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Author: Bishop, John H.
Resulting in 6 citations.
1. Bishop, John H.
Academic Learning and National Productivity
In: The Labor Market, The Work Force and Productivity. Eskil Wadensjo, ed. Stockholm, Sweden: Swedish Institute of Social Research, 1992
Cohort(s): NLSY79
Publisher: Swedish Institute of Social Research
Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cross-national Analysis; Education Indicators; Educational Attainment; Educational Returns; High School Completion/Graduates; High School Curriculum; Sweden, Swedish; Wage Rates

Permission to reprint the abstract has not been received from the publisher.

Skill requirements clearly appear to be escalating. Occupations which require the worker to use or process information are growing rapidly. The need for greater ability to process information is also growing in blue collar occupations that have traditionally not been thought to make such demands. Increasing numbers of manufacturing workers are working in production cells in which every member of the team is expected to learn every job. Production workers are being given responsibilities--quality checking, statistical process control (SPC) record keeping, resetting machines shown by SPC to be straying from target dimensions, redesigning the layout of the machines in the production cell--that used to be the sole province of supervisors, specialized technicians and industrial engineers.

Concern about slackening productivity growth and deteriorating competitiveness has resulted, in many nations, in a new public focus on the quality and rigor of the elementary and secondary education received by the nation's front line workers. Higher order thinking and problem solving skills are believed to be in particularly short supply so much attention has been given to mathematics and science education because it is thought that these subjects are particularly relevant to their development.

Bibliography Citation
Bishop, John H. "Academic Learning and National Productivity" In: The Labor Market, The Work Force and Productivity. Eskil Wadensjo, ed. Stockholm, Sweden: Swedish Institute of Social Research, 1992
2. Bishop, John H.
Academic Learning and National Productivity
Working Paper #91-07, Cornell University, Center for Advanced Human Resource Studies (CAHRS) Working Paper Series, August 1991.
Also: http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1338&context=cahrswp
Cohort(s): NLSY79
Publisher: Center for Advanced Human Resource Studies, Cornell University
Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cross-national Analysis; Education Indicators; Educational Attainment; Educational Returns; High School Completion/Graduates; High School Curriculum; Sweden, Swedish; Wage Rates

Skill requirements clearly appear to be escalating. Occupations which require the worker to use or process information are growing rapidly. The need for greater ability to process information is also growing in blue collar occupations that have traditionally not been thought to make such demands. Increasing numbers of manufacturing workers are working in production cells in which every member of the team is expected to learn every job. Production workers are being given responsibilities--quality checking, statistical process control (SPC) record keeping, resetting machines shown by SPC to be straying from target dimensions, redesigning the layout of the machines in the production cell--that used to be the sole province of supervisors, specialized technicians and industrial engineers.

Concern about slackening productivity growth and deteriorating competitiveness has resulted, in many nations, in a new public focus on the quality and rigor of the elementary and secondary education received by the nation's front line workers. Higher order thinking and problem solving skills are believed to be in particularly short supply so much attention has been given to mathematics and science education because it is thought that these subjects are particularly relevant to their development.

Bibliography Citation
Bishop, John H. "Academic Learning and National Productivity." Working Paper #91-07, Cornell University, Center for Advanced Human Resource Studies (CAHRS) Working Paper Series, August 1991.
3. Bishop, John H.
Educational Reform and Technical Education?
Working Paper 93-04, Center for Advanced Human Resource Studies, School of Industrial and Labor Relations, Cornell University,1993
Cohort(s): NLSY79
Publisher: Center for Advanced Human Resource Studies, Cornell University
Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Education; Job Training; Labor Market Outcomes; Military Training; Test Scores/Test theory/IRT; Training; Vocational Education; Vocational Training

Data is from all eight waves of the National Longitudinal Survey (NLS) from 1979-1986. This paper examines high school educational reform and the focus of that reform on worker productivity. School subjects such as business education, vocational education, economics, and computers that appear to be most directly related with productivity receive little attention from reformers and new graduation requirements introduced by reformers have contributed to an 8% decline in vocational course participation between 1982 and 1987. Skills taught in typical vocational programs are analyzed. Results suggest that young men who have the skills and knowledge that trade and technical programs try to impart are indeed more productive in blue collar and technical jobs, are less likely to be unemployed, and obtain higher wage rates and earnings.
Bibliography Citation
Bishop, John H. "Educational Reform and Technical Education?" Working Paper 93-04, Center for Advanced Human Resource Studies, School of Industrial and Labor Relations, Cornell University,1993.
4. Bishop, John H.
Productivity Consequences of What is Learned in High School
Journal of Curriculum Studies 22,2 (March-April 1990): 101-126
Cohort(s): NLSY79
Publisher: Taylor & Francis
Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Earnings; Educational Returns; High School Curriculum; Schooling; Unemployment; Wages

This article refutes the claim of "A Nation at Risk" that preparation in science, mathematics, and language arts increases economic benefits. Utilizing data from the NLSY 1979-1986, the author finds that more science and math does not enhance economic benefits for noncollege bound males. [ERIC EJ411091]
Bibliography Citation
Bishop, John H. "Productivity Consequences of What is Learned in High School." Journal of Curriculum Studies 22,2 (March-April 1990): 101-126.
5. Bishop, John H.
Signalling Academic Achievement to the Labor Market: Testimony to the House Education Labor Committee Hearing on H.R. 1
Working Paper, Center for Advanced Human Resource Studies, School of Industrial and Labor Relations, Cornell University, March 1991
Cohort(s): NLSY79
Publisher: Center for Advanced Human Resource Studies, Cornell University
Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cross-national Analysis; Education Indicators; Educational Attainment; Educational Returns; High School Completion/Graduates; High School Curriculum; Legislation; Longitudinal Surveys of Australian Youth (LSAY); Minorities

The question that is raised by statistics such as these is "Why do American voters choose to pay teachers so little?" Why do voters not demand higher standards of academic achievement at local schools? Why do school boards allocate scarce education dollars to interscholastic athletics and the band rather than better mathematics teachers and science laboratories? Why do students avoid difficult courses? Why do American parents hold their children and schools to lower academic standards than parents in other countries? The fundamental cause of all of the above problems is the lack of economic rewards for hard study and learning. Only 20-23% of 10th graders believe that biology, chemistry, physics or geometry is needed to qualify for their first choice occupation (LSAY, 1988). Their perception of the labor market is correct. The American labor market fails to reward effort and achievement in high school. Analysis of the Youth Cohort of the National Longitudinal Survey indicates that during the first 10 years after leaving high school, greater competence in science, language arts and mathematical reasoning lowers wages and increases the unemployment of young men. For young women, verbal and scientific competencies have no effect on wage rates and a one grade level increase in mathematical reasoning competence raises wage rates by only one-half of one percent.
Bibliography Citation
Bishop, John H. "Signalling Academic Achievement to the Labor Market: Testimony to the House Education Labor Committee Hearing on H.R. 1." Working Paper, Center for Advanced Human Resource Studies, School of Industrial and Labor Relations, Cornell University, March 1991.
6. Bishop, John H.
Maney, Ferran
Who Participated in School-to-Work Programs in 1998? Technical Report
CAHRS WP 03 - 08, CAHRS Working Paper Series, Center for Advanced Human Resource Studies (CAHRS), Cornell University ILR School, 2003.
Also: http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1030&context=cahrswp
Cohort(s): NLSY97
Publisher: Center for Advanced Human Resource Studies, Cornell University
Keyword(s): High School Students; Transition, School to Work

This report is based on a survey of 7425 students attending high school during the 1998/99 academic year that asked about recent participation in school-to-work (STW) activities. The survey is the first wave of the National Longitudinal Survey of Youth begun in early 1997 (NLSY97). Ninety-three percent of the youth surveyed in the initial wave were interviewed in the second follow up that we are analyzing here. The statistics reported below are based on weighted data and so represent the population of 15 to 19 year olds attending school during the 1998/99 academic year. Youth who graduated from or dropped out of high school before fall 1998 were not asked questions about participation in school-to-work programs and so are not included in our analysis.
Bibliography Citation
Bishop, John H. and Ferran Maney. "Who Participated in School-to-Work Programs in 1998? Technical Report." CAHRS WP 03 - 08, CAHRS Working Paper Series, Center for Advanced Human Resource Studies (CAHRS), Cornell University ILR School, 2003.