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on Education |
| By: | Adrien Montalbo (PSE - Paris School of Economics, PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Panthéon-Sorbonne - ENS Paris - École normale supérieure - Paris - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique) |
| Abstract: | The impact of education on growth or individual earnings has been vastly studied in economics. However, much remains to know about this association before the mid-20th century. In this article, I investigate the effect of primary schooling on the economic devel- opment of French municipalities during the 19th century and up to World War I. Before the Guizot Law of 1833, no national legislation on primary schooling existed in France. Therefore, I evaluate if the municipalities with higher educational achievements before this law grew more than their counterparts during the following years. To do so, I exploit first the fact that the Guizot Law forced municipalities over 500 inhabitants to open and fund a primary school for boys. I implement a regression discontinuity around this cut-off on municipalities with no primary school in 1833. Second, I instrument educational achieve- ment, namely enrolment rates and schooling years, by the proximity of municipalities to printing presses established before 1500. Each method returns a positive impact of edu- cation on development. Education quality also mattered in this perspective. A matching estimation on municipalities with a school in 1833 indicates a positive impact of better teaching conditions provided by public grants on the subsequent growth of municipalities. Primary schooling is therefore an important factor which favoured the development of French municipalities during the century of industrialisation and modernisation. |
| Keywords: | Primary instruction,Economic development,Nineteenth-century France |
| Date: | 2019–09 |
| URL: | http://d.repec.org/n?u=RePEc:hal:wpaper:halshs-02286126&r=all |
| By: | Xavier Ramos Morilla (Departament d'Economia Aplicada, Universitat Autonoma de Barcelona); Luciana Méndez Errico (Instituto de Economía, Universidad de la República & EQUALITAS) |
| 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:uab:wprdea:wpdea1901&r=all |
| By: | Maria Cattaneo; Philipp Lergetporer; Guido Schwerdt; Katharina Werner; Ludger Woessmann; Stefan C. Wolter; Ludger Wößmann |
| Abstract: | Do differences in citizens’ policy preferences hamper international cooperation in education policy? To gain comparative evidence on public preferences for education spending, we conduct representative experiments with information treatments in Switzerland using identical survey techniques previously used in Germany and the United States. In Switzerland, providing information about actual spending and salary levels reduces support for increased education spending from 54 to 40 percent and for increased teacher salaries from 27 to 19 percent, respectively. The broad patterns of education policy preferences are similar across the three countries when the role of status-quo and information are taken into account. |
| Keywords: | policy preferences, cross-country comparison, international cooperation, Switzerland, Germany, United States, education spending, information, survey experiments |
| JEL: | H52 I22 D72 D83 |
| Date: | 2019 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_7936&r=all |
| By: | Miloš Kankaraš; Eva Feron; Rachel Renbarger |
| Abstract: | Triangulation – a combined use of different assessment methods or sources to evaluate psychological constructs – is still a rarely used assessment approach in spite of its potential in overcoming inherent constraints of individual assessment methods. This paper uses field test data from a new OECD Study on Social and Emotional Skills to examine the triangulated assessment of 19 social and emotional skills of 10- and 15-year-old students across 11 cities and countries. This study assesses students’ social and emotional skills combining three sources of information: students’ self-reports and reports by parents and teachers. We examine convergent and divergent validities of the assessment scales and the analytical value of combining information from multiple informants. Findings show that students’, parents’ and teachers’ reports on students’ skills overlap to a substantial degree. In addition, a strong ‘common rater’ effect is identified for all three informants and seems to be reduced when we use the triangulation approach. Finally, triangulation provides skill estimates with stronger relations to various life outcomes compared with individual student, parent or teacher reports. |
| Date: | 2019–11–20 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaab:208-en&r=all |