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on Education |
| By: | Barra, Cristian; Boccia, Marinella |
| Abstract: | This paper investigates on the determinants of school performance measured by the average value of students’ tests score (math, reading and science) at school level. PISA data from 2000 to 2012 are used in order to explore this relationship. A multivariate regression is assessed considering the different channels (funds, computers connected to internet, parental education, student teacher ratio, number of girls and ownership) and controlling for time and country fixed effects. The analysis is done both allowing for the total sample and grouping for OECD countries and NO-OECD countries. The most important results show that, considering the all sample and the only OECD countries, school performances are positively driven by the student fees, presence of girls and computers; also the mother’s education plays an important role, while the father’s one is notable only at high level, otherwise is negative. Moreover, differently from that the improvement of the student achievement in NO-OECD countries is encouraged from charity funds, the presence of girls, and the parent’s education level. |
| Keywords: | Keywords: Test Scores; School Performance; Multivariate Regression |
| JEL: | C01 I21 I28 |
| Date: | 2019–03–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:92561&r=all |
| By: | Luciana Méndez-Errico (Universidad de la República (Uruguay). Facultad de Ciencias Económicas y de Administración. Instituto de Economía); Xavier Ramos (Departament d'Economia Aplicada. Universitat Autònoma de Barcelona) |
| Abstract: | We model schooling as a sequential process and examine why some children are left behind. We focus on the factors that explain selection at early stages of the education system. Our findings for Uruguay suggest that long-term factors, such as parental background or ethnicity matter across all education stages while the effect of short-term factors, such as family income, wear out as individuals progress in the education system, suggesting a severe selection process at early stages. |
| Keywords: | Schooling transition, selection, inequality, education, ethnicity, cognitive and noncognitive abilities, sequential dynamic model |
| JEL: | I20 I24 J13 J15 J24 |
| Date: | 2019–01 |
| URL: | http://d.repec.org/n?u=RePEc:ulr:wpaper:dt-01-19&r=all |
| By: | Lergetporer, Philipp (ifo Institute at the University of Munich; CESifo); Woessmann, Ludger (: University of Munich and ifo Institute; CESifo, IZA, and CAGE) |
| Abstract: | Public preferences for charging tuition are important for determining higher education finance. To test whether public support for tuition depends on information and design, we devise several survey experiments in representative samples of the German electorate (N>19,500). The electorate is divided, with a slight plurality opposing tuition. Providing information on the university earnings premium raises support for tuition by 7 percentage points, turning the plurality in favor. The opposition-reducing effect persists two weeks after treatment. Information on fiscal costs and unequal access does not affect public preferences. Designing tuition as deferred income-contingent payments raises support by 16 percentage points, creating a strong majority favoring tuition. The same effect emerges when framed asloan payments. Support decreases with higher tuition levels and increases when targeted at non-EU students. |
| Keywords: | tuition, higher education, political economy, survey experiments, information, earnings premium, income-contingent loans, voting JEL Classification: I22, H52, D72, D83 |
| Date: | 2019 |
| URL: | http://d.repec.org/n?u=RePEc:cge:wacage:405&r=all |