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on Education |
| By: | Di Maro,Vincenzo; Leeffers,Stefan; Serra,Danila; Vicente,Pedro C. |
| Abstract: | How should parents be mobilized for education in Africa This study implemented a large-scalefield experiment in Angolan primary schools, including three treatments: an information campaign at home, simple parents’meetings at school, and the combination of both. The measures of parental mobilization include beneficialpractices at home, contacts with teachers, and participation in school institutions. The findings show that theinformation increased parents’ involvement at home but had no impact on engagement at school, while the meetings hadthe opposite effects. After mobilizing parents, only the combined treatment improved management practices andfacilities in schools, teachers’ attitudes, and parents’ satisfaction. |
| Keywords: | Educational Sciences,Educational Institutions & Facilities,Effective Schools and Teachers |
| Date: | 2021–12–08 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:9876&r= |
| By: | Omar Arias; Pedro Carneiro; Angela Duckworth; Lauren Eskreis-Winkler; Christian Krekel; Ana Maria Munoz Boudet; Violeta Petroska-Beska; Indhira Santos |
| Abstract: | We study whether a particular socio-emotional skill - grit (the ability to sustain effort and interest towards long-term goals) - can be cultivated through a large-scale program, and how this affects student learning. Using a randomized control trial, we evaluate the first nationwide implementation of a low-cost intervention designed to foster grit and self-regulation among sixth and seventh-grade students in primary schools in North Macedonia (about 33,000 students across 350 schools). The results of this interventions are mixed. Exposed students report improvements in self-regulation, in particular the perseverance-of-effort facet of grit, relative to students in a control condition. Impacts on students are larger when both students and teachers are exposed to the curriculum than when only students are treated. For disadvantaged students, we also find positive impacts on grade point averages, with gains of up to 28 percent of a standard deviation one-year post-treatment. However, while this intervention made students more perseverant and industrious, it reduced the consistency-of-interest facet of grit. This means that exposed students are less able to maintain consistent interests for long periods. |
| Keywords: | socio-emotional skills, grit, GPAs, middle-school students, field experiment, RCT |
| Date: | 2022–10–17 |
| URL: | http://d.repec.org/n?u=RePEc:cep:cepdps:dp1878&r= |
| By: | González Amador, Michelle (Maastricht Graduate School of Governance, RS: GSBE MGSoG); Cowan, Robin (RS: GSBE Theme Creativity, Innovation & Entrepreneurship , Mt Economic Research Inst on Innov/Techn); Nillesen, Eleonora (Maastricht Graduate School of Governance, RS: GSBE MGSoG, RS: GSBE UM-BIC) |
| Abstract: | Continuing education beyond the compulsory years of schooling is one of the most important choices an adolescent has to make; higher education is associated with a host of social and economic benefits both for the person and its community. Today, there is ample evidence that educational aspirations are an important determinant of said choice. We implement a multilevel, networked experiment in 45 Mexican high schools, and provide evidence of the malleability of educational aspirations, and the interdependence of students' choices and the effect of our intervention with peer networks. Moreover, we find that a video- intervention, which combines role-models and information about returns to education, is successful in updating students' beliefs and consequently educational aspirations. |
| JEL: | A21 C21 C22 C93 D83 D91 I29 |
| Date: | 2022–09–19 |
| URL: | http://d.repec.org/n?u=RePEc:unm:unumer:2022028&r= |
| By: | Santos,Indhira Vanessa; Petroska-Beska,Violeta; Amaro Da Costa Luz Carneiro,Pedro Manuel; Eskreis-Winkler,Lauren; Munoz Boudet,Ana Maria; Berniell,Ines; Krekel,Christian; Arias,Omar; Duckworth,Angela Lee |
| Abstract: | This paper studies whether a particular socio-emotional skill —grit (the ability tosustain effort and interest toward long-term goals)—can be cultivated and how this affects student learning. The paperimplements, as a randomized controlled trial, a nationwide low-cost intervention designed to foster grit andself-regulation among sixth and seventh grade students in primary schools in North Macedonia (about 33,000 studentsacross 350 schools). Students exposed to the intervention report improvements in self-regulation, in particular theperseverance-of-effort facet of grit, relative to students in a control condition. The impacts on students are largerwhen both students and teachers are exposed to the curriculum than when only students are treated. Amongdisadvantaged students, the study also finds positive impacts on grade point averages, with gains of up to 28percent of a standard deviation one year post-treatment. However, the findings also point toward a potentialdownside: although the intervention made students more perseverant and industrious, there is some evidence that itmay have reduced consistency in their interests over time. |
| Keywords: | Educational Sciences,Gender and Development,Educational Institutions & Facilities,Effective Schools and Teachers |
| Date: | 2021–11–02 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:9831&r= |
| By: | Dinarte Diaz,Lelys Ileana; Egana-delSol,Pablo; Martinez A.,Claudia |
| Abstract: | Non-cognitive skills can determine socioeconomic success and the transmission of economicstatus across generations. Yet, evidence of cost-effective interventions that aim to develop these skills for at-riskyouth living in highly violent contexts is still scarce. This paper experimentally studies the social-emotionallearning and protection components of an After School Program (ASP) for teenagers in the most violentneighborhoods of El Salvador, Honduras, and Guatemala. By combining administrative records and data gathered on-sitevia computer from task-based games and AI-powered emotion detection algorithms, this paper measures the ASP'simpacts on behavior, academic performance, and non-cognitive skills. To measure the learning component, 21 public schoolswere randomly assigned to extracurricular activities (Clubs), a psychology-based curriculum that aims tostrengthen participants' character (Mindful), or a mindfulness and relaxation technique program (Mindful). Toestimate the protection component, 8 schools were selected as pure controls with a propensity score approach. Resultsshow that the net learning component improved behavior at school by 0.46 standard deviations and reduced a proxy forstress by 0.45 standard deviations relative to the Clubs only ASP. These results were driven by the Virtuecurriculum. Although the protection component negatively impacts social-emotional skills, it is, on average, moreeffective for students with worse behavior at baseline, indicating that the ASP curriculum and the characteristicsof the population served are key in designing policies aimed at improving students' behavior. |
| Keywords: | Effective Schools and Teachers,Educational Institutions & Facilities,Education for Development (superceded),Education For All,Educational Populations,Crime and Society |
| Date: | 2022–03–07 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:9957&r= |
| By: | Howard, Greg (University of Illinois); Weinstein, Russell (University of Illinois at Urbana-Champaign) |
| Abstract: | Regional public universities educate approximately 70 percent of college students at four-year public universities and an even larger share of students from disadvantaged backgrounds. They aim to provide opportunity for education and social mobility, in part by locating near potential students. In this paper, we use the historical assignment of normal schools and insane asylums (normal schools grew into regional universities while asylums remain small) and data from Opportunity Insights to identify the effects of regional universities on the social mobility of nearby children. Children in counties given a normal school get more education and have better economic and social outcomes, especially lower-income children. For several key outcomes, we show this effect is a causal effect on children, and not only selection on which children live near universities. |
| Keywords: | economic mobility, regional universities, college attendance |
| JEL: | J62 I23 I26 R53 |
| Date: | 2022–10 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp15622&r= |
| By: | Dinarte Diaz,Lelys Ileana; Ferreyra,Maria Marta; Urzua,Sergio; Bassi,Marina |
| Abstract: | This paper explores the relationship between the practices, inputs, and other characteristics of short-cycle higher education programs (SCPs) and their students’ academic and labor market outcomes. A novel survey was designed and conducted to collect program-level information on quality determinants and program average outcomes for five countries in Latin America and the Caribbean. Quality determinants are grouped into the following categories: curriculum and training, infrastructure faculty, private sector engagement and job search assistance, costs and funding, and other practices related to student admission and institutional governance. In addition, individual-level data on SCP graduates was collected for Ecuador and matched to program survey data. Estimates from pooled survey data for the five countries indicate that specific quality determinants are positively associated with academic and labor market outcomes. Moreover, determinants account for about one-third of the explained variation in academic outcomes and formal employment. In contrast, estimates for Ecuador indicate that labor market outcomes are mostly associated with student and peer characteristics rather than program quality determinants. These findings can inform the design and replication of high-quality SCPs as well as their oversight and regulation. |
| Keywords: | Rural Labor Markets,Labor Markets,Educational Sciences,Tertiary Education,Employment and Unemployment |
| Date: | 2021–06–29 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:9722&r= |