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on Education |
| By: | Burgess, Simon (University of Bristol); Heller-Sahlgren, Gabriel (London School of Economics) |
| Abstract: | We study attitudes to education among English adolescents. Using PISA data, we show there is considerable variation in these attitudes depending on background: immigrant students have substantially and significantly more positive attitudes to school than native children, a difference that amounts to around 0.2 standard deviations. There is no difference between first- and second-generation immigrants, and the attitude gap does not appear to depend on particular schools' policies. We also show that students in London have more positive attitudes to education on average, but this is entirely accounted for by the distribution of children of immigrants in that city. |
| Keywords: | education, human capital, motivation, immigrants |
| JEL: | I21 I24 |
| Date: | 2018–07 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11678&r=edu |
| By: | Eleanor Wiske Dillon (Amherst College); Jeffrey Smith (University of Wisconsin-Madison) |
| Abstract: | We consider the effects of student ability, college quality, and the interaction between the two on academic outcomes and earnings using data on two cohorts of college enrollees. Student ability and college quality strongly improve degree completion and earnings for all students. We find evidence of meaningful complementarity between student ability and college quality in degree completion at four years and long-term earnings, but not in degree completion at six years or STEM degree completion. This complementarity implies some tradeoff between equity and efficiency for policies that move lower ability students to higher quality colleges. |
| Keywords: | college education, college students, academic performance |
| JEL: | J24 D19 C78 |
| Date: | 2018–08 |
| URL: | http://d.repec.org/n?u=RePEc:hka:wpaper:2018-060&r=edu |
| By: | Jones, Maggie |
| Abstract: | I examine the effect of student aid on the distribution of educational attainment in the context of a post-secondary funding program for Indigenous students in Canada. I show that student aid programs targeted at marginalized groups can increase average educational attainment; however, these benefits are driven by an increase in college training, not in the number of university degrees. For students living in remote com- munities that face above average costs to graduating high school, the elimination of post-secondary funding programs can have adverse effects on high school graduation rates, highlighting the importance of considering the effect of student aid on the entire distribution of educational attainment. |
| Keywords: | Financial Economics, Public Economics |
| Date: | 2016–12 |
| URL: | http://d.repec.org/n?u=RePEc:ags:quedwp:274699&r=edu |
| By: | Michela Carlana (Harvard Kennedy School and IZA); Eliana La Ferrara La Ferrara (Università Bocconi); Paolo Pinotti (Department of Social and Political Sciences and DONDENA, Bocconi University, CReAM Centre, fRDB, IR- VAPP, and CEPR) |
| Abstract: | We study the educational choices of children of immigrants in a tracked school system. We first show that immigrants in Italy enroll disproportionately into vocational high schools, as opposed to technical and academically-oriented high schools, compared to natives of similar ability. The gap is greater for male students and it mirrors an analogous differential in grade retention. We then estimate the impact of a large-scale, randomized intervention providing tutoring and career counseling to high-ability immigrant students. Male treated students increase their probability of enrolling into the high track to the same level of natives, also closing the gap in terms of grade retention. There are no significant effects on immigrant girls, who exhibit similar choices and performance as native ones in absence of the intervention. Increases in academic motivation and changes in teachers’ recommendation regarding high school choice explain a sizable portion of the effect, while the effect of increases in cognitive skills is negligible. Finally, we find positive spillovers on immigrant classmates of treated students, while there is no effect on native classmates. |
| Keywords: | tracking, career choice, immigrants, aspirations, mentoring |
| Date: | 2018–08 |
| URL: | http://d.repec.org/n?u=RePEc:crm:wpaper:1812&r=edu |
| By: | Seah, Kelvin (National University of Singapore) |
| Abstract: | A large body of research has found that, by being better able to serve as cultural translators and role models, demographically-similar teachers can increase students' achievement. These studies have tended to focus on the role of race and gender similarities between student and teacher. This study is the first to examine the role of native language similarity. Using a nationally representative dataset from the United States which allows each student to be matched with two of his subject teachers, this study exploits variation in contemporaneous test scores and whether the student shares the same native language as the teacher across two different academic subjects, within-student, to identify the effect of being assigned to a linguistically-similar teacher. The effect is examined separately for students who are native Spanish-speakers and students who are native English-speakers. It finds that, unconditional on teacher ethnicity, assignment to a native Spanish-speaking teacher reduces the achievement of native Spanish-speaking students, particularly in Science and English. However, once differences in teacher ethnicity are controlled for, a native Spanish-speaking student does no worse or better on his test score when assigned to a native Spanish-speaking teacher than when assigned to a non-native Spanish-speaking teacher. For native English-speaking students, assignment to a linguistically-similar teacher has no impact on achievement. This finding applies regardless of whether teacher ethnicity is controlled for. |
| Keywords: | native language, student achievement, student fixed effects |
| JEL: | I21 J15 |
| Date: | 2018–07 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11685&r=edu |
| By: | M. M. Sulphey (Prince Sattam bin Abdulaziz University); Nasser Saad Al-Kahtani (Prince Sattam bin Abdulaziz University); Abdul Malik Syed (Prince Sattam bin Abdulaziz University) |
| Abstract: | The predictive validity of standardized eligibility test for college admissions is a matter of debate and controversy. Standardized admission test came into vogue in the later part of the previous century. It gained traction due to various reasons. The main reason for this is the heterogeneity of high school GPA and the inherent drawbacks of teacher made tests. Often teacher-made tests fail to follow the basic rules of test construction, and are hence considered to be of poor quality. Standardized admission tests came to be widely accepted due to its presumed scientific predictive validity. Though number of studies has examined the predictive validity of standardized admission tests with respect to various health courses, there is a gap in literature with respect to business students. This study examined the relationship between the admission grades (high school GPA and GAT) of Saudi college students and their academic achievement. The result of the study points towards a strong relationship between the two variables. . |
| Keywords: | Academic achievement,Admission grades,Standardized admission test |
| Date: | 2018–03–30 |
| URL: | http://d.repec.org/n?u=RePEc:hal:journl:hal-01829634&r=edu |
| By: | Alemanno, Alberto (HEC Paris - Tax & Law); Khadar, Lamin (New York University (NYU) - NYU School of Law (Paris); HEC Paris; European University Institute, Students; University of California, Berkeley - Berkeley Comparative Equality & Anti-Discrimination Law Study Group) |
| Abstract: | European legal teaching - historically formalistic, doctrinal, hierarchical, and passive - is coming under increasing pressure to re-imagine itself as pragmatic, policy-aware, and action-oriented. Out of this context, a bottom-up movement of university law clinics appears to be emerging in Europe. Although intellectually indebted to the US model, the European variant reflects legal education and practice in Europe, specifically the multi-layered and multi-genetic legal landscape resulting from the Europeanization and internationalization of national legal systems, the globalization of European legal markets, and the growing demand for civic engagement in view of increasingly powerful supra-national institutions. Through the prism of clinical legal education, Reinventing Legal Education is the first attempt to gather scholarly and systematic reflections on the developments taking place in European legal teaching and practice. This groundbreaking book should be read by anyone interested in how clinical legal education is reinventing legal education in Europe. |
| Keywords: | Legal Education; Law Reform; Participation; Civic empowerment; Coalitions; Legitimacy; Accountability; Civil society; European Union; Good governance |
| JEL: | K33 |
| Date: | 2018–05–28 |
| URL: | http://d.repec.org/n?u=RePEc:ebg:heccah:1293&r=edu |