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on Education |
| By: | Marina Bassi (World Bank); Costas Meghir (Cowles Foundation, Yale University, NBER, IZA, CEPR, and Institute for Fiscal Studies); Ana Reynoso (Department of Economics, University of Michigan) |
| Abstract: | Improving school quality with limited resources is a key issue of policy. It has been suggested that instructing teachers to follow specific practices together with tight monitoring of their activities may help improve outcomes in under-performing schools that usually serve poor populations. This paper uses an RCT to estimate the e?ectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially and by equal amounts for boys and girls. However, the effect is mainly accounted for by children from relatively higher income backgrounds and not for the most deprived. Based on the CLASS instrument we document that quality of teacher-student interactions is positively correlated with the performance of low income students; however, the intervention did not affect these interactions. Guided instruction can improve outcomes, but it is a challenge to reach the most deprived children. |
| Date: | 2019–06 |
| URL: | http://d.repec.org/n?u=RePEc:cwl:cwldpp:2181&r=all |
| By: | Hofmarcher, Thomas (Department of Economics, Lund University) |
| Abstract: | This paper provides evidence on the causal relationship between education and poverty. I construct a novel database comprising compulsory schooling reforms in 32 European countries and use them as instruments for education. I find economically large poverty-reducing effects of education among people aged 30 to 80. This holds true for both objective measures of poverty (relative income poverty, lack of basic necessities, weak labor market attachment) and a subjective measure of poverty (self-assessed difficulties in making ends meet). An additional year of education thus reduces not only the likelihood of being classified as living in poverty but also the likelihood of considering oneself to live in poverty. Increases in labor force participation and full-time employment as well as better health are potential mechanisms behind these results. |
| Keywords: | poverty; education; compulsory schooling; social exclusion |
| JEL: | I24 I32 |
| Date: | 2019–06–03 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:lunewp:2019_009&r=all |
| By: | Dan Goldhaber (Center for Education Data & Research); Cory Koedel (Department of Economics, University of Missouri-Columbia) |
| Abstract: | In the summer of 2013, the National Council on Teacher Quality (NCTQ) issued public ratings of teacher education programs. We provide the first empirical examination of NCTQ ratings, beginning with a descriptive overview of the ratings and how they evolved from 2013-2016. We also report on results from an information experiment built around the initial ratings release. In the experiment we provided targeted information about specific programmatic changes that would improve the rating for a randomly selected sample of elementary teacher education programs. Average program ratings improved between 2013 and 2016, but we find no evidence that the information intervention increased program responsiveness to NCTQ’s rating effort. In fact, treated programs had lower ratings than the control group in 2016. |
| Keywords: | information experiment, institutional nudge, NCTQ ratings, teacher education, university ratings |
| JEL: | D8 I2 J4 |
| Date: | 2019 |
| URL: | http://d.repec.org/n?u=RePEc:umc:wpaper:1902&r=all |