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on Education |
| By: | Vitaly Radsky; Thurston Domina; Leah R. Clark; Renuka Bhaskar |
| Abstract: | We investigate the effect of the Community Eligibility Provision (CEP) of the National School Lunch Program on student suspension rates. CEP allows high-poverty schools to offer free meals to all students regardless of their family’s household income. We conceptualize CEP as a strategy to alleviate well-documented stigma associated with school meals. As such, we hypothesize that CEP implementation will reduce the incidence of suspensions, particularly for students from low-income backgrounds and minoritized racial and ethnic groups. We construct a unique panel dataset that links educational records for K-12 students enrolled in Oregon public schools between 2010 and 2017 with rich administrative data records describing their families’ household income and social safety net program participation. Difference-in-difference analyses indicate that CEP implementation has a measurable protective effect on suspension rates in participating schools. These effects are pronounced for students from low-income families and Hispanic students. |
| Keywords: | Community Eligibility Program; School Discipline; School Lunch. |
| JEL: | I21 I24 I28 I32 |
| Date: | 2022–07 |
| URL: | http://d.repec.org/n?u=RePEc:cen:wpaper:22-23&r= |
| By: | David Card; Ciprian Domnisoru; Seth G. Sanders; Lowell Taylor; Victoria Udalova |
| Abstract: | It is widely believed that female students benefit from being taught by female teachers, particularly when those teachers serve as counter-stereotypical role models. We study education in rural areas of the US circa 1940--a setting in which there were few professional female exemplars other than teachers--and find that female students were more successful when their primary-school teachers were disproportionately female. Impacts are lifelong: female students taught by female teachers were more likely to move up the educational ladder by completing high school and attending college, and had higher lifetime family income and increased longevity. |
| JEL: | I21 |
| Date: | 2022–09 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:30430&r= |
| By: | Simon Burgess |
| Abstract: | We study the effecst of a major change to the school accountability system in England. In 2015, the leading published school performance metric was switched from a threshold measure (essentially the fraction of students above a test score level) to an average score measure. Using 7 years of data on all secondary schools in England, we show that this intervention relatively reduced the test scores of students near the threshold, in favour of groups above the threshold (marginally) and below (substantially). We check the sensitivity of our results to different decisions, and present findings on heterogeneous treatments. |
| Date: | 2022–09–24 |
| URL: | http://d.repec.org/n?u=RePEc:bri:uobdis:22/770&r= |
| By: | Arold, Benjamin W. (ifo Institute and LMU Munich); Woessmann, Ludger (ifo Institute and LMU Munich); Zierow, Larissa (ifo Institute and LMU Munich) |
| Abstract: | We study whether compulsory religious education in schools affects students’ religiosity as adults. We exploit the staggered termination of compulsory religious education across German states in models with state and cohort fixed effects. Using three different datasets, we find that abolishing compulsory religious education significantly reduced religiosity of affected students in adulthood. It also reduced the religious actions of personal prayer, church-going, and church membership. Beyond religious attitudes, the reform led to more equalized gender roles, fewer marriages and children, and higher labor-market participation and earnings. The reform did not affect ethical and political values or non-religious school outcomes. |
| Keywords: | religious education; religiosity; school reforms; |
| JEL: | Z12 I28 H75 |
| Date: | 2022–01–03 |
| URL: | http://d.repec.org/n?u=RePEc:rco:dpaper:309&r= |
| By: | Michel Beine; Giovanni Peri; Morgan Raux |
| Abstract: | US universities have attracted hundreds of thousands of international students each year for the last decade. Some of these remain in the US after graduating and contribute to the high skilled labor supply in US labor markets. In this paper, we identify and estimate by how much one more international master’s (or bachelor’s) student increases the skilled labor supply of the US in the short-run. To estimate this "transition rate" we implement an instrumental variable estimation using quasi-random variation in the tuition charged to international students by public US universities in the year that they likely started their studies. We find that attracting an additional international student to a US university increases the local labor supply by about 0.23 employees for master’s students and about 0.11 for bachelor’s students. These averages conceal an important difference. While non-STEM bachelor’s and master’s students had negligible transition rates into US employment, STEM Master students have had significant transition rates around 0.2, especially after the 2008 reform of Optional Practical Training for STEM graduates. |
| JEL: | H7 I2 J6 |
| Date: | 2022–09 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:30431&r= |
| By: | Sadegh Eshaghnia; James J. Heckman; Rasmus Landersø; Rafeh Qureshi |
| Abstract: | This paper studies intergenerational mobility—the transmission of family influence. We develop and estimate measures of lifetime resources (income and wealth) motivated by economic theory that account for generational differences in life-cycle trajectories, uncertainty, and credit constraints. These measures of lifetime resources allow us to estimate the transmission of welfare and lifetime resources at different stages of the life cycle. We compare these measures with traditional ones such as wage income and disposable income measured over narrow windows of age that are used to proxy lifetime wealth. The performance of proxy measures is poor. Parents’ expected lifetime resources are stronger predictors of many important child outcomes (including children’s own expected lifetime resources and education) than the income measures traditionally used in the literature on social mobility. Changes in patterns of educational attainment across generations explain most of the intergenerational change in life-cycle dynamics. While relative mobility is overstated by the traditional income measures, absolute upward mobility is understated. Recent generations have higher welfare and are better off compared to their parents. |
| JEL: | D31 I24 I30 |
| Date: | 2022–09 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:30412&r= |
| By: | Shahjahan, Md (University of South Florida); La Mattina, Giulia (University of South Florida); Ayyagari, Padmaja (University of South Florida) |
| Abstract: | Vaccine-preventable diseases remain a significant public health concern in Bangladesh. We examine the role of maternal education in improving immunization rates among Bangladeshi children. We exploit the 1994 Female Secondary School Stipend Program (FSSSP), which significantly increased education among rural girls, to identify causal effects. Applying a difference-in-differences model based on differential exposure to FSSSP by birth cohort and rural residence, we find that full immunization rates increased by 5.5 percent among children of mothers eligible for a stipend for 5 years relative to children of mothers who were not eligible, but there were no significant effects for children of mothers eligible for a stipend for only 2 years. Results from event study specifications and placebo tests support a causal interpretation of the impact of maternal education on child immunization. |
| Keywords: | maternal education, school stipend program, child immunization, Bangladesh |
| JEL: | H52 I12 J13 O12 |
| Date: | 2022–09 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp15553&r= |
| By: | Rasmané Ouedraogo; Jean-Marc B. Atsebi; Regina S. Séri |
| Abstract: | The literature on the effects of natural resources on education is mixed and inconclusive. In this paper, we adopt an innovative approach by exploring the effects of mineral discoveries and productions on intergenerational educational mobility (IM), linking parents to the children education levels for more than 14 million individuals across 28 African countries and 2,890 districts. We find that mineral discoveries and productions positively affect educational IM for primary education in Africa for individuals exposed to the mineral sites and living in districts with discoveries. Specifically, the probability of upward primary IM increases by 2.7 percentage points (pp.) following mineral discoveries and 6.7 pp. following mineral productions. Downward primary IM decreases by 1.2 pp. following both mineral discoveries and productions. These positive effects are increasing for individuals born later after discoveries and productions, for males, and individuals living in the urban area. However, no significant effects are found for secondary and tertiary educational IM. Finally, we explore the income and returns to education channels through which mineral discoveries and productions affect educational IM. |
| Keywords: | Africa; Educational Intergenerational Mobility; Mineral Discoveries and Productions; Generalized Difference-in-differences; Natural Experiment; educational IM; mineral discovery; IM index; IM definition; stylized fact; Non-renewable resources; Mining sector; Natural resources; North Africa; East Africa; Southern Africa; Central Africa; upward mobility; mining production; tertiary IM |
| Date: | 2022–07–29 |
| URL: | http://d.repec.org/n?u=RePEc:imf:imfwpa:2022/160&r= |