Knowledge that Transforms

The categories listed below are used to classify books, book reviews, journal articles, and dissertations indexed in JEL, JEL on CD, and EconLit. New changes to the classification system appear as soon as possible on www.econlit.org . The JEL classification system may be used freely for scholarly purposes. We suggest the following format: “JEL: A10, B10, etc.”

Editor's Note Our policy is to annotate all English-language books on economics and related subjects that are sent to us. A very small number of foreign-language books are called to our attention and annotated by our consulting editors or others. Our staff does not monitor and order books published; therefore, if an annotation of a book does not appear six months after the publication date, please write to us or the publisher concerning the book.

Editor's Note Our policy is to annotate all English-language books on economics and related subjects that are sent to us. A very small number of foreign-language books are called to our attention and annotated by our consulting editors or others. Our staff does not monitor and order books published; therefore, if an annotation of a book does not appear six months after the publication date, please write to us or the publisher concerning the book.

The potential of Internet-enabled distance learning to transform higher education focuses attention on exactly what residential higher-education institutions do for and to their students. Two recent books marshal detailed quantitative and subjective data on individual student outcomes to document the effects of two institutions and how these outcomes might be improved. Paying for the Party concludes that a Midwestern state university reinforces existing economic inequalities rather than fostering upward mobility. How College Works finds that a northeastern liberal-arts college generally serves its students well and suggests low-cost improvements. These claims are evaluated. (JEL D63, I23, I24)

The list below specifies doctoral degrees conferred by U.S. and Canadian universities during academic year July 2016 to June 2017. Lists of degree recipients and subject classifications are provided by the university. Note: Dissertations without classifications may be found under “Y Miscellaneous Categories.”

This essay discusses the structure and governance of the Federal Reserve System in light of the many changes in its activities over the past thirty years. Based on this analysis, it argues in favor of four specific reforms: clarification of Congressional expectations for the system; enhanced Federal Reserve Board of Governors transparency with respect to its oversight of the Reserve Banks; stripping monetary-policy votes from the President of the Federal Reserve Bank of New York and the Boards of Directors of the Reserve Banks; and the initiation of a public conversation about redesigning the Federal Reserve as a unified public entity. (JEL D72, E44, E52, E58, G21, G28)

What is law and why do people obey it? This question from jurisprudence has recently been tackled using the tools of economics. The field of law and economics has long studied how fines and imprisonment affect behavior. Nobody believes, however, that all compliance is motivated by penalties, and it is questionable whether that is even the typical motivation. Two books published in 2015, Frederick Schauer's The Force of Law and Richard McAdams's The Expressive Powers of Law: Theories and Limits, consider alternative motivations—Schauer skeptically and McAdams more sympathetically. While coercion, either directly or in support of internalized norms, seems to dominate law qua law (and not as a mere expression of morality), a considerable portion of law serves other uses such as coordination, information provision, expression, and reduction of transaction costs. (JEL C72, D23, D83, K00, K40, Z13)

Stephen S. Cohen and J. Bradford DeLong view US economic policy extending up to 1980 as pragmatically fostering growth. This they interpret as the Hamiltonian tradition, and their intent is to rescue policy debate from the data- and logic-free quagmire into which they believe it has fallen. Following an introduction, section 2 of this essay describes methods and evidence that permit statements about the historical influence of ideological thinking more empirically grounded than those essayed by the authors. Section 3 examines specific aspects of their narrative. Section 4 considers what we mean by ideological thinking, and why it might be deleterious. (JEL D72, E61, L52, N41, N42)