful education at the local level?
  • What are some viable options for reform from an economic perspective?