WorldCat Identities

Murnane, Richard J.

Works: 100 works in 419 publications in 1 language and 11,505 library holdings
Genres: Case studies 
Roles: Author, Editor, Contributor
Classifications: HD6331, 331.1
Publication Timeline
Most widely held works about Richard J Murnane
Most widely held works by Richard J Murnane
The new division of labor : how computers are creating the next job market by Frank Levy( Book )

24 editions published between 2004 and 2012 in English and Undetermined and held by 1,047 WorldCat member libraries worldwide

"As the current recession ends, many workers will not be returning to the jobs they once held -- those jobs are gone. In The New Division of Labor, Frank Levy and Richard Murnane show how computers are changing the employment landscape and how the right kinds of education can ease the transition to the new job market. The book tells stories of people at work -- a high-end financial advisor, a customer service representative, a pair of successful chefs, a cardiologist, an automotive mechanic, the author Victor Hugo, floor traders in a London financial exchange. The authors merge these stories with insights from cognitive science, computer science, and economics to show how computers are enhancing productivity in many jobs even as they eliminate other jobs -- both directly and by sending work offshore. At greatest risk are jobs that can be expressed in programmable rules -- blue collar, clerical, and similar work that requires moderate skills and used to pay middle-class wages. The loss of these jobs leaves a growing division between those who can and cannot earn a good living in the computerized economy. Left unchecked, the division threatens the nation's democratic institutions. The nation's challenge is to recognize this division and to prepare the population for the high-wage/high-skilled jobs that are rapidly growing in number -- jobs involving extensive problem solving and interpersonal communication. Using detailed examples -- a second grade classroom, an IBM managerial training program, Cisco Networking Academies -- the authors describe how these skills can be taught and how our adjustment to the computerized workplace can begin in earnest. Book jacket."--Jacket
Low-wage America : how employers are reshaping opportunity in the workplace by Annette D Bernhardt( Book )

10 editions published between 2003 and 2006 in English and Undetermined and held by 932 WorldCat member libraries worldwide

Hvad gøres der for de lavtlønnede arbejdsgrupper på arbejdspladserne i USA?
Data wise : a step-by-step guide to using assessment results to improve teaching and learning by Kathryn Parker, Ed Boudett( Book )

11 editions published between 2005 and 2013 in English and held by 782 WorldCat member libraries worldwide

Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning presents a clear and carefully tested blueprint for school leaders. It shows how examining test scores and other classroom data can become a catalyst for important schoolwide conversations that will enhance schools abilities to capture teachers knowledge, foster collaboration, identify obstacles to change, and enhance school culture and climate. This revised and expanded edition captures the learning that has emerged in integrating the Data Wise process into school practice and brings the book up-to-date with recent developments in education and technology
Teaching the new basic skills : principles for educating children to thrive in a changing economy by Richard J Murnane( Book )

5 editions published in 1996 in English and held by 630 WorldCat member libraries worldwide

Fifteen years ago, a U.S. high school diploma was a ticket to the middle class. No longer. The skills required to earn a decent income have changed radically. The skills taught in most U.S. schools have not. Today the average 30-year-old person with a high school diploma earns $20,200, and the nation faces of future of growing inequality and division. Teaching the New Basic Skills shows how to avoid such a future. By telling stories of real people in real businesses and real schools, the book shows the skills students need to get decent jobs and how schools can change to teach those skills. Richard Murnane and Frank Levy begin by describing the hiring processes of best practice firms like Northwestern Mutual Life and Honda of America. In today's competitive economy, these firms search for applicants with the New Basic Skills - the mix of hard and soft skills that all high-wage employers now require. Murnane and Levy then shift their analysis to schools, asking how they can more effectively teach these New Basic Skills. By using case studies the authors show that popular school reform proposals - higher standards, school choice, national standards, charter schools, more money - can only be the first half of a solution to the nation's school problem. When they work as advertised, they force a school to change the way it does business. But each of these reforms needs a second half, a strategy for guiding schools toward the changes that raise student skills. The authors show how that strategy rests on five management principles that focus a school on student achievement. These principles grow out of the experiences of real schools doing the dirty work of educational reform: an elementary school in East Austin, Texas organizing low-income Hispanic parents around higher educational performance, an affluent New England community retraining its teachers, the state of Vermont devising new ways to measure the math skills employers require, a Boston high school creating incentives for low-income minority students to devote more time and attention to schoolwork
Who will teach? : Policies that matter by Richard J Murnane( Book )

9 editions published between 1991 and 1992 in English and held by 569 WorldCat member libraries worldwide

Restoring opportunity : the crisis of inequality and the challenge for American education by Greg J Duncan( Book )

4 editions published in 2014 in English and held by 505 WorldCat member libraries worldwide

"In this landmark volume, Greg J. Duncan and Richard J. Murnane lay out a meticulously researched case showing how--in a time of spiraling inequality--strategically targeted interventions and supports can help schools significantly improve the life chances of low-income children. The authors offer a brilliant synthesis of recent research on inequality and its effects on families, children, and schools. They describe the interplay of social and economic factors that has made it increasingly hard for schools to counteract the effects of inequality and that has created a widening wedge between low- and high-income students. Restoring Opportunity provides detailed portraits of proven initiatives that are transforming the lives of low-income children from prekindergarten through high school. All of these programs are research-tested and have demonstrated sustained effectiveness over time and at significant scale. Together, they offer a powerful vision of what good instruction in effective schools can look like. The authors conclude by outlining the elements of a new agenda for education reform." -- Publisher's description
Whither opportunity? : rising inequality, schools, and children's life chances by Greg J Duncan( Book )

8 editions published in 2011 in English and held by 471 WorldCat member libraries worldwide

In Whither Opportunity?, a team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining the ability of schools to provide children with an equal chance at academic and economic success. Whither Opportunity? shows that from earliest childhood, parental investments in children s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children spend significantly more time than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children s achievement scores is now much larger than it was 50 years ago. Such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children s educational progress. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low
Hurricanes and typhoons : past, present, and future( Book )

7 editions published in 2004 in English and held by 411 WorldCat member libraries worldwide

The book also presents a particularly wide sampling of ongoing efforts to extend hurricane and typhoon data sets using historical material from many sources, including Chinese archives, British naval logbooks, Spanish colonial records, and early diaries from South Carolina." "Tropical meteorologists, geologists, and climatologists will find this book particularly useful, as will members of the catastrophe reinsurance industry, graduate students in meteorology, and public employees active in planning and emergency management."--Jacket
Improving indicators of the quality of science and mathematics education in grades K-12 by National Research Council Staff( Book )

12 editions published between 1900 and 1988 in English and held by 354 WorldCat member libraries worldwide

And recommendations -- Indicators of science and mathematics education -- What are indicators? -- Indicators of learning in science and mathematics -- Indicators of student behavior -- Indicators of teaching quality -- Indicators of curriculum -- Indicators of financial and leadership support
Methods matter : improving causal inference in educational and social science research by Richard J Murnane( Book )

15 editions published between 2010 and 2011 in English and Undetermined and held by 323 WorldCat member libraries worldwide

Educational policy-makers around the world constantly make decisions about how to use scarce resources to improve the education of children. Unfortunately, their decisions are rarely informed by evidence on the consequences of these initiatives in other settings. Nor are decisions typically accompanied by well-formulated plans to evaluate their causal impacts. As a result, knowledge about what works in different situations has been very slow to accumulate. Over the last several decades, advances in research methodology, administrative record keeping, and statistical software have dramatically
Climate extremes and society by Henry F Diaz( Book )

18 editions published between 2008 and 2011 in English and held by 318 WorldCat member libraries worldwide

Extreme climatic events present society with significant challenges in a rapidly warming world. Ordinary citizens, the insurance industry and governments are concerned about the apparent increase in the frequency of weather and climate events causing extreme, and in some instances, catastrophic, impacts. Originally published in 2008, Climate Extremes and Society focuses on the recent and potential future consequences of weather and climate extremes for different socioeconomic sectors. The book also examines actions that may enable society to better respond
The impact of school resources on the learning of inner city children by Richard J Murnane( Book )

8 editions published between 1974 and 1975 in English and held by 315 WorldCat member libraries worldwide

The nature of the relationships between school resources and the cognitive achievement of children are investigated here. The study provides new information concerning the impact that school resources, especially teachers, have on their learning. The research design employed focuses on 875 individual inner city black children in their individual classrooms. The first question that is investigated is whether there are important quality differences in the learning environments provided by different classrooms. After answering this affirmatively, the reasons for the quality differences are explored in terms of teachers, peer groups, class sizes, and the number of transient students. Chapter 2 discusses the recent history of this type of research and provides a perspective which is important for understanding the ways in which this particular study differs from previous research. Chapters 3 and 4 contain the empirical analysis of the relationships between school resources and the cognitive achievement of children. Summaries of research conclusions and discussions are in Chapter 5. It is concluded that teachers have a critical impact on student achievement. (Author/AM)
Cognitive skills matter in the labor market, even for school dropouts by John H Tyler( Book )

13 editions published between 1999 and 2000 in English and held by 157 WorldCat member libraries worldwide

Does the U.S. labor market reward cognitive skill differences among high school dropouts, the members of the labor force with the least educational attainments? This paper reports the results of an exploration of this question, using a new data set that provides information on the universe of dropouts who last attempted the GED exams in Florida and New York between 1984 and 1990. The design of the sample reduces variation in unmeasured variables such as motivation that are correlated with cognitive skills. We examine the labor market returns to basic cognitive skills as measured by GED test scores. We explore whether the returns differ by gender and race. The results indicate quite large earnings returns to cognitive skills for both male and female dropouts, and for white and non-white dropouts. The earnings payoff to skills increases with age
Estimating the impact of the GED on the earnings of young dropouts using a series of natural experiments by John H Tyler( Book )

15 editions published in 1998 in English and held by 75 WorldCat member libraries worldwide

The General Educational Development (GED) credential has become the primary 'second chance' route to high school certification for school dropouts in the United States. Despite the widespread use of the GED, however, bias due to self-selection has limited our knowledge about the effects of the credential on the labor market outcomes of dropouts. This paper uses a series of natural experiments created by interstate variation in GED passing standards to reduce self-selection bias in estimates of the impact of the GED on the earnings of young dropouts. To exploit the natural experiments, we use a unique merged data set containing the GED test scores and Social Security earnings of a sample of 16-21 year-old dropouts who attempted the GED in 1990. As a result of our research design and the fact that lower-scoring GED candidates receive very little post-secondary education, our results primarily measure the labor market signaling value of the GED. For dropouts who have indicated a desire to acquire the credential and whose skills place them on the margin of passing the GED exams, we find that acquisition of a GED increases the 1995 earnings of young white dropouts by 10-19 percent. These results are robust to experiments that use different treatment and comparison groups, and they withstand sensitivity analyses that explore possible violations of our identifying assumptions. We find no statistically significant evidence that the GED increases the earnings of young nonwhite dropouts, a result that we attribute to a
Does acquisition of a GED lead to more training, post-secondary education, and military service for school dropouts? by Richard J Murnane( Book )

14 editions published in 1997 in English and held by 70 WorldCat member libraries worldwide

Abstract: This paper uses longitudinal data from the National Longitudinal Survey of Youth to examine whether acquisition of a GED increases the probability that male and female school dropouts obtain training, post-secondary education, or military service. Random effects probit models are used to account for both the dichotomous nature of the dependent variables and non-zero correlations among error terms pertaining to different years of data for the same individual. We find that acquisition of a GED increases the probability that school dropouts obtain post-secondary education and the probability that they obtain non-company training, defined as training provided by government or by proprietary schools. However, it is still the case that the majority of GED recipients obtain no post-secondary education or training through the age of 26
Upstairs, downstairs : computer-skill complementarity and computer-labor substitution on two floors of a large bank by David H Autor( Book )

19 editions published between 2000 and 2001 in English and held by 66 WorldCat member libraries worldwide

Many empirical studies document a positive correlation between workplace computerization and the employment of skilled labor in production. Does this mean that computers necessarily substitute for the tasks performed by less educated workers and complement the tasks performed by more educated workers? We explore this question by positing that computerization leads to the automation of tasks that can be fully described in terms of procedural or "rules-based" logic. This process typically leaves many tasks to be performed by humans. Management decisions play a key role - at least in the short run - in determining how these tasks are organized into jobs, with potentially significant implications for skill demands. We illustrate how this conceptual framework helps to interpret the consequences of the introduction of digital check imaging in two back office departments of a large bank. We argue that the model has applicability to many organizations and helps to reconcile differences between the approaches economists and sociologists typically take to studying the consequences of technological changes. Keywords: Skill biased technological change, computers, banking. JEL Classification: J3, O3
The growing importance of cognitive skills in wage determination by Richard J Murnane( Book )

13 editions published between 1994 and 1995 in English and held by 65 WorldCat member libraries worldwide

Abstract: Using data from two longitudinal surveys of American high school seniors, we show that basic cognitive skills had a larger impact on wages for 24-year-old men and women in 1986 than in 1978. For women, the increase in the return to cognitive skills between 1978 and 1986 accounts for all of the increase in the wage premium associated with post-secondary education. We also show that high school seniors' mastery of basic cognitive skills had a much smaller impact on wages two years after graduation than on wages six years after graduation
Who benefits from obtaining a GED? : evidence from high school and beyond by Richard J Murnane( Book )

12 editions published in 1999 in English and held by 65 WorldCat member libraries worldwide

This paper examines the value of the GED credential and the conventional high school diploma in explaining the earnings of 27-year-old males in the early 1990s. The data base is the High School & Beyond sophomore cohort. We replicate the basic findings of prior studies that implicitly assume the labor market value of the GED credential does not depend on the skills with which dropouts left school. We show that these average effects mask a more complicated pattern. Obtaining a GED is associated with higher earnings at age 27 for those male dropouts who had very weak cognitive skills as tenth graders, but not for those who had stronger cognitive skills as tenth graders
Are lots of college graduates taking high school jobs? : a reconsideration of the evidence by John H Tyler( Book )

11 editions published in 1995 in English and held by 62 WorldCat member libraries worldwide

Several recent published papers have asserted that a growing proportion of workers with college degrees are either unemployed or employed in jobs requiring only high school skills. Using data from the 1980 and 1990 Censuses of Population and Housing, we show that this assertion does not accurately reflect labor market trends for young (25-34 year old) male or female college graduates or for older (45-54 year old) female college graduates. For all these groups, real earnings increased during the 1980s and the percentage in 'high school jobs' declined. The assertion is valid only for older male college graduates. Young college graduates improved their labor market position during the 1980s by increasingly obtaining degrees in occupations which had high earnings at the beginning of the decade and which had the highest earnings growth over the decade
The skill content of recent technological change : an empirical exploration by David H Autor( Book )

13 editions published in 2001 in English and held by 54 WorldCat member libraries worldwide

We apply an understanding of what computers do - the execution of procedural or rules-based logic - to study how computer technology alters job skill demands. We contend that computer capital (1) substitutes for a limited and well-defined set of human activities, those involving routine (repetitive) cognitive and manual tasks; and (2) complements activities involving non-routine problem solving and interactive tasks. Provided these tasks are imperfect substitutes, our model implies measurable changes in the task content of employment, which we explore using representative data on job task requirements over 1960-1998. Computerization is associated with declining relative industry demand for routine manual and cognitive tasks and increased relative demand for non-routine cognitive tasks. Shifts are evident within detailed industries, within detailed occupation, and within education groups within industries. Translating observed taskshifts into educational demands, the sum of within-industry and within-occupation task changes explains thirty to forty percent of the observed relative demand shift favoring college versus non-college labor during 1970 to 1998, with the largest impact felt after 1980. Changes in task content within nominally identical occupations explain more than half of the overall demand shift induced by computerization. Keywords: Technological Change, Inequality, Computerization, Labor Demand, Demand for Skill
moreShow More Titles
fewerShow Fewer Titles
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.33 (from 0.07 for Improving ... to 1.00 for The News h ...)

The new division of labor : how computers are creating the next job market
Alternative Names
Murnane, Richard 1945-

Murnane Richard J. 1945-....

Murnane, Richard John 1945-

Richard Murnane American academic

Richard Murnane Amerikaans econoom

English (239)

Low-wage America : how employers are reshaping opportunity in the workplaceData wise : a step-by-step guide to using assessment results to improve teaching and learningTeaching the new basic skills : principles for educating children to thrive in a changing economyWho will teach? : Policies that matterHurricanes and typhoons : past, present, and futureImproving indicators of the quality of science and mathematics education in grades K-12Methods matter : improving causal inference in educational and social science researchClimate extremes and society