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The Economic Context

In studies that are made of education in the United States, relatively little attention is given to the elementary school as a separate entity. This becomes especially conspicuous when our own schemes of educational development are compared with plans in various countries of Asia, Africa, and Latin America. In these countries, financing of elementary schooling, for example, is dealt with as a distinct issue. Estimates of economic and social returns of various levels and branches of the educational system, however crude, are made separately by level, and elementary education is treated as a unique activity. There is, of course, an obvious reason for the uniqueness of our approach. Since compulsory education extends to the middle years of secondary school, it is conceptually difficult to isolate costs and returns of the elementary stage alone. In many developing countries, by contrast, even universal elementary education is yet to be achieved. And in those countries where elementary education has been well established, enrollment in secondary education is almost always selective and based on academic qualifications. This fact alone leads one to treat elementary education as a separate and distinct activity. Because in America we generally think of elementary and secondary education as a single and unified process, data for investigating economic attributes of elementary schooling by itself are by no means plentiful. This is unfortunate, for there are serious and important questions to be dealt with in this area. For lack of these data, we must content ourselves here with a priori views, with some scattered pieces of evidence, and with making guesses as to the nature of the relevant economic magnitudes. It is hoped that what