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on Education |
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Issue of 2018‒04‒16
nineteen papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Sequeira, Sandra; Spinnewijn, Johannes; Xu, Guo |
| Abstract: | This paper tests two specific mechanisms through which individuals can form expectations about returns to investments in education: recognition for schooling performance, and exposure to successful students through family or social networks. Using a regression discontinuity design, we study the impact of two fellowship programs recognizing educational performance in secondary schools in India. We find that the fellowship award is associated with a significant increase in the perceived value of education, by both increasing the perceived mean of earnings (0.74 standard deviations (SD)) and decreasing the perceived variance in earnings (1.03 SD) associated with additional years of schooling. The effects spill over only selectively to social and family networks. Peers exposed to successful students do not update their beliefs but parents of fellows report higher perceived returns to education. Peers of fellows are however more informed about fellowship opportunities and report a higher intention to apply for the fellowship, thus contributing to the persistence of the potential impact of the fellowship across different cohorts. |
| Keywords: | Returns to education; Subjective expectations; Peer effects |
| JEL: | D84 J24 |
| Date: | 2016–11–01 |
| URL: | http://d.repec.org/n?u=RePEc:ehl:lserod:68279&r=edu |
| By: | Belzil, Christian; Poinas, François |
| Abstract: | We estimate a structural model of education choices in which individuals choose between a professional (or technical) and a general track at both high school and university levels using French panel data (Génération 98 ). The average per-period utility of attending general high school (about 10,000 euros per year) is 20% higher than that of professional high school (about 8000 euros per year). About 64% of total higher education enrollments are explained by this differential. At the same time, professional high school graduates would earn 5% to 6% more than general high school graduates if they both entered the labor market around age 18. The return to post-high school general education is highly convex (as in the US) and is reaped mostly toward the end of the higher education curriculum. Public policies targeting an increase in professional high school enrollments of 10 percentage points would require a subsidy of 300 euros pervyear of professional high school. |
| Keywords: | Education choices; returns to schooling; professional education; structural model |
| JEL: | C51 I23 J24 |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:tse:wpaper:32579&r=edu |
| By: | Patricia Costa (European Commission - JRC); Luisa Araujo |
| Abstract: | Quality teaching and learning is linked to the structural and process characteristics of educational systems. Importantly, the role of education policies, of schools and of teachers in promoting high student performance is increasingly recognized (IEA, 2016; Hanushek & Woessmann, 2014). International large-scale surveys (ILSA) such as PISA allow for envisioning what is amenable to change beyond what is determined by culture and to consider reforms that improve learning conditions (Hanushek & Woessmann, 2014). This report focuses on identifying the variation in different teaching practices in the Science classroom and their relation with students’ achievement. Using PISA 2015 data collected in the student and school questionnaires, the report offers an overview of the variations in teaching practices across European Member States (EU MS) and how they relate to students’ Science achievement. For this purpose, we present univariate statistics and we explore the proportion of variance in students’ achievement that can be explained by the use of different teaching practices. More specifically, this report answers the following research question: What is the relationship between teaching practices, the learning environment and students’ achievement in EU MS? A multilevel analysis is used for the available PISA 2015 data including different levels of analysis. These analyses contribute to our understanding of the differences and similarities among countries and provide evidence regarding teaching effectiveness, giving an overview about what works well in the Science classroom in EU MS. This information strengthens the evidence-base and can be used at the EU level to share knowledge about good practices and to inform policy initiatives that focus on high quality teaching (European Commission, 2016). Specific actions in this area are intended to help raise the skills’ levels of pupils and the workforce by improving the effectiveness of education and training systems (European Commission, 2015). |
| Keywords: | Teaching, Learning, Science, PISA |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc109064&r=edu |
| By: | Austin F. Eggers; Peter A. Groothuis; Parker Redding; Kurt W. Rotthoff |
| Abstract: | Collegiate sports programs are often characterized as the front porch of a university, serving to publicize the institution and draw students to the door. We analyze if athletic malfeasance, as measured by NCAA postseason tournament bans of men’s basketball, negatively affects either the quantity or quality of student applications or enrollment. Our findings suggest that athletic malfeasances that result in postseason tournament bans lowers both the quantity and quality of students enrolling at the infracting university. Our results demonstrate that impropriety by an athletics program serves as signal to prospective students regarding the overall quality of the university. Key Words: Education, NCAA, Athletic Malfeasance |
| JEL: | D01 I23 J24 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:apl:wpaper:18-03&r=edu |
| By: | Jayanti Owens (Brown University); Sara McLanahan (Princeton University) |
| Abstract: | School suspension and expulsion are important forms of punishment that disproportionately affect Black students. Punishment early in schooling has consequences for long term achievement, criminal justice interaction, and well being. Prior research identifies three mechanisms that help account for racial disparities in suspension and expulsion: between-school sorting, differences in student behaviors, and differential treatment of students with the same behaviors. We build upon and extend prior research in four ways: (1) by comparing the relative importance of the three mechanisms in a single study, (2) by focusing on students early in elementary school, (3) by measuring students' behavior at the time they enter school, before they have been exposed to school disciplinary practices, and (4) by using both teacher and parent reports of student behaviors. Using data from the Fragile Families Study and decomposition techniques, we find that between-school sorting accounts for 13% of the Black/White gap in suspension/expulsion, differences in behavior account for 9% of the gap, and differential treatment accounts for 39% of the gap. Behavior differences measured at age 9, which are likely to be endogenous to suspension and expulsion, reinforce the importance of differential punishment. Theoretically, our findings highlight differential treatment as a mechanism of early criminalization. |
| JEL: | I24 |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:pri:crcwel:wp18-04-ff&r=edu |
| By: | Ahec Šonje, Amina; Deskar-Škrbić, Milan; Šonje, Velimir |
| Abstract: | Modern economies are becoming more knowledge-intensive and service-oriented, which makes human capital more important than ever for mid-term and long-term growth. Therefore, education, the main channel of governments’ influence on human capital formation, became important research subject in the field of economic growth. This paper examines efficiency of public expenditure on secondary and tertiary education in the New Member States (NMS) in EU ; only efficient government spending can generate adequate returns in terms of contribution to economic growth. Data Envelopment Analysis (DEA) is applied to assess relative technical efficiency of public expenditure on secondary and tertiary education in NMS, with a particular focus on Croatia. Input variables are public expenditure on education per student and as % of total education expenditure, while output variables for secondary education are PISA results and for tertiary education share of unemployed with a tertiary education and Shanghai ranking of leading national universities. The results show high inefficiency of public spending on education in Croatia. |
| Keywords: | Education, technical efficiency, public expenditure on education, Data Envelopment Analysis, New Member States EU |
| JEL: | C61 H52 I2 I25 I28 |
| Date: | 2018–01–02 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:85152&r=edu |
| By: | Lergetporer, Philipp (ifo Munich); Werner, Katharina (ifo Munich); Woessmann, Ludger (ifo and LMU Munich) |
| Abstract: | The gap in university enrollment by parental education is large and persistent in many countries. In our representative survey, 74 percent of German university graduates, but only 36 percent of those without a university degree favor a university education for their children. The latter are more likely to underestimate returns and overestimate costs of university. Experimental provision of return and cost information significantly increases educational aspirations. However, it does not close the aspiration gap as university graduates respond even more strongly to the information treatment. Persistent effects in a follow-up survey indicate that participants indeed process and remember the information. Differences in economic preference parameters also cannot account for the educational aspiration gap. Our results cast doubt that ignorance of economic returns and costs explains educational inequality in Germany. |
| Keywords: | inequality; higher education; university; aspi ration; information; returns to education; survey experiment; |
| JEL: | D83 I24 J24 H75 |
| Date: | 2018–04–11 |
| URL: | http://d.repec.org/n?u=RePEc:rco:dpaper:91&r=edu |
| By: | Gisela Di Meglio (Department of Economic Analysis. Universidad Complutense de Madrid.); Andrés Barge Gil (Department of Economic Analysis. Universidad Complutense de Madrid.); Ester Camiña Centeno (Department of Economic Analysis. Universidad Complutense de Madrid.); Lourdes Moreno Martín (Department of Economic Analysis. Universidad Complutense de Madrid.) |
| Abstract: | Las prácticas en empresas que realizan los estudiantes a lo largo de sus estudios universitarios han sido prácticamente inexploradas en la investigación académica, sobre todo en el ámbito español. El objetivo de este artículo es analizar qué características de las prácticas en empresas y qué competencias adquiridas en las mismas determinan la empleabilidad actual y la calidad salarial de aquellos estudiantes que las han realizado. Adicionalmente, se examina el grado de satisfacción y de utilidad percibido con la realización de las prácticas. La investigación se basa en información recopilada por medio de una encuesta realizada a estudiantes de Ciencias Económicas y Empresariales de la Universidad Complutense de Madrid (UCM) que han realizado prácticas entre 2012-2013 y 2015-2016. En base a la estimación de modelos lineales de probabilidad y probit, encontramos que aquellas prácticas en empresas que permiten desarrollar las competencias de comunicación y de gestión de problemas mejoran, respectivamente, la probabilidad de estar empleado y la de situarse en tramos salariales elevados. Asimismo, el uso de nuevas tecnologías de comunicación e información (TICs) emerge como la competencia adquirida más importante, tanto en lo relativo a la satisfacción de los estudiantes con las PAE como a la utilidad de las mismas como medio de inserción laboral. |
| Abstract: | Undergraduate internships are now deeply embedded in higher education systems. However, they have been largely neglected in academic research. The aim of this paper is to analyze the effect of internships on the employability and wages of students. The degree of satisfaction with work placements and their perceived usefulness is also examined. The study is based on data gathered from economics and business administration students of Complutense University of Madrid participating in internships during 2012-2013 and 2015-2016. By means of linear probability models and probit models, we find that internships allowing for the development of communication skills and problem management abilities improve the probability of being employed and earning higher salaries, respectively. Furthermore, greater satisfaction of students and perceived usefulness of internships is closely related to gaining ICT-related skills. |
| Keywords: | Prácticas en empresas; Mercado de trabajo; Empleo; Salario; Competencias.; Internships; Labour market; Employment; Wages; Skills. |
| JEL: | J24 J49 C20 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:ucm:doctra:18-01&r=edu |
| By: | Slobodan DJAJIĆ (FERDI); Frédéric DOCQUIER (Université Catholique de Louvain); S. Michael MICHAEL (Departement of Economics - University of Cyprus) |
| Abstract: | This paper revisits the question of how brain drain affects the optimal education policy of a developing economy. Our framework of analysis highlights the complementarity between public spending on education and students’ efforts to acquire human capital in response to career opportunities at home and abroad. Given this complementarity, we .find that brain drain has conflicting effects on the optimal provision of public education. A positive response is called for when the international earning differential with destination countries is large, and when the emigration rate is relatively low. In contrast with the findings in the existing literature, our numerical experiments show that these required conditions are in fact present in a large number of developing countries; they are equivalent to those under which an increase in emigration induces a net brain gain. As a further contribution, we study the interaction between the optimal immigration policy of the host country and education policy of the source country in a game-theoretic framework. |
| Keywords: | migration of skilled workers, immigration policy, education policy |
| JEL: | F22 J24 O15 |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:fdi:wpaper:4272&r=edu |
| By: | Slobodan DJAJIĆ (FERDI); Frédéric DOCQUIER (Université Catholique de Louvain); S. Michael MICHAEL (Departement of Economics - University of Cyprus) |
| Abstract: | This paper revisits the question of how brain drain affects the optimal education policy of a developing economy. Our framework of analysis highlights the complementarity between public spending on education and students’ efforts to acquire human capital in response to career opportunities at home and abroad. Given this complementarity, we .find that brain drain has conflicting effects on the optimal provision of public education. A positive response is called for when the international earning differential with destination countries is large, and when the emigration rate is relatively low. In contrast with the findings in the existing literature, our numerical experiments show that these required conditions are in fact present in a large number of developing countries; they are equivalent to those under which an increase in emigration induces a net brain gain. As a further contribution, we study the interaction between the optimal immigration policy of the host country and education policy of the source country in a game-theoretic framework. |
| Keywords: | migration of skilled workers, immigration policy, education policy |
| JEL: | F22 J24 O15 |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:fdi:wpaper:4275&r=edu |
| By: | OECD |
| Abstract: | It is generally acknowledged that the quality of an educational system depends upon the quality of its teachers. In focusing on the importance of pedagogies it is possible to argue that to help students meet new educational challenges, teachers need to reflect upon and update their repertoire of practices. Preparing young people to meet new contemporary challenges means reviewing and updating the pedagogies teachers use. Innovation at the level of practice must be seen as a normal response to addressing the daily challenges of a constantly changing classroom. Change is not an extra, but a pedagogical problem-solving process that builds on the creative, intuitive and personal capacities of teachers. The new OECD publication, Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, aims to help teachers navigate the huge number of promising practices and new approaches within the innovation landscape. It builds on the analysis of six clusters of innovative pedagogies and the insights of networks of innovative schools to offer a baseline from which teachers can innovate themselves. |
| Date: | 2018–04–09 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaah:21-en&r=edu |
| By: | Del Boca, Daniela (University of Turin); Monfardini, Chiara (University of Bologna); See, Sarah Grace (University of York) |
| Abstract: | Using data from OECD's PISA, Eurostat and World Bank's WDI, we explore how child cognitive outcomes at the aggregate country level are related to macroeconomic conditions, specifically government education expenditures and early education experience. We find that both government expenditures in education and attendance to early child care are associated with better later school performance. We also consider different childcare characteristics such as duration and quality, which appear to have significant effects Our results may imply that policies encouraging childcare expansion should also take into account quality issues. |
| Keywords: | early childcare and education, school performance, test scores |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11375&r=edu |
| By: | Francesconi, Marco (University of Essex); Parey, Matthias (University of Essex) |
| Abstract: | We use data from six cohorts of university graduates in Germany to assess the extent of gender gaps in college and labor market performance twelve to eighteen months after graduation. Men and women enter college in roughly equal numbers, but more women than men complete their degrees. Women enter college with slightly better high school grades, but women leave university with slightly lower marks. Immediately following university completion, male and female full-timers work very similar number of hours per week, but men earn more than women across the pay distribution, with an unadjusted gender gap in full-time monthly earnings of about 20 log points on average. Including a large set of controls reduces the gap to 5-10 log points. The single most important proximate factor that explains the gap is field of study at university. |
| Keywords: | gender wage gap, field of study, university graduates, Germany |
| JEL: | J16 J31 J71 |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11361&r=edu |
| By: | Pierre André; Paul Maarek; Fatoumata Tapo (Université de Cergy-Pontoise, THEMA) |
| Abstract: | Ethnic favoritism often distorts public policies in fractionalized countries, especially in Subsaharan Africa. We estimate the impact of a change in the ethnic group of the education minister and of the president on school construction in Benin. We estimate difference in differences and regression discontinuities based on the dates of the changes, and we find that school constructions are more frequent when the district is coethnic with a new education minister, but less frequent when the district is coethnic with a new president. The effects are very large in magnitude: a coethnic education minister approximately doubles the number of school constructions, a coethnic president approximately divides this number by two. These results suggest that the president does not systematically favor his own ethnic group but has to share power in order to survive. By appointing politicians from other ethnic groups in the government, she redistributes power to these groups, as ministers have the discretionary power to favor their own group. This specific pattern of ethnic favoritism vanishes after the democratization of Benin, in 1991. The checks and balances created by democracy seemingly prevented ethnically targeted public policies. |
| Keywords: | School constructions, clientelism, ethnic favoritism, power sharing, Benin, Africa |
| JEL: | H41 H52 O10 O12 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:ema:worpap:2018-03&r=edu |
| By: | Michal BURZYŃSKI (CREA - University of Luxembourg); Christoph DEUSTER (IRES - Université Catholique de Louvain); Frédéric DOCQUIER (Université Catholique de Louvain) |
| Abstract: | This paper characterizes the recent evolution of the geographic distribution of talent, and studies its implications for development inequality. Assuming the continuation of recent educational and immigration policies, it produces integrated projections of income, population, urbanization and human capital for the 21st century. To do so, we develop and parameterize a two-sector, two-class, world economy model that endogenizes education decisions, population growth, labor mobility, and income disparities across countries and across regions/sectors (agriculture vs. nonagriculture). We find that the geography of talent matters for global inequality, whatever the size of technological externalities. Low access to education and the sectoral allocation of talent have substantial impacts on inequality, while the effect of international migration is small. We conclude that policies targeting access to all levels of education and sustainable urban development are vitalto reduce demographic pressures and global inequality in the long term. |
| Keywords: | human capital, migration, Urbanization, growth, inequality. |
| JEL: | E24 J24 O15 |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:fdi:wpaper:4256&r=edu |
| By: | Michal BURZYŃSKI (CREA - University of Luxembourg); Christoph DEUSTER (IRES - Université Catholique de Louvain); Frédéric DOCQUIER (Université Catholique de Louvain) |
| Abstract: | This paper characterizes the recent evolution of the geographic distribution of talent, and studies its implications for development inequality. Assuming the continuation of recent educational and immigration policies, it produces integrated projections of income, population, urbanization and human capital for the 21st century. To do so, we develop and parameterize a two-sector, two-class, world economy model that endogenizes education decisions, population growth, labor mobility, and income disparities across countries and across regions/sectors (agriculture vs. nonagriculture). We find that the geography of talent matters for global inequality, whatever the size of technological externalities. Low access to education and the sectoral allocation of talent have substantial impacts on inequality, while the effect of international migration is small. We conclude that policies targeting access to all levels of education and sustainable urban development are vitalto reduce demographic pressures and global inequality in the long term. |
| Keywords: | human capital, migration, Urbanization, growth, inequality. |
| JEL: | E24 J24 O15 |
| Date: | 2018–03 |
| URL: | http://d.repec.org/n?u=RePEc:fdi:wpaper:4258&r=edu |
| By: | Florinskaya, Yulia (Russian Presidential Academy of National Economy and Public Administration (RANEPA)); Mkrtchyan, Nikita (Russian Presidential Academy of National Economy and Public Administration (RANEPA)) |
| Abstract: | Based on all available data of state statistics and surveys, the level of education of long-term and temporary labor international migrants in Russia is analyzed and compared with the level of education of the country's population. The composition of long-term international migrants by education varies according to age, as well as from countries with which migration is carried out. The level of education of long-term migrants is quite close to the population of Russia, but in general the country lost more educated migrants than acquired. The distribution of international migrants by education depends on a change in the methodology for recording migration, which makes comparisons over a long period difficult. Regarding temporary labor migration, the statistical sources used are not so detailed, and cover not the entire population of migrants in Russia. However, the data from sample surveys make possible to conclude that the educational potential of migrants is used, and to analyze specially selected categories of highly skilled migrants. |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:rnp:wpaper:021809&r=edu |
| By: | Künn, Annemarie (ROA / Dynamics of the labour market); Bijlsma, Ineke (ROA / Dynamics of the labour market); van Eldert, Peter (ROA / Training and employment) |
| Abstract: | The Research Centre for Education and the Labor Market (ROA) of Maastricht University conducts an annual survey to elicit information about the labor market position of our master alumni. |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:unm:umarep:2018003&r=edu |
| By: | Mester, Loretta J. (Federal Reserve Bank of Cleveland) |
| Abstract: | Part of the Leaders, Executives, Entrepreneurs, and Directors (LEED) Program. At the Federal Reserve, we are proud of the fact that while the first two attempts at central banks in the U.S. lasted only 20 years each, the Fed is in its 105th year. But Central State is even older. Founded in 1887, the university recently celebrated its 131st birthday. Central State’s designation as a historically black college and its focus on providing a high-quality academic experience to all students are things to be proud of. They make this university a very good place for me to speak about the benefits of an education in economics and the importance of diversity in the field of economics. |
| Keywords: | Diversity; Economics; Higher Education; |
| Date: | 2018–04–04 |
| URL: | http://d.repec.org/n?u=RePEc:fip:fedcsp:96&r=edu |