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on Education |
| By: | Liu, Yi; Bessudnov, Alexey; Black, Alison; Norwich, Brahm |
| Abstract: | In the past few decades, several countries have introduced reforms aimed at increasing school autonomy. We evaluate the effect of the introduction of autonomous academies, in secondary education in England, on the educational trajectories of children with special educational needs. This has been done using longitudinal data on all schoolchildren in state schools in England, from the National Pupil Database. The results show that the effects of school autonomy on educational inclusion depend on schools’ previous performance and socio-economic composition. Poorly performing schools that obtained autonomy under the control of an external sponsor were more likely to decrease the proportion of pupils with special needs and remove additional support for them. We compare these results with the previous studies of charter schools in the USA. |
| Date: | 2019–01–07 |
| URL: | http://d.repec.org/n?u=RePEc:osf:socarx:y7z56&r=all |
| By: | Alessandro Tampieri |
| Abstract: | We analyse university admission through a statistical discrimination model where students differ in ability and social groups. Universities aim to enrol the students with the best human capital, which is given by their innate ability and of the learning carried outwhile at school. Students and school choose their learning and teaching effort based onthe behaviour of universities. Interestingly, we find that students from less advantaged groups need a lower grade to be admitted to the best universities, while less competitive universities do the opposite. If a university cannot discriminate according to social groups, all students with same grade will attend universities of the same quality, with different levels of human capital according to their social group. |
| Keywords: | discrimination, affermative action, studying effort, teaching effort. |
| JEL: | I21 I23 J71 |
| Date: | 2019 |
| URL: | http://d.repec.org/n?u=RePEc:frz:wpaper:wp2019_26.rdf&r=all |
| By: | Cattaneo, Maria; Lergetporer, Philipp; Schwerdt, Guido; Werner, Katharina; Woessmann, L.; Wolter, Stefan C. |
| 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 Stated, education spending, information, survey experiments |
| JEL: | H52 I22 D72 D83 |
| Date: | 2019 |
| URL: | http://d.repec.org/n?u=RePEc:unm:umaror:2019009&r=all |