Research by Author & Topic

Publications by Robert I. Lerman on Education

If you think apprenticeship sounds like a relic from centuries past — good enough for Ben Franklin but a no-go in a 21st-century economy — think again, Institute Fellow Robert Lerman explains in a commentary for thestate.com

A college education strongly affects whether or not children from poor or low-income families move up the economic ladder when they become adults. But they are less likely to enroll in either two- or four-year colleges, and less likely to complete a degree when they do, relative to those from middle- and upper-income families — even after accounting for differences in academic preparation. We review current federal efforts to help low-income students attend college, and recommend new policies that would improve their academic preparation, provide more effective guidance on selecting and paying for college, and improve retention and graduation rates.

This paper, written for the Workforce Alliance in Washington, D.C., analyzes data on recent employment and wage trends, as well as projections from the Bureau of Labor Statistics, to analyze the likely future demand for workers in "middle-skill" jobs –- i.e., those requiring more than secondary school but less than a bachelor's degree. Contrary to recent assertions that demand for middle-skill jobs will shrink dramatically (creating an "hourglass" or "dumbbell" labor market), we find that demand for such jobs will remain quite robust. The growth in supply of workers with these skills will also likely shrink as baby boomers retire and are replaced by immigrants. Thus, education and training programs that help less-educated workers gain these skills remain a worthwhile investment.

View the entire report in PDF format.

Report No. 1 of the Opportunity and Ownership Project. Financial services have become more free and accessible, but also increasingly complex. For new financial options to help most people, they must understand their options. Unfortunately, Americans have a weak grasp of basic finance. This paper emphasizes the importance of financial literacy and examines current financial education strategies. We explore two methods of financial education—broad financial curriculums and "teachable moments." After examining each, we suggest that a combination of the two perspectives, with the topics and strategies varying by target audience. We conclude by calling for a more rigorous evaluation of the effects of existing programs.

Even when incentives to save and invest are strong, many low- and moderate-income families lack the basic knowledge to manage their income wisely, build wealth, and avoid excessive debt. This brief examines financial literacy research and programs to improve financial knowledge and decision-making. While research suggests that existing programs do make a difference in financial behavior, data collection and policy concerns make financial literacy a fertile ground for further development as part of an asset-building agenda.

Over 40 percent of the nation's 16- to 17-year-old high school students held jobs during the school year. About 25 percent of those holding jobs worked 20 hours or more per week. In general, higher family income, an absence of welfare history, and high levels of education are all associated with higher levels of teen employment. The findings reveal little negative association between school engagement and work. In fact, among the lowest income families, high work intensity goes along with more school engagement and better schoolwork performance.

This policy brief cites evidence for the rising demand for skill in the U.S. labor market. It uses data on wage rates and hours worked from the Survey of Income and Program Participation to look at two questions about wage inequality since the mid-1980s: Are wage differentials becoming more related to education and less related to gender and race? How have changes in average wage differences among education, gender, and race groups contributed to changes in overall wage inequality? An addendum to the brief is attached; it assesses the appropriateness of using Current Population Survey data to answer these questions.