Martin Carnoy

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Martin Carnoy is an American labour economist and Vida Jacks Professor of Education at the Stanford Graduate School of Education. He is an elected member of the National Academy of Education as well as of the International Academy of Education.[1] Professor Carnoy has graduated nearly 100 PhD students, a record at Stanford University.

Biography

Martin Carnoy is the Vida Jacks Professor of Education at Stanford University School of Education. Prior to coming to Stanford, he was a Research Associate in Economics, Foreign Policy Division, at the Brookings Institution. Carnoy is affiliated with the Economic Policy Institute (EPI),[2] Center for Education Policy Analysis (CEPA),[3] and is a member of the American Educational Research Association's Grants Board Committee. He is also an elected member of the National Academy of Education and the International Academy of Education.[4] Carnoy has worked as a consultant to the World Bank, Inter-American Development Bank, Asian Development Bank, UNESCO, International Energy Agency, OECD, UNICEF, International Labour Office. Martin Carnoy received his B.A. in electrical engineering from the California Institute of Technology (1960) and a M.A. and Ph.D. in economics from the University of Chicago (1961 and 1964.)[5]

Research

Dr. Carnoy is a labor economist with a special interest in the relation between the economy and the educational system. To this end, he studies the US labor market, including the role in that relation of race, ethnicity, and gender, the US educational system, and systems in many other countries. He uses comparative analysis to understand international comparative education, the economics of education and applied econometrics,[6] with a focus on the political economy of education.

Through his research, Carnoy has argued that educational policy is used by capitalist nations' "bourgeois elites" as a form of cultural imperialism in order to perpetuate the conditions allowing for the exploitation of working classes both within and without these nations through e.g. education systems that support inherited advantages (Education as Cultural Imperialism, 1974).[7][8][9] He has chronicled how Marxist views on the role of the state shifted considerably throughout the 20th century, sometimes bearing little loyalty to the original views of Karl Marx (The State and Political Theory, 1984).[10] Dr. Carnoy also has explored how Cuba leverages small, personalized schools, highly trained teachers, strong principals, a coherent curriculum and long-term relationships between teachers and students to academically outperform most other Latin American countries (Cuba's Academic Advantage, 2007).[11][12] Together with Luis Beneviste and Richard Rothstein, Carnoy has weighed in on the debate between private and public education, arguing that many private schools in inner cities face the same problems as their neighboring public schools and thus questioning the extent to which they can be part of the solution.[13] Similarly, Carnoy, Rothstein, Lawrence Mishel and Rebecca Jacobsen have contributed to the debate on charter schools through their book The Charter School Dust-Up, wherein they compare student enrollment and achievement in charter and public schools and explain the finding that students in the later tend on average to academically outperform students in the former.[14]

Carnoy has conducted research on the impact of school accountability on learning, the effectiveness and efficiency of private schools, the impact of globalization on education systems,[15] school vouchers, flexible work,[16] and the impact of structural adjustment on education.[17] Key findings of Carnoy's research include:

  • Students in U.S. states with high school accountability averaged significantly higher gains on the National Assessment of Educational Progress 8th-grade math tests compared to students in states with little or no school accountability, though there is no significant effect on student retention or high school completion rates (with Susanna Loeb).[18]
  • In Chile, Catholic private schools are more effective with regard to education provision than public schools and non-religious private schools, whereas the relationship is reversed with regard to efficiency (with Patrick J. McEwan).[19]
  • The effectiveness of the implementation of school voucher systems, e.g. in Sweden and Chile, in terms of improving learning outcomes depends critically on the socioeconomic characteristics of their beneficiaries; importantly, its impact on public education is mediated through the expectations and regard a society has for public education (e.g. high in Sweden and low in Chile).[20]

Published works

References

  1. ↑ Profile of Martin Carnoy on the website of Stanford University. Retrieved April 1, 2018.
  2. ↑ Profile of Carnoy on the website of EPI. Retrieved April 1, 2018.
  3. ↑ Profile of Carnoy on the website of CEPA. Retrieved April 1, 2018.
  4. ↑ Profile of Carnoy on the website of Stanford University. Retrieved April 1, 2018.
  5. ↑ Lua error in package.lua at line 80: module 'strict' not found.
  6. ↑ Profile of Martin Carnoy on the website of the Lemann Center. Retrieved April 1, 2018.
  7. ↑ Bowman, M. J. (1976). Review of Education as Cultural Imperialism. Economic Development and Cultural Change, 24(4), pp. 833–841.
  8. ↑ Koehl, R. (1975). "Review: Cultural Imperialism as Education: An Indictment". Comparative Education Review, 19(2), pp. 276-285.
  9. ↑ Drysdale, R.S. (1975). Review of Education as Cultural Imperialism by Martin Carnoy. The School Review, 84(1), pp. 147-151.
  10. ↑ Ikenberry, G.J. (1986). Review of The State and Political Theory by Martin Carnoy. American Journal of Sociology, 91(6), pp. 1246–1247.
  11. ↑ Carnoy, M. (2007). Cuba's Academic Advantage: Why Students in Cuba Do Better in School. Palo Alto, CA: Stanford University Press.
  12. ↑ Lutjens, S. L. (2009). Review of Cuba's Academic Advantage by Martin Carnoy. Comparative Education Review, 53(1), pp. 147–149.
  13. ↑ Beneviste, L., Carnoy, M., Rothstein, R. (2003). All Else Equal: Are Public and Private Schools Different? New York: Routledge.
  14. ↑ Carnoy, M., Jacobsen, R., Mishel, L., Rothstein, R. (2005). The Charter School Dust-Up. Washington, DC: Economic Policy Institute.
  15. ↑ Carnoy, M., Rhoten, D. (2002). "What Does Globalization Mean for Educational Change? A Comparative Approach". Comparative Education Review, 46(1), pp. 1–9.
  16. ↑ Carnoy, M., Castells, M., Benner, C. (1997). Labour markets and employment practices in the age of flexibility: A case study of Silicon Valley. International Labour Review, 136(1).
  17. ↑ Carnoy, M. (1995). Structural adjustment and the changing face of education. International Labour Review, 134(6).
  18. ↑ Carnoy, M., Loeb, S. (2002). Does External Accountability Affect Student Outcomes? A Cross-State Analysis. Educational Evaluation and Policy Analysis, 24(4), pp. 305-331.
  19. ↑ McEwan, P.J., Carnoy, M. (2000). The Effectiveness and Efficiency of Private Schools in Chile's Voucher System. Educational Evaluation and Policy Analysis, 22(3), pp. 213–239.
  20. ↑ Carnoy, M. (1998). National Voucher Plans in Chile and Sweden: Did Privatization Reforms Make for Better Education? Comparative Education Review, 42(3), pp. 309–337.

External links

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