|
on Education |
| By: | Konstantin Buechel; Martina Jakob; Daniel Steffen; Christoph Kuehnhanss; Aymo Brunetti |
| Abstract: | This study provides novel evidence on the relative effectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students' mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the e ectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly quali ed teachers. |
| Keywords: | computer-assisted learning, productivity in education, primary education, teacher content knowledge |
| JEL: | C93 I21 J24 O15 |
| Date: | 2020–04 |
| URL: | http://d.repec.org/n?u=RePEc:ube:dpvwib:dp2006&r=all |
| By: | Philip DeCicca; Harry Krashinsky |
| Abstract: | Estimating the returns to education remains an active area of research amongst applied economists. Most studies that estimate the causal return to education exploit changes in schooling and/or labor laws to generate exogenous differences in education. An implicit assumption is that more time in school may translate into greater earnings potential. None of these studies, however, explicitly consider the quality of schooling to which impacted students are exposed. To extend this literature, we examine the interaction between school quality and policy-induced returns to schooling, using temporally-available school quality measures from Card and Krueger (1992). We find that additional compulsory schooling, via either schooling or labor laws, increases earnings only if educational inputs are of sufficiently high quality. In particular, we find a consistent role for teacher quality, as measured by relative teacher pay across states, in generating consistently positive returns to compulsory schooling. |
| JEL: | I26 J24 J38 |
| Date: | 2020–05 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:27089&r=all |
| By: | Fernandes, Ana (University of Applied Sciences); Huber, Martin; Vaccaro, Giannina |
| Abstract: | Using a survey on wage expectations among students at two Swiss institutions of higher education, we examine the wage expectations of our respondents along two main lines. First, we investigate the rationality of wage expectations by comparing average expected wages from our sample with those of similar graduates; we further examine how our respondents revise their expectations when provided information about actual wages. Second, using causal mediation analysis, we test whether the consideration of a rich set of personal and professional controls, namely concerning family formation and children in addition to professional preferences, accounts for the difference in wage expectations across genders. We find that males and females overestimate their wages compared to actual ones, and that males respond in an overconfident manner to information about outside wages. Despite the attenuation of the gender difference in wage expectations brought about by the comprehensive set of controls, gender generally retains a significant direct, unexplained effect on wage expectations. |
| Keywords: | Wage expectations; gender wage differences; mediation; direct effect; indirect effect; experiment |
| JEL: | C21 J16 J31 |
| Date: | 2020–05–01 |
| URL: | http://d.repec.org/n?u=RePEc:fri:fribow:fribow00516&r=all |
| By: | Ritzen, Jo (UNU-MERIT, Maastricht University) |
| Abstract: | Many countries rely for the majority of their university education on public universities. Public universities have a certain degree of autonomy to compete for research funding, to establish profit making start-ups or sell patents or to find other funding for their research. They can sometimes also set tuition fees for their educational efforts, for all students or for specific subgroups of students. These additional funds are very important for public universities to maintain their international position, in particular in cases where governments are retreating in funding (like, for example, in California). We start by consider the impact of funding on the quality of research and teaching and though research and teaching on the economy. Finally we consider the possible effects of the Covid-19 crisis on university funding. |
| Keywords: | University finance, tuition fees, Government policy, International student migration, innovation, human capital, economic development, Covid-19 |
| JEL: | F22 I22 I23 I28 O15 O32 O34 |
| Date: | 2020–05–15 |
| URL: | http://d.repec.org/n?u=RePEc:unm:unumer:2020020&r=all |
| By: | Luc Behaghel (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, PSE - Paris School of Economics, J-PAL Europe - Abdul Latif Jameel Poverty Action Lab - Europe, IPP - Institut des politiques publiques); Clément de Chaisemartin (J-PAL Europe - Abdul Latif Jameel Poverty Action Lab - Europe, IPP - Institut des politiques publiques, UCSB - University of California [Santa Barbara] - University of California); Marc Gurgand (J-PAL Europe - Abdul Latif Jameel Poverty Action Lab - Europe, IPP - Institut des politiques publiques, 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 Sourdun Internat d'Excellence (boarding school of excellence) was opened in September 2009. It concentrates significant resources on lower and upper secondary pupils from poorer backgrounds and at the median of the French attainment distribution. In 2009 and 2010, the boarding school received more applications than it had places. Places were randomly allocated to the eligible pupils, leading to the formation of two perfectly comparable groups, the group attending the boarding school and a control group. This report presents the results of tracking the school careers of these pupils, now that they have all reached baccalauréat age. 47% of the pupils in the control group obtained the general baccalauréat, whereas this figure was 68% for the pupils at Sourdun. This increase of 21 percentage points is due partly to a drop in the number of pupils leaving without a qualification (this effect is observed mainly among the girls) and partly to the substitution of the technical baccalauréat with the general baccalauréat (this effect is observed mainly among the boys). The results show that it is possible to radically transform the school careers of pupils from poorer backgrounds, undermining the notion that education policy is powerless to overcome inequality. But by investing significant resources in pupils with average attainment levels, Sourdun does not answer the question of what to do for pupils with the lowest attainment levels. ASPIRATIONS SCOLAIRES ET LUTTE CONTRE LE DECROCHAGE : ACCOMPAGNER LES PARENTS Retour d'expérience n°2 Novembre 2014 Dominique Goux Marc Gurgand Eric Maurin Interrogés en fin de collège, la très grande majorité des parents d'élèves de troisième pensent que leur enfant obtiendra le baccalauréat, y compris quand ses résultats scolaires et ses chances de réussir au lycée sont en réalité très faibles. De fait, parmi les élèves les plus en difficulté et les plus exposés au décrochage, très peu envisagent la possibilité de l'apprentissage ou d'une formation professionnelle courte au lycée, ce qui reflète le déficit d'image de ces formations en France. Dans le cadre d'une expérimentation menée dans des classes de troisième dans l'académie de Versailles, nous montrons que deux réunions spécifiques entre le principal du collège et les parents des élèves les plus faibles suffisent à faire évoluer très sensiblement les projets des familles et à élargir le spectre des orientations envisagées. Un tel ajustement des aspirations s'accompagne par la suite d'une importante réduction du décrochage scolaire, au profit de scolarités sans redoublement dans les centres d'apprentissage ou les lycées professionnels de l'académie. Deux ans après cette intervention très simple, le décrochage qui est de 20% dans cette population d'élèves est ramené à 15%. En utilisant des données sur les groupes d'amis au sein des classes, nous montrons également que l'intervention s'accompagne d'une amélioration de l'intégration scolaire des élèves les plus faibles. Ils interagissent davantage avec leurs camarades ayant de meilleurs résultats : cette évolution des rapports entre élèves dans les classes représente sans doute l'une des clés de la réussite du dispositif expérimenté. • Les familles des élèves de troisième en difficulté scolaire surestiment souvent leurs chances de poursuivre des études jusqu'au baccalauréat et envisagent peu la possibilité de l'apprentissage ou d'une formation professionnelle courte. • Quelques réunions collectives entre les familles des élèves les plus faibles et le principal du collège, menées tôt dans l'année, parviennent à faire évoluer les projets des jeunes et des familles et à élargir le spectre des orientations envisagées. • En conséquence, ces réunions permettent de réduire d'un quart le taux de décrochage, et les élèves concernés réussissent leur scolarité dans les formations professionnelles courtes. • L'intervention affecte également les relations sociales : les élèves les plus faibles interagissent davantage avec leurs camarades ayant de meilleurs résultats. J-PAL, laboratoire d'action contre la pauvreté, est un réseau de chercheurs du monde entier qui utilisent la méthode de l'évaluation par assignation aléatoire. L'objectif de J-PAL est de réduire la pauvreté en contribuant à ce que les politiques publiques soient fondées sur des études scientifiques rigoureuses. www.povertyactionlab.org L'Institut des politiques publiques (IPP) est développé dans le cadre d'un partenariat scientifique entre PSE et le CREST. L'IPP vise à promouvoir l'analyse et l'évaluation quantitatives des politiques publiques en s'appuyant sur les méthodes les plus récentes de la recherche en économie. www.ipp.eu ASPIRATIONS SCOLAIRES ET LUTTE CONTRE LE DECROCHAGE : ACCOMPAGNER LES PARENTS Retour d'expérience n°2 Novembre 2014 Dominique Goux Marc Gurgand Eric Maurin Interrogés en fin de collège, la très grande majorité des parents d'élèves de troisième pensent que leur enfant obtiendra le baccalauréat, y compris quand ses résultats scolaires et ses chances de réussir au lycée sont en réalité très faibles. De fait, parmi les élèves les plus en difficulté et les plus exposés au décrochage, très peu envisagent la possibilité de l'apprentissage ou d'une formation professionnelle courte au lycée, ce qui reflète le déficit d'image de ces formations en France. Dans le cadre d'une expérimentation menée dans des classes de troisième dans l'académie de Versailles, nous montrons que deux réunions spécifiques entre le principal du collège et les parents des élèves les plus faibles suffisent à faire évoluer très sensiblement les projets des familles et à élargir le spectre des orientations envisagées. Un tel ajustement des aspirations s'accompagne par la suite d'une importante réduction du décrochage scolaire, au profit de scolarités sans redoublement dans les centres d'apprentissage ou les lycées professionnels de l'académie. Deux ans après cette intervention très simple, le décrochage qui est de 20% dans cette population d'élèves est ramené à 15%. En utilisant des données sur les groupes d'amis au sein des classes, nous montrons également que l'intervention s'accompagne d'une amélioration de l'intégration scolaire des élèves les plus faibles. Ils interagissent davantage avec leurs camarades ayant de meilleurs résultats : cette évolution des rapports entre élèves dans les classes représente sans doute l'une des clés de la réussite du dispositif expérimenté. • Les familles des élèves de troisième en difficulté scolaire surestiment souvent leurs chances de poursuivre des études jusqu'au baccalauréat et envisagent peu la possibilité de l'apprentissage ou d'une formation professionnelle courte. • Quelques réunions collectives entre les familles des élèves les plus faibles et le principal du collège, menées tôt dans l'année, parviennent à faire évoluer les projets des jeunes et des familles et à élargir le spectre des orientations envisagées. • En conséquence, ces réunions permettent de réduire d'un quart le taux de décrochage, et les élèves concernés réussissent leur scolarité dans les formations professionnelles courtes. • L'intervention affecte également les relations sociales : les élèves les plus faibles interagissent davantage avec leurs camarades ayant de meilleurs résultats. J-PAL, laboratoire d'action contre la pauvreté, est un réseau de chercheurs du monde entier qui utilisent la méthode de l'évaluation par assignation aléatoire. L'objectif de J-PAL est de réduire la pauvreté en contribuant à ce que les politiques publiques soient fondées sur des études scientifiques rigoureuses. www.povertyactionlab.org L'Institut des politiques publiques (IPP) est développé dans le cadre d'un partenariat scientifique entre PSE et le CREST. L'IPP vise à promouvoir l'analyse et l'évaluation quantitatives des politiques publiques en s'appuyant sur les méthodes les plus récentes de la recherche en économie. www.ipp.eu ASPIRATIONS SCOLAIRES ET LUTTE CONTRE LE DECROCHAGE : ACCOMPAGNER LES PARENTS Retour d'expérience n°2 Novembre 2014 Dominique Goux Marc Gurgand Eric Maurin Interrogés en fin de collège, la très grande majorité des parents d'élèves de troisième pensent que leur enfant obtiendra le baccalauréat, y compris quand ses résultats scolaires et ses chances de réussir au lycée sont en réalité très faibles. De fait, parmi les élèves les plus en difficulté et les plus exposés au décrochage, très peu envisagent la possibilité de l'apprentissage ou d'une formation professionnelle courte au lycée, ce qui reflète le déficit d'image de ces formations en France. Dans le cadre d'une expérimentation menée dans des classes de troisième dans l'académie de Versailles, nous montrons que deux réunions spécifiques entre le principal du collège et les parents des élèves les plus faibles suffisent à faire évoluer très sensiblement les projets des familles et à élargir le spectre des orientations envisagées. Un tel ajustement des aspirations s'accompagne par la suite d'une importante réduction du décrochage scolaire, au profit de scolarités sans redoublement dans les centres d'apprentissage ou les lycées professionnels de l'académie. Deux ans après cette intervention très simple, le décrochage qui est de 20% dans cette population d'élèves est ramené à 15%. En utilisant des données sur les groupes d'amis au sein des classes, nous montrons également que l'intervention s'accompagne d'une amélioration de l'intégration scolaire des élèves les plus faibles. Ils interagissent davantage avec leurs camarades ayant de meilleurs résultats : cette évolution des rapports entre élèves dans les classes représente sans doute l'une des clés de la réussite du dispositif expérimenté. • Les familles des élèves de troisième en difficulté scolaire surestiment souvent leurs chances de poursuivre des études jusqu'au baccalauréat et envisagent peu la possibilité de l'apprentissage ou d'une formation professionnelle courte. • Quelques réunions collectives entre les familles des élèves les plus faibles et le principal du collège, menées tôt dans l'année, parviennent à faire évoluer les projets des jeunes et des familles et à élargir le spectre des orientations envisagées. • En conséquence, ces réunions permettent de réduire d'un quart le taux de décrochage, et les élèves concernés réussissent leur scolarité dans les formations professionnelles courtes. • L'intervention affecte également les relations sociales : les élèves les plus faibles interagissent davantage avec leurs camarades ayant de meilleurs résultats. J-PAL, laboratoire d'action contre la pauvreté, est un réseau de chercheurs du monde entier qui utilisent la méthode de l'évaluation par assignation aléatoire. L'objectif de J-PAL est de réduire la pauvreté en contribuant à ce que les politiques publiques soient fondées sur des études scientifiques rigoureuses. www.povertyactionlab.org L'Institut des politiques publiques (IPP) est développé dans le cadre d'un partenariat scientifique entre PSE et le CREST. L'IPP vise à promouvoir l'analyse et l'évaluation quantitatives des politiques publiques en s'appuyant sur les méthodes les plus récentes de la recherche en économie. www.ipp.eu • Attending the Sourdun Internat d'Excellence radically transforms pupils' school careers by channelling more of them towards the general baccalauréat, which they often gain with high marks (avec mention) and in the Science (S) section. • The effect is particularly marked among pupils who entered Sourdun at lower secondary level (aged 11), whose orientation was less firmly fixed than for those who entered at upper secondary level (aged 15). • Among boys, the general baccalauréat mainly substituted the technical baccalauréat; among girls it substituted leaving without any qualifications. • The programme is aimed at pupils from poorer backgrounds whose attainment levels are average, but it does not answer the question of what to do for pupils with the lowest attainment levels. J-PAL, the Abdul Latif Jameel Poverty Action Lab, is a global network of researchers who use the randomised impact evaluation method. J-PAL works to reduce poverty by ensuring public policy is informed by scientific evidence. |
| Date: | 2018–08 |
| URL: | http://d.repec.org/n?u=RePEc:hal:pseptp:halshs-02514231&r=all |
| By: | Valentina A. Paredes; M. Daniele Paserman; Francisco Pino |
| Abstract: | Recent research has highlighted unequal treatment for women in academic economics along several different dimensions, including promotion, hiring, credit for co-authorship, and standards for publication in professional journals. Can the source of these differences lie in biases against women that are pervasive in the discipline, even among students in the earliest stages of their training? In this paper, we provide evidence on the importance of explicit and implicit biases against women among students in economics relative to other fields. We conducted a large scale survey among undergraduate students in Chilean universities, among both entering first-year students and students in years 2 and above. On a wide battery of measures, economics students are more biased than students in other fields. Economics students are somewhat more biased already upon entry, before exposure to any economics classes. The gap is more pronounced among students in years 2 and above, in particular for male students. We also find an increase in bias in a sample of students that we follow longitudinally. Differences in political ideology explain essentially all the gap at entry, but none of the increase in the gap with exposure. Exposure to female students and faculty attenuates some of the bias. |
| JEL: | A13 A14 A22 J16 J71 |
| Date: | 2020–05 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:27070&r=all |
| By: | Anna Piil Damm (Department of Economics and Business Economics, Aarhus University); Helena Skyt Nielsen (Department of Economics and Business Economics, Aarhus University); Elena Mattana (Department of Economics and Business Economics, Aarhus University); Benedicte Rouland (University of Nantes) |
| Abstract: | We exploit exogenous variation from a school desegregation policy to evaluate the impact of forced busing on bilingual school starters. The policy moved pupils from schools with many Danish as additional language (DAL) pupils and high per-pupil spending to schools with fewer DAL pupils but lower per-pupil spending. Assignment to busing may be regarded as exogenous conditional on three observed individual characteristics. In contrast to the literature on voluntary busing to promote racial school integration, we find that assignment to forced busing has a negative effect on the academic performance and wellbeing of DAL pupils. Our investigation of potential mechanisms shows that bused pupils attend schools with a lower budget per pupil and a lower overall budget for DAL pupils, have a lower enrollment rate in the after-school program in the assigned school, and are more likely to transfer to another public school (after regaining free school choice). Our results suggest that school resources can more than compensate for potential negative peer effects in schools with moderate levels of segregation. |
| Keywords: | School segregation, Integration, Immigration, Education, Peer effects, School resources |
| JEL: | I21 I24 I28 J15 R23 R28 |
| Date: | 2020–05–15 |
| URL: | http://d.repec.org/n?u=RePEc:aah:aarhec:2020-03&r=all |
| By: | Thomas Breda (IPP - Institut des politiques publiques, 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); Julien Grenet (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, IPP - Institut des politiques publiques); Clémentine van Effenterre (University of Toronto, IPP - Institut des politiques publiques) |
| Abstract: | In France, as in most developed nations, the under-representation of women in the sciences is a major obstacle to achieving equality in the workplace. Since 2014, the For Girls in Science awareness programme run by Fondation L'Oréal has offered one-hour classroom talks by young women with a science background (women working for the L'Oréal group and young researchers). These talks aim to combat the stereotypes associated with science-related careers and with women's role in the sciences, in order to make science more attractive to young women. Using a random assignment evaluation protocol on nearly 20,000 pupils in seconde (Year 11) and terminale scientifique (Year 13) year groups at French high schools in 2015-2016, we show that these one-hour talks lead to a significant reduction in pupils' stereotypical representations of science-related careers and gender differences in scientific ability, among both girls and boys. Although the talks have no discernible impact on choice of educational track for all pupils in seconde and for boys in terminale S, they have significant effects on the post-baccalauréat track choices of girls in terminale S, for whom the proportion choosing a preparatory class for the most prestigious universities (CPGE) in a STEM subject rose from 11 to 14.5% (a 30% increase). One of the lessons learned from the study is that the ability to influence young girls' career choices depends not only on how effectively the female role models bust the stereotypes associated with science-related careers and gender roles in science, but also on the type of identification engendered by exposure to the role model. |
| Date: | 2019–09 |
| URL: | http://d.repec.org/n?u=RePEc:hal:pseptp:halshs-02539853&r=all |
| By: | Zhangkai Huang; Gordon M. Phillips; Jialun Yang; Yi Zhang |
| Abstract: | The Cultural Revolution deprived Chinese students of the opportunity to receive higher education for 10 years when colleges and universities were closed from 1966-1976. We examine the human capital cost of this loss of education on subsequent innovation by firms, and ask if it impacted firms more than 30 years later. We examine the innovation of firms with CEOs who turned 18 during the Cultural Revolution, which sharply reduced their chances of attending college. Using multiple approaches to control for selection and endogeneity, including an instrument based on whether the CEO turned 18 during the Cultural Revolution and a regression discontinuity approach, we show that Chinese firms led by CEOs without a college degree spend less on R&D, generate fewer patents, and receive fewer citations to these patents. |
| JEL: | G3 I23 J24 O31 O32 |
| Date: | 2020–05 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:27107&r=all |
| By: | Karen Clay; Ethan J. Schmick; Werner Troesken |
| Abstract: | This paper investigates the effect of a large negative agricultural shock, the boll weevil, on black-white inequality in the first half of the twentieth century. To do this we use complete count census data to generate a linked sample of fathers and their sons. We find that the boll weevil induced enormous labor market and social disruption as more than half of black and white fathers moved to other counties following the arrival of the weevil. The shock impacted black and white sons differently. We compare sons whose fathers initially resided in the same county and find that white sons born after the boll weevil had similar wages and schooling outcomes to white sons born prior to its arrival. In contrast, black sons born after the boll weevil had significantly higher wages and years of schooling, narrowing the black-white wage and schooling gaps. This decrease appears to have been driven by relative improvements in early life conditions and access to schooling both for sons of black fathers that migrated out of the South and sons of black fathers that stayed in the South. |
| JEL: | I24 J10 J62 N32 |
| Date: | 2020–05 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:27101&r=all |
| By: | Oikawa, M. |
| Abstract: | This paper analyzes the effect of education on the outcomes of a reform of the health checkups that occur annually at the workplace in Japan. In April 2008, the annual checkup was redesigned to address new scientific concerns about metabolic syndrome. However, as the checkup is mandatory only for salaried workers, their participation rate is significantly higher than other workers such as the self-employed, and so salaried workers were most affected by the reform. Using this institutional information, a difference-in-difference (DID) estimation was conducted with salaried workers being the treatment group and self-employed workers the control group. We found that the reform caused significant changes in health behaviors and outcomes only among university graduates with a relatively high risk of metabolic syndrome. This more highly educated group increased physical activity, reduced energy intake, and achieved a significant weight loss, reducing BMI to a level that minimizes all-cause mortality among middle-aged Japanese. These results imply that a difference in cognitive functioning or educational success may be a key factor in explaining the heterogeneous response to health policy reforms, suggesting that more clearly articulated recommendations for healthy behaviors are needed in order to improve reform uptake. |
| Keywords: | health policy; health checkup; health information; education; obesity; BMI; health Investment; difference-in-differences (DID) estimation; |
| JEL: | I12 I18 I20 |
| Date: | 2020–05 |
| URL: | http://d.repec.org/n?u=RePEc:yor:hectdg:20/08&r=all |
| By: | Samuel Bazzi; Masyhur Hilmy; Benjamin Marx |
| Abstract: | Public schooling systems are an essential feature of modern states. These systems often developed at the expense of religious schools, which undertook the bulk of education historically and still cater to large student populations worldwide. This paper examines how Indonesia’s long-standing Islamic school system responded to the construction of 61,000 public elementary schools in the mid-1970s. The policy was designed in part to foster nation building and to curb religious influence in society. We are the first to study the market response to these ideological objectives. Using novel data on Islamic school construction and curriculum, we identify both short-run effects on exposed cohorts as well as dynamic, long-run effects on education markets. While primary enrollment shifted towards state schools, religious education increased on net as Islamic secondary schools absorbed the increased demand for continued education. The Islamic sector not only entered new markets to compete with the state but also increased religious curriculum at newly created schools. Our results suggest that the Islamic sector response increased religiosity at the expense of a secular national identity. Overall, this ideological competition in education undermined the nation-building impacts of mass schooling. |
| JEL: | H52 I25 N45 P16 Z12 |
| Date: | 2020–05 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:27073&r=all |
| By: | Hikaru Kawarazaki (Graduate School of Economics, The University of Tokyo); Minhaj Mahmud (Bangladesh Institute of Development Studies and JICA Research Institute); Yasuyuki Sawada (Faculty of Economics, The University of Tokyo); Mai Seki (Graduate School of Economics, Ritsumeikan University) |
| Abstract: | This study investigates the peer effects of a speed competition on educational outcomes in self-learning at the right level program for primary school students in Bangladesh. Specifically, we examine the peer effects of speed of problem-solving (time) on math scores (score) using students' daily progress record over eight months. The unique setting of the program allows to address the identification challenges such as the direction of causality and the reflection problem. The results show a significant peer effect of classmates' speed on improving one's own time. Furthermore, we find that the faster the classmates of similar abilities, the higher one's own math scores. This suggests that the speed competition among students with similar abilities leads to improving their learning quality without negatively affecting others. These findings will contribute to shaping an effective learning environment by incorporating positive peer pressure on learning quality. |
| Date: | 2020–05 |
| URL: | http://d.repec.org/n?u=RePEc:tky:fseres:2020cf1151&r=all |