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on Education |
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Issue of 2007‒07‒13
eight papers chosen by Joao Carlos Correia Leitao University of the Beira Interior |
| By: | Sund, Krister (Swedish Institute for Social Research, Stockholm University) |
| Abstract: | In this paper I use a rich dataset in order to observe each student over time in different subjects and courses. Unlike most peer studies, I identify the peers and the teachers that each student has had in every classroom. This enables me to handle the simultaneity and selection problems, which are inherent in estimating peer effects in the educational production function. I use a value-added approach with lagged peer achievement to avoid simultaneity and extensive fixed effects to rule out selection. To be specific, it is within-student across-subject variation with additional controls for time-invariant teacher characteristics that is exploited. Moreover, I identify students that are attending classes in which they have no peers from earlier education which otherwise could bias the result. I find positive peer effects for the average student but also that there is a non-linear dimension. Lower-achieving students benefit more from an increase in both mean peer achievement and the spread in peer achievement within the classroom than their higher-achieving peers. |
| Keywords: | Economics of education; Peer effects |
| Date: | 2007–05–07 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:sofiwp:2007_008&r=edu |
| By: | Torbjørn Hægeland, Oddbjørn Raaum and Kjell G. Salvanes (Statistics Norway) |
| Abstract: | Despite important policy implications associated with the allocation of education resources, evidence on the effectiveness of school inputs remains inconclusive. In part, this is due to endogenous allocation; families sort themselves non-randomly into school districts and school districts allocate money based in order to compensate (or reinforce) differences in child abilities, which leaves estimates of school input effects likely to be biased. Using variation in education expenditures induced by the location of natural resources in Norway, we examine the effect of school resources on pupil outcomes. We find that higher school expenditures, triggered by higher revenues from local taxes on hydropower plants, have a significantly positive effect on pupil performance at age 16. The IV estimates contrast with the standard cross-sectional estimates that reveal no effects of extra resources. |
| Keywords: | Pupil achievement; school resources |
| JEL: | I21 I28 J24 |
| Date: | 2007–07 |
| URL: | http://d.repec.org/n?u=RePEc:ssb:dispap:508&r=edu |
| By: | Ximena Peña (Department of Economics, Georgetown University) |
| Abstract: | This paper attempts to explain the decrease and reversal of the education gap between males and females. Given a continuum of agents, the education decisions are modelled as an assignment game with endogenous types. In the first stage agents choose their education level and in the second they participate in the labor and marriage markets. Competition among potential matches ensures that the efficient education levels can always be sustained in equilibrium, but there may be inefficient equilibria. Combining asymmetries intrinsic to the modelled markets the model reproduces the observed education gap. Classification-JEL Codes: C78, D13, D61 |
| Keywords: | Assortative matching, pre-marital investments, efficiency |
| URL: | http://d.repec.org/n?u=RePEc:geo:guwopa:gueconwpa~06-06-12&r=edu |
| By: | Peter Arbo; Paul Benneworth |
| Abstract: | The contribution of higher education institutions to regional development is a theme that has attracted growing attention in recent years. Knowledge institutions are increasingly expected not only to conduct education and research, but also to play an active role in the economic, social and cultural development of their regions. The extent to which higher education institutions are able to play this role depends on a number of circumstances: the characteristics of the institutions, the regions in which they are located and the policy frameworks are all significant. At the same time, there are signs of more fundamental conceptual and strategic confusion. The discussions in this domain are frequently characterised by slogans and popular metaphors. This literature review was prepared to support the OECD project entitled 'Supporting the Contribution of Higher Education Institutions to Regional Development', which was conducted by the OECD Programme on Institutional Management in Higher Education (IMHE) in collaboration with the Directorate of Public Governance and Territorial Development. Drawing mainly from a selection of European and North American publications, the report takes an overall view on the development of higher education institutions in the regional context. It focuses on the evolution and discourses of higher education and research, the regional aspects of higher education policies, the various functions and roles that the institutions play, measures taken to link the universities with their regional partners, and the conditions which favour or hamper stronger regional engagement. <BR>La contribution de l'enseignement supérieur au développement régional suscite depuis plusieurs années un intérêt toujours croissant. De plus en plus, on attend des institutions en charge du savoir non seulement qu'elles mènent les activités liées à l'enseignement et à la recherche, mais aussi qu'elles prennent une part active au développement économique, social et culturel de leur région. La marge de manoeuvre dont disposent les établissements d'enseignement supérieur pour remplir ce rôle varie selon certains facteurs : les caractéristiques de l'établissement, la région et le cadre politique dans lesquels il s'inscrit sont autant de critères significatifs. Par ailleurs, on identifie également les signes d'une confusion conceptuelle et stratégique plus profonde, les débats sur ce sujet étant souvent caractérisés par les slogans et les métaphores populaires. Cette analyse bibliographique a été préparée en soutien au projet de l'OCDE intitulé « Appuyer la contribution des institutions d'enseignement supérieur au développement régional », mené par le Programme de l'OCDE sur la gestion des établissements d'enseignement supérieur (IMHE) en coopération avec la Direction de la gouvernance publique et du développement territorial. À partir d'une sélection de publications principalement européennes et nord-américaines, ce rapport adopte une vue d'ensemble sur le développement des établissements d'enseignement supérieur dans le contexte régional. Il cible notamment l'évolution et les débats dans l'enseignement supérieur et la recherche, le volet régional des politiques d'enseignement supérieur, les divers fonctions et rôles que remplissent les établissements, les mesures prises pour relier les universités à leurs partenaires régionaux, ainsi que les conditions qui favorisent ou freinent un engagement régional plus marqué. |
| Date: | 2007–07–09 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaab:9-en&r=edu |
| By: | Simon Marginson; Marijk van der Wende |
| Abstract: | Economic and cultural globalisation has ushered in a new era in higher education. Higher education was always more internationally open than most sectors because of its immersion in knowledge, which never showed much respect for juridical boundaries. In global knowledge economies, higher education institutions are more important than ever as mediums for a wide range of cross-border relationships and continuous global flows of people, information, knowledge, technologies, products and financial capital.<p> Even as they share in the reinvention of the world around them, higher education institutions, and the policies that produce and support them, are also being reinvented. For the first time in history every research university is part of a single world-wide network and the world leaders in the field have an unprecedented global visibility and power. Research is more internationalised than before and the mobility of doctoral students and faculty has increased. The specifically global element in academic labour markets has gained weight, especially since the advent of global university rankings.<p> This working paper explores the issues for national policy and for individual institutions. Part I provides an overview of globalisation and higher education and the global responses of national systems and individual institutions of higher education. Part II is focused on certain areas of policy with a strong multilateral dimension: Europeanisation, institutional rankings and typologies and cross-border mobility. <BR>Avec la mondialisation économique et culturelle, l'enseignement supérieur entre dans une nouvelle ère. Jusqu'ici, l'enseignement supérieur a toujours été un secteur plus international que les autres, car plongé dans la connaissance, sans égard aux frontières juridiques. Dans les économies mondiales de la connaissance, les établissements d'enseignement supérieur sont plus importants que jamais en tant qu'intermédiaires dans une multiplicité de relations internationales et de flux continus d'individus, d'informations, de connaissances, de technologies, de produits et de capital financier.<p> Même si ils participent à la réinvention du monde autour d'eux, les établissements d'enseignement supérieur, et les actions politiques qui les engendrent et les soutiennent, sont aussi en train d'être repensés. Pour la première fois dans l?histoire, chaque université de recherche fait partie d'un unique réseau mondial, et les chefs de file internationaux dans le domaine sont dotés d'une visibilité et d'un pouvoir au niveau mondial sans pareil. La recherche est désormais plus internationalisée, et la mobilité des doctorants et du corps enseignant se développe. L'élément international a pris de la valeur sur les marchés du travail de la filière académique, et plus particulièrement depuis l'avènement des classements universitaires à l'échelle mondiale.<p> Ce document de travail étudie les problématiques pour les politiques nationales et les établissements eux-mêmes. La première partie analyse dans son ensemble la mondialisation et l'enseignement supérieur, et les actions internationales qu'entreprennent les systèmes nationaux et les établissements d'enseignement supérieur. La seconde partie observe plus spécialement certains domaines politiques à caractère très international : l'européanisation, les classements et les typologies des établissements, et la mobilité internationale. |
| Date: | 2007–07–06 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaab:8-en&r=edu |
| By: | Patrick Bayer; Fernando Ferreira; Robert McMillan |
| Abstract: | This paper develops a comprehensive framework for estimating household preferences for school and neighborhood attributes in the presence of sorting. It embeds a boundary discontinuity design in a heterogeneous model of residential choice to address the endogeneity of school and neighborhood attributes. The model is estimated using restricted-access Census data from a large metropolitan area, yielding a number of new results. First, households are willing to pay less than one percent more in house prices -- substantially lower than previous estimates -- when the average performance of the local school increases by five percent. Second, much of the apparent willingness to pay for more educated and wealthier neighbors is explained by the correlation of these sociodemographic measures with unobserved neighborhood quality. Third, neighborhood race is not capitalized directly into housing prices; instead, the negative correlation of neighborhood race and housing prices is due entirely to the fact that blacks live in unobservably lower quality neighborhoods. Finally, there is considerable heterogeneity in preferences for schools and neighbors: in particular, we find that households prefer to self-segregate on the basis of both race and education. |
| JEL: | H0 H4 H72 R0 R21 R31 |
| Date: | 2007–07 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:13236&r=edu |
| By: | Sällström, Susanna |
| Abstract: | Two of the earliest inventions of a human capital-intensive technology were for the production of personal internal goods that enabled humans to derive more pleasure out of leisure, namely dance and music. I model the incentives to invent hobbies and to acquire hobby skills, and its implications for the incentives to work and to acquire professional skills. This model explains the economic origins of culture. It was no accident that the intricate steps of tango emerged in the shabby quarters of Buenos Aires, and that the Royal and Ancient Golf Club in St Andrews was the initiative of 22 noble and gentlemen of Fife. |
| Keywords: | culture; education; hobbies; human capital; leisure; welfare |
| JEL: | D13 J22 J24 |
| Date: | 2007–07 |
| URL: | http://d.repec.org/n?u=RePEc:cpr:ceprdp:6376&r=edu |
| By: | Black, Sandra; Devereux, Paul J.; Salvanes, Kjell G |
| Abstract: | While recent research finds strong evidence that birth order affects children’s outcomes such as education and earnings, the evidence on the effects of birth order on IQ is decidedly mixed. This paper uses a large dataset on the population of Norway that allows us to precisely measure birth order effects on IQ using both cross-sectional and within-family methods. Importantly, irrespective of method, we find a strong and significant effect of birth order on IQ, and our results suggest that earlier born children have higher IQs. Our preferred estimates suggest differences between first-borns and second-borns of about one fifth of a standard deviation or approximately 3 IQ points. Despite these large average effects, birth order only explains about 3% of the within-family variance of IQ. When we control for birth endowments, the estimated birth order effects increase. Thus, our analysis suggests that birth order effects are not biologically determined. Also, there is no evidence that birth order effects occur because later-born children are more affected by family breakdown. |
| Keywords: | birth order; human capital; intelligence |
| JEL: | J10 |
| Date: | 2007–07 |
| URL: | http://d.repec.org/n?u=RePEc:cpr:ceprdp:6375&r=edu |