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on Education |
| By: | OECD |
| Abstract: | The striking cross-national variation in socio-economic disparities in skills gaps among 15-year-olds, and the evolution of these gaps between the ages of 15 and 27, raises the question of what policies and institutional arrangements may explain such variability. Extensive policy analysis and research has been devoted to the features of education systems which are most strongly associated with such socio-economic gradients (or the lack of them) in literacy and numeracy. However, much less is known about which factors contribute to narrowing or widening socio-economic gaps after the end of compulsory schooling. Results on the widening gap at the bottom end of the performance distribution identify a target group for policy interventions – socio-economically disadvantaged students who are low-achievers at the age of 15. These results also help to formulate hypotheses as to why gaps widen in many countries after schools are no longer able to exert their equalising effect, since this is the group which is less likely to enjoy opportunities for further skill development through education and training. |
| Date: | 2017–03–28 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduabb:5-en&r=edu |
| By: | Sarah Flèche |
| Abstract: | Schooling can produce both cognitive and non-cognitive skills, both of which are important determinants of adult outcomes. Using very rich data from a UK birth cohort study, I estimate teacher value added (VA) models for both pupils' test scores and non-cognitive skills. I show that teachers are equally important in the determination of pupils' test scores and non-cognitive skills. This finding extends the economics literature on teacher effects, which has primarily focused on pupils' test scores and may fail to capture teachers' overall effects. In addition, the large estimates reveal an interesting trade-off: teacher VA on pupils' test scores are weak predictors of teacher VA on non-cognitive skills, which suggests that teachers recourse to different techniques to improve pupils' cognitive and non-cognitive skills. Finally, I find that teachers' effects on pupils' non-cognitive skills have long-run impacts on adult outcomes such as higher education attendance, employment and earnings, conditional on their effects on test scores. This result indicates that long-run outcomes are improved by a combination of teachers increasing pupils' test scores and non-cognitive skills and has large policy implications. |
| Keywords: | teacher quality, test scores, non-cognitive skills, long-run impacts, teaching practices, ALSPAC |
| JEL: | I21 J00 |
| Date: | 2017–03 |
| URL: | http://d.repec.org/n?u=RePEc:cep:cepdps:dp1472&r=edu |
| By: | Lant Pritchett (Center for International Development at Harvard University); Yamini Aiyar |
| Abstract: | We combine newly created data on per student government expenditure on children in government elementary schools across India, data on per student expenditure by households on students attending private elementary schools, and the ASER measure of learning achievement of students in rural areas. The combination of these three sources allows us to compare both the "accounting cost" difference of public and private schools and also the "economic cost"—what it would take public schools, at their existing efficacy in producing learning, to achieve the learning results of the private sector. We estimate that the "accounting cost" per student in a government school in the median state in 2011/12 was Rs. 14,615 while the median child in private school cost Rs. 5,961. Hence in the typical Indian state, educating a student in government school costs more than twice as much than in private school, a gap of Rs. 7,906. Just these accounting cost gaps aggregated state by state suggests an annual excess of public over private cost of children enrolled in government schools of Rs. 50,000 crores (one crore=10 million) or 0.6 percent of GDP. But even that staggering estimate does not account for the observed learning differentials between public and private. We produce a measure of inefficiency that combines both the excess accounting cost and a money metric estimate of the cost of the inefficacy of lower learning achievement. This measure is the cost at which government schools would be predicted to reach the learning levels of the private sector. Combining the calculations of accounting cost differentials plus the cost of reaching the higher levels of learning observed in the private sector state by state (as both accounting cost differences and learning differences vary widely across states) implies that the excess cost of achieving the existing private learning levels at public sector costs is Rs. 232,000 crores (2.78% of GDP, or nearly US$50 billion). It might seem counterintuitive that the total loss to inefficiency is larger than the actual budget, but that is because the actual budget produces such low levels of learning at such high cost that when the loss from both higher expenditures and lower outputs are measured it exceeds expenditures. |
| Date: | 2015–06 |
| URL: | http://d.repec.org/n?u=RePEc:cid:wpfacu:297&r=edu |
| By: | Nobuyoshi Kikuchi |
| Abstract: | This paper examines the returns to university education in Japan, using tuition, availability of universities, and labor market conditions as instrumental variables. To measure availability of universities, this paper uses total accredited capacity of all universities in the prefecture of residence at the age of 15. This measure captures cross-time and cross-prefecture variations, because birth cohort and prefecture dummies are also controlled. A set of education policy-relevant instruments allows for estimation of the marginal effects for individuals who are induced to enroll in university by policy changes. Using the estimated marginal treatment effect, this paper recovers the average treatment effect parameters. The main empirical result shows that an additional year of university education increases hourly wage by about 9% on the population average. This paper also finds heterogeneous effects by subpopulation groups: the average effect of a year of university education for those enrolled in university is about 17%, but less than 2% for those who did not enroll. Finally, this paper investigates the average returns for those who are induced to enroll in university by a particular policy shift, such as free tuition or an increase in the capacity of local universities. The results suggest that such policy changes bring about positive effects of university education. |
| Date: | 2017–03 |
| URL: | http://d.repec.org/n?u=RePEc:dpr:wpaper:0996&r=edu |
| By: | Benedetto, Lepori; Geuna, Aldo; Veglio, Valerio (University of Turin) |
| Abstract: | The aim of this paper is to develop a theory-based typology of Higher Education Institutions (HEIs) based on three dimensions of differentiation, i.e. their activity profile (education vs. research), the subject scope (generalist vs. specialist) and regulatory characteristics which constrain the previous two. We examine the financial environment of HEIs as a possible selection mechanism. Particular attention is devoted to the identification of European Research Universities. By testing this typology on a large sample of European HEIs, we show systematic differences between types in their activity profile and in the level of funding, therefore providing evidence that types are associated with different market positioning. We identify a small group of research universities, characterized by a high level of research volume and intensity and by a volume of funding far higher than all other HEIs in the sample, suggesting that their emergence is critically linked to the concentration of resources. |
| Date: | 2017–03 |
| URL: | http://d.repec.org/n?u=RePEc:uto:labeco:201702&r=edu |
| By: | Hana Brixi; Ellen Lust; Michael Woolcock (Center for International Development at Harvard University) |
| Abstract: | The Middle East and North Africa (MENA) is a rising middle-income region, and its citizens rightly expect quality public services. Yet too often they experience disappointment: students attending local schools are insufficiently prepared for the 21st century economy, and those needing health care too often find that public clinics have no doctors or medicines. Few in positions of authority are held accountable for such shortcomings. This situation both undermines the potential for improvement and heightens people’s unhappiness with the delivery system. Although dissatisfaction with education and health services is widespread in the MENA region, local successes do exist and offer inspiration. At the Kufor Quod Girls’ Secondary School in the rural West Bank, for example, Ms. Abla Habayeb, the school’s principal, provides her teachers with daily encouragement and support, and she involves community members, parents, and teachers in decisions about improving the school. Teachers, students, and the community then reciprocate that commitment. Thus, amid the surrounding poverty and instability, Kufor Quod girls excel in national tests. Similarly, in some poor villages in Jordan and Morocco, the leaders of schools and clinics are reaching out to the community, inspiring citizens’ trust and engagement through transparent and inclusive decision making and the delivery of excellent services. Learning from such local successes is vital because there are no blueprints for solving service quality problems. Countries around the world are striving to improve education and health care quality. But simply modernizing school and hospital facilities and training staff are no longer sufficient. Delivering quality services requires motivated staff. And staff motivation arises in turn from values and accountability, which are grounded in the wider political, administrative, and social rules, practices, and relationships. Providing high-quality services is hard; the World Bank itself has struggled to ensure that its projects enhance incentives in country systems to achieve better learning and health outcomes. We argue that because of the complex circumstances found in MENA countries, it is necessary to build on evidence of local successes and positive trends at the level of institutions, performance, and citizens’ trust and engagement. We hope that this report and its recommendations will help citizens, civil servants, policy makers, and donors alike jointly identify and build on the present foundation to improve the delivery of social services, shifting the cycle of performance into a virtuous gear. An improved cycle of performance is what those living in the MENA countries deserve and what would enable them to fulfill their hopes and dreams for the future. |
| Date: | 2015–05 |
| URL: | http://d.repec.org/n?u=RePEc:cid:wpfacu:295&r=edu |
| By: | Gianna Giannelli (Dipartimento di Scienze per l'Economia e l'Impresa); Chiara Rapallini (Dipartimento di Scienze per l'Economia e l'Impresa) |
| Abstract: | We provide evidence that parents’ beliefs about the value of math have a positive impact on children’s math scores. This result is robust to the reverse causality that characterizes the relationship between parental attitude and children’s performance. Our model is estimated on a sample drawn from PISA 2012 of second-generation students and first-generation students who mi- grated before starting primary education. We instrument parental attitude with the country of origin math performance. We find that one additional score point in the origin country performance in math increases student performance by 21 percent of one standard deviation of the student math score. |
| Keywords: | Parental beliefs, Math performance, Immigrant students. |
| JEL: | I21 J13 O15 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:frz:wpaper:wp2017_07.rdf&r=edu |
| By: | OECD |
| Abstract: | Despite the geographical distances between them, Ibero-American countries share some similarities in their educational attainment rates and private expenditure on educational institutions as a percentage of GDP. Across all Ibero-American countries covered in Education at a Glance, there is a higher than average share of adults without an upper secondary education. Even though the gap is declining, the share of less well-educated adults still remains higher than the OECD average among the younger generation. In parallel, private expenditure on educational institutions as a percentage of GDP is generally higher in Ibero-American countries than on average across OECD countries. |
| Date: | 2017–03–31 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaaf:50-en&r=edu |
| By: | Arthur Grimes (Motu Economic and Public Policy Research); Wilbur Townsend (Motu Economic and Public Policy Research) |
| Abstract: | We estimate the impact of ultra-fast broadband on schools’ academic performance using a difference-in-difference study of a new fibre broadband network. We show that fibre broadband increases primary schools’ passing rates in standardised assessments by roughly one percentage point. Estimates are robust to alternative specifications, such as controlling for time-varying covariates. We find no evidence that gender, ethnic minorities or students enrolled in remote schools benefit disproportionately. However, we find some evidence of a larger benefit within schools that have a greater proportion of students from lower socio-economic backgrounds |
| Keywords: | Fibre broadband, UFB, Education, Difference in difference |
| JEL: | H43 H54 I28 |
| Date: | 2017–04 |
| URL: | http://d.repec.org/n?u=RePEc:mtu:wpaper:17_03&r=edu |
| By: | Paolo Liberati; Raffaele Lagravinese; Giuliano Resce |
| Abstract: | This paper aims at investigating the effect of Economic Social and Cultural Status (ESCS) on the education performances of students, using the latest available waves of Programme for International Student Assessment (PISA) survey (2009, 2012). The analysis is conducted at student level for all countries included in the PISA sample. The estimates are based on the conditional Data Envelopment Analysis (DEA), applied for the first time in the Slack Based Measure. This method allows a detailed evaluation of the additional effort the students should do when they are operating in an ESCS that has a comparative disadvantage. Evidence is provided of a significant effect of the ESCS on student performances, with a strong heterogeneity among countries. It follows that some problems with the education sector may not be due to the education systems themselves, but to the economic, social and cultural gaps, which determine a persistence of inequality of opportunity. |
| Keywords: | Data Envelopment Analysis; Efficiency; Education; Inequality of Opportunity. |
| JEL: | C14 I24 I28 |
| Date: | 2017–03 |
| URL: | http://d.repec.org/n?u=RePEc:rtr:wpaper:0217&r=edu |
| By: | Kuehnle, Daniel; Oberfichtner, Michael |
| Abstract: | While recent studies mostly find that attending child care earlier improves the skills of children from low socio-economic and non-native backgrounds in the short-run, it remains unclear whether such positive effects persist. We identify the short- and medium-run effects of early child care attendance in Germany using a fuzzy discontinuity in child care starting age between December and January. This discontinuity arises as children typically start formal child care in the summer of the calendar year in which they turn three. Combining rich survey and administrative data, we follow one cohort from age five to 15 and examine standardised cognitive test scores, non-cognitive skill measures, and school track choice. We find no evidence that starting child care earlier affects children's outcomes in the shortor medium-run. Our precise estimates rule out large effects for children whose parents have a strong preference for sending them to early child care. |
| Keywords: | child care,child development,skill formation,cognitive skills,non-cognitive skills,fuzzy regression discontinuity |
| JEL: | J13 I21 I38 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:faulre:100&r=edu |
| By: | A. Di Liberto; L. Casula |
| Abstract: | We study if Italian teachers do apply gender discrimination when judging students. To this aim, we use a difference-in-differences approach that exploits the availability of both teachers (non-blind) and standardized test (blind) scores in math and language that Italian students receive during the school year. Using data for all sixth graders, descriptives show that in both scores girls are better than boys in language, while in math boys perform better than girls in the blind test. Moreover, our analysis suggest that boys are always discriminated by teachers in both subjects. This result holds also when we control for class fixed effects, students noncognitive skills, gender specific-attitude towards cheating and possible cultural differences towards gender attitudes in math or language. |
| Keywords: | Gender stereotypes,discrimination,schooling outcomes |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:cns:cnscwp:201701&r=edu |
| By: | Hur, Yoon Sun (Korea Institute for International Economic Policy) |
| Abstract: | This paper tries to determine the relationship between two of growth engines in Vietnam: access to credit and education. To avoid potential bias due to the endogeneity of access to credit variable, this paper utilizes the propensity score matching. This paper takes advantage of the Young Lives Survey of Vietnam that collected information on children of various ages to observe the effect of credit access in different stage of childhood. The result of propensity score matching analysis shows that the quality of education, measured by test scores, is impacted significantly by access to credit when the child is young and household income is low. However, when the child is older, most of the input to enhance the quality of education comes from outside of household resources, such as school, friends, and teachers, and the access to credit status of the household does not have significant effects on the quality of education. |
| Keywords: | Access To Credit; Education; Vietnam; Propensity Score Matching |
| JEL: | I24 I25 O15 |
| Date: | 2016–06–29 |
| URL: | http://d.repec.org/n?u=RePEc:ris:kiepwp:2016_001&r=edu |
| By: | Mike Smet; Barbara Janssens |
| Abstract: | In recent years, concerns have risen regarding the Flemish teacher labour market : there is a fear of a decreasing quality of inflowing students in teacher education programmes. The focus in this paper is on the profiles and educational pathways of students who enrolled in a subject-specific teacher training programme in university colleges and universities in Flanders (i.e. a one year specialized teacher education program after having obtained a regular master's degree). The main aim of this report is to gain insight in the entire educational pathways of the subject-specific teacher training programmes.Optimal Matching Analysis (OMA) will be used to gain insight into the educational pathways of students who entered a subject-specific teacher training. OMA is a technique that only found its entrance relatively recently in the social sciences but has known an increasing number of applications in this domain (Kovalenko and Mortelmans 2011). This method makes it possible to consider trajectories from a more holistic point of view, rather than focusing on the occurrence of a single event. OMA allows to consider state sequences, which can be defined as an ordered list of states on a time axis (Gabadinho, Ritschard et al. 2011). In order to conduct this type of analysis, one has to define a cost matrix that assigns costs to every possible substitutions, insertions and deletions required to transform one sequence into another. Next, various types of algorithms can be applied to minimize the cost paths or distances between the different sequences. Once this is done, classical tools such as cluster analysis can be applied in order to create a career taxonomy of these trajectories (Abbott and Forrest 1986; Gabadinho, Ritschard et al. 2011). This typology can then be related with covariates using traditional (multinomial) logistic regression techniques (Gabadinho, Ritschard et al. 2011).Optimal Matching Analysis (OMA) allowed to identify the most representative and most frequent trajectories of entering teacher education after having obtained a master's degree.The application of additional cluster analyses led to a clear distinction of the students in two groups, more specifically a group of students who completed a professional bachelor and a group who completed an academic bachelor before enrolling in the subject-specific teacher training programme. Cluster analyses wherein more than two clusters were allowed led to different subdivision of the academic group. An attempt to use multinomial regression analyses to explain different cluster memberships made clear that different cluster membership cannot be explained by differences in characteristics such as gender, grade retention, nationality and education form in secondary education. It is however likely that students with different education pathways differ in interests, motivation and backgrounds. Further research is necessary to define the reasons certain students opt for other educational pathways than others. |
| Keywords: | Belgium, Labor market issues, Labor market issues |
| Date: | 2015–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:ekd:008007:8577&r=edu |
| By: | Nair, Revi; George, Babu P. |
| Abstract: | This paper explores issues and challenges in the adoption of e-learning in hospitality education, with special reference to Singapore. Hospitality being a ‘high-touch’ profession and many hospitality related skills being largely intangible, there has been significant industry resistance in technology adoption. There has been concerns from multiple stakeholder groups as to how effectively can technologies compensate for the loss of social context of traditional hands-on learning. However, in Singapore, some polytechnic based schools have practically demonstrated the ways by which technology could be meaningfully integrated into hospitality education. |
| Keywords: | E-learning, hospitality, education, active learning, polytechnics, Singapore |
| JEL: | L83 M1 O1 |
| Date: | 2016–01–15 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:77447&r=edu |
| By: | Fernanda Estevan (University of Sao Paulo); Thomas Gall; Patrick Legros; Andrew Newman (Boston University) |
| Abstract: | We investigate whether a policy that bases college admission on relative performance can modify the degree of racial or ethnic segregation in high schools by inducing students to relocate to schools with weaker competition. Theoretically, such school arbitrage will neutralize the admissions policy at the college level. It will result in partial desegregation of the high schools if flows are sufficiently unbiased. These predictions are supported by empirical evidence on the effects of the Texas Top Ten Percent Law, indicating that a policy intended to support diversity at the college level actually helped achieve it in the high schools. |
| Keywords: | matching, Affirmative Action, education, college admission, high school desegregation, Texas Top Ten Percent |
| JEL: | C78 I23 D45 J78 |
| Date: | 2017–03 |
| URL: | http://d.repec.org/n?u=RePEc:hka:wpaper:2017-022&r=edu |
| By: | Estevan, Fernanda; Gall, Thomas; Legros, Patrick; Newman, Andrew |
| Abstract: | We investigate whether a policy that bases college admission on relative performance can modify the degree of racial or ethnic segregation in high schools by inducing students to relocate to schools with weaker competition. Theoretically, such school arbitrage will neutralize the admissions policy at the college level. It will result in partial desegregation of the high schools if flows are sufficiently unbiased. These predictions are supported by empirical evidence on the effects of the Texas Top Ten Percent Law, indicating that a policy intended to support diversity at the college level actually helped achieve it in the high schools. |
| Keywords: | affirmative action; college admission; education; high school; Matching |
| JEL: | C78 D45 I23 J78 |
| Date: | 2017–03 |
| URL: | http://d.repec.org/n?u=RePEc:cpr:ceprdp:11910&r=edu |
| By: | Takumi Motoyama (Graduate School of Economics, Osaka University) |
| Abstract: | We consider fiscal sustainability by using an overlapping generations model with human capital accumulation (private and public education) and public debt. Based on this model, we explicitly show (i) the parameter region in which the economy cannot be fiscally sustainable for any initial endowment, and (ii) the threshold of initial endowment over (under) which the economy diverges (converges) to the steady state. Importantly, the threshold is neutral to the level of initial human capital. Further, we show the existence and uniqueness of the growth-maximizing level of each policy variable (i.e., the tax rate and public education/production ratio). |
| Keywords: | Human capital accumulation, Public education, Public debt, Fiscal sustainability |
| JEL: | E62 H52 H63 I28 |
| Date: | 2017–03 |
| URL: | http://d.repec.org/n?u=RePEc:osk:wpaper:1705&r=edu |
| By: | Nirav Mehta (University of Western Ontario) |
| Abstract: | Measurement is crucial to the implementation of output-based incentive schemes. This paper uses models to study the performance of teacher quality estimators that enter teacher incentive schemes. I model an administrator tasked with (i) categorizing teachers with respect to a cutoff, (ii) retaining teachers in a hidden type environment, and (iii) compensating teachers in a hidden action environment. The preferred estimator would be the same in each model and depends on the relationship between teacher quality and class size. I use data from Los Angeles to show that simple fixed effects would almost always outperform more popular empirical Bayes. |
| Keywords: | Teacher Incentive Pay; Teacher Quality |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:uwo:hcuwoc:20171&r=edu |
| By: | Dang, Thang |
| Abstract: | In 1991 Vietnam implemented a compulsory schooling reform that provides this paper a natural experiment to estimate the causal effect of education on health care utilization measured by the probability of doctor visit, the frequency of doctor visit and per visit out-of-pocket expenditure with a regression discontinuity design. The paper finds that schooling induces considerable impacts on health care utilization although the signs of the impacts changes with specific types of health care service examined. In particular, increased education aggrandizes inpatient utilization whereas it reduces outpatient health care utilization for both public and private health sectors. The estimates are strongly robust to various windows of the sample choice. The paper also discovers that the links between education and health insurance or income play very essential roles as potential mechanisms to explain the causal impacts of education on health care utilization in Vietnam. |
| Keywords: | Education; health care utilization; regression discontinuity design; Vietnam |
| JEL: | I12 I21 J13 |
| Date: | 2017–03–18 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:77641&r=edu |
| By: | Cataldo Rosanna (Università Federico II, Napoli); Grassia Maria Gabriella (Università Federico II, Dipartimento di Scienze Sociali, Napoli); Lauro Natale Carlo (Università Federico II, Dipartimento di matematica e statistica, Napoli); Ragazzi Elena (National Research Council of Italy, Research Institute on Sustainable Economic Growth, CNR-IRCrES Via Real Collegio 30, Moncalieri (TO).); Sella Lisa (National Research Council of Italy, Research Institute on Sustainable Economic Growth, CNR-IRCrES Via Real Collegio 30, Moncalieri (TO).) |
| Abstract: | In evaluating a policy, it is fundamental to represent its multiple dimensions and the targets it affects. Indeed, the impact of a policy generally involves a combination of socio-economic aspects that are difficult to represent. In this study, regional training policies are addressed, which are aimed at recovering the huge gaps in employability and social inclusion of weak Italian trainees. Previous counterfactual estimates of the net impact of regional training policies show the mess to observe and take into account the manifold aspects of trainees’ weakness. In fact, the target population consists of very disadvantaged individuals, who experience hard situations in the labour market. To overcome this shortfall, the present paper proposes a Structural Equation Model, that considers the impact of trainees’ socio-economic conditions on the policy outcome itself. In particular, the ex ante human capital is estimated from educational, social and individual backgrounds. Then, labour and training policies augment the individual human capital, affecting labour market outcomes jointly with individual job search behaviour. All these phenomena are expressed by a wide set of manifest variables and synthesised by composite indicators calculated with Partial Least Squares SEM. The makings of SEM are appraised, applied to the case of trainees in compulsory education. |
| Keywords: | Impact evaluation, labour policies, composite indicators, structural equation models. |
| JEL: | C13 I24 J48 |
| Date: | 2016–07 |
| URL: | http://d.repec.org/n?u=RePEc:csc:ircrwp:201602&r=edu |
| By: | Selwaness, Irene; Roushdy, Rania |
| Abstract: | This paper investigates the school-to-work transition of young people from subsequent graduation cohorts between 2005 and 2012 in Egypt. The analysis compares the early employment outcomes of those who left school after the January 25th 2011 revolution to that of those who graduated before 2011. Using recent data from the 2014 Survey of Young People in Egypt (SYPE), we estimate the probability of transition to any first job within 18-month of finishing education and that of transitioning to a good quality job, controlling for the year of end of schooling. Preliminary findings show that while transitioning to a first job seemed not to be affected by the event of the 2011 revolution, young people experienced significantly lower chances to transition to good quality jobs. |
| Keywords: | School-to-work transition,youth,survival-analysis,Egypt |
| JEL: | J13 J64 N35 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:28&r=edu |
| By: | Sarah Hughes; Caroline Lauver; Isabel Krakoff |
| Abstract: | Mathematica gathered personal reflections from graduates of The MasterCard Foundation Scholars Program to understand their experiences as they transitioned out of secondary or tertiary education. The information is helping shape the supports provided through the program to the next generation of scholars. |
| Keywords: | MasterCard Foundation, Scholars, Education, Africa, International, Alumni Voices |
| JEL: | F Z |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:9f4a3033f7f9417cbe7d9e113d973354&r=edu |
| By: | Matthew Ainurul Rosli (University of Wolverhampton); Federica Rossi (Birkbeck, University of London) |
| Date: | 2015–07 |
| URL: | http://d.repec.org/n?u=RePEc:img:wpaper:24&r=edu |
| By: | Shintaro Yamaguchi; Yukiko Asai; Ryo Kambayashi |
| Abstract: | We estimate the effects of childcare enrollment on child outcomes by exploiting a staggered childcare expansion across regions in Japan. We find that childcare improves language development among boys and reduces aggression and the symptoms of ADHD among the children of low-education mothers. Estimates show that the improved child behavior is strongly associated with better parenting quality and maternal wellbeing. Evidence also suggests that promoting positive parenting practices is an important element of an effective childcare program. Our estimates for marginal treatment effects indicate that children who would benefit most from childcare are less likely to attend, implying inefficient allocation. |
| JEL: | J13 |
| Date: | 2017–03 |
| URL: | http://d.repec.org/n?u=RePEc:mcm:deptwp:2017-05&r=edu |