|
on Education |
|
Issue of 2016‒04‒04
thirty-one papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | David Card; Laura Giuliano |
| Abstract: | We study the impacts of a tracking program in a large urban school district that establishes separate “gifted/high achiever” (GHA) classrooms for fourth and fifth graders whenever there is at least one gifted student in a school-wide cohort. Since most schools have only a handful of gifted students per cohort, the majority of seats are filled by high achievers ranked by their scores in the previous year’s statewide tests. We use a rank-based regression discontinuity design, together with between-cohort comparisons of students at schools with small numbers of gifted children per cohort, to evaluate the effects of the tracking program. We find that participation in a GHA class leads to significant achievement gains for non-gifted participants, concentrated among black and Hispanic students, who gain 0.5 standard deviation units in fourth grade reading and math scores, with persistent effects to at least sixth grade. Importantly, we find no evidence of spillovers on non-participants. We also investigate a variety of channels that can explain these effects, including teacher quality and peer effects, but conclude that these features explain only a small fraction (10%) of the test score gains of minority participants in GHA classes. Instead we attribute the effects to a combination of factors like teacher expectations and negative peer pressure that lead high-ability minority students to under-perform in regular classes but are reduced in a GHA classroom environment. |
| JEL: | I21 |
| Date: | 2016–03 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:22104&r=edu |
| By: | Derek Laing; Steven G. Rivkin; Jeffrey C. Schiman; Jason Ward |
| Abstract: | In response to widespread dissatisfaction with the schools, the 1988 Chicago School Reform Act decentralized school governance by forming elected local school councils (LSCs) responsible for principal hiring, evaluation, and contract renewal as well as other management functions. Subsequent legislation outlined circumstances in which the district could reclaim authority from the LSC, thereby limiting local control. This paper investigates the distribution of principal effectiveness under a system in which there is uncertainty over the locus of decision-making authority. We first establish the presence of significant variation in principal effectiveness based on both an analysis of variance approach and the estimation of principal fixed effects. Teacher survey responses support the findings based on the principal fixed effects, though the much smaller magnitude of the analysis of variance estimates suggest that unobserved shocks inflate many existing estimates of the variance in principal effectiveness. We next consider potential differences in LSC behavior that contribute to the variation. Following Aghion and Tirole (1997) we develop a model that highlights the tensions between formal and real authority and incorporates potential differences in LSC capacity and incentives to maximize school quality. Using proxies for managerial capacity and incentives we find evidence largely consistent with the theory, showing that LSCs with higher management capacity and stronger incentives to raise school quality experience larger gains in principal effectiveness following the end of contracts. |
| JEL: | H11 H75 I21 I24 I28 |
| Date: | 2016–03 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:22061&r=edu |
| By: | Mathias Huebener; Susanne Kuger; Jan Marcus |
| Abstract: | Do increased instruction hours improve the performance of all students? Using PISA scores of students in ninth grade, we analyse the effect of a German education reform that increased weekly instruction hours by two hours (6.5 percent) over almost five years. In the additional time, students are taught new learning content. On average, the reform improves student performance. However, treatment effects are small and differ across the student performance distribution. While low-performing students do not benefit, highperforming students benefit the most. The findings suggest that increases in instruction hours can widen the gap between low- and high-performing students. |
| Keywords: | Instruction time, student achievement, PISA, G8-high school reform, quantile regressions, curriculum, difference-in-differences |
| JEL: | I21 I24 I28 D04 J24 |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:diw:diwwpp:dp1561&r=edu |
| By: | Brian Jacob; Jonah E. Rockoff; Eric S. Taylor; Benjamin Lindy; Rachel Rosen |
| Abstract: | Selecting more effective teachers among job applicants during the hiring process could be a highly cost-effective means of improving educational quality, but there is little research that links information gathered during the hiring process to subsequent teacher performance. We study the relationship among applicant characteristics, hiring outcomes, and teacher performance in the Washington DC Public Schools (DCPS). We take advantage of detailed data on a multi-stage application process, which includes written assessments, a personal interview, and sample lessons, as well as the annual evaluations of all DCPS teachers, based on multiple criteria. We identify a number of background characteristics (e.g., undergraduate GPA) as well as screening measures (e.g., applicant performance on a mock teaching lesson) that strongly predict teacher effectiveness. Interestingly, we find that these measures are only weakly, if at all, associated with the likelihood of being hired, suggesting considerable scope for improving teacher quality through the hiring process. |
| JEL: | I2 J2 M51 |
| Date: | 2016–03 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:22054&r=edu |
| By: | Strine, Michael (Federal Reserve Bank of New York) |
| Abstract: | Remarks at the Symposium Celebrating the 50th Anniversary of the Frank G. Zarb School of Business at Hofstra University and Looking Ahead to the Next 50 Years of Business Education, The University Club, New York City. |
| Keywords: | structure; reciprocity; trust; business schools; ethics memory; deterrence; misconduct |
| Date: | 2016–03–22 |
| URL: | http://d.repec.org/n?u=RePEc:fip:fednsp:198&r=edu |
| By: | Ost, Ben (University of Illinois at Chicago); Pan, Weixiang (University of Illinois at Chicago); Webber, Douglas A. (Temple University) |
| Abstract: | We estimate the returns to college using administrative data on college enrollment matched to administrative data on weekly earnings. Utilizing the fact that colleges dismiss low-performing students based on exact GPA cutoffs, we use a regression discontinuity design to estimate the earnings impacts of college. Dismissed students are permitted to apply for readmission, but since relatively few do so, these students end up completing fewer years of school and are approximately 10 percentage points less likely to graduate college. Our estimates suggest that low-performing students (on the margin of college dismissal) derive substantial earnings benefits from college. |
| Keywords: | academic probation, returns to college, regression discontinuity |
| JEL: | I21 I23 |
| Date: | 2016–03 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp9799&r=edu |
| By: | Mendolia, Silvia (University of Wollongong); Paloyo, Alfredo R. (University of Wollongong); Walker, Ian (Lancaster University) |
| Abstract: | We investigate the relationship between peers' abilities and educational outcomes at the end of high school using data from the rich Longitudinal Study of Young People in England (LSYPE) matched to the National Pupil Database of children in state schools in England. In particular, we focus on the effect of peers' abilities, measured through achievements in Key Stage 3 (Age 14), on high powered test scores at Ages 16 and 18, and on the probability of attending university. Our identification strategy is based on a measure of the peers of peers' ability. In particular, for each individual, we look at her high school peers and select their primary school peers who do not attend the same high school and who did not attend the same primary school as the individual. We then use peers-of-peers ability, measured using Age 11 test scores as an instrument for high school average peer ability, measured using Age 14 test scores. We also use quantile regression to explore the effect of peers' ability on different parts of the distributions of the outcomes. Our results show that average of peers' abilities has a moderate positive effect on test scores at Ages 16 and 18, and that being in a school with a large proportion of low-quality peers can have a significantly detrimental effect on individual achievements. Furthermore, peers' ability seems to have a stronger effect on students at the bottom of the grade distribution, especially at Age 16. |
| Keywords: | peer effects, instrumental variables, test scores |
| JEL: | I20 J24 |
| Date: | 2016–03 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp9795&r=edu |
| By: | Caridad Araujo, Maria (Inter-American Development Bank); Carneiro, Pedro (University College London); Cruz-Aguayo, Yyannú (Inter-American Development Bank); Schady, Norbert (Inter-American Development Bank) |
| Abstract: | We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality. |
| Keywords: | teacher quality, learning, test scores |
| JEL: | I24 I25 |
| Date: | 2016–03 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp9796&r=edu |
| By: | Yao, Yuxin (Tilburg University); Ohinata, Asako (University of Leicester); van Ours, Jan C. (Tilburg University) |
| Abstract: | This paper studies the educational consequences of language proficiency by investigating the relationship between dialect-speaking and academic performance of 5-6 year old children in the Netherlands. We find that dialect-speaking has a modestly negative effect on boys' language test scores. In addition, we study whether there are spillover effects of peers' dialect-speaking on test scores. We find no evidence for spillover effect of peers' dialect-speaking. The test scores of neither Dutch-speaking children nor dialect-speaking children are affected by the share of dialect-speaking peers in the classroom. |
| Keywords: | dialect-speaking, test scores, spillover effects, language, academic performance |
| JEL: | J24 I2 |
| Date: | 2016–03 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp9800&r=edu |
| By: | Tran, Dong Quang; Nguyen, Viet Cuong |
| Abstract: | This study examines the sex of the first-born children on education and health outcome of later born children. We do not find a significant effect of the sex of the first-born children on health utilization of later born children. However, we find some small effects of education. Once controlled for the number of sibling, having a firstborn brother reduces the probability of school enrolment and the probability of having good academic performance. Although the education outcomes of girls are higher than boys, this evidence still indicates gender bias in education investment of parents in their children in Vietnam. |
| Keywords: | Gender, birth order, education, household surveys, Vietnam. |
| JEL: | I1 I2 |
| Date: | 2014–06–20 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:70153&r=edu |
| By: | Brant Abbott (University of British Columbia); Giovanni Gallipoli (University of British Columbia); Costas Meghir (Cowles Foundation, Yale University); Giovanni L. Violante (New York University) |
| Abstract: | This paper examines the equilibrium effects of alternative financial aid policies intended to promote college participation. We build an overlapping generations life-cycle, heterogeneous-agent, incomplete-markets model with education, labor supply, and consumption/saving decisions. Driven by both altruism and paternalism, parents make inter vivos transfers to their children. Both cognitive and non-cognitive skills determine the non-pecuniary cost of schooling. Labor supply during college, government grants and loans, as well as private loans, complement parental resources as means of funding college education. We find that the current financial aid system in the U.S. improves welfare, and removing it would reduce GDP by 4-5 percentage points in the long-run. Further expansions of government- sponsored loan limits or grants would have no salient aggregate effects because of substantial crowding-out: every additional dollar of government grants crowds out 30 cents of parental transfers plus an equivalent amount through a reduction in student’s labor supply. However, a small group of high-ability children from poor families, especially girls, would greatly benefit from more generous federal aid. |
| Keywords: | Education, Education policy, Public finance, Financial aid, Inter vivos transfers, Altruism, Overlapping generations, Credit constraints, Labor supply, Equilibrium |
| JEL: | E24 I22 J23 J24 |
| Date: | 2013–02 |
| URL: | http://d.repec.org/n?u=RePEc:cwl:cwldpp:1887r&r=edu |
| By: | David de la Croix (UNIVERSITE CATHOLIQUE DE LOUVAIN, Institut de Recherches Economiques et Sociales (IRES) and Center for Operations Research and Econometrics (CORE)); Faustine Perrin (Department of Economic History, Lund University) |
| Abstract: | We analyze how much a rational-choice model can explain the temporal and spatial variation in fertility and school enrollment in France during the 19th century. The originality of our approach is in our reliance on a structural estimation technique that exploits the restrictions implied by the first-order conditions to identify the deep parameters. Another new dimension is our use of gendered education data, allowing us to have a richer theory that includes mothers, fathers, boys and girls. Results indicate that the rational-choice model explains 38 percent of the variation of fertility over time and across counties, as well as 71 percent and 83 percent of school enrollment of boys and girls, respectively. The analysis of the residuals (unexplained by the economic model) indicates that additional insights might be gained by considering cross-county differences in family structure and cultural barriers. |
| Keywords: | Quality-quantity tradeoff, Education, Gender Gap, Demographic transition, France |
| JEL: | J13 N33 O11 |
| Date: | 2016–03–03 |
| URL: | http://d.repec.org/n?u=RePEc:ctl:louvir:2016007&r=edu |
| By: | Clément Bosquet (Spatial Economic Research Center); Pierre-Philippe Combes (Département d'économie) |
| Abstract: | We study how departments’ characteristics impact academics’ quantity and quality of publications in economics. Individual time-varying characteristics and individual fixed-effects are controlled for. Departments’ characteristics have an explanatory power at least equal to a fourth of that of individual characteristics and possibly as high as theirs. An academic’s quantity and quality of publications in a field increase with the presence of other academics specialised in that field and with the share of the field’s output in the department. By contrast, department’s size, proximity to other large departments, homogeneity in terms of publication performance, presence of colleagues with connections abroad, and composition in terms of positions and age matter at least for some publication measures but only when individual fixed effects are not controlled for. This suggests a role for individual positive sorting where these characteristics only attract more able academics. A residual negative sorting between individuals’ and departments’ unobserved characteristics is simultaneously exhibited. |
| Keywords: | Research productivity; Peer effects; Local externalities |
| Date: | 2016–03 |
| URL: | http://d.repec.org/n?u=RePEc:spo:wpmain:info:hdl:2441/6hol1fq95j9pqofr3i7rv5bssq&r=edu |
| By: | Pritha Dev (Indian Institute of Management Ahmedabad, Vastrapur); Blessing U. Mberu (APHRC); Roland Pongou (Department of Economics, University of Ottawa) |
| Abstract: | We study the causes of inequality in human capital accumulation across ethnic and religious groups. An overlapping generations model in which agents decide how much time to invest in human capital versus ethnic capital shows that the demand for human capital is affected positively by parental and group’s older cohort human capital, and negatively by group size. Two ex-ante identical groups may diverge in human capital accumulation, with the divergence mostly occurring among their low-ability members. Furthermore, group and ethnic fragmentation increases the demand for human capital. We validate these predictions using household data from Nigeria where ethnicity and religion are the primary identity cleavages. We document persistent ethnic and religious inequality in educational attainment. Members of ethnic groups that historically converted to Christianity outperform those whose ancestors converted to Islam. Consistent with theory, there is little difference between the high-ability members of these groups, but low-ability members of historically Muslim groups choose Koranic education as an alternative to formal education, even when formal education is free. Moreover, more religiously fragmented ethnic groups fare better, and local ethnic fragmentation increases the demand for formal education. Our analysis sheds light on the political context that underlies the recent violent opposition to "western education" in this country. |
| Keywords: | Group Inequality, Human Capital, Ethnic Capital, Ethnic networks, Ethnic Politics, Koranic Education |
| JEL: | A13 D9 I21 I24 N3 O1 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:ott:wpaper:1513e&r=edu |
| By: | Steffen Müller; R. Riphahn; C. Schwientek |
| Abstract: | Using long-running data from the German Socio-Economic Panel (1984-2012), we investigate the impact of paternal unemployment on child labor market and education outcomes. We first describe correlation patterns and then use sibling fixed effects and the Gottschalk (1996) method to identify the causal effects of paternal unemployment. We find different patterns for sons and daughters. Paternal unemployment does not seem to causally affect the outcomes of sons. In contrast, it increases both daughters‘ worklessness and educational attainment. We test the robustness of the results and explore potential explanations. |
| Keywords: | youth unemployment, educational attainment, intergenerational mobility, causal effect, Gottschalk method, sibling fixed effects |
| JEL: | C C J |
| Date: | 2016–03 |
| URL: | http://d.repec.org/n?u=RePEc:iwh:dispap:8-16&r=edu |
| By: | Yan Lau (Reed College); Harvey S. Rosen (Princeton University) |
| Abstract: | Observers have expressed concern about growing inequality in resources across universities. But are universities really becoming more unequal? We argue that the typical approach of examining endowment growth alone is not sensible. In line with the literature on household inequality, we focus instead on a comprehensive income measure. We find that although there is considerable inequality among institutions, concerns about the inexorable growth of inequality are overblown. Whether one looks at income, endowment wealth, or expenditure, inequality has been high but stable, exhibiting only negligible increases in recent years. Furthermore, there has been little mobility within the higher education sector. |
| JEL: | I23 |
| Date: | 2015–07 |
| URL: | http://d.repec.org/n?u=RePEc:pri:cepsud:245&r=edu |
| By: | Angela Bruns (University of Washington) |
| Abstract: | A growing body of literature documents the spillover effects of mass incarceration on families as well as the implications of this experience for social stratification. We have learned that, for young people, having an incarcerated parent is negatively associated with graduating from high school and college. However, little research has considered the impact of having an incarcerated romantic partner on adult women’s education. This paper uses data from the Fragile Families and Child Wellbeing Study and event history analysis to examine 1) the relationship between partner incarceration and women's completion of education and training programs and 2) mediators and moderators of this relationship (e.g., health, systems of support). The data provide detailed information about school and training program completion at every survey wave and thus an opportunity to explore different types of educational outcomes among an already disadvantaged group at a similar stage in the life course. This project sheds light on how involvement with the penal system via the fathers of their children may contribute to racial and class inequality in women’s educational access and achievement and long term economic outcomes. |
| Keywords: | Incarceration |
| Date: | 2016–03 |
| URL: | http://d.repec.org/n?u=RePEc:pri:crcwel:wp16-03-ff&r=edu |
| By: | Gabi Witthaus (University of Leicester); Andreia Inamorato dos Santos (European Commission – JRC - IPTS); Mark Childs (University of Leicester); Anne-Christin Tannhäuser (ESCP Europe); Grainne Conole (University of Leicester); Bernard Nkuyubwatsi (University of Leicester); Yves Punie (European Commission – JRC - IPTS) |
| Abstract: | This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment, credentialisation and recognition in Massive Open Online Courses (MOOCs). Following extensive research on MOOCs in European Member States, it provides a snapshot of how European Higher Education Institutions (HEIs) recognise (or not) non-formal learning (particularly MOOC-based), and how some employers recognise open badges and MOOC certificates for continuing professional development. We analyse the relationship between forms of assessment used and credentials awarded, from badges for self-assessment to ECTS credits for on-site examinations, and consider the implications for recognition. Case studies provide deeper insights into existing practices. The report introduces a model which guides MOOC conveners in positioning and shaping their offers, and also helps institutions and employers to make recognition decisions. It concludes with a set of recommendations to European HEIs and policy makers to enable wider recognition of open learning in higher education and at the workplace. |
| Keywords: | MOOC, non-formal learning, recognition of learning, online courses, open education, OER, higher education, open educational resources |
| Date: | 2016–02 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc96968&r=edu |
| By: | Angelov, Aleks; Vasilev, Aleksandar |
| Abstract: | The integration of technology in the educational process is becoming increasingly important for improving the 21st century student’s understanding and retention of academic material. Being able to readily apply the theory covered in class and to automatically receive immediate feedback is invaluable. And with gamification now permeating into nearly every area of our lives, computer games are proving to be an effective way to successfully engage any audience. Presently, there are only a few freely available macroeconomic simulators on the Internet which are suitable for undergraduate students. The two most prominent ones are the European Central Bank’s €conomia and the Chair the Fed game. But both of them focus solely on monetary policy. Thus, there is no educational simulator that allows students to examine the effects of fiscal policy. This is particularly problematic since Bulgaria and several other countries in the region, which are not part of the Eurozone, operate under a currency board, meaning that they do not have much control over their monetary policy, so the emphasis there is mainly on conducting fiscal policy. Hence, we developed the “Keynesian Macroeconomic Simulator of Fiscal Policy”. |
| Keywords: | simulators,fiscal policy |
| Date: | 2016–02–09 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:esprep:129504&r=edu |
| By: | OECD |
| Abstract: | Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15‑year‑olds in some of the English-speaking countries to whom they are often compared. In no PISA-participating education system did boys report more intensive use of memorisation than girls when learning mathematics. Memorisation as a learning strategy may work with easy problems, but it is unlikely to be effective if it is the only strategy used when confronted with complex mathematics problems. |
| Date: | 2016–03–18 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduddd:61-en&r=edu |
| By: | Alfonso Flores-Lagunes (University of Arizona); Audrey Light (Ohio State University) |
| Abstract: | Researchers often identify sheepskin effects by including degree attainment (D) and years of schooling (S) in a wage model, yet the source of independent variation in these measures is not well understood. We argue that S is negatively correlated with ability among degree-holders because the most able graduate the fastest, while a negative correlation exists among dropouts because the most able benefit from increased schooling. Using data from the NLSY79, we find that wages decrease with S among degree-holders and increase with S among dropouts. The independent variation in S and D needed for identification is not due to reporting error. Instead, we conclude that skill varies systematically among individuals with a given degree status. |
| URL: | http://d.repec.org/n?u=RePEc:pri:edures:22&r=edu |
| By: | Coxhead, Ian; Vu, Linh; Nguyen, Cuong |
| Abstract: | We investigate determinants of individual migration decisions in Vietnam, a country with increasingly high levels of geographical labor mobility. Using data from the Vietnam Household Living Standards Survey (VHLSS) of 2012, we find that probability of migration is strongly associated with individual, household and community-level characteristics. The probability of migration is higher for young people and those with post-secondary education. Migrants are more likely to be from households with better-educated household heads, female-headed households, and households with higher youth dependency ratios. Members of ethnic minority groups are much less likely to migrate, other things equal. Using multinomial logit methods, we distinguish migration by broad destination, and find that those moving to Ho Chi Minh City or Hanoi have broadly similar characteristics and drivers of migration to those moving to other destinations. We also use VHLSS 2012 together with VHLSS 2010, which allows us to focus on a narrow cohort of recent migrants—those present in the household in 2010, but who have moved away by 2012. This yields much tighter results. For education below upper secondary school, the evidence on positive selection by education is much stronger. However, the ethnic minority “penalty” on spatial labor mobility remains strong and significant, even after controlling for specific characteristics of households and communes. This lack of mobility is a leading candidate to explain the distinctive persistence of poverty among Vietnam’s ethnic minority populations, even as national poverty has sharply diminished. |
| Keywords: | Migration, migration decision, remittances, household survey, Vietnam. |
| JEL: | I0 O1 R2 |
| Date: | 2016–03–20 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:70217&r=edu |
| By: | Gürtzgen, Nicole; Nolte, André |
| Abstract: | Using combined data from the German Pension Insurance and the Federal Employment Agency (BASiD), this study proposes different procedures for imputing the pre-unification education variable in the BASiD data. To do so, we exploit information on education-related periods that are creditable for the Pension Insurance. Combining these periods with information on the educational system in the former GDR, we propose three different imputation procedures, which we validate using external GDR census data for selected age groups in 1981. A common result from all procedures is that they tend to underpredict (overpredict) the share of high-skilled (low-skilled) for the oldest age groups. Comparing our imputed education variable with information on educational attainment from the Integrated Employment Biographies (IEB) reveals that the best match is obtained for the vocational training degree. Although regressions show that misclassification with respect to IEB information is clearly related to observables, we do not find any systematic pattern across skill groups. |
| Keywords: | Imputation Rules,Administrative Data,East Germany,Education,Institutions |
| JEL: | I2 C81 |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:zewdip:16020&r=edu |
| By: | Umut Mert Dur (North Carolina State University); Parag A. Pathak (MIT); Tayfun Sönmez (Boston College) |
| Abstract: | Affirmative action schemes must confront the tension between admitting the highest scoring applicants and ensuring diversity. In Chicago’s affirmative action system for exam schools, applicants are divided into one of four socioeconomic tiers based on the characteristics of their neighborhood. Applicants can be admitted to a school either through a slot reserved for their tier or through a merit slot. Equity considerations motivate equal percentage reserves for each tier, but there is a large debate on the total size of these reserve slots relative to merit slots. An issue that has received much less attention is the order in which slots are processed. Since the competition for merit slots is influenced directly by the allocation to tier slots, equal size reserves are not sufficient to eliminate explicit preferential treatment. We characterize processing rules that are tier-blind. While explicit preferential treatment is ruled out under tier-blind rules, it is still possible to favor certain tiers, by ex- ploiting the distribution of scores across tiers, a phenomenon we call statistical preferential treatment. We characterize the processing order that is optimal for the most disadvantaged tier assuming that these applicants systematically have lower scores. This policy processes merit slots prior to any slots reserved for tiers. Our main result implies that Chicago has been providing an additional boost to the disadvantaged tier beyond their reserved slots. Using data from Chicago, we show that the bias due to processing order for the disadvantaged tier is comparable to that from the 2012 decrease in the size of the merit reserve. |
| Keywords: | School Choice, Affirmative Action |
| Date: | 2016–03–01 |
| URL: | http://d.repec.org/n?u=RePEc:boc:bocoec:906&r=edu |
| By: | Nifo, Annamaria; Scalera, Domenico; Vecchione, Gaetano |
| Abstract: | Students’ choices about post-secondary fields of study vary widely across space and time, due to many psychological, social and economic motivations. Regarding these latter, the most important role in steering students’ options has been often ascribed to expected returns from different occupations. This paper emphasizes in particular the link between local institutional quality, the reward structure and students’ preferences. Based on a sample of 80,996 students graduated in Italy in 2004 and 2007, our econometric investigation, controlling for both individual characteristics (gender, residence, family background, high school track) and geographical variables (per capita GDP, industrial specialization), finds that in the choice of the field of study institutional quality definitely matters. |
| Keywords: | Institutional quality; Fields of study; Regions; Italy |
| JEL: | B52 I2 I21 P48 |
| Date: | 2016–03–08 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:69907&r=edu |
| By: | Peter Funk; Thorsten Kemper |
| Abstract: | This paper studies how variations in leisure time allocation help explain the variations in school children's cognitive skills. We use representative data on the time use of American children from the Child Development Supplement (CDS) to the Panel Study of Income Dynamics (PSID). Our findings suggest that 1) including time use data significantly contributes to explaining the variation in math and reading test scores; 2) in a relative ranking of the effect of raising the time spent on a given activity on the math test score music is placed at the top, followed by learning, reading, sports, watching television, attending school and sleep (in descending order). For the reading test score music ranks first again and reading second, before learning, school, television, sports and sleep; 3) when comparing the effect of child activities with that of parental investments on test scores in the PSID data, it turns out that activities have no less explanatory power than investments, proxied by an established investment measure, with higher explanatory power for the production of math skills. |
| Keywords: | Child development, leisure time activities |
| JEL: | D13 I21 J13 J24 |
| Date: | 2016–02–08 |
| URL: | http://d.repec.org/n?u=RePEc:kls:series:0085&r=edu |
| By: | Bartels, Charlotte; Stockhausen, Maximilian |
| Abstract: | Single parents and unmarried couples are increasingly replacing the traditional nuclear family. This paper investigates if the greater variety in living arrangements contributes to increased resource disparities among children in Germany. Children in single parent families are disadvantaged in at least three dimensions decisive for their later achievements: material standard of living, parental education, and parental childcare time. We compute multidimensional inequality and poverty indices using SOEP data from 1991-2012. We distinguish between parental and publicly provided childcare, which is an increasingly important in-kind benefit in Germany. We find that both multidimensional inequality and poverty declined as expanded public childcare strongly reduces resource disparities among children. |
| Keywords: | multidimensional inequality,multidimensional poverty,inequality indices,demography |
| JEL: | D30 D63 I32 J12 J13 |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:fubsbe:20161&r=edu |
| By: | Alfonso Echazarra; Daniel Salinas; Ildefonso Méndez; Vanessa Denis; Giannina Rech |
| Abstract: | This paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning strategies, at the traditional ends of the teaching and learning spectrums, and student-oriented instruction and elaboration learning strategies, at the opposite ends. Other teaching strategies, such as formative assessment and cognitive activation, and learning approaches, such as control strategies, are also analysed. Our analyses suggest that to perform at the top, students cannot rely on memory alone; they need to approach mathematics strategically and creatively to succeed in the most complex problems. There is also some evidence that most teaching strategies have a role to play in the classroom. To varying degrees, students need to learn from teachers, be informed about their progress and work independently and collaboratively; above all, they need to be constantly challenged. Ce document examine le lien entre certaines stratégies d’enseignement et d’apprentissage, et la performance des élèves dans certains items de l’évaluation PISA, en particulier en mathématiques. Il compare d’un côté (traditionnel), les stratégies d’instruction dirigée par l’enseignant et d’apprentissage par mémorisation, et de l’autre (à l’autre extrémité du spectre), les stratégies d’instruction centrée sur l’élève et d’apprentissage par élaboration. D’autres stratégies d’enseignement, telles que l’évaluation formative et l’activation cognitive, et approches de l’apprentissage, telles que les stratégies de contrôle, sont également examinées. Nos analyses semblent indiquer que pour être parmi les plus performants, les élèves ne peuvent pas compter uniquement sur leurs capacités de mémorisation ; pour réussir à résoudre les problèmes les plus complexes, ils doivent avoir une approche stratégique et créative des mathématiques. En outre, certains résultats indiquent que la plupart des stratégies d’enseignement ont un rôle à jouer en classe. À des degrés divers, les élèves doivent apprendre de leurs enseignants, être informés de leurs progrès et travailler seuls ou en groupe ; mais avant tout, ils doivent se sentir stimulés en permanence. |
| Date: | 2016–03–18 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaab:130-en&r=edu |
| By: | Wade Jacobsen (Pennsylvania State University) |
| Keywords: | school discipline, mass incarceration, child behavior problems, intergenerational stigmatization, system avoidance |
| Date: | 2015–04 |
| URL: | http://d.repec.org/n?u=RePEc:pri:crcwel:wp14-08-ff&r=edu |
| By: | Kharisma, Bayu |
| Abstract: | This study aims to analyze the impact of school operational assistance fund program (BOS program) on the dropout rate during the post-rising fuel prices using difference in difference approach. BOS program is a further development of the social safety net programs (JPS) education of the government in the period 1998-2003 and a reduction in fuel subsidy compensation program implemented over 2003-2005. The results showed that the impact of BOS on the dropout rate of students aged 7-15 years during the period investigated in this study was lower than those who did not receive BOS fund, but it was not statistically significant. In the meantime, if the account of the research is to be limited to the influenc e of students aged 16-20 years who had previously received the benefit of BOS, it shows that BOS program had a positive influence to the dropout rates. However, children aged 16-20 years who had not previously received benefits BOS negatively affect the dropout rates. Based on this fact, the benefit of the BOS following the fuel price hike in Indonesia during the research period did not seem to be particularly effective in lowering the dropout rate. |
| Keywords: | School Operational Assistance Fund Program (BOS program), Dropout rate, Rise of fuel price in Indonesia, Difference-in-Difference (DiD) |
| JEL: | O15 O2 |
| Date: | 2016–03–15 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:70041&r=edu |
| By: | Jochen Michaelis (University of Kassel); Benjamin Schwanebeck (University of Kassel) |
| Abstract: | This paper contributes to the economics of examination rules. We show how rational students reallocate their learning effort as a response to a charge for the second exam attempt, a cap on the maximum resit mark, an adjustment of the passing standard, a variation of the time span between two attempts, a minimum requirement to qualify for the second attempt, and a malus points account. The effort maximizing rule is the malus account, a charge for the second attempt delivers the highest overall passing probability. |
| Keywords: | student performance; resits; examination rules; standard setting; higher education |
| JEL: | I21 I23 D81 |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:mar:magkse:201604&r=edu |