|
on Education |
|
Issue of 2015‒05‒09
sixteen papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Korthals R.A. (ROA) |
| Abstract: | Tracking students in secondary school could increase the effect of parental background PB on student performance, especially if parents can influence the track choice. This influence can be either direct or indirect, and either purposefully or not. Little is known about these indirect effects of PB that could arise before tracking has taken place. In the Netherlands the track placement decision of individual students is made by secondary schools that base their decision on two performance signals that they receive from the elementary school of applying students an elementary school exit test score and an elementary school teacher track recommendation. Using longitudinal data from the Netherlands, I find that high PB parents are able to increase their childs teacher recommendation purposefully or not The odds of having the highest track recommendation as compared to the other recommendations, for students whose parents have a tertiary education degree are between 1.6 and 3.6 times greater than for students whose parents only have a primary education degree. For the math exit test score I find no effect, while for reading an effect is found but not robust. |
| Keywords: | Education and Research Institutions: General; Analysis of Education; Education and Inequality; |
| JEL: | I20 I21 I24 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:unm:umaror:2015005&r=edu |
| By: | Khusainov, Ruslan |
| Abstract: | Theoretical issues of the formation of the mechanism of public-private partnership (PPP) in the system of higher education of Ukraine are studied. The role of higher educational institutions in the process of Ukraine’s economy transformations, the prospects of their cooperation with the private sector of economy within the framework of the mechanism of PPP are specified. The advantages of the mechanism of PPP in the system of higher education and private business are presented, the author’s definition of PPP in the system of higher education is formulated. The necessity of active introduction of the mechanism of public-private partnership in the system of higher education in the realities of development of Ukraine is substantiated. |
| Keywords: | public-private partnership (PPP), higher education, university, innovation, science, cooperation, Ukraine. |
| JEL: | H52 I21 I23 |
| Date: | 2014–07–04 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:64056&r=edu |
| By: | Smentyna, Nataly; Khusainov, Ruslan |
| Abstract: | The article is devoted to questions of social responsibility and social activities of higher educational institutions (universities). It is analyzed the theoretical concept of social responsibility of higher educational institutions. It is outlined the role of stakeholders in the acting of university. It is given the author's definition of “social responsibility of higher education institution”. It is determined the development priority areas of social responsibility of higher educational institutions in conditions of globalization and highly competitive environment. |
| Keywords: | university, social responsibility, higher education, higher education institutions, public-private partnerships, globalization, competitiveness, sustainable development. |
| JEL: | I23 I25 M14 |
| Date: | 2014–08–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:64061&r=edu |
| By: | Marc van der Steeg; Roel van Elk |
| Abstract: | This paper investigates the effects of education vouchers for teachers. We study effects on enrollment and completion of higher education programs, and on the retention of teachers in the education sector. We do this by exploiting a fuzzy regression discontinuity design. Read also the accompanying <a href="http://www.cpb.nl/publicatie/evaluatie-van-de-lerarenbeurs-aanvragers-deelname-en-afronding">Background Document</a> (only in Dutch). The discontinuity in the probability of being assigned a voucher arises due to budget constraints in the first application period. Our estimates suggest that effects of voucher assignment on both higher education enrollment and completion rates are in the order of 10 to 20 percentage points as measured five and a half years after application. Relative to a baseline enrollment rate of 77 percent and a baseline completion rate of 54 percent (i.e. of applicants that were not assigned a voucher), these effect estimates correspond to a 12 to 29 percent higher enrollment and to a 17 to 42 percent higher completion. Effects on enrollment and completion are relatively small for shorter studies (up to one year) and for teachers that had already started at the time of application. The teacher voucher crowds out both funding by schools out of their regular professional development budgets as well as financial contributions by teachers themselves. Our results suggest small positive effects of voucher assignment on retention in education as measured four years after application. |
| JEL: | C26 I22 H43 J24 M53 |
| Date: | 2015–04 |
| URL: | http://d.repec.org/n?u=RePEc:cpb:discus:305&r=edu |
| By: | Luigi Benfratello (Department of Economics and Statistics, University of Napoli "Federico II", Italy); Giuseppe Sorrenti (Department of Economics and Statistics (Dipartimento di Scienze Economico-Sociali e Matematico-Statistiche), University of Torino, Italy); Gilberto Turati (Department of Economics and Statistics (Dipartimento di Scienze Economico-Sociali e Matematico-Statistiche), University of Torino, Italy) |
| Abstract: | We study whether, alongside with an explicit tracking system separating students in general versus vocational curricula typically observed in European countries, the Italian highly centralized public schooling is also characterised by an implicit tracking system — typical of the US — which separates students by ability and income within the same track. We pursue this aim by considering the municipality of Turin, a post-industrialized urban context in Northern Italy. We proxy students’ ability with the score obtained at the standardised admission test at the School of Economics and Business of the local university, and we first check whether students are stratified by ability not only between tracks but also across schools within the same track. A stark heterogeneity across tracks and schools emerges, thereby strongly suggesting that the inequality patterns common in the Italian schooling system are affected by both types of tracking. We then discuss some potential sources of this US-style tracking, namely self-selection and observed and unobserved school characteristics, all of which can be relevant factors in explaining within-track school heterogeneity. We also investigate whether stratification is linked with income and residential segregation, and we find limited evidence of segregation. Finally, the low mobility of students suggests the need for disclosing more information on each school quality. |
| Keywords: | Public Schools, Educational Inequalities, Schools Stratification, Tracking, House Prices, Income S egregation. |
| JEL: | I24 I28 R23 |
| Date: | 2015–04 |
| URL: | http://d.repec.org/n?u=RePEc:tur:wpapnw:030&r=edu |
| By: | Marie O.; Zölitz U.N. (GSBE) |
| Abstract: | This paper investigates how legal cannabis access affects student performance. Identification comes from an exceptional policy introduced in the city of Maastricht which discriminated legal access based on individuals nationality. We apply a difference-in-difference approach using administrative panel data on over 54,000 course grades of local students enrolled at Maastricht University before and during the partial cannabis prohibition. We find that the academic performance of students who are no longer legally permitted to buy cannabis increases substantially. Grade improvements are driven by younger students, and the effects are stronger for women and low performers. In line with how THC consumption affects cognitive functioning, we find that performance gains are larger for courses that require more numerical/mathematical skills. We investigate the underlying channels using students course evaluations and present suggestive evidence that performance gains are driven by improved understanding of material rather than changes in students study effort. |
| Keywords: | Health: Government Policy; Regulation; Public Health; Education and Research Institutions: General; Illegal Behavior and the Enforcement of Law; |
| JEL: | I18 I20 K42 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:unm:umagsb:2015008&r=edu |
| By: | Hans Fricke; Jeffrey Grogger; Andreas Steinmayr |
| Abstract: | This study investigates how being exposed to a field of study influences students’ major choices. We exploit a natural experiment at a Swiss university where all first-year students face largely the same curriculum before they choose a major. An important component of the first-year curriculum that varies between students involves a multi-term research paper in business, economics, or law. Due to oversubscription of business, the university assigns the field of the paper in a standardized way that is unrelated to student characteristics. We find that being assigned to write in economics raises the probability of majoring in economics by 2.7 percentage points, which amounts to 18 percent of the share of students who major in economics. |
| JEL: | A20 I20 I23 |
| Date: | 2015–04 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:21130&r=edu |
| By: | Ann Huff Stevens; Michal Kurlaender; Michel Grosz |
| Abstract: | This paper estimates the earnings returns to vocational, or career technical, education programs in the nation’s largest community college system. While career technical education (CTE) programs have often been mentioned as an attractive alternative to four-year colleges for some students, very little systematic evidence exists on the returns to specific vocational certificates and degrees. Using administrative data covering the entire California Community College system and linked administrative earnings records, this study estimates returns to CTE education. We use rich pre-enrollment earnings data and estimation approaches including individual fixed effects and individual trends, and find average returns to CTE certificate and degrees that range from 12 to 23 percent. The largest returns are for programs in the healthcare sector; among non-health related CTE programs estimated returns range from five to ten percent. |
| JEL: | I24 |
| Date: | 2015–04 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:21137&r=edu |
| By: | Jhorland Ayala-García |
| Abstract: | Colombia pertenece al grupo de países con el menor puntaje en el componente de matemáticas de la prueba PISA del año 2012. Registró, además, la mayor brecha de género en el puntaje de la misma prueba entre los 65 países participantes. Por tal razón, el presente documento describe y analiza el Sistema Nacional de Evaluación en Colombia para el caso específico del componente de matemáticas. De acuerdo con el análisis, se evidencia que no se están alcanzando los logros esperados del Sistema Nacional de Evaluación, pues no se observa que la estrategia de mejorar la calidad de la educación a través de la evaluación esté dando resultados positivos. La calidad no mejora en las instituciones educativas y las brechas de género no se reducen en el caso de matemáticas. ******ABSTRACT: Colombia is one of the countries with the lowest score on the mathematics component of the PISA assessment for 2012. This country also recorded the largest gender gap in the same test score among 65 participating countries. For this reason, this paper describes and analyzes the National Evaluation System in Colombia for the specific case of the mathematics component. According to the analysis, it is evident that the expected achievements of the National Evaluation System are not being reached, and it does not appear that the strategy of improving the quality of education through the evaluation is yielding positive results. Quality does not improve in educational institutions and gender gaps in mathematics are not been reduced. |
| Keywords: | evaluación, calidad de la educación, brechas de género, pruebas PISA, pruebas SABER |
| JEL: | I21 I28 |
| Date: | 2015–04–28 |
| URL: | http://d.repec.org/n?u=RePEc:col:000102:012779&r=edu |
| By: | Elias Walsh; Albert Y. Liu; Dallas Dotter |
| Keywords: | Teacher Value Added, School Value Added, Oklahoma, Education |
| JEL: | I |
| Date: | 2015–02–10 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:fa9f4bb2356545758516a7c89b171275&r=edu |
| By: | Alejandro Villagómez (Division of Economics, CIDE); José Antonio Hidalgo (Division of Economics, CIDE) |
| Abstract: | This work analyzes the incidence of mathematical abilities in financial literacy for Mexicans between 15 and 18 years old attending school in Mexico City and the State of Mexico. Our results confirm that the levels of financial literacy are low. Considering the “L&M Focus”, only 6.6% of the sample answered the three questions. Using the “OECD Focus” only 40% of the sample has a sufficient level of financial knowledge. Our econometric analysis offers evidence of the determinants of financial literacy, but particularly of the positive and significant impact of mathematical knowledge. |
| Keywords: | Financial literacy, math skills; Mexican high school students; financial attitude; financial literacy |
| JEL: | D91 D1 |
| Date: | 2015–03 |
| URL: | http://d.repec.org/n?u=RePEc:emc:wpaper:dte589&r=edu |
| By: | Venhorst V.; Cörvers F. (GSBE) |
| Abstract: | We estimate the impact of spatial mobility on job match quality by using a data set of recent Dutch university and college graduates We find positive wage returns related to spatial mobility. However, after controlling for the self-selection of migrants with an IV approach, this effect is no longer significant. We also find that, for our alternative job-match measures, where there is evidence of migrant self-selection, controlling for self-selection strongly reduces the effect of spatial mobility on job match quality. In some cases, the returns on spatial mobility are found to be negative, which may signal forced spatial mobility. |
| Keywords: | Analysis of Education; Human Capital; Skills; Occupational Choice; Labor Productivity; Wage Level and Structure; Wage Differentials; Geographic Labor Mobility; Immigrant Workers; Urban, Rural, Regional, Real Estate, and Transportation Economics: Regional Migration; Regional Labor Markets; Population; Neighborhood Characteristics; |
| JEL: | I21 J24 J31 J61 R23 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:unm:umagsb:2015009&r=edu |
| By: | Goodman, Sarena (Board of Governors of the Federal Reserve System (U.S.)); Henriques, Alice M. (Board of Governors of the Federal Reserve System (U.S.)) |
| Abstract: | This paper investigates whether declines in public funding for post-secondary institutions have increased for-profit enrollment. The two primary channels through which funding might operate to reallocate students across sectors are price (measured by tuition) and quality (measured by resource constraints). We estimate, on average, that a 10 percent cut in appropriations raises tuition about 1 to 2 percent and decreases faculty resources by 1/2 to 1 percent, creating substantial bottlenecks for prospective students on both price and quality. These cuts, in turn, generate a nearly one percentage point increase in the for-profit market share of "elastic" enrollment (i.e. attendees of community colleges plus for-profit institutions), owing entirely to students who, in a better funding environment, would have attended a public institution. We estimate an elasticity of for-profit enrollment with respect to state and local appropriations of 0.2. Finally, we extend our analys is to show that for every 1 percent increase in flagship tuition generated by funding shortfalls, for-profit attendance increases by 1-1/2 percent. |
| Keywords: | enrollment; for-profit colleges; public colleges; state appropriations |
| Date: | 2015–04–13 |
| URL: | http://d.repec.org/n?u=RePEc:fip:fedgfe:2015-25&r=edu |
| By: | Marco Valente |
| Abstract: | Selection procedures for new recruits in research organizations, supposedly aiming at identifying the candidates with the highest potential, relies necessarily on indirect information concerning the quality of a researcher. It is safe to assume that this information is correlated to, but not coinciding with, the un-observable future con- tributions of the candidates to a position. We show that using exceedingly selective criteria operating on observable proxy indicators of research quality may hinder the overall goal to ensure the highest expected research quality in the hiring organization. The paper presents a simple abstract model showing how pursuing the absolute best is a strategy very likely to produce results worse than alternative approaches, humbly aiming at identifying the good. |
| Keywords: | Simulation models, Research assessment, Management of academic institutions |
| Date: | 2015–04–29 |
| URL: | http://d.repec.org/n?u=RePEc:ssa:lemwps:2015/13&r=edu |
| By: | László Lõrincz (Institute of Economics, Centre for Economic and Regional Studies, Hungarian Academy of Sciences) |
| Abstract: | Adolescent romantic relationships are sources of social influence concerning educational achievement and delinquent behavior. Integrated schooling is known to induce inter-ethnic friendship relations, however, it also creates the opportunity of inter-ethnic dating. Based on contact theory, inter-ethnic personal relationships or long-term exposure decreases ethnic prejudice, thus it is proposed that willingness to date between ethnic groups may also increase. The question arises, whether in the school context exposure is enough for this mechanism to emerge, or personal contact is necessary. It must be also taken into account, that romantic relationships are embedded in status relations within schools. Previous studies on intermarriage and homogamy found a “social exchange” mechanism, that lower status members of majority groups are more likely to choose minority partners. Translated to the adolescent society, it is assumed, that the less popular members of the majority groups are those, who are more willing to form inter-ethnic dating relations. To address the above questions empirically, the first wave of the Hungarian network panel "Wired into Each Other” was analyzed, containing data of 1214 9th grade students in 43 classes of seven secondary schools. Inter-ethnic dating preferences of Roma and non-Roma students were measured by dyadic attribution of physical attractiveness, and nominations of willingness to date. Statistical analysis was carried out using multilevel p2 models. They suggest that mixed groups are not sufficient, but personal contacts are necessary to decrease same ethnicity preferences in dating. An additional tendency is that among majority students, those who are isolated from the friendship networks are the ones who are more willing to date with the minority group. |
| Keywords: | romantic relationships; dating; intergroup contact; adolescents; Roma minority; Hungary |
| JEL: | J13 J15 |
| Date: | 2015–03 |
| URL: | http://d.repec.org/n?u=RePEc:has:discpr:1515&r=edu |
| By: | Venhorst V.; Cörvers F. (ROA) |
| Abstract: | We estimate the impact of spatial mobility on job match quality by using a data set of recent Dutch university and college graduates We find positive wage returns related to spatial mobility. However, after controlling for the self-selection of migrants with an IV approach, this effect is no longer significant. We also find that, for our alternative job-match measures, where there is evidence of migrant self-selection, controlling for self-selection strongly reduces the effect of spatial mobility on job match quality. In some cases, the returns on spatial mobility are found to be negative, which may signal forced spatial mobility. |
| Keywords: | Education and Inequality; Human Capital; Skills; Occupational Choice; Labor Productivity; Wage Level and Structure; Wage Differentials; Geographic Labor Mobility; Immigrant Workers; Urban, Rural, Regional, Real Estate, and Transportation Economics: Regional Migration; Regional Labor Markets; Population; Neighborhood Characteristics; |
| JEL: | I24 J24 J31 J61 R23 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:unm:umaror:2015003&r=edu |