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on Education |
| By: | Denning, Jeffrey T. (Brigham Young University); Murphy, Richard (University of Texas at Austin); Weinhardt, Felix (DIW Berlin) |
| Abstract: | This paper considers a fundamental question about the school environment - what are the long run effects of a student\'s ordinal rank in elementary school? Using administrative data from all public school students in Texas, we show that students with a higher third grade academic rank, conditional on ability and classroom effects, have higher subsequent test scores, are more likely to take AP classes, graduate high school, enroll in college, and ultimately have higher earnings 19 years later. Given these findings, the paper concludes by exploring the tradeoff between higher quality schools and higher rank. |
| Keywords: | rank; education; subject choice; |
| JEL: | I20 I23 I28 |
| Date: | 2018–09–20 |
| URL: | http://d.repec.org/n?u=RePEc:rco:dpaper:118&r=edu |
| By: | Dana Dobrovská (Czech Technical University in Prague, Masaryk Institute of Advanced Studies) |
| Abstract: | Teaching is often considered a difficult job "that seems easy" (Labaree, 2000). Theory of education, educational psychology and other sciences have explored factors such as teaching methods used by successful teachers, the effects of teachers´ backgrounds or teachers´personal characteristics and behaviours (for example enthusiasm, empathy, communication skills, etc.). There is no doubt students like to attend some teachers´ classes more than the other´s. There are some reasons make teachers attract students - the trait which appeared in pedagogical texts is called teacher charisma.To shed more light on the concept, we conducted a pilot study using the Czech translation of a Taiwanese scale measuring teacher charisma within a group of students of Czech Technical University in Prague, Czech Republic. |
| Keywords: | teacher, teaching, motivation, students, teacher charisma |
| JEL: | I29 |
| Date: | 2018–06 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:7209103&r=edu |
| By: | Obergruber, Natalie (Ifo Institute for Economic Research); Zierow, Larissa (University of Munich) |
| Abstract: | Without a school degree, students can have difficulty in the labor market. To improve the lives of upper-secondary school dropouts, German states instituted a school reform that awarded an interim degree to high-track students upon completion of Grade 9. Using retrospective spell data on school and labor market careers from the National Educational Panel Study (NEPS), our difference-in-differences approach exploits the staggered implementation of this reform between 1965 and 1982. As intended, the reform reduced switching between school tracks. Surprisingly, it also increased successful high-track completion, university entrance rates, and later income, arguably by reducing the perceived risk of trying longer in the high-track school. |
| Keywords: | school dropout, school degree, school tracking |
| JEL: | I20 I24 I28 |
| Date: | 2018–08 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11732&r=edu |
| By: | Böckerman, Petri (Labour Institute for Economic Research); Haapanen, Mika (Jyväskylä University School of Business and Economics); Jepsen, Christopher (University College Dublin) |
| Abstract: | This paper examines the labor-market returns to a new form of postsecondary vocational education, vocational master's degrees. We use individual fixed effects models on the matched sample of students and non-students from Finland to capture any time-invariant differences across individuals. Attendance in vocational master's programs leads to higher earnings of eight percent five years after entry even if selection on unobservables is twice as strong as selection on observables. Earnings gains are similar by gender and age, but they are marginally higher for health than for business or technology and trades. |
| Keywords: | vocational education, master's degrees, labor-market returns |
| JEL: | J24 |
| Date: | 2018–08 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11734&r=edu |
| By: | Murphy, Richard J. (University of Texas at Austin); Weinhardt, Felix (DIW Berlin); Wyness, Gill (University College London) |
| Abstract: | It is well established that teachers are the most important in-school factor in determining student outcomes. However, to date there is scant robust quantitative research demonstrating that teacher training programs can have lasting impacts on student test scores. To address this gap, we conduct and evaluate a teacher peer-to-peer observation and feedback program under Randomized Control Trial (RCT) conditions. Half of 181 volunteer primary schools in England were randomly selected to participate in the two year program. We find that students of treated teachers perform no better on national tests a year after the program ended. The absence of external observers and incentives in our program may explain the contrast of these results with the small body of work which shows a positive influence of teacher observation and feedback on pupil outcomes. |
| Keywords: | education, teachers, RCT, peer mentoring |
| JEL: | I21 I28 M53 |
| Date: | 2018–08 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11731&r=edu |