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on Education |
| By: | Daniele Checchi; Maria De Paola (Dipartimento di Economia, Statistica e Finanza "Giovanni Anania" - DESF, Università della Calabria) |
| Abstract: | We analyse how schooling in multigrade classes affects the formation of student cognitive and non-cognitive skills. Our identification strategy is based on some institutional features of the Italian educational system establishing a minimum number of students per class. Classes that do not reach the minimum number of pupils are organized in multigrade classes. In addition, the Italian law also establishes a maximum number of students for multigrade classes, which implies that class size in multigrade classes is very similar to class size in small single grade classes with a number of students just above the minimum size. Using census data on 5th grade Italian students, we find that pupils in multigrade classrooms obtain worse test scores both in literacy and numeracy standardized tests compared to comparable pupils in single grade classroom. While the effect is small and not always statistically significant for the literacy score, we find a large and highly statistically significant effect on the numeracy score. We also find that pupils placed in multigrade classes tend to have a more external centred locus of control. Our results are robust to different specifications including controls for class size and a number of student and school characteristics. |
| Keywords: | multigrade classes, mixed-age classes, cognitive skills, non-cognitive skills |
| JEL: | I21 I28 C36 |
| Date: | 2018–10 |
| URL: | http://d.repec.org/n?u=RePEc:clb:wpaper:201803&r=edu |
| By: | Liwiński, Jacek |
| Abstract: | In 1999, a reform of education was implemented in Poland, which added one year to the shortest available educational path, leading to the acquisition of basic vocational education. In the new system, students choosing this path acquire one more year of general education, which, according to the authors of the reform, should improve the student's position in the labor market, as the inadequate general skills were identified as the main deficit of basic vocational education prior to the reform. Using the regression discontinuity design and data from the Polish LFS, we find that an additional year of general education has led to an increase in hourly wages of men, but not of women, who completed basic vocational schools. |
| Keywords: | education,schooling,earnings,regression discontinuity design |
| JEL: | I21 J24 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:253&r=edu |
| By: | Huacong Liu (OECD) |
| Abstract: | This study uses the PIAAC data to examine the relationships between education system characteristics (e.g. early tracking and vocational education orientation) and distributions of adult numeracy skills. It also investigates the effects of postponing the tracking age and easing university access for students on a vocational track on the average skills and different percentiles of the skills distribution.Correlational analysis suggests that education systems with more students enrolled in vocational tracks have on average higher levels of numeracy skills and more compressed skills distributions between the 50th and 90th percentiles.Further analysis suggests that postponing the tracking age among 14 European countries does not have a significant effect on the average skills of the population. However, it increases skills for individuals at the 10th, 20th, and 30th percentiles of the skill distribution.Expanding university access is associated with an increase in numeracy skills, particularly for individuals at the bottom three deciles of the distribution. |
| Date: | 2018–10–10 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaab:182-en&r=edu |