nep-edu New Economics Papers
on Education
Issue of 2012‒10‒06
nine papers chosen by
Joao Carlos Correia Leitao
University of Beira Interior and Technical University of Lisbon

  1. Grades, Aspirations and Post-Secondary Education Outcomes By Christofides, Louis N.; Hoy, Michael; Milla, Joniada; Stengos, Thanasis
  2. Access to Public Schools and the Education of Migrant Children in China By Chen, Yuanyuan; Feng, Shuaizhang
  3. Student awareness of the costs and benefits of higher education By Martin McGuigan; Sandra McNally; Gill Wyness
  4. Assessment for Qualification and Certification in Upper Secondary Education: A Review of Country Practices and Research Evidence By Stefanie Dufaux
  5. The impact of structured teaching methods on the quality of education By Leme, Maria Carolina da Silva; Lozano, Paula; Ponczek, Vladimir P.; Souza, André Portela
  6. School inspections: can we trust Ofsted reports? By Iftikhar Hussain
  7. AD/HD Symptoms and Entrepreneurship Intentions By Verheul, I.; Block, J.H.; Burmeister-Lamp, K.; Thurik, A.R.; Tiemeier, H.; Turturea, R.
  8. Are all High-Skilled Cohorts Created Equal? Unemployment, Gender, and Research Productivity By Conley, John P.; Önder, Ali Sina; Torgler, Benno
  9. Life-cycle Productivity of Industrial Inventors: Education and other determinants By ONISHI Koichiro; NAGAOKA Sadao

  1. By: Christofides, Louis N. (University of Cyprus); Hoy, Michael (University of Guelph); Milla, Joniada (University of Guelph); Stengos, Thanasis (University of Guelph)
    Abstract: We explore the forces that shape the development of aspirations and the achievement of grades during high school and the role that these aspirations, grades, and other variables play in educational outcomes such as going to university and graduating. We find that parental expectations and peer effects have a significant impact on educational outcomes through grades, aspirations, and their interconnectedness, an issue explained in the context of a rich, longitudinal data set. Apart from this indirect path, parents and peers also influence educational outcomes directly. Policy measures that operate on parental influences may modify educational outcomes in desired directions.
    Keywords: university attendance, aspirations, peers, parents, Canada
    JEL: I20 J00
    Date: 2012–09
  2. By: Chen, Yuanyuan (Shanghai University of Finance and Economics); Feng, Shuaizhang (Shanghai University of Finance and Economics)
    Abstract: A significant proportion of migrant children in China are not able to attend public schools for lack of local household registration (HuKou), and turn to privately-operated migrant schools. This paper examines the consequences of such a partially involuntary school choice, using survey data and standardized test scores from field work conducted in Shanghai. We find that migrant students who are unable to enroll in public schools perform significantly worse than their more fortunate counterparts in both Chinese and Mathematics. We also use parental satisfaction and parental assessment of school quality as alternative measures of the educational outcome and find similar results. Our study suggests that access to public schools is the key factor determining the quality of education that migrant children receive.
    Keywords: education of migrant children, migrant school, standardized test score
    JEL: I28 J15 O15
    Date: 2012–09
  3. By: Martin McGuigan; Sandra McNally; Gill Wyness
    Abstract: Sandra McNally and colleagues report the resutls of a 'light-touch' ifnroamtion campaign about the value adn affordability of going to university.
    Keywords: tuition fees, information campaign, educational decisions
    JEL: L2
    Date: 2012–09
  4. By: Stefanie Dufaux
    Abstract: Within the policy field of student assessment, the assessment of students for qualification and certification in upper secondary education has special importance since key decisions for the progression of students may be taken on the basis of assessment results. Students in most OECD countries face increased specialisation in upper secondary education and high stakes are associated to their performance when assessment results are used as a criterion for selection, both for access to higher education and other educational programmes and for access to the labour market. On the basis of research findings and country practices, this paper describes key features of assessment for qualification and certification in upper secondary education and discusses issues regarding its design and implementation.<BR>Dans le domaine de l’évaluation des élèves, les évaluations pour qualification et l’obtention d’un diplôme au deuxième cycle de l’enseignement secondaire ont une importance particulière puisque des décisions clés sur la progression des élèves peuvent être prises sur la base des résultats d’évaluation. Les élèves dans la plupart des pays de l’OCDE font face à une spécialisation accrue au deuxième cycle de l’enseignement secondaire et à des enjeux élevés associés à leurs performances, lorsque les résultats d’évaluation peuvent être utilisés comme critère de sélection à la fois pour l’accès à l’enseignement supérieur et autres programmes d’éducation, et au marché du travail. Dans ce rapport, les caractéristiques principales des évaluations pour qualification et l’obtention d’un diplôme au deuxième cycle de l’enseignement secondaire, ainsi que les thématiques associées à leurs conceptions et mises en oeuvre sont présentées à la lumière des résultats de la recherche et des pratiques nationales.
    Date: 2012–09–04
  5. By: Leme, Maria Carolina da Silva; Lozano, Paula; Ponczek, Vladimir P.; Souza, André Portela
    Abstract: This paper estimates the impact of the use of structured methods on the quality of education of the students in primary public school in Brazil. Structure methods encompass a range of pedagogical and managerial instruments applied to the education system. In recent years, several municipalities in the State of São Paulo have contracted out private educational providers to implement these structured methods in their schooling system.Their pedagogical proposal involves structuring curriculum contents, elaboration and use of teachers and students textbooks, and training and supervision of the teachers and instructors. Using a difference in differences estimation strategy, we find that the fourth and eighth grader students in the municipalities with structured methods performed better in Portuguese and Math than students in municipalities not exposed to the methods. We find no differences in approval rates. However, a robustness check is not able to discard the possibility that unobserved municipal characteristics may affect the results.
    Date: 2012–09–12
  6. By: Iftikhar Hussain
    Abstract: Ofsted inspections of schools have been a central feature of state education in England for nearly 20 years. Research by Iftikhar Hussain explores the validity of the school ratings that Ofsted produces, the impact of a fail rating on subsequent pupil performance and the extent to which teachers can 'game' the system.
    Keywords: education, UK,
    Date: 2012–02
  7. By: Verheul, I.; Block, J.H.; Burmeister-Lamp, K.; Thurik, A.R.; Tiemeier, H.; Turturea, R.
    Abstract: This study examines the relationship between AD/HD symptoms and entrepreneurship intentions in a sample of 13,121 students in higher education. We show that the degree to which students experience AD/HD symptoms increases the likelihood of intending to start up a business directly after completion of their studies. We also find evidence of partial mediation for two salient motives for entrepreneurship: students with AD/HD symptoms place a relatively high value on independence and innovation, partly explaining their preference for an entrepreneurial career.
    Keywords: entrepreneurship;innovation;AD/HD;career intentions;independ
    Date: 2012–09–01
  8. By: Conley, John P. (Vanderbilt University); Önder, Ali Sina (Department of Economics); Torgler, Benno (Queensland University of Technology and EBS Business School)
    Abstract: Using life cycle publication data of 9,368 economics PhD graduates from 127 U.S. institutions, we investigate how unemployment in the U.S. economy prior to starting graduate studies and at the time of entry into the academic job market affect economics PhD graduates’ research productivity. We analyze the period between 1987 and 1996 and find that favorable conditions at the time of academic job search have a positive effect on research productivity (measured in numbers of publications) for both male and female graduates. On the other hand, unfavorable employment conditions at the time of entry into graduate school affects female research productivity negatively, but male productivity positively. These findings are consistent with the notion that men and women differ in their perception of risk in high skill occupations. In the specific context of research-active occupations that require high skill and costly investment in human capital, an ex post poor return on undergraduate educational investment may cause women to opt for less risky and secure occupations while men seem more likely to “double down” on their investment in human capital. Further investigation, however, shows that additional factors may also be at work.
    Keywords: Research Productivity; Human Capital; Graduate Education; Gender Differences
    JEL: J16 J24
    Date: 2012–09–23
  9. By: ONISHI Koichiro; NAGAOKA Sadao
    Abstract: This paper analyzes the life-cycle inventive productivity of Japanese industrial inventors, based on panel data of 1,731 inventors matched with firm data. We focus on two issues: whether inventors with PhD degrees perform better, even taking into account the late start in their business careers, and if those with PhD degrees based only on dissertation (PhDs (DO)), for which a university performs only a certification function, are similarly as productive as the regular PhD holders. Our main findings are the following. Inventors with regular PhD degrees have significantly higher annual productivity than those with other education levels in terms of both patent and forward citation counts, and they can easily compensate for the late start in their business careers. This is the case even after controlling for workplace, research stage, and inventor ability. PhDs (DO) also have high patent productivity (rising more rapidly with experience), although their level is lower than that of regular PhD holders. They work in independent laboratories and in projects involving basic research as frequently as do the regular PhD holders. Furthermore, the exits of PhDs (DO) from inventions are significantly late even when controlling for project type and inventor ability, so that they work longer as inventors.
    Date: 2012–09

This nep-edu issue is ©2012 by Joao Carlos Correia Leitao. It is provided as is without any express or implied warranty. It may be freely redistributed in whole or in part for any purpose. If distributed in part, please include this notice.
General information on the NEP project can be found at For comments please write to the director of NEP, Marco Novarese at <>. Put “NEP” in the subject, otherwise your mail may be rejected.
NEP’s infrastructure is sponsored by the School of Economics and Finance of Massey University in New Zealand.