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on Education |
| By: | Samuel Berlinski (Inter-American Development Bank and IZA); Matias Busso (Inter-American Development Bank); Michele Giannola (Università di Napoli Federico II, CSEF and the Institute for Fiscal Studies.) |
| Abstract: | We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher- achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers’ contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers’ effort, students’ misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all. |
| Keywords: | peer effects; remedying education. |
| JEL: | D62 I21 I25 J01 |
| Date: | 2022–01–03 |
| URL: | http://d.repec.org/n?u=RePEc:sef:csefwp:634&r= |
| By: | Dennis Epple; Francisco Martinez-Mora; Richard Romano |
| Abstract: | We model charter school entry and choice of educational practices. Student achievement depends on cognitive ability, motivation, effort, and match of school curriculum to ability. Exercising charter school autonomy over curriculum, to maximize achievement gains, the charter sets curriculum to attract the highest ability students. Achievement gains are modest, consistent with empirical evidence. We next investigate a no-excuses charter that not only chooses curriculum but also enforces an effort minimum. Consistent with the evidence, highly motivated students select into the charter, achievement gains are large, and the largest gains accrue to those who would be lower performers in public school. |
| JEL: | I21 I24 |
| Date: | 2021–12 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:29529&r= |
| By: | Katja Seidel |
| Abstract: | This paper analyses the concrete post-school decision of school students whether to study or to enter the German VET system. It focuses on the investigation of individual risk preferences and the social background of individuals, and the effect on the ultimate decision to enrol in university or to start an apprenticeship, given the same level of qualification. For the empirical approach, the German SOEP is used, and information on individuals’ educational decisions between 2007 and 2013 is considered. The results indicate that (i) individual risk preferences do not have an overall effect on the real transition and are not conditional on the academic background of parents; (ii) privileged individuals are more likely to take up higher education; and (iii) even when parents without an academic background support their children during school, they are less likely to guide their children into tertiary education. |
| Keywords: | Educational decision, risk preferences, uncertainty, social classes, family background |
| JEL: | D81 I24 J24 |
| Date: | 2021–03 |
| URL: | http://d.repec.org/n?u=RePEc:lue:wpaper:398&r= |
| By: | Angel De la Fuente; Rafael Doménech |
| Abstract: | Scores in standardized international student achievement tests and some recent adult literacy studies provide interesting data on the quality of educational outputs and on the skill level of the population that can be a useful complement to the data on the quantity of schooling which have been most commonly used in the growth literature. This paper describes the most recent available primary data on the subject, reviews different attempts to organize, standardize and summarize them, and discusses the strengths and weaknesses of the existing indicators and their potential usefulness as explanatory variables in empirical analyses of the determinants of income and welfare levels and growth rates. A final section investigates the distribution of these indicators across a sample of 21 core OECD countries. |
| Keywords: | human capital measurement, years of schooling, educational quality, adult skills |
| JEL: | O40 I20 |
| Date: | 2021 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_9437&r= |
| By: | Michael Gilraine; Nolan G. Pope |
| Abstract: | Teacher value-added (VA) measures how teachers improve their students' contemporaneous test scores. Many teachers, however, argue that contemporaneous test scores are a poor proxy for their permanent influence on students. This paper considers a new VA measure -- 'long-run VA' -- that captures teachers' contributions that persist by replacing contemporaneous test scores with subsequent test scores in VA estimation. We find that students assigned to high long-run VA teachers fare substantially better in terms of long-term outcomes. Policy simulations indicate that the use of long-run VA improves policy effectiveness by a factor of two compared to traditional VA measures. |
| JEL: | I20 J24 J45 |
| Date: | 2021–12 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:29555&r= |
| By: | Halapuu, Vivika (IFAU - Institute for Evaluation of Labour Market and Education Policy) |
| Abstract: | The paper provides the first causal evidence of how access to education affects disability insurance (DI) claims among low-skilled youths. The research design exploits recent changes in high school eligibility criteria among a set of low-performing compulsory school graduates in Sweden. The results show that the immediate inflow into the DI system increased by 5.1 percentage points among the students who were excluded from standard high school programs. The fact that outflow from DI is very low (half of all young claimants remain in the system after 10 years) together with auxiliary findings indicating that the impact remains high during the short follow-up period suggest that the effect is likely to persist over many years. The results highlight that the design of education systems is a crucial determinant of DI claims among young people and that reforms which limit low-skilled youths’ access to education can have lasting detrimental effects on their labor supply. |
| Keywords: | Access to education; Disability insurance; Education Policy |
| JEL: | I24 I26 I28 |
| Date: | 2021–12–03 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:ifauwp:2021_017&r= |
| By: | Shifa Taslim Chowdhury; Mohammad Nur Nobi; Anm Moinul Islam |
| Abstract: | The creative Education system is one of the effective education systems in many countries like Finland, Denmark, and South Korea. Bangladesh Government has also launched the creative curriculum system in 2009 in both primary and secondary levels, where changes have been made in educational contents and exam question patterns. These changes in the previous curriculum aimed to avoid memorization and less creativity and increase the students' level of understanding and critical thinking. Though the Government has taken these steps, the quality of the educational system in Bangladesh is still deteriorating. Since the curriculum has been changed recently, this policy issue got massive attention of the people because the problem of a substandard education system has arisen. Many students have poor performances in examinations, including entrance hall exams in universities and board examinations. This deteriorating situation is mostly for leakage of question paper, inadequate equipment and materials, and insufficient training. As a result, the existing education system has failed to provide the standard level of education. This research will discuss and find why this creative educational system is getting impacted by these factors. It will be qualitative research. A systematic questionnaire will interview different school teachers, parents, experts, and students. |
| Date: | 2021–12 |
| URL: | http://d.repec.org/n?u=RePEc:arx:papers:2112.13842&r= |
| By: | Philipp Gareis; Tom Broekel; |
| Abstract: | The paper contributes to the literature investigating students’ spatial mobility. By focusing on German higher education students with a novel dataset providing data from 1999 to 2015, we evaluate the impact of the change from a one-tiered to the two-tiered study structure of bachelor and master degrees (Bologna reform) on their inter-regional mobility and its underlying drivers. Our analysis confirms the system change to slightly alter inter-regional mobility of students. However, differences distinguish between different fields of study and universities und universities of applied sciences and indicate that the German higher education system is fairly resilient in its allocation of students. A Bologna-Drain of students moving from rural to urban regions to study master programs, can partially be confirmed for students of business studies. Our results reject the idea of (low) tuition fees discouraging students from enrolling in specific locations. |
| Keywords: | student mobility, Germany, Bologna, higher education |
| JEL: | I23 I25 R12 |
| Date: | 2022–01 |
| URL: | http://d.repec.org/n?u=RePEc:egu:wpaper:2201&r= |