|
on Education |
| By: | Bart Cockx; Koen Declercq; Muriel Dejemeppe |
| Abstract: | Providing income support to unemployed education-leavers reduces the returns to investments in education because it makes the consequences of unemployment less severe. We evaluate a two-part policy reform in Belgium to study whether conditioning the prospective entitlement to unemployment benefits for education-leavers on age or schooling attainment can affect educational achievements. The results show that the prospect of financial loss in case of unemployment can significantly raise degree completion and reduce dropout in higher education, but not in high school. We argue that the higher prevalence of behavioral biases among lower educated and younger students could explain these contrasting findings. |
| Keywords: | unemployment insurance, conditionality, degree completion, school dropout, behavioural biases |
| JEL: | H52 I21 I26 I28 J08 J18 J24 J65 J68 |
| Date: | 2022 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_9852&r= |
| By: | Houmark, Mikkel Aagaard (Aarhus University); Ronda, Victor (Aarhus University); Agerbo, Esben (Aarhus University); Mortensen, Preben Bo (Aarhus University); Rosholm, Michael (Aarhus University) |
| Abstract: | Socioeconomic (SES) gaps in academic achievement are well documented. We show that a very similar gap exists with respect to genetic differences measured by a polygenic score (PGS) for educational attainment. The genetic gap increases during elementary school, but only among the low SES children. Consequently, the high PGS children experience the largest achievement growth over the school years, even if they are born in socioeconomic disadvantage. While the SES gaps are partly due to selection into different environments, the high PGS children are simply better at extracting resources from a given environment because of higher conscientiousness and other predispositions. |
| Keywords: | child development, academic achievement, genetics, ses gaps, elementary schools, public investments, iPSYCH |
| JEL: | D10 I24 I26 J24 |
| Date: | 2022–07 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp15418&r= |
| By: | Evan K. Rose; Jonathan T. Schellenberg; Yotam Shem-Tov |
| Abstract: | This paper estimates teachers' impacts on their students' future criminal justice contact (CJC). Using a unique data set linking the universe of North Carolina public school data to administrative arrest records, we find a standard deviation of teacher effects on students' future arrests of 2.7 percentage points (11% of the sample mean). Teachers' effects on CJC are orthogonal to their effects on academic achievement, implying assignment to a high test score value-added teacher does not reduce future CJC. However, teachers who reduce suspensions and improve attendance substantially reduce future arrests. Similar patterns emerge when allowing teacher impacts to vary by student sex, race, socio-economic status, and school. The results suggest that the development of non-cognitive skills is central to the returns to education for crime and highlight an important dimension of teachers' social value missed by test score-based quality metrics. |
| JEL: | I20 I26 J24 |
| Date: | 2022–07 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:30274&r= |
| By: | Nikolov, Plamen (State University of New York); Yeh, Steve (Columbia University) |
| Abstract: | Cognitive performance in late adulthood is critical for better welfare and understanding the causes of human capital depreciation in old age is increasingly crucial in aging societies. Using data from South Africa, we study how early life education affects cognition, a component of human capital critical to decision-making, in late adulthood. We show that an extra year of schooling improves memory and general cognition performance. We detect heterogeneous treatment effects by gender: the effects are stronger among women. We explore mechanisms and show that a more supportive social environment, improved health habits, and reduced stress levels are likely mediators for the beneficial effects of increased educational attainment on old-age cognition. |
| Keywords: | human capital, educational attainment, cognitive performance, developing countries, aging, sub-Saharan Africa |
| JEL: | J14 J24 I21 F63 N37 |
| Date: | 2022–07 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp15432&r= |
| By: | Bart Cockx (: Department of Economics); Koen Declercq (CEREC, UCLouvain – SaintLouis Bruxelles); Muriel Dejemeppe (IRES/LIDAM, UCLouvain) |
| Abstract: | Providing income support to unemployed education-leavers reduces the returns to investments in education because it makes the consequences of unemployment less severe. We exploit in a difference-in-differences approach a two-part policy reform in Belgium to study whether conditioning the prospective entitlement to unemployment benefits for education-leavers on age, and schooling attainment can affect educational achievements. The first part of this reform disqualified labor market entrants over the age of 25 from benefits for which they were otherwise eligible if unemployed with little or no employment experience one year after leaving education. The second part conditioned the eligibility for this unemployment benefit for youth below the age of 21 on the attainment of a high school degree. While we find evidence that the prospect of financial loss in case of unemployment can significantly raise degree completion and reduce dropout in higher education, we find no evidence of an increase in the graduation rate in high school. |
| Keywords: | : Unemployment insurance, conditionality, degree completion, school dropout, behavioral biases |
| JEL: | H52 I21 I26 I28 J08 J18 J24 J65 J68 |
| Date: | 2022–07 |
| URL: | http://d.repec.org/n?u=RePEc:nbb:reswpp:202205-410&r= |
| By: | Djinovic, Vladana; Giannakopoulos, Nicholas |
| Abstract: | In this paper we investigate whether human capital accumulation, during adolescence, depends on home investments in Information and Communication Technologies (ICT) equipment. Using micro-level data, for children aged 17-18 years old, drawn from the Greek part of the European Union Statistics on Income and Living Conditions (EUSILC) for the period 2003-2019 we measure school dropout for individuals residing in households with and without access to home computer. We found that adolescents with access to ICT have better educational outcomes compared to their peers without access to such equipment (almost 5 percentage points lower probability of school dropout). These estimates are robust to different model specifications and data restrictions. Our results support the hypothesis that technology diffusion promotes educational outcomes and provides additional evidence regarding the formation of human capital during adolescence. |
| Keywords: | Education,Technology Diffusion,Human Capital |
| JEL: | I24 O33 J24 |
| Date: | 2022 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:1143&r= |
| By: | Rycx, Francois (Free University of Brussels); Santosuosso, Giulia (Université Libre de Bruxelles); Vermeylen, Guillaume (University of Mons) |
| Abstract: | While the literature on the incidence and wage effects of over-education is substantial, specific results for doctoral graduates are surprisingly scarce. This article aims to fill this gap, not only by measuring the prevalence of over-educated PhD holders in Europe (i.e. in EU Member States and the UK), but also by estimating their wage penalty relative to what they could have earned in a job corresponding to their level of education. Using a unique pan-European dataset, we rely on two alternative measures of over-education and control stepwise for four groups of covariates (i.e. socio-demographic characteristics, skills needed for the job, other job-specific characteristics and motivations for employment) in order to interpret the over-education wage penalty in light of theoretical models. Depending on the specification adopted, we find that over-educated PhD holders face a wage penalty ranging from 25 to 13.5% with respect to their well-matched counterparts. Our results also show that the over-education wage penalty is significantly higher for PhD holders who are both over-educated and over-skilled and especially for those who are both over-educated and dissatisfied with their jobs. Finally, unconditional quantile regressions highlight that the over-education wage penalty among PhD holders increases greatly along the wage distribution. |
| Keywords: | PhD graduates, over-education, over-skilling, job satisfaction, wages, Europe |
| JEL: | J21 J24 |
| Date: | 2022–07 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp15417&r= |