From the WSJ, here is one excerpt:
“Put yourself in the shoes of a Martian sociologist,” Mr. Caplan writes in “The Case Against Education.” “Your mission: given our curriculum, make an educated guess about what our economy looks like.” You might well “leap from one erroneous inference to another.” Given the amount of time teachers spend on novels and poetry, for instance, there must be a “thriving market in literary criticism,” he writes, adding that most of the subjects that students try to master in school—from history and algebra to foreign languages—will be of little use in their salary-earning lives.
After surveying the research on the “transfer of learning,” Mr. Caplan concludes: “Students learn only the material you specifically teach them . . . if you’re lucky.” Generally, they don’t know how to transfer their reasoning from one topic to a related one. As to informal reasoning—the ability to come up with arguments for or against a particular proposition—education’s effect, he says, has been “tiny.” He similarly dispenses with the claim that schools teach common values or civic education. As college attendance has skyrocketed, he notes, voter turnout has declined.