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on Education |
| By: | Frauke H. Peter; C. Katharina Spiess; Vaishali Zambre |
| Abstract: | Although the proportion of students enrolled in college increased in the last decades, students from non-college family backgrounds remain underrepresented in higher education around the world. This study sheds light on whether the provision of information in a randomized controlled trial with more than 1,000 German high school students results in higher college enrollment rates. One year prior to high school graduation, we treated students in randomly selected schools by giving an in-class presentation on the benefits and costs of higher education as well as on possible funding options for college education. We collected data from students prior to the information intervention and followed them for four consecutive years. We find evidence that an information intervention increases students’ application as well as their enrollment rates, in particular for students from non-college backgrounds with enrollment intentions prior to treatment. Moreover, treated students persist in college at a similar rate as students in the control group, i.e. they are not more likely to drop out of college. Our results indicate that a low-cost information intervention is an efficient tool to encourage students to translate their college intentions into actual enrollment. |
| Keywords: | college enrollment, college benefits, college costs, educational inequality, information, randomized controlled trial |
| JEL: | I21 I24 J24 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:diw:diwwpp:dp1770&r=edu |
| By: | Solis, Alex (Department of Economics) |
| Abstract: | Grade retention is a widely used educational policy promoting human capital. However, its benefi ts and costs are still under debate. Retention may a ffect learning, cognitive and psychological capacities, educational attainment and the lifetime income (through the timing of entry to the labor market). This paper estimates the causal eff ects of grade retention on all these outcomes exploiting a retention rule based on the school GPA that enables a regression discontinuity design. I use administrative data from a 15-years panel on the universe of students in the educational system in Chile. The fi ndings are fourfold. First, (marginally) retained students achieve the same amount of education than (marginally) promoted (i.e., high school graduation, higher education enrollment, etc.). Second, they improve their cognitive ability (measured by test scores) in the short and the long run. Third, induces parents to increase parental time investments and expectations. Fourth,enhances student psychological traits, and overall learning experience. |
| Keywords: | Grade retention; attainment; cognitive achievement; high school graduation; parental investmet; self-esteem; learning. |
| JEL: | I21 I30 J24 |
| Date: | 2017–03–31 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:uunewp:2017_015&r=edu |
| By: | Tarek Mostafa (OECD) |
| Abstract: | Much ink has been spilled debating the merits of different science-teaching practices. Proponents of enquiry-based science teaching argue that this approach exposes students to the procedures used by professional scientists, while the proponents of traditional practices emphasise the role of teachers in transmitting knowledge about science and in guiding students’ learning.So what is the best practice to use and is success contingent on the school environment?PISA 2015 asked students about the teaching practices they are exposed to at school. The analysis of these data reveals interesting findings about the effectiveness of certain teaching practices, particularly enquiry-based science activities and teacher-directed science instruction. |
| Date: | 2018–11–19 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduddd:90-en&r=edu |
| By: | Pastore, Francesco (Università della Campania Luigi Vanvitelli) |
| Abstract: | This paper addresses the directions to follow when designing new educational systems and school-to-work transition regimes to adhere to the needs of Industry 4.0. Although a high level of general education will be important for its training content to develop adaptability, it is not the only component to develop. What will be more and more important are work related skills, both the general ones and the ones which are job-specific and need, therefore, on-the-job training to develop. This will require important educational reforms to favour an ever-better integration between educational institution and the world of work. Young people and their families alone will not be able to adapt on their own to the new human capital requirements of Industry 4.0 production. A new framework for an integrated action by governments, firms, educational institutions and families is needed to smooth the school-to-work transition in the future. The duality principle is the basis for a strong diversification of the supply of education. |
| Keywords: | Industry 4.0, robotics, sequential versus dual education systems, human resources management and policy |
| JEL: | J24 L16 O15 O33 Q2 Q55 |
| Date: | 2018–10 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izapps:pp143&r=edu |
| By: | Sandra McNally; Jenifer Ruiz-Valenzuela |
| Abstract: | Teaching assistants are employed in most primary schools in England, but until now, little has been known about what contribution they make to educational outcomes. Sandra McNally and Jenifer Ruiz-Valenzuela assess the impact of a carefully designed programme of small group tuition for five-year-olds that enables teaching assistants to be used more effectively to improve literacy. |
| Keywords: | literacy, ict, teaching assistants |
| Date: | 2018–11 |
| URL: | http://d.repec.org/n?u=RePEc:cep:cepcnp:538&r=edu |