Education and the Rationale of Cost–Benefit Analysis

Tal Gilead*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


ABSTRACT: It is increasingly maintained that cost–benefit analysis (CBA) should play a greater role in educational policy-making. This article critically examines the rationale guiding CBA and its compatibility to educational settings. Drawing on philosophical discussions, it argues that the rationale guiding CBA has some fundamental limitations that render the use of it in education beneficial only under certain restrictive circumstances.

Original languageAmerican English
Pages (from-to)373-391
Number of pages19
JournalBritish Journal of Educational Studies
Issue number4
StatePublished - 2 Oct 2014

Bibliographical note

Publisher Copyright:
© 2014, © 2014 Society for Educational Studies.


  • economics
  • education
  • philosophy
  • policy
  • theory


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