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on Education |
| By: | Jeffrey Mo |
| Abstract: | Every three years, the education community around the world eagerly awaits the release of the latest results from PISA. In addition to student proficiency in reading, mathematics and science, this December will see the publication of results on equity in education systems, school climate and students’ well-being. PISA rotates the main subject of assessment every three years, and the PISA 2018 assessment, like the PISA 2000 and 2009 assessments, focused on reading. The PISA definition of reading literacy has remained much the same over this period; in 2018, it can be summarised as understanding, using, evaluating, reflecting on and engaging with texts in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate in society. But how people read has changed since 2009. Reading now involves not only the printed page but also electronic formats. This has led to a proliferation in the amount of text encountered every day, making it all the more important that students be able to discern between fact and opinion, and navigate through different sources of text in order to construct meaning. |
| Date: | 2019–10–08 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduddd:101-en&r=all |
| By: | Flip Klijn; Joana Pais; Marc Vorsatz |
| Abstract: | In the context of school choice, we experimentally study the student-optimal stable mechanism where subjects take the role of students and schools are passive. Specifically, we study if aschool can be better off when it unambiguously improves in the students’true preferences and its (theoretic) student-optimal stable match remains the same or gets worse. Using first-order stochastic dominance to evaluate the schools’ distributions over their actual matches,we find that schools’ welfare almost always changes in the same direction as the change of the student-optimal stable matching, i.e., incentives to improve school quality are nearly idle. |
| Keywords: | school choice, matching, deferred acceptance, school quality, stability |
| JEL: | C78 C91 C92 D78 I20 |
| Date: | 2019–09 |
| URL: | http://d.repec.org/n?u=RePEc:ise:remwps:wp0982019&r=all |
| By: | Edith Aguirre |
| Abstract: | Despite the relevant role attributed to education on marital outcomes, literature does not show a generalized consensus regarding a positive or negative effect from education on marital decisions. In this paper I investigate the impact of education on marriage dissolution exploiting a change in the length of compulsory education in Mexico in 1993 as an instrument for education. The federal government increased compulsory education from completion of primary school, sixth grade, to completion of secondary school, ninth grade, at a national level. In the first part of the analysis, the probit models reveal that education is significant and negatively related to the probability of marital breakdown. An additional year of education is associated with a decrease between 0.6 and 0.9 percentage points in the probability of marital disruption for the 2002-2012 period. However, the results using the instrumental variables methodology indicate that an additional year of schooling has no effect on the probability of marriage dissolution. This finding demonstrates that the relationship between education and divorce is not causal and suggests that although higher levels of education are an undeniable trait observed in non-broken marriages, it is not education by itself one of the mechanisms leading to better marriage outcomes. |
| Keywords: | Marriage; Marital Dissolution; Education; Instrumental Variables; Mexico. |
| JEL: | J12 I21 C26 |
| Date: | 2019–10 |
| URL: | http://d.repec.org/n?u=RePEc:yor:yorken:19/15&r=all |