|
on Education |
| By: | Kevin Booker; Brian Gill; Tim Sass; Ron Zimmer |
| Abstract: | This issue brief discusses a new analysis, using data from Florida and Chicago, suggesting that charter high schools are not only increasing postsecondary educational attainment but may also boost students' long-run earnings. |
| Keywords: | Charter High Schools Educational Attainment, Earnings Student Achievement Education |
| JEL: | I |
| Date: | 2014–01–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:7b78d9bd2c0545c3af2e9541c8b3c845&r=edu |
| By: | Simon Lange (Georg-August-University Göttingen); Marten von Werder (Free University of Berlin) |
| Abstract: | Germany's education system stands out among OECD countries for early tracking: students are tracked into different secondary school types at the age of ten in most German states. In this paper we estimate the effects on educational outcomes of a reform that delayed tracking by two years. While our findings suggest that the reform had no effect on educational outcomes on average, we find a positive effect on male students with uneducated parents and a negative effect on males with educated parents. The reform thus increased equality of opportunity among males, yet not among females. We argue that the gendered pattern is best explained by developmental differences between boys and girls at the relevant age. |
| Keywords: | tracking; educational institutions; intergenerational mobility |
| JEL: | I21 I24 I28 J62 |
| Date: | 2014–12–19 |
| URL: | http://d.repec.org/n?u=RePEc:got:gotcrc:163&r=edu |
| By: | Maciej Jakubowski |
| Abstract: | In this policy paper we discussed a broad range of topics covering student access to computers at home and school, different uses of computers for learning and the impact of ICT use on different groups of students. Introducing computers into schools generates both new opportunities and challenges. Basic computer skills are often acquired by students without any school involvement. The positive impact of usage of computers at school on student performance is questionable. The governments should no longer focus on providing ICT equipment as virtually all schools have computer labs and access to the Internet. More investment in this field would be counterproductive. The role of schools should be rather to teach students how to use computers and Internet in more sophisticated ways that facilitate learning and individual development. Teaching how computers work, e.g. with coding classes, should be introduced to school curricula. The other key issues are to teach students how to assess reliability of Internet resources, prepare materials that motivate students and invest in teacher training. |
| Keywords: | education, schools, computers, ICT |
| JEL: | I21 I28 O33 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:ibt:ppaper:pp062014&r=edu |
| By: | Kevin Booker; Brian Gill; Tim Sass; Ron Zimmer |
| Abstract: | This working paper discusses a new analysis, using data from Florida and Chicago, suggesting that charter high schools are not only increasing postsecondary educational attainment but may also boost students' long-run earnings. |
| Keywords: | Charter High Schools Educational Attainment, Earnings Student Achievement Education |
| JEL: | I |
| Date: | 2014–01–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:cfe561a4b1924b7eafb64f9180060014&r=edu |
| By: | Ron Zimmer; Brian Gill; Jonathon Attridge; Kaitlin Obenauf |
| Abstract: | This paper uses individual student-level data from Ohio–which permits a wide range of organizations to authorize charter schools—to examine the relationship between type of authorizer and charter-school effectiveness, as measured by students’ achievement trajectories. |
| Keywords: | Charter School, Authorizers, Student Achievement, High-Performing Schools, Education |
| JEL: | I |
| Date: | 2013–06–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:6e4664294f7341868c9a7814259821f3&r=edu |
| By: | Ira Nichols-Barrer Joshua Haimson |
| Abstract: | In the first rigorous study of the impacts of Expeditionary Learning (EL) model schools, Mathematica found that EL middle school students perform better in reading and math than their counterparts in other public schools. |
| Keywords: | Expeditionary Learning, Middle Schools, Academic Achievement, Education , EL |
| JEL: | I |
| Date: | 2013–07–08 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:e4330aa3795e4e87a89ea4b5296e5d65&r=edu |
| By: | Matthew T. Johnson |
| Abstract: | This article specifies a dynamic model of education, borrowing, and work decisions of high school graduates to ascertain how increasing the amount students are permitted to borrow through government-sponsored loan programs would affect educational attainment. |
| Keywords: | College Enrollment, High School Graduates, Borrowing Constraints, Education |
| JEL: | I |
| Date: | 2013–10–01 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:57fc00235c3a47ff92cb253f9e4ec550&r=edu |
| By: | Mariesa Herrmann; Lisa Dragoset; Susanne James-Burdumy |
| Abstract: | This issue brief from Mathematica’s multi-year evaluation of SIG for the U.S. Department of Education, Institute of Education Sciences, sheds light on which individual SIG practices (and what combinations of practices) low-performing schools adopted. |
| Keywords: | Low-Performing Schools, School Improvement Grants, SIG Practices, Education, School Reform |
| JEL: | I |
| Date: | 2014–10–28 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:94f9f9f18caf43869f0a6c45872070a8&r=edu |
| By: | Diana M. Yanbarisova (National Research University Higher School of Economics.) |
| Abstract: | This paper analyses the influence of different combinations of work and study on academic achievement among university students of Yaroslavl region in Russia. The data was collected during the first wave of longitudinal research on the educational and occupational trajectories of graduates of schools and universities conducted by the Institute of Education, Higher School of Economics, Moscow in 2009. The sample consists of 1474 4th and 5th year university students. Five work-study types are defined on the basis of two variables: work schedule and work relatedness to specialty: full-time work outside the specialty field, part-time work outside the specialty field; full-time work in the specialty field, part-time work in the specialty field; and not working during university studies. The results show that working outside the specialty field (full-time or part-time) has a negative impact on academic achievement, whereas the other work-study types do not have any significant effect. The results partly support our hypothesis that different work-study combinations influence academic achievement in different ways and that job relatedness to the academic specialty is a significant characteristic in defining the influence. The paper contributes to the research field of studying attributes of student employment which are responsible for different effects on academic achievement |
| Keywords: | academic achievement; job relatedness to specialty; student employment; work schedule; work-study types |
| JEL: | I21 J24 |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:21edu2014&r=edu |
| By: | Nicoletti, Cheti (University of York); Rabe, Birgitta (ISER, University of Essex) |
| Abstract: | Using administrative data on schools in England, we estimate an education production model of cognitive skills at the end of secondary school. We provide empirical evidence of self-productivity of skills and of complementarity between secondary school inputs and skills at the end of primary school. Our inference relies on idiosyncratic variation in school expenditure and child fixed effect estimation that controls for the endogeneity of past skills. The persistence in cognitive ability is 0.221 and the return to school expenditure is three times higher for students at the top of the past attainment distribution than for those at the bottom. |
| Keywords: | education production function, test scores, school quality, complementarity |
| JEL: | I22 I24 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8693&r=edu |
| By: | Gevrek, Deniz (Texas A&M University Corpus Christi); Gevrek, Z. Eylem (University of Konstanz); Guven, Cahit (Deakin University) |
| Abstract: | Using the Children of the Immigrants Longitudinal Study (CILS), we examine the association between education at the intensive margin and twenty pecuniary and non-pecuniary adult outcomes among first- and second-generation American immigrant youth. Education at the intensive margin is measured by two widely used standardized math and reading test scores, national percentile rankings on these tests and cumulative grade point average (GPA) in both middle and high school. Our findings provide evidence that the academic achievement of immigrant children in early adolescence is an accurate predictor of later life outcomes. We also examine a novel hypothesis that relative academic performance of immigrant children in high school compared to middle school, which could be an indicator of change in adolescent aspirations and motivation as well as the degree of adaptation and assimilation to the host country, has an effect on their adult outcomes even after controlling for the levels of academic performance in middle and high school. The results suggest that an improvement in GPA from middle school to high school is associated with favorable adult outcomes. Several sensitivity tests confirm the robustness of main findings. |
| Keywords: | economics of education, human capital, immigrant well-being, immigrant academic performance, immigrant assimilation |
| JEL: | I2 J15 J24 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8697&r=edu |
| By: | Joshua Furgeson; Moira McCullough; Clare Wolfendale; Brian Gill |
| Abstract: | This report describes The Equity Project (TEP) charter school’s instructional and personnel strategies, examines the characteristics and attrition rates of TEP students, and measures TEP’s impacts on student achievement during the school’s first four years of operation. |
| Keywords: | teacher quality, teacher salaries, charter school, TEP, The Equity Project, Student Achievement, Education |
| JEL: | I |
| Date: | 2014–10–24 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:9ed165ddb03646a496128da4d09b4477&r=edu |
| By: | Sergey G. Kosaretsky (National Research University Higher School of Economics); Irina G. Grunicheva (National Research University Higher School of Economics); Marina A. Pinskaya (National Research University Higher School of Economics) |
| Abstract: | This article presents the results of a study on Russian education policy. It explores how compulsory and secondary education meet contemporary social challenges, and how they should be adjusted to account for acute social inequality. The authors present evidence of the growing social polarization in post-Soviet Russia. This is discussed against the current situation in compulsory and secondary education, which is characterized by strong differentiation between schools in terms of their performance, enrollment, and availability of resources. They further discuss the possible impact of major turns in Russia’s education policy on the processes of social stratification, and whether it was effective enough to provide equal access to quality education for all social groups. The analysis concludes by making several suggestions about how education policy in Russia needs to be adjusted for it to become more targeted and relevant to the context in which its education institutions operate. |
| Keywords: | educational inequality, social inequality, education policy, school social context, school resources, academic performance, post-soviet Russia, compulsory education, secondary education |
| JEL: | I28 |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:22/pa/2014&r=edu |
| By: | Various authors |
| Abstract: | A growing focus on turning around the nation’s struggling schools has led the U.S. Department of Education (ED) to invest heavily in grants to states, including the School Improvement Grant (SIG) and Race to the Top (RTT) programs. Mathematica collected and compared data from low-performing schools that implemented one of four SIG-funded intervention models with data from similar schools that did not. |
| Keywords: | SIG, School Improvement Grants, Race to the Top , Education, RTT, school turnaround |
| JEL: | I |
| Date: | 2014–01–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:fc1972851d204fb494c98a0864224e14&r=edu |
| By: | Laura Golden; Barbara Harris; Diana Mercado-Garcia; Andrea Boyle; Kerstin Carlson Le Floch; Jennifer O'Day |
| Keywords: | SIG, School Improvement Grants, English Language Learners, Education |
| JEL: | I |
| Date: | 2014–04–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:e5fe54b6ac0e4a8fbb5a7b34224896e1&r=edu |
| By: | Gordey A. Yasterbov (National Research University Higher School of Economics); Alexey R. Bessudnov (National Research University Higher School of Economics); Marina A. Pinskaya (National Research University Higher School of Economics); Sergey G. Kosaretsky (National Research University Higher School of Economics) |
| Abstract: | This study focuses on how social contexts promote disparities in academic performance between Russian high schools. In particular, we investigate how a school’s average Unified State Examination (USE) scores in Russian and mathematics relate to the social composition of its student body, its material and human resources, and local deprivation. We develop a two-level hierarchical regression model to analyze data from school profiles collected in two Russian regions (Yaroslavskaya Oblast’ and Moskovskaya Oblast’) during the 2011-12 academic year. Both social characteristics of the student body and the school’s material and human resources were associated with academic performance. However, after controlling for the characteristics of pupils and schools, our study did not discover any significant independent effects of the local context. In conclusion, we discuss the implications of these findings with regard to developing contextualized measures of academic performance in Russia, the limitations of current research and suggest several possibilities for its empirical development |
| Keywords: | school context, school resources, local deprivation, academic performance, educational inequality |
| JEL: | I21 I24 |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:55/soc/2014&r=edu |
| By: | Christina Clark Tuttle; Brian Gill; Philip Gleason; Virginia Knechtel; Ira Nichols-Barrer; Alexandra Resch |
| Abstract: | This report shows that Knowledge Is Power Program (KIPP) middle schools have significant and substantial positive impacts on student achievement in four core academic subjects: reading, math, science, and social studies. One of the report’s analyses confirms the positive impacts using a rigorous randomized experimental analysis that relies on the schools’ admissions lotteries to identify comparison students, thereby accounting for students’ prior achievement, as well as factors such as student and parent motivation. The latest findings from Mathematica’s multiyear study of KIPP middle schools, the report is the most rigorous large-scale evaluation of KIPP charter schools to date, covering 43 KIPP middle schools in 13 states and the District of Columbia. Student outcomes examined included state test results in reading and math, test scores in science and social studies, results on a nationally normed assessment that includes measures of higher-order thinking, and behaviors reported by students and parents. |
| Keywords: | KIPP Middle Schools Achievement Education |
| JEL: | I |
| Date: | 2013–02–27 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:4e2030d4eef1429395a8dd45790a1021&r=edu |
| By: | Mocan, Naci (Louisiana State University); Pogorelova, Luiza (Louisiana State University) |
| Abstract: | We exploit information on compulsory schooling reforms in 11 European countries, implemented mostly in the 1960s and 70s, to identify the impact of education on religious adherence and religious practices. Using micro data from the European Social Survey, conducted in various years between 2002 and 2013, we find consistently large negative effects of schooling on self-reported religiosity, social religious acts (attending religious services), as well as solitary religious acts (the frequency of praying). We also use data from European Values Survey to apply the same empirical design to analyze the impact of schooling on superstitious beliefs. We find that more education, due to increased mandatory years of schooling, reduces individuals' propensity to believe in the power of lucky charms and the tendency to take into account horoscopes in daily life. |
| Keywords: | religion, education, superstition, Europe, beliefs, praying |
| JEL: | I21 Z1 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8698&r=edu |
| By: | Steven W. Hemelt; Kevin M. Stange |
| Abstract: | This paper examines the effect of marginal price on students’ educational investments using rich administrative data on students at Michigan public universities. Students facing zero marginal price for credits above the full-time minimum (i.e., 12 credits) attempt and complete about the same average number of credits as those whose institutions charge per credit. Zero marginal price induces a modest share of students (i.e., 7 percent) to attempt up to one additional class (i.e., 3 credits) but also increases withdrawals, resulting in little impact on earned credits or the likelihood of meeting “on-time” benchmarks toward college completion. Consistent with theory, the moderate impact on attempted credits is largest among students who would otherwise locate at the full-time minimum, which include lower-achieving and socio-economically disadvantaged students. |
| JEL: | I2 J24 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:20779&r=edu |
| By: | Cáceres-Delpiano, Julio (Universidad Carlos III de Madrid); Giolito, Eugenio P. (Universidad Alberto Hurtado) |
| Abstract: | Using an RD-design and public educational administrative data for Chile, we study the impact of age of entry on children outcomes. Different from previous studies, we are able to track this impact on school achievements over eleven years of the school life of a cohort of students. Our results confirm previous findings that a higher age of entry not only has a positive effect on GPA and the likelihood of passing a grade but also that this impact tends to wear off over time. However, we also find that this impact on school achievement is still present eleven years after a child has started school. Moreover, we show that this decrease in the impact on GPA masks a return associated to a higher age of entry in other dimensions. First, we show that age of entry reduces the probability of being enrolled in a public school. Secondly, during secondary school, children delaying school entry are more likely to follow an academic track and we present evidence that these children are more likely to be enrolled in schools where children coming from other schools had a higher than the mean GPA in the school of origin. Finally, also explaining the decline in the impact of age of entry on school's achievements, we find evidence that age of entry is associated to an increase in the probability that a child is enrolled in a school actively engaged in cream skimming. |
| Keywords: | age of entry |
| JEL: | A21 I24 I25 I28 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8694&r=edu |
| By: | Elias Walsh Dallas Dotter |
| Abstract: | To determine how the strategy of replacing principals affected student achievement in D.C. Public Schools, the Walton Family Foundation contracted with Mathematica Policy Research. The resulting study is the first to examine the impact of such a strategy on student achievement. |
| Keywords: | Principals, Student Achievement, DC Public Schools, Education |
| JEL: | I |
| Date: | 2014–12–03 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:c84ecd86d13e4c82922c246d40bc8af7&r=edu |
| By: | Elias Walsh; Albert Y. Liu; Dallas Dotter |
| Abstract: | This report describes the value-added model used as part of the state of Oklahoma's Pilot Teacher and Leader Evaluation System. |
| Keywords: | Measuring Teacher, School Value Added, Oklahoma, Education |
| JEL: | I |
| Date: | 2014–05–21 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:96a4bc02e74346c7895798a9c7b6d702&r=edu |
| By: | Jane Fortson |
| Keywords: | Playworks Student, Healthy Behaviors, Randomized Controlled Trial, Education |
| JEL: | I |
| Date: | 2013–11–08 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:b9317037a4ba4a7dabb1b8fee12b4ae9&r=edu |
| By: | Ali Protik; Steven Glazerman; Julie Bruch; Bing-ru Teh |
| Abstract: | This working paper examines behavioral responses to an incentive program that offers high-performing teachers in 10 school districts across the country $20,000 to transfer into the district's hardest-to-staff schools. Specifically, the paper looks at high-performing teachers' willingness to transfer and the effect of the transfer offer on the internal dynamics of receiving schools. |
| Keywords: | TTI Low-Perrforming Schools Behavioral Responses Teachers |
| JEL: | I |
| Date: | 2013–12–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:eba34433b9304274b3ce5da6de60db0d&r=edu |
| By: | Chakraborty, Tanika (Indian Institute of Technology Kanpur); Nottmeyer, Olga (IZA); Schüller, Simone (IRVAPP); Zimmermann, Klaus F. (IZA and University of Bonn) |
| Abstract: | Estimating the effect of 'ethnic capital' on human capital investment decisions is complicated by the endogeneity of location choice of immigrants and the reflection problem. We exploit a rare immigrant settlement policy in Germany to identify the causal impact of parental peer-heterogeneity on the educational outcomes of their children. To identify the direction of peer effect we restrict to no-child-adult-peers who completed their education much before the children in our sample of interest. We find that children of low-educated parents benefit significantly from the presence of high-educated neighbors, with more pronounced effects in more polarized neighborhoods and significant gender heterogeneity. In contrast, we do not find any negative influence coming from the low-educated neighbors. Our estimates are robust to a range of flexible peer definitions. Overall, the findings suggest an increase in parental aspirations as the possible mechanism rather than a direct child-to-child peer effect. |
| Keywords: | education, ethnic capital, Germany, immigrant, peer effects, policy experiment |
| JEL: | R23 J15 I21 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8695&r=edu |
| By: | Alderman, Harold; Headey, Derek D. |
| Abstract: | Though parental education is widely perceived to be an important determinant of child nutrition outcomes, there remain significant uncertainties about whether maternal or paternal education matters most, whether there are increasing or decreasing returns to parental education, and whether these returns are robust given that recent gains in enrollment have not always translated into commensurate gains in learning outcomes. In this paper we investigate these questions through a statistical analysis of child growth data for approximately 99,000 children in 19 countries with some of the highest burdens of undernutrition. Pooling across countries, we find that maternal education yields larger returns than paternal education, although for both sexes positive returns generally only appear with secondary education. |
| Keywords: | Children, Education, Nutrition, malnutrition, Undernutrition, Stunting, parental education, Parents, |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:fpr:ifprid:1379&r=edu |
| By: | David DesRoches Kelley Borradaile |
| Keywords: | RTT, SIG, Race to the Top, School Improvement Grants, School Administrator Survey, Education |
| JEL: | I |
| Date: | 2014–08–18 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:c0a80f2abfb342cd8978f6a4ac6340e7&r=edu |
| By: | Oleg Leshukov (National Research University Higher School of Economics); Mikhail Lisyutkin (National Research University Higher School of Economics) |
| Abstract: | The significant differentiation and heterogeneity of Russian regional higher education systems requires a thoughtful federal policy which takes into account the peculiarities and unique features of the regional socio-economic situations. The research presented in the paper elaborates the rationale and basis for the “regionalization” of public policy in Russian higher education. Different approaches to the development of the regional higher education systems in Russia are explored in the paper. The analysis is based on the presupposition that the governance of the higher education systems should take into account regional socio-economic development priorities. The typology of regional higher education systems in Russia is presented in the paper. The consideration of the types in the context of the regional socio-economic situations allows authors to offer public policy mechanisms for the development of regional higher education systems in the context of the compliance with the objectives of regional development. |
| Keywords: | regional higher education system, federal policy, development, typology, Russia. |
| JEL: | I23 I28 |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:21/pa/2014&r=edu |
| By: | Andrea Boyle; Laura Golden; Kerstin Carlson Le Floch; Jennifer O'Day; Barbara Harris; Sarah Wissel |
| Abstract: | The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (2010–11 to 2012–13 school years). This brief focuses on 11 of these SIG schools with high proportions of English Language Learner (ELL) students (a median of 45 percent ELLs), describing their efforts to improve teachers’ capacity for serving ELLs through staffing strategies and professional development (PD). |
| Keywords: | Study of School Turnaround, School Improvement Grants (SIG), English Language Learner (ELL), ELL sample, data collection, analytic methods; teacher capacity for serving ELLs, teacher hiring practices, teacher assignment practices, professional development, teacher participation in ELL-related PD, teacher survey, teacher effectiveness |
| JEL: | I |
| Date: | 2014–11–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:a818b4c8b2d745fe880d7547c78d1c4f&r=edu |
| By: | Kerstin Carlson Le Floch; Beatrice Birman; Jennifer O'Day; Steven Hurlburt; Diana Mercado-Garcia; Rose Goff; Karen Manship; Seth Brown; Susan Bowles Therriault; Linda Rosenberg; Megan Hague Angus; Lara Hulsey |
| Keywords: | School Improvement Grants, SIG, Education |
| JEL: | I |
| Date: | 2014–05–29 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:f221de629b1e4e61ae2e50efbb464ca1&r=edu |
| By: | Janine T. Remillard; Barbara Harris; Roberto Agodini |
| Abstract: | This paper explores how the design features of curriculum materials might influence potential opportunities to learn and student outcomes through a comparative, documentary analysis of four mathematics curricula commonly used in the United States. |
| Keywords: | curriculum material analysis, textbooks, curriculum effects, opportunity to learn, Education |
| JEL: | I |
| Date: | 2014–05–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:ddf0be768ad240b3970422fb88d27a5b&r=edu |
| By: | Heisig, Jan Paul; Solga, Heike |
| Abstract: | Only few previous studies have explored cross-national variation in the relationship between educational certificates and competences. In this paper, we investigate the certificate-competence relationship, operationalized as skills gaps by level of educational attainment. More importantly, we scrutinize how two aspects of educational stratification processes, vertical stratification and occupation-specificity, affects skills gaps. Using data on 25-54 year olds from the 2011/12 round of the Programme for the International Assessment of Adult Competencies (PIAAC), we find that more occupation-specific education systems produce smaller differences in basic general skills between adults with low and intermediate levels of education. Higher levels of vertical stratification, by contrast, result in larger low-intermediate skills gaps. None of the two stratification aspects can however explain variations in the skills gaps between intermediate and high educated adults. We conclude by discussing the implications of our findings for labor market research. |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:wzbslm:spi2014503&r=edu |
| By: | Melissa Clark; Sheena McConnell; Jill Constantine; Hanley Chiang |
| Keywords: | Teacher effectiveness, teacher shortages, alternative routes to certification Teach For America Teaching Fellows programs random assignment, impact evaluation |
| JEL: | I |
| Date: | 2013–09–10 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:feaf2ae566c548e1a93ca9bb75c19e64&r=edu |
| By: | Timothy M. Diette (Department of Economics, Washington and Lee University); Manu Raghav (Department of Economics and Management, DePauw University) |
| Abstract: | While students typically want to earn high grades in college, they also, and perhaps even more so, want to earn high salaries after graduating college. In this paper, we explore whether there is a relationship between average grades earned in classes and the future salaries earned by graduates with the major associated with that course. Using student level data from a selective private liberal arts college, we find an inverse relationship between grades in courses offered by different departments and the national average mid-career salaries of college graduates from these majors. This suggests students face a trade-off between current grades while in college versus higher expected earnings in the future. Furthermore, students with low Math SAT scores are likely to get much worse grades in majors with higher salaries and students with low Verbal SAT scores are likely to get higher grades in majors with higher salaries, even after controlling for whether the individual is an international student. Finally, the advantage that females have over males in average course grade diminishes significantly in majors with higher salaries. |
| Keywords: | Grades; Earnings. |
| JEL: | A22 I21 J31 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:dew:wpaper:2014-02&r=edu |