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on Education |
| By: | Chakrabortya, Tanika; Schüller, Simone; Zimmermann, Klaus F. |
| Abstract: | Estimating the effect of ethnic capital on human capital investment decisions is complicated by the endogeneity of immigrants’ location choice, unobserved local correlates and the reflection problem. We exploit the institutional setting of a rare immigrant settlement policy in Germany, that generates quasi-random assignment across regions, and identify the causal impact of heterogeneous ethnic capital on educational outcomes of children. Correcting for endogenous location choice and correlated unobservables, we find that children of low-educated parents benefit significantly from the presence of high-educated parental peers of the same ethnicity. High educated parental peers from other ethnicities do not influence children’s learning achievements. Our estimates are unlikely to be confounded by the reflection problem since we study the effects of parental peers’ human capital which is pre-determined with respect to children’s outcomes. Our findings further suggest an increase in parental aspirations as a possible mechanism driving the heterogeneous ethnic capital effects, implying that profiling peers or ethnic role models could be important for migrant integration policies. |
| Keywords: | Education,Ethnic Capital,Germany,Peer Effects,Policy Experiment |
| JEL: | R23 J15 I21 |
| Date: | 2019 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:322&r=all |
| By: | Ghazala Azmat (Département d'économie); Manuel Bagues (Aalto University); Antonio Cabrales (University College of London); Nagore Iriberri (Universidad del País Vasco) |
| Abstract: | This paper studies the effect of providing feedback to college students on their position in the grade distribution by using a natural field experiment. This information was updated every six months during a three-year period. We find that greater grades transparency decreases educational performance, as measured by the number of exams passed and GPA. However self-reported satisfaction, as measured by surveys conducted after feedback is provided but before students take their exams, increases. We provide a theoretical framework to understand these results, focusing on the role of prior beliefs, and using out-of-trial surveys to test the model. In the absence of treatment, a majority of students underestimate their position in the grade distribution, suggesting that the updated information is “good news” for many students. Moreover, the negative effect on performance is driven by those students who underestimate their position in the absence of feedback. Students who overestimate initially their position, if anything, respond positively. The performance effects are short lived - by the time students graduate, they have similar accumulated GPA and graduation rates. |
| Keywords: | Relative performance feedback; Ranking; Natural field experiment; School performance |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:spo:wpmain:info:hdl:2441/5r0qo9lp3v97hptv0tki570p06&r=all |
| By: | Ana Paula Buhse; José Pedro Pontes |
| Abstract: | In this paper, we try to assess the ability of educationally backward countries, such as Portugal, to catch-up with more developed nations withinthe EU. For that purpose,we use a framework composed by a symmetric coordination n person game that is played by a set of candidates to attend a post-compulsory educational degree, such as university. Higher education has a positive payoff only if a "critical mass" (indeed the unanimity)of students with a low socioeconomic background decide to attend the university. Two strict Nash equilibria exist in this game: either all players decide to attend the university or none does it in equilibrium. By using the "risk dominance"approach to the selection of a unique Nash equilibrium that was suggested by HARSANYI and SELTEN (1988), we are able to recognize the factors that make either strict Nash equilibrium the likelysolution. In spite of the progress they have achieved in schooling, structurally lagging countries such as Portugal seem to be hindered in education development by the fact that, in a large majority of households, income is low and parents lack post-compulsory education. While low household income makes the relative cost of university education high even if tuition fees are modest, a small share of highly educated parents makes the achievement of a "critical mass" of students who attend the university more difficult and thus renders the benefits of college education riskier and less safe. |
| Keywords: | Higher Education; Regional Development; Coordination Games; Risk Dominance. |
| JEL: | C72 I20 O12 R11 |
| Date: | 2019–02 |
| URL: | http://d.repec.org/n?u=RePEc:ise:remwps:wp0752019&r=all |
| By: | Takaaki Morimoto (Graduate School of Economics, Osaka University,Institute of Social and Economic Research, Osaka University, Japan); Ken Tabata (School of Economics, Kwansei Gakuin University) |
| Abstract: | We examine how a subsidy policy for encouraging more individuals to pursue higher education affects economic growth in an overlapping generations model of R&D-based growth, including both product development and process innovation. We show that such a policy may have a negative effect on the long-run economic growth rate. When the market structure adjusts partially in the short run, the effect of an education subsidy on economic growth is ambiguous and depends on the values of the parameters. However, when the market structure adjusts fully in the long run, the education subsidy expands the number of firms but reduces economic growth. These unfavorable predictions of an education subsidy on economic growth are partly consistent with the empirical findings that mass higher education does not necessarily lead to higher economic growth. |
| Keywords: | Higher Education, Occupational Choice, R&D, Product Development, Process Innovation |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:kgu:wpaper:178-2&r=all |
| By: | Berg, Petter (Department of Economics); Palmgren, Ola (Department of Economics); Tyrefors, Björn (Research Institute of Industrial Economics (IFN)) |
| Abstract: | Admission to high school in Sweden is based on the final grades from junior high. This paper compares students’ final mathematics grade with new data from a high school introductory test score in mathematics. Both the grades and the test are based on the same syllabus, but teachers enjoy great discretion when deciding final grades, as the grades are not externally evaluated. The results show a substantial grading difference, consistent with grading bias against boys. |
| Keywords: | Educational economics; Gender; Grading bias; Mathematics |
| JEL: | I20 I24 I28 J16 |
| Date: | 2019–02–13 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:iuiwop:1263&r=all |
| By: | Avraamova, Elena (Авраамова, Елена) (The Russian Presidential Academy of National Economy and Public Administration); Klyachko, Tatiana (Клячко, Татьяна) (The Russian Presidential Academy of National Economy and Public Administration); Loginov, Dmitriy (Логинов, Дмитрий) (The Russian Presidential Academy of National Economy and Public Administration); Semionova, Elena (Семионова, Елена) (The Russian Presidential Academy of National Economy and Public Administration); Tokareva, Galina (Токарева, Галина) (The Russian Presidential Academy of National Economy and Public Administration) |
| Abstract: | The scientific report presents the results of a monitoring study of the effectiveness of general education conducted by the Center for Continuing Education Economics of the RANEPA in 2013–2018. The participants of a sociological survey of the sixth monitoring wave of 2018 were 40 school principals, 2195 representatives of households, 2077 teachers of educational institutions located in urban settlements and rural areas of the Chelyabinsk region, Altai and Stavropol areas, as well as in St. Petersburg. The positions of teachers on a wide range of issues related to general education are considered: the staffing situation in schools, the quality of teaching, the requirements of families for the organization of the educational process, the satisfaction of teachers with their professional activities. Monitoring research is based on assessments of participants in educational relations and is one of the key resources for managing change in education and improving the performance of schools. |
| Date: | 2019–01 |
| URL: | http://d.repec.org/n?u=RePEc:rnp:ppaper:021906&r=all |
| By: | Samuel Nocito (Università LUISS "Guido Carli") |
| Abstract: | I investigate the effect of studying in English language on international labour market mobility for university graduates from a non-English speaking country. I exploit the introduction of Master of Arts degrees in English when students where enrolled in their Bachelor as an instrument for studying in English. I find that studying in English increases the individual’s probability of working abroad by 11.2 percentage points. I also estimate the effect of an English degree on wages, and I find that graduates in English benefit almost a 60 percent increase in wage compared to graduates in national language. Finally, I provide evidence that the strong effect on wages can be explained because individuals who study in English self-select into more remunerative labour contracts and economic sectors |
| Keywords: | degree in English, graduates labour mobility, graduates wage, return to education, high skill migration |
| JEL: | I21 I23 J24 J61 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:lui:lleewp:18144&r=all |