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on Education |
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Issue of 2014‒08‒25
nineteen papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Pradhan, Menno (VU University Amsterdam); de Ree, Joppe (World Bank consultant) |
| Abstract: | We document the likely importance of district governance and teacher management policies in relation to student learning in Indonesian primary schools. As the responsibility to deliver primary education has been decentralized to district governments, we expect district specific variations in teacher management policies. Consequently, we also expect variations in learning trajectories across districts. We document substantial heterogeneity in learning gains across districts. Furthermore, we show that schools with more active teacher working groups and higher-qualified teachers achieve better learning gains. However, teacher management policy variables, including school budgets, participation rates in teacher working groups, or student–teacher ratios, can explain only a fraction of the differences in learning across districts. It is likely that the “quality” of operation matters. More detailed measurement is needed to further understanding of the heterogeneity in performance. |
| Keywords: | education; school governance; student learning |
| JEL: | I21 |
| Date: | 2014–06–01 |
| URL: | http://d.repec.org/n?u=RePEc:ris:adbewp:0397&r=edu |
| By: | World Bank |
| Keywords: | Education - Educational Sciences Tertiary Education Secondary Education Teaching and Learning Education - Primary Education |
| Date: | 2013–04 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wboper:17022&r=edu |
| By: | World Bank |
| Keywords: | Education - Education For All Tertiary Education Secondary Education Teaching and Learning Education - Primary Education |
| Date: | 2013–02 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wboper:17035&r=edu |
| By: | Chevalier, Arnaud (Royal Holloway, University of London) |
| Abstract: | This paper estimates the financial returns to higher education quality in the UK. To account for the selectivity of students to institution, we rely on a selection on observable assumptions. We use several estimates including the Generalised Propensity Score of Hirano and Imbens, which relies on a continuous measure of institutional quality. This highlights that the returns to quality are heterogenous, and mostly driven by high quality institutions. Moving from an institution in the 3rd quality quartile to a top quality institution is associated with a 7% increase in earnings. |
| Keywords: | college quality, returns to education, generalised propensity score |
| JEL: | I22 J31 |
| Date: | 2014–08 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8363&r=edu |
| By: | Edmark, Karin (Research Institute of Industrial Economics (IFN)); Frölich, Markus (University of Mannheim); Wondratschek, Verena (Centre for European Economic Research (ZEW)) |
| Abstract: | This study analyses whether the Swedish school choice reform, enacted in 1992, had different effects on students from different socio-economic backgrounds. We use detailed geographical data on students’ and schools’ locations to construct measures of the degree of potential choice. This allows us to study the effects of choice opportunities among public schools, whereas previous studies have focused on newly opened private schools. Our results suggest small positive or no effects of choice opportunities, depending on specification and outcome. We find no strong evidence of differences between subgroups; if anything, effects tend to be slightly more positive for disadvantaged groups, such as students from low-income families. Taken together, the results indicate that students from a socio-economically disadvantaged or immigrant background were not harmed by the reform. |
| Keywords: | School choice; school competition; treatment evaluation; cognitive and non-cognitive skills |
| JEL: | C21 I24 |
| Date: | 2014–08–04 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:ifauwp:2014_016&r=edu |
| By: | Simone Balestra (Department of Business Administration, University of Zurich); Uschi Backes-Gellner (Department of Business Administration, University of Zurich) |
| Abstract: | Using data from the Tennessee Student/Teacher Achievement Ratio experiment and subsequent follow-up surveys, we estimate unconditional quantile treatment eects of being assigned to a small-size class and a regular-size class with an aide, compared to regular-size one. Results show that mid-achievers prot the most from being assigned to a small class. Students at the bottom or top of the achievement distribution experience almost no gain. The analysis also reveals a positive and signicant eect of a regular class with teacher's aide for students at the bottom of the achievement distribution, an effect stronger for boys and disadvantaged pupils. In line with previous research, we show that being assigned to a small class during K-3 grades has a positive eect test scores in later grades, on the likelihood of on-time high school graduation, and on taking the ACT/SAT exam. However, these positive eects are driven mostly by students who were high achievers during Project STAR, suggesting that the long-term benets of being in a small class shrink very quickly for low- and mid-achieving students. |
| Keywords: | Keywords: class size, project STAR, unconditional quantile regression. |
| JEL: | C31 I21 |
| Date: | 2014–08 |
| URL: | http://d.repec.org/n?u=RePEc:iso:educat:0102&r=edu |
| By: | Samer Al-Samarrai |
| Keywords: | Access and Equity in Basic Education Governance - National Governance Gender - Gender and Education Education - Primary Education Education - Education For All |
| Date: | 2013–10 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wboper:16765&r=edu |
| By: | Harounan Kazianga; Dan Levy; Leigh L. Linden; Matt Sloan |
| Abstract: | This article evaluates a program that constructed high quality “girl-friendly†primary schools in Burkina Faso. After 2.5 years, the program increased enrollment by 19 percentage points and increased test scores by 0.41 standard deviations. Girls’ enrollment increased by 5 percentage points more than boys’ enrollment, but test scores were the same for boys and girls. |
| Keywords: | BRIGHT School Construction, Girl-Friendly Schools, Burkina Faso, International, Education |
| JEL: | F Z |
| Date: | 2013–07–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:7836&r=edu |
| By: | World Bank |
| Keywords: | Access and Equity in Basic Education Teaching and Learning Education - Education For All Tertiary Education Governance - National Governance |
| Date: | 2013–01 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wboper:16531&r=edu |
| By: | Cohen Goldner, Sarit (Bar-Ilan University); Epstein, Gil S. (Bar-Ilan University) |
| Abstract: | We focus on high school dropout rate among male and female immigrant children. We consider the relationship between the dropout rate and age of arrival of the immigrants. Using repeated cross sectional data from the Israeli Labor Force Surveys of 1996-2011 we show that the share of high school dropouts among immigrant children who arrived from the Former Soviet Union during 1989-1994 is at least as double than among natives in the same age group. Further, we show that among immigrant youth there is a monotonic negative relation between age at arrival and the share of high school dropouts. To understand our results we present a theoretical framework that links between age at arrival in the host country, language proficiency, quality of education and wages. |
| Keywords: | immigrants, age at arrival, high-school dropouts |
| JEL: | I21 J24 J61 |
| Date: | 2014–08 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8378&r=edu |
| By: | Sa, Filipa (King's College London) |
| Abstract: | This article exploits variation in university tuition fees over time and across countries in the UK to examine the effect of fees on applications to higher education. It focuses on two policy changes: the removal of upfront tuition fees in Scotland in 2001 and the increase in fees in England in 2012. The findings suggest that the 2001 reform increased applications by 24.4%, while the 2012 reform reduced applications by 30.3%. The 2012 reform had a larger negative effect for applicants aged 20 and over and for courses with lower expected earnings after graduation. |
| Keywords: | tuition fees, university applications |
| JEL: | I21 J24 |
| Date: | 2014–08 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8364&r=edu |
| By: | Pamela Lenton (Department of Economics, University of Sheffield, UK) |
| Abstract: | We look at the influence of personality traits and cognitive ability on both educational attainment and on the wages of individuals in the UK labour market at age 33 using the British Cohort Study. We control for a new cluster of nine personality characteristics, some of which we consider likely to influence labour market outcomes. We find that some personality characteristics have significant influence on the acquisition of educational qualifications, in particular internal and external locus of control, conscientiousness and extroversion. Our findings on the extrovert-introvert dimension of personality are paradoxical: we find that males with extrovert personalities have a significantly reduced probability of gaining degree level education, but within the labour market males are rewarded for this characteristic. |
| Keywords: | educational attainment; human capital; personality characteristics |
| JEL: | J24 |
| Date: | 2014–08 |
| URL: | http://d.repec.org/n?u=RePEc:shf:wpaper:2014011&r=edu |
| By: | World Bank |
| Keywords: | Curriculum and Instruction Access and Equity in Basic Education Education - Education For All Tertiary Education Teaching and Learning |
| Date: | 2013–11 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wboper:17615&r=edu |
| By: | Fagernäs, Sonja (University of Sussex); Pelkonen, Panu (University of Sussex) |
| Abstract: | Primary education in India is a development question of a unique magnitude, and the delivery of education by Indian states is often suspected to be marred by political haggling and corruption. Using rich administrative school-level panel data across Indian states, we test for electoral cycles in the provision of school resources. The effects are identified using staggered timing of state elections. We find that rulers allocate more primary school resources in the years preceding and following elections, but there is only weak evidence that resources are targeted to marginal constituencies. The resources affected are visible ones, namely free school uniforms, classrooms, toilets, ramps for the disabled and medical inspections. We also show that around election years, teachers spend more time on "non-teaching" activities. The political cycles are not inevitable, as they are present only in districts characterised by low voter turnout and low female literacy. Finally, we show that electoral cycles affect human capital accumulation: The phase of the electoral cycle in which pupils begin their primary schooling, affects their learning outcomes. |
| Keywords: | institutions, school resources, political cycle, public goods, voter turnout, India |
| JEL: | H75 I25 O15 P16 |
| Date: | 2014–08 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8366&r=edu |
| By: | Jellal, Mohamed |
| Abstract: | In this paper, we examine the consequences of imperfect information on the pattern of transfers from parents to children. Drawing on the theory of mechanism design, we consider a model of family contract with two levels of effort. We prove that equal transfers among children are expected under perfect information, while the second-best contract implies risk-sharing between the two generations, so that poor families experience higher agency costs, therefore inequality persists. |
| Keywords: | Asymmetric information, Family ,Education, Incentives, Transfers, Inequality. |
| JEL: | D82 D86 I21 I22 I24 J1 J13 |
| Date: | 2014–08–14 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:57913&r=edu |
| By: | World Bank |
| Keywords: | Urban Development - Street Children Governance - Youth and Governance Education - Early Childhood Development Education - Education For All Education - Primary Education |
| Date: | 2013–04 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wboper:17372&r=edu |
| By: | Trippl, Michaela (CIRCLE, Lund University); Sinozic, Tanja (Institute for Multilevel Governance and Development, Vienna University of Economics and Business); Lawton Smith , Helen (Department of Management; Birkbeck, University of London) |
| Abstract: | The literature on universities’ contributions to regional development is broad and diverse. A precise understanding of how regions can potentially draw advantages from various university activities and the role of public policy institutions (imperatives and incentives) in promoting such activities is still missing. The aim of this paper is to advance a more nuanced view on universities’ contributions to regional economic and societal development. We identify and review four conceptual models: (i) the entrepreneurial university model, (ii) the regional innovation system model, (iii) the mode 2 university model, and (iv) the engaged university model. The paper demonstrates that these four models emphasise very different activities and outputs by which universities are seen to benefit their regions. We also find that these models differ markedly with respect to the policy implications that can be drawn. Analysing public policy imperatives and incentives in the UK, Austria and Sweden the paper highlights that in the UK national policies encourage and have resulted in all four university models. In Sweden and Austria policy institutions tend to privilege in particular the RIS university model, whilst at the same time there is some evidence for increasing support of the entrepreneurial university model. |
| Keywords: | universities; regional development; public policy; UK; Sweden; Austria |
| JEL: | I28 R10 R58 |
| Date: | 2014–07–29 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:lucirc:2014_013&r=edu |
| By: | Noel N. Verdote; Marianna Alfa Fernando-Pacua |
| Keywords: | Finance and Financial Sector Development - Access to Finance Education - Knowledge for Development Education - Primary Education Energy - Energy Production and Transportation Banks and Banking Reform |
| Date: | 2014–01 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wboper:18685&r=edu |
| By: | Lianqin Wang |
| Keywords: | Education - Knowledge for Development Banks and Banking Reform Teaching and Learning Access and Equity in Basic Education Public Sector Corruption and Anticorruption Measures Finance and Financial Sector Development Public Sector Development |
| Date: | 2013–02 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wboper:17032&r=edu |