|
on Education |
|
Issue of 2014‒03‒15
twenty-six papers chosen by Joao Carlos Correia Leitao Universidade da Beira Interior and Universidade de Lisboa |
| By: | Ricardo Estrada (PSE - Paris-Jourdan Sciences Economiques - CNRS : UMR8545 - École des Hautes Études en Sciences Sociales (EHESS) - École des Ponts ParisTech (ENPC) - École normale supérieure [ENS] - Paris - Institut national de la recherche agronomique (INRA), EEP-PSE - Ecole d'Économie de Paris - Paris School of Economics - Ecole d'Économie de Paris); Jérémie Gignoux (PSE - Paris-Jourdan Sciences Economiques - CNRS : UMR8545 - École des Hautes Études en Sciences Sociales (EHESS) - École des Ponts ParisTech (ENPC) - École normale supérieure [ENS] - Paris - Institut national de la recherche agronomique (INRA), EEP-PSE - Ecole d'Économie de Paris - Paris School of Economics - Ecole d'Économie de Paris) |
| Abstract: | We study the effects of admission into elite public high schools in Mexico City on students' expected earnings, arguing these effects provide an indication of the value-added those schools produce. Using data for the centralized and exam-based allocation of students into schools and an adapted regression discontinuity design strategy, we find that admission substantially increases learning achievement, and also the future earnings and returns students expect from a college education, but no effect on the earnings expected with high school education alone. This suggests that students believe that the benefits from their elite education are complements to a college education. |
| Keywords: | Elite high schools ; Earnings expectations ; Returns to education ; Beliefs formation |
| Date: | 2014–02–26 |
| URL: | http://d.repec.org/n?u=RePEc:hal:psewpa:halshs-00951763&r=edu |
| By: | Nababan, Tongam Sihol |
| Abstract: | Abstract Lately the system of modern education has produced reliable scientists and technocrats but has not spawned graduates with the integrity of mature personalities. To overcome this, the concept of General Education (GE) can be applied. GE is the implementation of the concept as a reaction to the tendency of modern society in idolizing the products of technology and tend to ignore human values due to the product of modern secular education system . GE is education aimed in developing the personality of the students in the community and the environment through educational programs that foster and develop all aspects of a student 's personality. Besides that, GE aims to cultivate and create mature understanding in the purpose of life according to the nature of science of all time . With GE, it is expected that students can apply the ethical behaviors and culture when they live in the society . GE programs must be maintained in the curriculum of higher education (universities), but need to be adjusted inaccordance with the times. |
| Keywords: | Keywords : General Education ( GE ), humanistic, personality, higher education system, integrity. |
| JEL: | I23 |
| Date: | 2014–02–24 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:53910&r=edu |
| By: | Sandra Nieto (Faculty of Economics, University of Barcelona); Raul Ramos (Faculty of Economics, University of Barcelona) |
| Abstract: | Our objective is to analyse the role of teacher and school quality to explain differences in students’ educational outcomes. With this aim, we use PISA microdata for 10 middle income and 2 high income countries and we apply decomposition methods in order to identify the role of these factors for different groups of students. Our results show that school and teacher quality and better practices matter even in different institutional settings. From a policy perspective, this evidence supports actions addressed at improving both factors in order to reduce cross-country differences but also between students at the top and bottom distribution in terms of socio-economic characteristics. |
| Keywords: | Educational outcomes, teacher and school quality, PISA, decomposition methods, middle-income countries. JEL classification: J24, I21, I25 |
| Date: | 2014–03 |
| URL: | http://d.repec.org/n?u=RePEc:ira:wpaper:201408&r=edu |
| By: | Rodney Andrews; Jing Li; Michael F. Lovenheim |
| Abstract: | A considerable fraction of college students and bachelor's degree recipients enroll in multiple postsecondary institutions. Despite this fact, there is scant research that examines the nature of the paths – both the number and types of institutions – that students take to obtain a bachelor's degree or through the higher education system more generally. We also know little about enrollment in multiple institutions of varying quality relates to postgraduate life outcomes. We use a unique panel data set from Texas that allows us to both examine in detail the paths that students take towards a bachelor's degree and estimate how multiple institution enrollment is related to degree completion and subsequent earnings. We show that the paths to a bachelor's degree are diverse and that earnings and BA receipt vary systematically with these paths. Our results call attention to the importance of developing a more complete understanding of why students transfer and what causal role transferring has on the returns to postsecondary educational investment. |
| JEL: | I21 I23 J31 |
| Date: | 2014–02 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:19935&r=edu |
| By: | Garlick, Robert |
| Abstract: | This paper studies the relative academic performance of students tracked or randomly assigned to South African university dormitories. Tracked or streamed assignment creates dormitories where all students obtained similar scores on high school graduation examinations. Random assignment creates dormitories that are approximately representative of the population of students. Tracking lowers students'mean grades in their first year of university and increases the variance or inequality of grades. This result is driven by a large negative effect of tracking on low-scoring students'grades and a near-zero effect on high-scoring students'grades. Low-scoring students are more sensitive to changes in their peer group composition and their grades suffer if they live only with low-scoring peers. In this setting, residential tracking has undesirable efficiency (lower mean) and equity (higher variance) effects. The result isolates a pure peer effect of tracking, whereas classroom tracking studies identify a combination of peer effects and differences in teacher behavior across tracked and untracked classrooms. The negative pure peer effect of residential tracking suggests that classroom tracking may also have negative effects unless teachers are more effective in homogeneous classrooms. Random variation in peer group composition under random dormitory assignment also generates peer effects. Living with higher-scoring peers increases students'grades and the effect is larger for low-scoring students. This is consistent with the aggregate effects of tracking relative to random assignment. However, using peer effects estimated in randomly assigned groups to predict outcomes in tracked groups yields unreliable predictions. This illustrates a more general risk that peer effects estimated under one peer group assignment policy provide limited information about how peer effects might work with a different peer group assignment policy. |
| Keywords: | Tertiary Education,Secondary Education,Teaching and Learning,Primary Education,Educational Sciences |
| Date: | 2014–02–01 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:6787&r=edu |
| By: | Daron Acemoglu; David Laibson; John A. List |
| Abstract: | Internet-based educational resources are proliferating rapidly. One concern associated with these (potentially transformative) technological changes is that they will be disequalizing – as many technologies of the last several decades have been – creating superstar teachers and a winner-take-all education system. These important concerns notwithstanding, we contend that a major impact of web-based educational technologies will be the democratization of education: educational resources will be more equally distributed, and lower-skilled teachers will benefit. At the root of our results is the observation that skilled lecturers can only exploit their comparative advantage if other teachers complement those lectures with face-to-face instruction. This complementarity will increase the quantity and quality of face-to-face teaching services, potentially increasing the marginal product and wages of lower-skill teachers. |
| JEL: | A20 I20 I24 O33 |
| Date: | 2014–01 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:19851&r=edu |
| By: | Mabel Andalón; Jenny Williams; Michael Grossman |
| Abstract: | Large differences in fertility between women with high and low levels of education suggest that schooling may have a direct impact on knowledge and use of contraception. We investigate this issue using information on women in Mexico. In order to identify the causal effect of schooling, we exploit temporal and geographic variation in the number of lower secondary schools built following the extension of compulsory education in Mexico from 6th to 9th grade in 1993. We show that raising females' schooling beyond 6th grade increases their knowledge of contraception during their reproductive years and increases their propensity to use contraception at sexual debut. This indicates that the impact of schooling on women's wellbeing extends beyond improved labor market outcomes and includes greater autonomy over their fertility. |
| JEL: | I10 I18 I25 |
| Date: | 2014–03 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:19961&r=edu |
| By: | Weili Ding; Steven F. Lehrer |
| Abstract: | Unobserved ability heterogeneity has long been postulated to play a key role in human capital development. Traditional strategies to estimate education production functions do not allow for varying role or development of unobserved ability as a child ages. Such restrictions are highly inconsistent with a growing body of scientific evidence; moreover, in order to obtain unbiased parameter estimates of observed educational inputs, researchers must properly account for unobserved skills that may be correlated with other inputs to the production process. To illustrate our empirical strategy we use experimental data from Tennessee’s Student/Teacher Achievement Ratio experiment, known as Project STAR. We find that unobserved ability is endogenously developed over time and its impact on cognitive achievement varies significantly between grades in all subject areas. Moreover, we present evidence that accounting for time-varying unobserved ability across individuals and a more general depreciating pattern of observed inputs are both important when estimating education production functions. |
| JEL: | C23 I21 |
| Date: | 2014–02 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:19937&r=edu |
| By: | Tano, Sofia (Department of Economics, Umeå School of Business and Economics) |
| Abstract: | This thesis consists of an introductory part and four papers. Paper [I] estimates jointly the choice of whether to enroll in education and the choice of location among young people. Being a particularly mobile group, the location choices of young individuals shape much of the regional distribution of human capital, growth, and local public sector budgets. Applying Swedish register data on nest leavers, we seek to determine factors deciding the education and location choice of young people. The results indicate a systematic selection higher education based on school grades and preferences for locations with higher per capita tax bases and with lower shares of elderly people. The importance of family networks for the choice of location is confirmed. Paper [II] examines how individual ability, reflected by the grade point average (GPA) from comprehensive school affects the probability of migration among university graduates. The econometric analysis applies detailed micro-data of two entire cohorts of young individuals retrieved from the Swedish population registers. The results indicate that individual abilities are strongly influential both concerning completion of a university degree and for the migration decision. In addition, we find a positive relationship between the GPA and migrating from regions with lower per capita tax bases and/or a relatively small share of highly educated individuals. Analogously, individuals with a high GPA tend to stay in more densely populated regions, suggesting a clustering of human capital vis-à-vis school grades. Paper [III] estimates the relationship between migration across labour market regions and the subsequent changes in earnings by using the GPA from the final year of comprehensive school as a proxy for ability. This measure aims to capture heterogeneity in the returns to migration for individuals conditional on education attainment. Using Swedish register data on young adults, a difference-in-difference propensity score matching estimator is applied to estimate income differences measured up to seven years after migration. The results show variation between different ability groups regarding the returns to regional migration. There are indications of larger gains for individuals holding top grades, while the bottom half seems to benefit less, or face slightly negative effects. Paper [IV] examines whether power couple formation and the location choice of such couples are driven by factors already inherent in young people during their formative school years. The paper also extends the analysis by modeling location choice among different sizes of labor market areas, given different power statuses of the couples. Based on analysis of Swedish register data, we produce evidence that power spouses evolve from the population of high achieving school age individuals; the latter is identified by high academic performance during their years of compulsory school. Regarding location choice, the results indicate that power couples display a relatively high tendency to migrate from their regions of origin to large cities. |
| Keywords: | Agglomeration; early markers; human capital; income; interregional migration; individual ability; location choice; marital matching; propensity score matching; regional clustering; skills; university graduates |
| JEL: | I21 I23 J12 J24 J31 J61 R23 |
| Date: | 2014–03–04 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:umnees:0882&r=edu |
| By: | Zotti, Roberto; Barra, Cristian |
| Abstract: | By using a heteroscedastic stochastic frontier model, this paper focuses on how students' exogenous characteristics (such as personal demographic information, pre-enrollment educational background and household economic status) affect faculties’ inefficiency. Using individual data on freshmen enrolled at a public owned university in Italy over the 2002-2008 period, we focus both on the direction of this influence on technical inefficiency and on the magnitude of the related partial effects. A measure of R2 has also been calculated in order to evaluate the overall explanatory power of the exogenous variables used. The empirical evidence reveals the validity of the heteroscedastic assumption, giving credit to the use of some students’ individual characteristics according to which the inefficiency is allowed to change. Moreover, the estimates suggest that the university could improve the students’ performances by investing in labour inputs. |
| Keywords: | Stochastic frontier analysis; Technical inefficiency estimates; Heteroscedasticity; Higher education. |
| JEL: | C14 C67 I21 I23 |
| Date: | 2014–02 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:54011&r=edu |
| By: | Frenette, Marc |
| Abstract: | This paper examines the long-term labour market premiums associated with completing a college certificate and a bachelor's degree, compared to completing a high school diploma. Several labour market outcomes of individuals are examined with longitudinal data over a 20-year period spanning their mid-30s to their mid-50s. With the creation of a new linked file consisting of the 1991 Census of Population and the Longitudinal Worker File (LWF), it is now possible to follow individuals in the labour market for a longer period of time than is feasible with existing survey data. The purpose of this study is to compare labour market outcomes of individuals with different levels of educational attainment over a 20-year period spanning their mid-30s to their mid-50s. Three levels of education are considered, corresponding to the decisions made by students following high school graduation: a high school diploma, a college certificate, and a bachelor's degree. Longitudinal data are used to track total earnings (wages and salaries plus net self-employment income), coverage in an employer-sponsored pension plan, employment, union membership, and permanent and temporary layoffs over the period 1991 to 2010. |
| Keywords: | Labour, Education, training and learning, Employment and unemployment, Educational attainment, Labour mobility, turnover and work absences, Outcomes of education |
| Date: | 2014–02–27 |
| URL: | http://d.repec.org/n?u=RePEc:stc:stcp3e:2014359e&r=edu |
| By: | Tano, Sofia (Department of Economics, Umeå School of Business and Economics); Westerlund, Olle (Department of Economics, Umeå School of Business and Economics); Nakosteen, Robert (University of Massachusetts, Amherst, USA); Zimmer, Michael (University of Evansville, USA) |
| Abstract: | This paper contributes to a recent and growing literature addressing the phenomenon of high-credentialed power couples. It seeks to determine the extent to which precursors of power couple formation and location choice of couples at midlife are evident in young people during their formative school years. Its second objective is to extend the analysis of location choice by modeling location choice among different sizes of labor market areas, given different power status of the couples. Based on analysis of Swedish register data, we produce evidence that power spouses evolve from the population of high achieving school age individuals, the latter identified by high academic performance during the years of compulsory schooling. Other factors such as parental education and family income also play a role. In addition, there appear to be regional disparities in the evolution of power couples. The evidence also points to the presence self-selection arising from unmeasured heterogeneity, both in spouse matching and to a lesser extent in location choice. Regarding location choice, the results indicate that power couples display a disproportionate tendency to migrate from their regions of origin to large cities. |
| Keywords: | Early markers; education; location choice; marital matching |
| JEL: | I21 J12 J24 |
| Date: | 2014–02–27 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:umnees:0881&r=edu |
| By: | Bu, Feifei |
| Abstract: | Previous studies have found that firstborn children enjoy a distinct advantage over their later- born counterparts in terms of educational attainment. This paper advances the state of knowledge in this area in two ways. First, it analyses the role of young peoples aspirations, estimating the effects of sibling configurations on adolescents educational aspirations, and the importance of these aspirations on later attainment. Second, it employs multilevel modelling techniques, using household-based data which include information on multiple children living in the same families. The paper finds that firstborn children have higher aspirations, and that these aspirations play a significant role in determining later levels of attainment. We also demonstrate a significant positive effect of age spacing on educational attainment. |
| Date: | 2014–03–03 |
| URL: | http://d.repec.org/n?u=RePEc:ese:iserwp:2014-11&r=edu |
| By: | Eduardo Ferreira Vinhais, Henrique; Guilhoto, Joaquim José Martins |
| Abstract: | There has been a strong expansion of the federal universities’ system in Brazil in this century, consisted of increased public spending. This study aims to estimate the regional economic impact of this expansion, using an Interregional Input-Output model estimated for the 558 micro-regions of the Brazilian economy, at the level of 55 sectors, for the year of 2004. Treating the expansion of public spending in federal universities as a shock on the sector of Public Education, for the period 2004 to 2010, it is noticed that the federal universities’ budget increased from US$ 5.6 billion at the beginning of the century to US$ 7.9 billion in 2010. The global results show a total effect of US$ 6 billion in GDP (0.36% of 2004 GDP), US$ 10.5 billion in gross value of production, and an increase of 430,400 employed people. It appears that the smaller micro-regional economies present the highest relative impacts of the expansion of federal spending on universities, and those micro-regions, which have a capital of a federative unit, show the largest effects in absolute. Specifically, the microrregion of Diamantina - MG is the one with the largest percentage impact. Among the existing universities, the Federal University of Rio de Janeiro (UFRJ) has the largest absolute impact. But among the new ones, it stands out the Federal University of ABC (UFABC) and the Federal University of Recôncavo da Bahia (UFRB) |
| Keywords: | Higher education, federal universities, government spending, input-output, Brazil |
| JEL: | H52 I25 R15 |
| Date: | 2012–11 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:53998&r=edu |
| By: | Alexander C. Lembcke |
| Abstract: | I consider how the availability of a personal computer at home changed employment for married women. I develop a theoretical model that motivates the empirical specifications. Using data from the U.S. CPS from 1984 to 2003, I find that employment is 1.5 to 7 percentage points higher for women in households with a computer. The model predicts that the increase in employment is driven by higher wages. I find having a computer at home is associated with higher wages, and employment in more computer intensive occupations, which is consistent with the model. Decomposing the changes by educational attainment shows that both women with low levels of education (high school diploma or less) and women with the highest levels of education (Master's degree or more) have high returns from home computers |
| Keywords: | Married womens labor supply, computer skills and labor supply, US CPS |
| JEL: | J24 J22 |
| Date: | 2014–03 |
| URL: | http://d.repec.org/n?u=RePEc:cep:cepdps:dp1260&r=edu |
| By: | Reijnders, Laurie S.M. (Groningen University) |
| Abstract: | Why have women surpassed men in terms of educational attainment, even though they appear to have less incentives to go to college? The aim of this paper is to set up a basic theoretical life-cycle model in order to study the potential role of gender differences in the benefit of education in explaining the college gender gap reversal. Its main contribution is to show under which conditions the model can generate a reversal in college graduation rates, and to highlight the importance of the curvature of the utility function and the presence of subsistence constraints in this respect. In particular, I show that the labour market benefit of education for women can be higher than for men even if they have the same college wage premium if the elasticity of the marginal utility of wealth is greater than unity or there are fixed costs. Initially this might be dominated by a lower marriage market return, but a decrease in the probability of marriage can induce women to overtake men in educational attainment. |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:dgr:rugsom:14006-eef&r=edu |
| By: | RICARDO DA SILVA FREGUGLIA; MÔNICA A. HADDAD; CLÁUDIA GOME |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:anp:en2013:216&r=edu |
| By: | Gicheva, Dora (University of North Carolina at Greensboro, Department of Economics); Thompson, Jeffrey (Federal Reserve Board) |
| Abstract: | By examining how student borrowers fare financially after graduation, we attempt to further the existing knowledge of the costs associated with education debt and the manageability of the typical debt burden. We compare the financial stability of individuals who have borrowed for education to similar individuals who have not. We show that, keeping education constant, more student debt is associated with higher probability of being credit constrained and greater likelihood of declaring bankruptcy, particularly for individuals who accumulate debt but do not complete a Bachelor’s degree. We find evidence that homeownership rates may also be affected by education loans. Controlling for earnings tends to strengthen these relationships, which is consistent with omitted variable bias combined with positive return to student loans. |
| Keywords: | student debt; personal bankruptcy; homeownership |
| JEL: | D14 I22 I24 |
| Date: | 2014–02–28 |
| URL: | http://d.repec.org/n?u=RePEc:ris:uncgec:2014_002&r=edu |
| By: | Ulrik H. Nielsen (Department of Economics, Copenhagen University) |
| Abstract: | Does socioeconomic background when measured by parental educational attainment explain the heterogeneity in adults' other-regarding preferences? I test this by using data from two online experiments -- a Dictator Game and a Trust Game that were conducted with a broad sample of the Danish adult population. I match the experimental data with high-quality data from the Danish population registers about my subjects and their parents. Whereas previous studies have found socioeconomic status, including parental educational attainment, to be predictive for children's generosity, I find no such evidence among adults. This result is robust across age groups and genders. I provide two explanations for this. First, sociodemographic characteristics in general appear to be poor predictors of adults' other-regarding behavior. Second, by using Danish survey data, I find that Danish parents' educational attainment appears to be uncorrelated with how important they find it to teach their children to "think of others". More speculative explanations are also provided. |
| Keywords: | Dictator Game, Trust Game, Generosity, Other-Regarding Preferences, Parental Education, Socioeconomic Status. |
| JEL: | C91 D63 D64 |
| Date: | 2014–02 |
| URL: | http://d.repec.org/n?u=RePEc:kud:kuiedp:1403&r=edu |
| By: | Halliday, Katherine E.; Okello, George; Turner, Elizabeth L.; Njagi, Kiambo; Mcharo, Carlos; Kengo, Juddy; Allen, Elizabeth; Dubeck, Margaret M.; Jukes, Matthew C.H.; Brooker, Simon J. |
| Abstract: | This paper investigates the effects of intermittent screening and treatment of malaria on the health and education of school children in an area of low-to-moderate malaria transmission. A cluster randomized trial was implemented with 5,233 children in 101 government primary schools on the south coast of Kenya in 2010-12. The intervention was delivered to children randomly selected from classes 1 and 5 who were followed up twice across 24 months. Once during each school term, public health workers used malaria rapid diagnostic tests to screen the children. Children who tested positive were treated with a six-dose regimen of artemether-lumefantrine. Given the nature of the intervention, the trial was not blinded. The primary outcomes were anemia and sustained attention and the secondary outcomes were malaria parasitaemia and educational achievement. The data were analyzed on an intention-to-treat basis. Anemia in this setting in Kenya, intermittent screening and treatment, as implemented in this study, is not effective in improving the health or education of school children. Possible reasons for the absence of an impact are the marked geographical heterogeneity in transmission, the rapid rate of reinfection following artemether-lumefantrine treatment, the variable reliability of malaria rapid diagnostic tests, and the relative contribution of malaria to the etiology of anemia in this setting. |
| Keywords: | Health Monitoring&Evaluation,Disease Control&Prevention,Primary Education,Adolescent Health,Educational Sciences |
| Date: | 2014–02–01 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:6791&r=edu |
| By: | Bergemann, Annette (Department of Economics, Mannheim University); van den Berg, Gerard J. (IFAU - Institute for Evaluation of Labour Market and Education Policy) |
| Abstract: | Women without work after childbirth are at risk of losing their connection to the labor market. However, they may participate in adult education programs. We analyze the effect of this on the duration to work and on the wage rate, by applying conditional difference-in-differences approaches. We use Swedish matched longitudinal register data sets covering the full population. The Swedish adult education program is unprecedented in its size, and enrollment is universally available at virtually no cost. We focus on low-skilled women who have recently given birth. We take account of program accessibility, selection issues, course heterogeneity, the income received during adult education, parental leave, and child care fees. Adult education shows positive effects for the unemployed with respect to both the employment probability and wages. To explain the actual program participation rate, we model the enrollment decision from the mothers´ point of view, using the estimates to calibrate a job search model. We conclude that non-pecuniary factors cause mothers non to enter adult education. |
| Keywords: | Evaluation of adult education; job search model; female labor supply; wages; participation; unemployment; schooling; conditional difference-in-differences |
| JEL: | C14 H43 J24 J64 J68 |
| Date: | 2014–02–25 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:ifauwp:2014_005&r=edu |
| By: | Hanushek, Eric; Leung, Charles Ka Yui; Yilmaz, Kuzey |
| Abstract: | This paper provides a consistent comparison of general tuition subsidies, need-based student aid, merit-based student aid, and income continent loans (ICL). Each of these policies is analyzed through a dynamic general equilibrium model in which individuals differ in family wealth and opportunities of completing college. The overlapping generation structure of the model permits evaluation of different aid schemes in their implications on the aggregate outcomes, income distribution and intergenerational mobility. Compared to current U.S. tuition and loan policies, the ICL and need-based policies are most effective in promoting the aggregate efficiency and income equality, while merit-based policies are least effective. |
| Keywords: | need-based student aid; merit-based student aid; income contingent loan; efficiency-equality tradeoff; intergenerational mobility |
| JEL: | D10 H20 I20 |
| Date: | 2014–03 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:54238&r=edu |
| By: | Bisello, Martina |
| Abstract: | In this paper we empirically test the predictions of Peri and Sparber (2009) model of comparative advantage in tasks performance to evaluate whether in the United Kingdom immigration affected the way natives specialise in the task they perform on the job. Using Labour Force Survey and UK Skills Survey data from 1997 through 2006, we find that less-educated natives responded to immigration inflows of similarly educated workers by increasing their supply of communication tasks, relative to manual tasks. We also show that this effect varies across demographic groups, being higher among men, young people and workers with primary education (or less). |
| Date: | 2014–03–07 |
| URL: | http://d.repec.org/n?u=RePEc:ese:iserwp:2014-12&r=edu |
| By: | Kroll, Henning; Schubert, Torben |
| Abstract: | It is widely believed that universities exert notable effects on their regional socio-economic environment. So far, much of the empirical evidence supporting this claim is based on case studies. While such studies often give a detailed picture of the contributions of individual universities for their specific environments, almost no figures are available for effects of Higher Education Institutions (HEI) on the macroeconomic or economy-wide level. This paper seeks to fill this gap by using spatial panel-data models in order to identify the impact that HEIs have on value creation and unemployment in Germany. Other than prior studies, we do not seek to identify only direct effects (e.g. demand side effects caused by HEI investment) but we seek to identify the effects in terms of wider knowledge generation. Corresponding with this broad view we find evidence of strong effects on regions' GDP. HEIs contribute to Germany's GDP with 600bn per annum, i.e. about one fourth of the total value creation. 92% of this effect, however, is due to spillovers between regions. Thus the spatial distribution of the effects is rather flat. We also find that while in the short-run HEIs increase the unem-ployment rate, they lower it by on average 3.5% in the medium to long-run. -- |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:fisifr:r12014&r=edu |
| By: | Samson, Anne-Laure; Dormont, Brigitte |
| Abstract: | This paper examines whether general practitionersí(GPsí) earnings are high enough to keep this profession attractive. We set up two samples, with longitudinal data relative to GPs and executives. Those two professions have similar abilities but GPs have chosen a longer education. To measure if they get returns that compensate for their higher investment, we study their career proÖles and construct a measure of wealth for each individual that takes into account all earnings accumulated from the age of 24 (including zero income years when they start their career after 24). The stochastic dominance analysis shows that wealth distributions do not differ significantly between male GPs and executives but that GP wealth distribution dominates executive wealth distribution at the first order for women. Hence, while there is no monetary advantage or disadvantage to be a GP for men, it is more profitable for women to be a self-employed GP than a salaried executive. |
| Keywords: | GPs; executive; self-employed; earning profile; longitudinal data; stochastic dominance; |
| JEL: | D31 J31 I11 C23 |
| Date: | 2014–02 |
| URL: | http://d.repec.org/n?u=RePEc:dau:papers:123456789/12810&r=edu |
| By: | Jung, Haeil; Hasan, Amer |
| Abstract: | This paper assesses whether the Indonesia Early Childhood Education and Development project had an impact on early achievement gaps as measured by an array of child development outcomes and enrollment. The analysis is based on longitudinal data collected in 2009 and 2010 on approximately 3,000 four-year-old children residing in 310 villages located in nine districts across Indonesia. The study begins by documenting the intent-to-treat impact of the project. It then compares the achievement gaps between richer and poorer children living in project villages with those of richer and poorer children living in non-project villages. There is clear evidence that in project villages, the achievement gap between richer and poorer children decreased on many dimensions. By contrast, in non-project villages, this gap either increased or stayed constant. Given Indonesia's interest in increasing access to early childhood services for all children, and the need to ensure more efficient spending on education, the paper discusses how three existing policies and programs could be leveraged to ensure that Indonesia's vision for holistic, integrated early childhood services becomes a reality. The lessons from Indonesia's experience apply more broadly to countries seeking to reduce early achievement gaps and expand access to pre-primary education. |
| Keywords: | Primary Education,Educational Sciences,Youth and Governance,Street Children,Housing&Human Habitats |
| Date: | 2014–02–01 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:6794&r=edu |