|
on Education |
|
Issue of 2017‒05‒21
twenty-six papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Musharraf Cyan (Department of Economics, Andrew Young School of Policy Studies, Georgia State University); Michael Price (Department of Economics, Andrew Young School of Policy Studies, Georgia State University); Mark Rider (Department of Economics, Andrew Young School of Policy Studies, Georgia State University); Stephanie J. Roberts (Department of Economics, Andrew Young School of Policy Studies, Georgia State University) |
| Abstract: | According to a recent report by UNESCO (2012a), Pakistan has the second highest number of children in the world that are not attending school, despite increasing primary school net enrollment rates from 58 percent in 1999 to 74 percent in 2010. According to the same report, 25 percent of Pakistanis aged 7 to 16 in 2007 have never attended school. Furthermore, there is a significant education gender gap in Pakistan. Memon (2007) reports that for children enrolled in school, attendance rates are 20 percent higher for males than for females, with 50 percent of enrolled boys regularly attending school compared to 41 percent for enrolled girls. Regarding Pakistan, UNESCO (2012a) reports that more than two-thirds of all children never attending school are female. As adults, many more women than men are illiterate; two-thirds of the 49.5 million Pakistani adults that cannot read are female. The remainder of this report is organized as follows. The next section is a brief review of the literature on the obstacles to female education in developing countries that are believed to contribute to the gender gap. We also review the literature on some of the economic and social consequences of an educational gender gap. The subsequent section describes the survey instrument and sample design. In the third section, we summarize the main empirical findings of this study, and the final section provides conclusions. |
| Date: | 2017–05 |
| URL: | http://d.repec.org/n?u=RePEc:ays:ispwps:paper1707&r=edu |
| By: | Dennis Epple; Richard Romano; Sinan Sarpça; Holger Sieg; Melanie Zaber |
| Abstract: | The main purpose of this paper is to estimate an equilibrium model of private and public school competition that can generate realistic pricing patterns for private universities in the U.S. We show that the parameters of the model are identified and can be estimated using a semi-parametric estimator given data from the NPSAS. We find substantial price discrimination within colleges. We estimate that a $10,000 increase in family income increases tuition at private schools by on average $210 to $510. A one standard deviation increase in ability decreases tuition by approximately $920 to $1,960 depending on the selectivity of the college. Discounts for minority students range between $110 and $5,750. |
| JEL: | H52 I2 L3 |
| Date: | 2017–04 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:23360&r=edu |
| By: | OECD |
| Abstract: | Globalisation and digital technologies have made financial services and products more widely accessible and at the same time more complex to handle. Responsibility for investing in higher education or planning for retirement is increasingly assumed by individuals. Young people are now more likely to encounter situations where they need to set their spending priorities, be aware of new types of fraud, know that some items that they want to buy will incur ongoing costs, and be alert that some purchasing offers are simply too good to be true. Financial literacy performance is strongly correlated with performance in mathematics and reading. Students should be helped to make the most of what they learn in subjects taught in compulsory education, which could also be complemented with more specific financial literacy content. Fostering the development of financial literacy skills in school could also be a way to offer students learning opportunities beyond those provided by parents and peers, to help overcome socio-economic inequalities, and to expose students to more balanced messages than those they might receive through media and advertising. |
| Date: | 2017–05–24 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduddd:72-en&r=edu |
| By: | Anelli, Massimo (Bocconi University); Shih, Kevin Y. (Rensselaer Polytechnic Institute); Williams, Kevin (University of Utah) |
| Abstract: | Since the 1980s the United States has faced growing disinterest and high attrition from STEM majors. Over the same period, foreign-born enrollment in U.S. higher education has increased steadily. This paper examines whether foreign-born peers affect the likelihood American college students graduate with a STEM major. Using administrative student records from a large public university in California, we exploit idiosyncratic variation in the share of foreign peers across introductory math courses taught by the same professor over time. Results indicate that a 1 standard deviation increase in foreign peers reduces the likelihood native-born students graduate with STEM majors by 3 percentage points – equivalent to 3.7 native students displaced for 9 additional foreign students in an average course. STEM displacement is offset by an increased likelihood of choosing Social Science majors. However, the earnings prospects of displaced students are minimally affected as they appear to be choosing Social Science majors with equally high earning power. We demonstrate that comparative advantage and linguistic dissonance may operate as underlying mechanisms. |
| Keywords: | immigration, peer effects, higher education, college major, STEM |
| JEL: | I21 I23 I28 J21 J24 |
| Date: | 2017–04 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10743&r=edu |
| By: | Delavallade, Clara; Griffith, Alan; Shukla, Gaurav; Thornton, Rebecca |
| Abstract: | The United Nations Sustainable Development Goals have set a triple educational objective: improving access to, quality of, and gender equity in education. This study is the first to document the effectiveness of policies targeting all these objectives simultaneously. We examine the impact of a multifaceted educational program—delivered to 230 randomly selected primary schools in rural India—on students’ participation and performance. We also study the heterogeneity of this impact across gender and initial school performance, and its sustainability over two years. Although the program specifically targeted outof-school girls for enrollment, the learning component of the program targeted boys and girls equally. We find that the program reduced gender gaps in school retention and improved learning during the first year of implementation. However, targeting different educational goals (access, quality, and equity) did not yield sustained effects on school attendance or learning, nor did it bridge gender inequalities in school performance over the two-year period. |
| Keywords: | education; gender; policies; rural communities; impact assessment; girls education , development economics; primary school enrollment; retention; student academic performance; sustainable development goals, |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:fpr:ifprid:1627&r=edu |
| By: | Felipe Gajardo; Nicolas Grau |
| Abstract: | Using Chilean data for fourth grade students, this research studies the effect of competition among schools on the results of standardized tests, academic self-esteem and motivation, the climate within the school, civic participation and training, and healthy lifestyle habits. In order to address the potential bias due to the endogeneity of the competition among schools, an instrumental variable approach is implemented, using instruments associated with the size of each “educational market.” The results show that an increase of one standard deviation in competition among schools generates a moderate increase in standardized test results (0.06 standard deviations) and a more significant decrease in the other indicators of quality (between 0.02 and 0.16 standard deviations). Therefore, the results suggest a tension in the school between various objectives of educational policy, in which pressure to improve standardized test scores resulting from competition among schools could produce an undesired effect of deterioration in other dimensions of quality. |
| Date: | 2017–05 |
| URL: | http://d.repec.org/n?u=RePEc:udc:wpaper:wp445&r=edu |
| By: | Zhaoyi Cao; Tim Maloney (School of Economics, Faculty of Business, Economics, and Law, Auckland Univeristy of Technology) |
| Abstract: | We use individual-level administrative data to examine the extent and potential explanations for the poorer academic performance of three ethnic minority groups in their first year of study at a New Zealand university. Substantial differences in course completion rates and letter grades are found for Māori, Pasifika and Asian students relative to their European counterparts. These large and significant gaps persist in the face of alternative definitions of ethnicity and sample restrictions. We use regression analysis and formal decomposition techniques to test whether differences in other personal characteristics, high school backgrounds and university enrollment patterns might account for these ethnic disparities in early academic achievement. We estimate that no more than one-quarter of the relatively poorer performance of Māori and Pasifika students would be eliminated if they had the same relevant observable factors of European students. These substantial unexplained ethnic differences in early academic performance at university raise concerns about appropriate policies to close ethnic gaps in academic achievement at university. |
| Keywords: | Higher Education; University Academic Achievement; Ethnic Differences or Disparities; Decomposition Techniques; New Zealand |
| Date: | 2017–02 |
| URL: | http://d.repec.org/n?u=RePEc:aut:wpaper:201702&r=edu |
| By: | Charles Courtemanche (Georgia State University); Rusty Tchernis (Georgia State University); Xilin Zhou (Georgia State University) |
| Abstract: | This study exploits plausibly exogenous variation from the youngest sibling’s school eligibility to estimate the effects of parental work on the weight outcomes of older children. Data come from the 1979 cohort of the National Longitudinal Survey of Youth linked to the Child and Young Adult Supplement. We first show that mothers’ work hours increase gradually as the age of the youngest child rises, whereas mothers’ spouses’ work hours exhibit a discontinuous jump at kindergarten eligibility. Leveraging these insights, we develop an instrumental variables model that shows that parents’ work hours lead to larger increases in children’s BMI z-scores and probabilities of being overweight and obese than those identified in previous studies. We find no evidence that the impacts of maternal and paternal work are different. Subsample analyses find that the effects are concentrated among advantaged households, as measured by an index involving education, race, and mother’s marital status. |
| Keywords: | childhood obesity, maternal employment, women's labor supply |
| JEL: | I12 J22 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:hka:wpaper:2017-041&r=edu |
| By: | Cain Polidano (Melbourne Institute of Applied Economic and Social Research, the University of Melbourne); Justin van de Ven (Melbourne Institute of Applied Economic and Social Research, The University of Melbourne and National Institute of Economic and Social Research, London); Sarah Voitchovsky (National Institute of Economic and Social Research, London and Graduate Institute, Geneva) |
| Abstract: | Education and training among the working-age population has become an increasingly important policy issue as working lives have lengthened and the pace of technological change has quickened. This paper describes the effects of a reform that replaced a supply-driven model, in which government selected the number and providers of publicly subsidised Vocational Education and Training (VET), with a demand-driven approach that broadened access to adult training and gave working-age individuals greater freedom of VET course choice. Difference-in-differences analysis reveals that the large-scale reform, which was introduced in the Australian state of Victoria from 2009, substantively increased participation in VET among the population aged 25-54, and corresponded with an improved match between VET courses taken and objective ex ante measures of labour market demand. Indeed, the scheme was so popular that it resulted in a budget over-run by 2012 of $400 million (AUD, on a total budget of $1.3 billion). |
| Keywords: | Adult education, voucher, entitlement, Vocational Education and Training (VET), demand-driven subsidy |
| JEL: | I22 I28 H31 |
| Date: | 2017–05 |
| URL: | http://d.repec.org/n?u=RePEc:iae:iaewps:wp2017n12&r=edu |
| By: | Pietro Biroli; Daniela Del Boca; James J. Heckman; Lynne Pettler Heckman; Yu Kyung. Koh; Sylvi Kuperman; Sidharth Moktan; Chiara D. Pronzato; Anna Ziff |
| Abstract: | We evaluate the Reggio Approach using non-experimental data on individuals from the cities of Reggio Emilia, Parma and Padova belonging to one of five age cohorts: ages 50, 40, 30, 18, and 6 as of 2012. The treated were exposed to municipally offered infant-toddler (ages 0-3) and preschool (ages 3-6) programs. The control group either did not receive formal childcare or were exposed to programs offered by the state or religious systems. We exploit the city-cohort structure of the data to estimate treatment effects using three strategies: difference-in-differences, matching, and matched-difference-in-differences. Most positive and significant effects are generated from comparisons of the treated with individuals who did not receive formal childcare. Relative to not receiving formal care, the Reggio Approach significantly boosts outcomes related to employment, socio-emotional skills, high school graduation, election participation, and obesity. Comparisons with individuals exposed to alternative forms of childcare do not yield strong patterns of positive and significant effects. This suggests that differences between the Reggio Approach and other alternatives are not sufficiently large to result in significant differences in outcomes. This interpretation is supported by our survey, which documents increasing similarities in the administrative and pedagogical practices of childcare systems in the three cities over time. |
| JEL: | I21 I26 I28 J13 |
| Date: | 2017–05 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:23390&r=edu |
| By: | Biroli, Pietro (University of Zurich); Del Boca, Daniela (University of Turin); Heckman, James J. (University of Chicago); Heckman, Lynne Pettler (University of Chicago); Koh, Yu Kyung (University of Chicago); Kuperman, Sylvi (University of Chicago); Moktan, Sidharth (University of Chicago); Pronzato, Chiara D. (University of Turin); Ziff, Anna (University of Chicago) |
| Abstract: | We evaluate the Reggio Approach using non-experimental data on individuals from the cities of Reggio Emilia, Parma and Padova belonging to one of five age cohorts: ages 50, 40, 30, 18, and 6 as of 2012. The treated were exposed to municipally offered infant-toddler (ages 0–3) and preschool (ages 3–6) programs. The control group either didn't receive formal childcare or were exposed to programs offered by the state or religious systems. We exploit the city-cohort structure of the data to estimate treatment effects using three strategies: difference-in-differences, matching, and matched-difference-in-differences. Most positive and significant effects are generated from comparisons of the treated with individuals who did not receive formal childcare. Relative to not receiving formal care, the Reggio Approach significantly boosts outcomes related to employment, socio-emotional skills, high school graduation, election participation, and obesity. Comparisons with individuals exposed to alternative forms of childcare do not yield strong patterns of positive and significant effects. This suggests that differences between the Reggio Approach and other alternatives are not sufficiently large to result in significant differences in outcomes. This interpretation is supported by our survey, which documents increasing similarities in the administrative and pedagogical practices of childcare systems in the three cities over time. |
| Keywords: | childcare, early childhood education, Reggio Approach, evaluation, Italian education |
| JEL: | I21 I26 I28 J13 |
| Date: | 2017–04 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10742&r=edu |
| By: | Fernanda Estevan; Thomas Gall; Patrick Legros |
| Abstract: | We investigate whether a policy intended to promote diversity in college by admitting a uniform top quantile from each high school can modify high-school segregation 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: | 2017–05 |
| URL: | http://d.repec.org/n?u=RePEc:eca:wpaper:2013/251329&r=edu |
| By: | Winarso, Widodo; Karimah, Siti Asri |
| Abstract: | The purpose of this study was to determine whether the application of learning brain-friendly through the whole brain teaching a positive effect on the character of creative students, to study the response of the students, and to determine whether the students' response to the application of learning brain-friendly through the whole brain teaching positively correlated with the character of creative students in mathematics. The research method used is quantitative. The instruments used are student questionnaire responses related to the application of brain-friendly learning through the whole brain teaching and observation sheet on student creativity in the learning of mathematics after the implementation of this method. Results of research with correlation analysis show that the greater significance of the alpha value (5%), which means accepting and rejecting H0 Ha which means students' response to the application of brain-friendly learning through the whole brain teaching is not positively correlated with the creative character of students in the learning of mathematics. The average score of the students' response to this methodology very well categorized in the amount of 85%. The results of the observation of the creative character of the students after the implementation of this method, the average score of 68% were categorized quite creative |
| Keywords: | Brain friendly learning, Whole Brain Teaching, Response, Creative Character |
| JEL: | I2 I21 I23 I29 Z0 |
| Date: | 2017–05–06 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:78975&r=edu |
| By: | Ishac Diwan (Harvard Kennedy School); Irina Vartanova |
| Abstract: | We show that measures of patriarchal culture are correlated with female labor force participation (FLFP) and that levels of women education, together with personal values and country norms in regard to patriarchy explain most of the regional variations in FLFP observed around the world. We argue that education hides (at least) three separate effects: the impact of women’s wages on household income, its impact on personal values, and the impact of a better bargaining position in her household and community. This means that FLFP can be increased not only through the impact of improved education on household income, but also through its indirect effect on patriarchal values, and on women bargaining power, the latter effect being larger in countries where the variability in values among the population is large. |
| Date: | 2017–01–06 |
| URL: | http://d.repec.org/n?u=RePEc:erg:wpaper:1101&r=edu |
| By: | Frank, Kristyn; Hou, Feng |
| Abstract: | The increased migration of skilled workers globally has led to a focus in the immigration literature on the economic costs of unsuccessful labour market integration. Less attention has been given to the consequences of employment difficulties, such as those related to over-education, on aspects of immigrants? subjective well-being. Although a large proportion of immigrants experience over-education, studies examining the relationship between over-education and life satisfaction tend to concentrate on the general population. These studies find a negative relationship between over-education and life satisfaction. Since immigrant and Canadian-born (non-immigrant) workers may experience over-education differently, it is important to examine this relationship in both groups. This study examines how over-education is associated with life satisfaction among university-educated immigrant and non-immigrant workers in Canada, and accounts for differences in the degree of over-education in each group. |
| Keywords: | Education, training and learning, Educational attainment, Health, Job training and educational attainment, Labour, Mental health and well-being, Outcomes of education |
| Date: | 2017–05–05 |
| URL: | http://d.repec.org/n?u=RePEc:stc:stcp3e:2017393e&r=edu |
| By: | Agnieszka Chlon-Dominczak; Andrzej Zurawski |
| Abstract: | Appropriate measuring of skills mismatches is necessary to create an adequate policy response. We analyse the existing evidence, in particular in large scale international surveys: Survey of Skills (PIAAC) and European Skills and Jobs Survey (ESJ). We find out that national, occupational and sectoral differences in the scale of the skills mismatch in Europe are equally important. We identified two main weaknesses of approaches to measuring skills mismatches: subjectivity of answers leading to incomparability of results from different data sets and heterogeneity in particular in sectoral and occupational characteristics, that appear to be more important than cross-national differences. We propose a potential methodological advancement in measuring skills based on defining core knowledge, skills and competencies at the sectoral level with the use of sectoral qualifications frameworks. We assess the usefulness of this approach in measuring the level of skills mismatch. |
| Keywords: | skills mismatch, skills need, sectoral qualifications frameworks |
| JEL: | J20 J24 J62 J68 |
| Date: | 2017–04 |
| URL: | http://d.repec.org/n?u=RePEc:ibt:wpaper:wp032017&r=edu |
| By: | Hippolyte D'Albis (PSE - Paris-Jourdan Sciences Economiques - ENS Paris - École normale supérieure - Paris - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique, PSE - Paris School of Economics); Angela Greulich (INED - Institut national d'études démographiques, PSE - Paris School of Economics, CES - Centre d'économie de la Sorbonne - UP1 - Université Panthéon-Sorbonne - CNRS - Centre National de la Recherche Scientifique); Grégory Ponthière (PSE - Paris School of Economics, PSE - Paris-Jourdan Sciences Economiques - ENS Paris - École normale supérieure - Paris - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique, ERUDITE - Equipe de Recherche sur l’Utilisation des Données Individuelles en lien avec la Théorie Economique - UPEM - Université Paris-Est Marne-la-Vallée - UPEC UP12 - Université Paris-Est Créteil Val-de-Marne - Paris 12) |
| Abstract: | This paper questions the demographic consequences of birth postponement in Europe. Starting from the fact that there is no obvious link between the timing of first births and fertility levels in Europe, we deliver some indication that under certain circumstances, birth postponement involves the potential of facilitating rather than impedes starting a family. We apply a synthetic cohort approach and distinguish between different socio-economic determinants of the timing of first births by using the European Union Statistics on Income and Living Conditions (EU-SILC). Data is compiled specifically to reduce endogeneity and to eliminate structure effects. We find that the probability of becoming a mother is higher for those women who postpone first childbirth due to education and career investment in comparison to those who postpone due to unrealized labour market integration. Educated and economically active women certainly postpone first childbirth in comparison to women who are less educated and who are not working, but they end up with a higher probability of starting a family in comparison to women who are less educated and not working. The article contributes to the academic discussion of the circumstances that may lead birth postponement to result in higher fertility for younger cohorts in European countries. |
| Keywords: | fertility,birth postponement,female education,female employment,family policies,Europe |
| Date: | 2017–02–02 |
| URL: | http://d.repec.org/n?u=RePEc:hal:psewpa:halshs-01452823&r=edu |
| By: | Hippolyte D'Albis (PSE - Paris School of Economics, PSE - Paris-Jourdan Sciences Economiques - ENS Paris - École normale supérieure - Paris - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique); Angela Greulich (PSE - Paris School of Economics, INED - Institut national d'études démographiques, CES - Centre d'économie de la Sorbonne - UP1 - Université Panthéon-Sorbonne - CNRS - Centre National de la Recherche Scientifique); Grégory Ponthière (PSE - Paris School of Economics, PSE - Paris-Jourdan Sciences Economiques - ENS Paris - École normale supérieure - Paris - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique, ERUDITE - Equipe de Recherche sur l’Utilisation des Données Individuelles en lien avec la Théorie Economique - UPEM - Université Paris-Est Marne-la-Vallée - UPEC UP12 - Université Paris-Est Créteil Val-de-Marne - Paris 12) |
| Abstract: | During the last two centuries, fertility has exhibited, in industrialized economies, two distinct trends: the cohort total fertility rate follows a decreasing pattern, while the cohort average age at motherhood exhibits a U-shaped pattern. This paper proposes a unified growth theory aimed at rationalizing those two demographic stylized facts. We develop a three-period OLG model with two periods of fertility, and show how a traditional economy, where individuals do not invest in higher education, and where income rises push towards advancing births, can progressively converge towards a modern economy, where individuals invest in higher education, and where income rises encourage postponing births. Our findings are illustrated numerically by replicating the dynamics of the quantum and the tempo of births for Swedish cohorts born between 1876 and 1966. |
| Keywords: | fertility,childbearing age,births postponement,human capital,regime shift |
| Date: | 2017–02 |
| URL: | http://d.repec.org/n?u=RePEc:hal:psewpa:halshs-01452846&r=edu |
| By: | Yasuhiro Sato (Faculty of Economics, The University of Tokyo); Masaaki Toma (　Graduate School of Economics, Osaka University) |
| Abstract: | We examine the transition of the spatial distribution of human capital by using data on Japanese prefectures. We find substantive concentration of university enrollments in Tokyo and its neighboring prefectures. After graduation, slight dispersal occurs but the movements are limited to neighboring prefectures. Moreover, we examine the relationship between human capital distributions of different cohorts, and find that the concentration of university graduates of a particular age group attracts university graduates of adjacent age groups. However, such an effect becomes insignificant and sometimes opposite as the age differences grow. |
| Date: | 2017–04 |
| URL: | http://d.repec.org/n?u=RePEc:tky:fseres:2016cf1046&r=edu |
| By: | Ross Guest; Nicholas Rohde; Saroja Selvanathan; Tommy Soesmanto |
| Keywords: | Student Evaluations, Online Teaching, Difference in Differences Estimation |
| JEL: | I21 |
| Date: | 2017–07 |
| URL: | http://d.repec.org/n?u=RePEc:gri:epaper:economics:201707&r=edu |
| By: | Congdon Fors, Heather (Department of Economics, School of Business, Economics and Law, Göteborg University); Lindskog, Annika (Department of Economics, School of Business, Economics and Law, Göteborg University) |
| Abstract: | In this paper we investigate birth order and gender effects on the development of children’s human capital in India. We investigate both indicators of the child’s current stock of human capital and of investment into their continued human capital accumulation, distinguishing between time investments and pecuniary investment into school quality. Our results show that in India, birth order effects are mostly negative. More specifically, birth order effects are negative for indicators of children's accumulated human capital stock and for indicators of pecuniary investments into school quality. These results are more in line with previous results from developed countries than from developing countries. However, for time investments, which are influenced by the opportunity cost of child time, birth order effects are positive. Gender aspects are also important. Girls are disadvantaged within families, and oldest son preferences can explain much of the within-household inequalities which we observe. |
| Keywords: | Birth order; Son preferences; Gender; Human Capital; Education |
| JEL: | D13 I20 J16 O15 |
| Date: | 2017–05 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:gunwpe:0700&r=edu |
| By: | Cláudio Hamilton Matos dos Santos; Bernardo Patta Schettini; Lucas Vasconcelos; Érica Lima Ambrosio |
| Abstract: | Este texto visa contribuir para o estudo dos gastos públicos brasileiros em serviços de saúde e educação de três maneiras. Primeiro, construindo estimativas anuais e bimestrais de conceitos relevantes destes gastos, de modo a facilitar o acompanhamento da evolução histórica e a análise por meio de técnicas de séries temporais. Em segundo lugar, analisando a importância relativa dos mínimos constitucionais incidentes sobre os referidos gastos no Brasil no período coberto neste texto. Por fim, analisando a relação destes gastos com a arrecadação tributária dos vários entes federados. Os resultados obtidos sugerem que os mínimos constitucionais são efetivos para diversos estados e milhares de municípios e que os gastos mencionados são fortemente correlacionados com a arrecadação dos tributos utilizados no cálculo dos mínimos constitucionais supracitados. This text aims to offer three contributions to the study of Brazilian public expenditures on health and education. First by constructing annual and bimonthly estimates of these expenditures in order to allow time series analyses of their historical evolution. Second by analysing the relative importance of the constitutional constraints affecting these expenditures during the year covered in this research. Third by analysing the relationship between the dynamics of these expenditures and of tax revenues. The results reported in this text suggest that the constitutional constraints are binding for several Brazilian states and thousands of Brazilian municipalities. They sugggest also that Brazilian public expenditures on health and education are both cointegrated with tax revenues. |
| Date: | 2017–04 |
| URL: | http://d.repec.org/n?u=RePEc:ipe:ipetds:2289&r=edu |
| By: | Henderson, Daniel J. (University of Alabama); Houtenville, Andrew (University of New Hampshire); Wang, Le (University of Oklahoma) |
| Abstract: | This note takes a first look at the distribution of returns to education for people with disabilities, a particularly disadvantaged group whose labor market performances have not been well studied or documented. Using a nonparametric approach, we uncover significant heterogeneity in the returns to education for these workers, which is drastically masked by the conventional parametric methods. Based on these estimates, we construct the Sharpe ratio of human capital investment (taking into account its substantial risk), and our results corroborate on the claimed importance of human capital in improving these workers' wages. Our stochastic dominance tests, however, show that the returns to education for workers with disabilities, as a group, may have been affected more adversely in the most recent recession, relative to their non-disabled counterparts. |
| Keywords: | disability, education, risk, heterogeneity |
| JEL: | C14 I12 I26 I31 |
| Date: | 2017–04 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10747&r=edu |
| By: | Lisa Meehan; Gail Pacheco (School of Economics, Faculty of Business, Economics, and Law, Auckland Univeristy of Technology); Zoe Pushon |
| Abstract: | There are substantial ethnic gaps in higher education in NZ, despite more than a decade of considerable policy effort aimed at this concern. This study uses newly linked administrative data to examine the underachievement of Māori and Pasifika relative to Europeans. We follow a population cohort born between 1990 and 1994 from school through to young adulthood to assess the relative contributions of prior academic performance, socioeconomic status and parental education to these gaps. Controlling for the relevant covariates narrows the Māori-European gap, and eliminates the Pasifika- European gap in bachelor’s degree participation rates. Utilising Fairlie decompositions, we find that school performance is by far the largest contributor to the ethnic gaps. Low socioeconomic status and parental education are also pertinent, but less important. Our results suggest that ethnic-based policies aimed at encouraging participation are likely to have a limited effect if used in isolation, and signal the need for policy interventions earlier in the education system. |
| Keywords: | Higher education; ethnicity; bachelor’s degree; decomposition |
| Date: | 2017–03 |
| URL: | http://d.repec.org/n?u=RePEc:aut:wpaper:201703&r=edu |
| By: | Emerson Ferreira Rocha |
| Abstract: | Este texto aborda diferentes padrões de trabalho juvenil no Brasil, propondo uma tipologia baseada em análise de dados quantitativos e qualitativos. No primeiro momento, são estabelecidas quatro categorias de trabalho juvenil, com base na idade em que as pessoas começaram a trabalhar e na extensão das jornadas nesse primeiro trabalho. Através da aplicação de regressões lineares, mostra-se que o trabalho juvenil está associado a menores níveis de renda do trabalho durante a vida adulta – exceto pelo trabalho na adolescência –, em regimes de até vinte horas semanais. Por meio da análise de conteúdo de dados qualitativos, com suporte na aplicação do método Reinert, revela-se que essa última categoria de trabalho juvenil está também associada a uma orientação pedagógica, objetivando-se uma boa articulação entre trajetória escolar e transição para o mundo do trabalho. A análise de conteúdo também indica que, em alguns casos, o trabalho durante a infância; embora prejudicial ao desempenho escolar e econômico, ocorre em contextos de cuidado afetivo na família, diferença que precisa ser levada em conta para fins de desenho de políticas públicas. Os dados quantitativos utilizados são da pesquisa Aspectos Sociais da Desigualdade do Instituto do Milênio, em 2008. Os dados qualitativos provêm da pesquisa Radiografia do Brasil Contemporâneo (RBC) do Ipea (2016). This paper addresses different patterns of early work in Brazil, proposing a typology based both in quantitative and qualitative data. We first distinguish four categories of early work in the basis of age started to work and hours worked weekly. Applying linear regressions to quantitative data, we find that early work is statistically associated with lower levels of income during adulthood, except for those who worked during adolescence for up to 20 hours a week. With content analysis supported by the Reinert Method, we find that this last category of early work is also associated with a pedagogical orientation attempting to edges off school to work transitions. The content analysis also indicates that, in some cases, the work during childhood, although detrimental for educational and economical achievement, takes place in a caring familiar environment, a difference that may be relevant for the aim of public policies design. The quantitative data is from a Brazilian national survey: Pesquisa sobre Aspetos Sociais da Desigualdade – Instituto do Milênio, 2008. The qualitative data is from the project Radiografia do Brasil Contemporâne, Instituto de Pesquisa Econômica Aplicada, 2016.. |
| Date: | 2017–04 |
| URL: | http://d.repec.org/n?u=RePEc:ipe:ipetds:2295&r=edu |
| By: | Whelan, Adele (ESRI, Dublin); McGuinness, Seamus (Economic and Social Research Institute, Dublin) |
| Abstract: | We investigate the effect of satisfaction at higher education on job satisfaction using propensity score matching, the special regressor method and a unique European dataset for graduates. Acknowledging that perceptions of satisfaction at higher education are endogenous to job satisfaction, we present models available to the deal with this endogeneity. Our analysis confirms that a positive university experience is important for success in future employment and suggests that emphasis should be focused on the utility of participating in third-level education along with academic outcomes. |
| Keywords: | graduate labour market, job satisfaction, higher education |
| JEL: | J20 J28 I23 I31 |
| Date: | 2017–04 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10698&r=edu |