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on Education |
| By: | Christopher Neilson (Princeton University); Sebastian Gallegos (Universidad Adolfo Ibáñez); Franco Calle (University of Chicago); Mohit Karnani (MIT) |
| Abstract: | This paper studies screening and recruiting policies that restrict or incentivize entry to teacher-colleges. Using historical records of college entrance exam scores since 1967 and linking them to administrative data on the population of teachers in Chile, we first document a robust positive and concave relationship between precollege academic achievement and several short and long run measures of teacher productivity. We use an RD design to evaluate two recent policies that increased the share of high-scoring students studying to become teachers. We then show how data-driven algorithms and administrative data can enhance similar teacher screening and recruiting policies. |
| Keywords: | incentives, college entrance exams, administrative data |
| JEL: | I23 J24 C21 |
| Date: | 2022–02 |
| URL: | http://d.repec.org/n?u=RePEc:hka:wpaper:2022-004&r= |
| By: | Adamecz-Völgyi, Anna; Henderson, Morag; Shure, Nikki |
| Abstract: | The labor market returns to 'first in family' university graduates We examine how first in family (FiF) graduates (those whose parents do not have university degrees) fare on the labor market. We find that among women, FiF graduates earn 7.4% less on average than graduate women whose parents have a university degree. For men, we do not find a FiF wage penalty. A decomposition of the wage difference between FiF and non-FiF graduates reveals two interesting findings. First, two-thirds of the female FiF penalty are explained by certain characteristics, including: having lower attainment in school, attending an elite university, selecting particular degree courses, working in smaller firms, working in jobs that do not require their degree, and motherhood. Second, FiF graduate men also differ in their endowments from non-FiF graduate men; however, FiF men earn higher returns on their endowments than non-FiF men and thus compensate for their relative social disadvantage, while FiF women do not. We also estimate the returns to graduation for potential FiF and non- FiF young people. We find that the wage returns to graduation are not lower among FiF graduates compared to those who match their parents with a degree. The effects of coming from a lower educated family are large and positive for men and large and negative for women in general, irrespective of graduation. We provide some context, offer explanations, and suggest implications of these findings. |
| Keywords: | socioeconomic gaps,intergenerational educational mobility,higher education,labor market returns,gender economics |
| JEL: | I24 I26 J24 |
| Date: | 2022 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:1057&r= |
| By: | Martina Querejeta |
| Abstract: | This paper examines peer effects on students' gender norm perceptions and skills formation. I use a Uruguayan nationally representative survey of 9th grade students and exploit the quasi-random variation in the proportion of female peers across classes within schools for causal identification. Results show that a higher exposure to female peers in the class leads to more progressive gender norms. Furthermore, these effects in gender perceptions are driven mostly by male students. |
| Keywords: | Peer effect, Gender norms, Gender inequality, Developing countries |
| Date: | 2022 |
| URL: | http://d.repec.org/n?u=RePEc:unu:wpaper:wp-2022-28&r= |
| By: | Theodore F. Figinski; Alicia Lloro; Avinash Moorthy |
| Abstract: | We provide new evidence on the effect of education on later life health. Using variation in state compulsory schooling laws, we examine education's effect on a range of outcomes encompassing physical health, decision-making, and life expectancy. We employ under-utilized Health and Retirement Study data linked to restricted geographic identifiers, allowing us to match individuals more accurately to compulsory schooling laws. While positively related to educational attainment, compulsory schooling laws have no significant effect on later life health outcomes. Our results suggest that increased educational attainment has no significant causal effect on health. |
| Keywords: | Compulsory school attendance laws; Returns to education; Human capital; Health; Education policy |
| JEL: | H75 I12 I26 I28 J24 |
| Date: | 2022–02–23 |
| URL: | http://d.repec.org/n?u=RePEc:fip:fedgfe:2022-07&r= |
| By: | Anna Holvio |
| Abstract: | This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally representative data from the Service Delivery Indicator survey, and exploit within-student across-subject variation in a sample of students taught by the same teacher in maths and Portuguese, thus circumventing bias caused by unobserved student and teacher heterogeneity. |
| Keywords: | Education quality, Mozambique, Education |
| Date: | 2022 |
| URL: | http://d.repec.org/n?u=RePEc:unu:wpaper:wp-2022-23&r= |
| By: | Gian Paolo Barbetta (Università Cattolica del Sacro Cuore); Patrick Chuard-Keller (University St. Gallen); Giuseppe Sorrenti (University of Amsterdam); Gilberto Turati (Università Cattolica del Sacro Cuore) |
| Abstract: | This paper studies the effect of multigrading—mixing children of different ages in the same classroom—on students’ short- versus long-term academic achievement in Italy. We cope with the endogeneity of multigrading (and class size) through an instrumental variable identification strategy based on a law that disciplines class composition. By relying on longitudinal data that follow a cohort of Italian students over their compulsory school career, we show that multigrading has a positive short-term effect on achievements. This effect fades away over time to become negative in the long run if students spend several years in a multigrade class. The analysis of mechanisms points to the fundamental role of teachers and suggests that no negative long-term effect arises when multigrade classes are taught by more experienced and motivated teachers. These results reconcile contrasting findings in the literature based on cross-sectional data and a short-term focus. |
| Keywords: | Multigrade, Child development, Education, Class size, Peer effects |
| JEL: | I26 I28 R53 H52 |
| Date: | 2022–03–22 |
| URL: | http://d.repec.org/n?u=RePEc:tin:wpaper:20220025&r= |
| By: | Michael S. Kofoed (U.S. Military Academy and IZA) |
| Abstract: | A concern in higher education policy is that students are taking longer to graduate. One possible reason for this observation is an increase in off-campus labor market participation among college students. Financial aid may play a role in the labor/study choice of college students—as college becomes more affordable, students my substitute away from work and toward increased study. I use data from the National Postsecondary Student Aid Study (NPSAS) to exploit nonlinearity in the Pell Grant formula to estimate a regression kink and regression discontinuity designs. I find that conditional on receiving the minimum of $550, students reduce their labor supply by 0.4 hours per week, which translates to a 2.4 percent decrease in hours worked. Students who receive the average Pell Grant of $2,250 are 7.6 percentage points (or around 12 percent) less likely to work and, if working, supply 5.10 less hours per week, or around 30.67 percent reduction. I find Pell Grants do increase academic achievement, implying that students substitute study time for work. |
| Keywords: | Imperfect Information, Non-Disclosure Agreements, Externalities, Firm Reputation |
| Date: | 2022–02 |
| URL: | http://d.repec.org/n?u=RePEc:upj:weupjo:22-363&r= |
| By: | E. Jason Baron; Joshua M. Hyman; Brittany N. Vasquez |
| Abstract: | This paper asks whether improving the quality of public schools can be an effective long-run crime-prevention strategy in the U.S. Specifically, we examine the effect of school quality improvements early in children's lives on the likelihood that they are arrested as adults. We exploit quasi-experimental variation in school quality due to increases in public school funding, leveraging two natural experiments in Michigan and a novel administrative dataset linking the universe of Michigan public school students to adult criminal justice records. The first research design exploits variation in operating expenditures due to Michigan's 1994 school finance reform, Proposal A. The second design exploits variation in capital spending by leveraging close school district capital bond elections in a regression discontinuity framework. In both cases, we find that students exposed to additional funding during elementary school were substantially less likely to be arrested in adulthood. We show that the Marginal Value of Public Funds of improving school quality (via increases in funding) is greater than one, even when considering only the crime-reducing benefits. |
| JEL: | H75 I21 I22 K42 |
| Date: | 2022–03 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:29855&r= |
| By: | Cultrera, Loredana; Mahy, Benoît; Rycx, François; Vermeylen, Guillaume |
| Abstract: | This paper is among the firsts to investigate the impact of overeducation and overskilling on workers' wages using a unique pan-European database covering twenty-eight countries for the year 2014, namely the CEDEFOP's European Skills and Jobs (ESJ) survey. Overall, the results suggest a wage penalty associated with overeducation. When interacting educational mismatch with skills mismatch into apparent overeducation and genuine overeducation, the results suggest that the highest wage penalty is reached for workers that are both overeducated and overskilled. |
| Keywords: | Educational mismatch,Skills mismatch,Wages,European survey |
| JEL: | J21 J24 |
| Date: | 2022 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:1059&r= |
| By: | Hernandez, Manuel A.; Pellerano, Jose A.; Sanchez, Gonzalo E. |
| Abstract: | Conditional cash transfer (CCT) programs are widely implemented in developing countries but evidence of their medium- and long-term effects on educational achievements is still relatively scarce. This paper examines the impact of a large-scale CCT program on high school attainment in the Dominican Republic. We implement a quasi-experimental approach combining extensive educational, administrative, and household records from program participants across the country and exploiting variations in the scheme (amount) of school transfers received among program participants. We find that receiving additional transfers specific for high school education is, on average, associated with an 11.7-13.2 percentage points higher probability of completing high school relative to not receiving these transfers. We do not find major differences across urban and rural areas nor between female and male students. The transfers seem to play an important role during the last high school year of targeted students. The estimated impacts point to non-negligible effects on employment, salaries, and delayed parenthood. Several robustness checks support our findings. |
| Keywords: | DOMINICAN REPUBLIC; CARIBBEAN; LATIN AMERICA; AMERICAS; cash transfers; secondary education; models; cost benefit analysis; education; programmes; gender; urban areas; rural areas; social protection; educational attainment; large-scale programs; conditional cash transfer (CCT) programs; female students; male students |
| Date: | 2022 |
| URL: | http://d.repec.org/n?u=RePEc:fpr:ifprid:2109&r= |