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on Education |
| By: | Ketel, Nadine (Vrije Universiteit Amsterdam); Oosterbeek, Hessel (University of Amsterdam); Sovago, Sandor (University of Groningen); van der Klaauw, Bas (Vrije Universiteit Amsterdam) |
| Abstract: | We combine data from the Amsterdam secondary-school match with register data and survey data to estimate the effects of not being assigned to one's first-ranked school on academic outcomes and on a wide range of other outcomes. For identification we use that secondary-school assignment in Amsterdam is based on the deferred acceptance mechanism with ties broken by lottery numbers. Losing the admission lottery for one's first-ranked school affects the characteristics of the assigned school, the home-school distance and the characteristics of teachers and peers. Despite the different school environment, we find no negative effects on academic outcomes, nor on any other outcome, including: time on homework, help with homework, attitudes towards school, awareness of parents, behavior inside school, behavior outside school, school satisfaction, civic engagement, having friends, and students' personality. It seems therefore that the concerns that parents of lottery losers express about their children's school assignment are based on the characteristics of schools, teachers and peers and not on academic or non-academic outcomes. |
| Keywords: | secondary school choice, non-academic outcomes, admission lotteries |
| JEL: | I21 I24 C26 |
| Date: | 2023–11 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp16591&r=edu |
| By: | Contini, Dalit (University of Torino); Di Tommaso, Maria Laura (University of Torino); Maccagnan, Anna (University of Torino); Mendolia, Silvia (Frisch Center for Economic Research) |
| Abstract: | This paper focuses on the gendered choice of high school in the Italian context, where children are tracked at age 14 and are free to choose the type of school, with no binding teacher recommendation or ability restriction. It is therefore a context in which preferences, however influenced by different factors, are freely expressed, without any institutional constraints imposed on the decision-making process. Previous literature has mainly analysed gendered educational choices by focusing on the field at later stages in life. The transition from lower secondary to upper secondary school is particularly relevant for children who do not go on to university and can help to understand gender segregation in low and middle-level occupations. We analyse the role of school performance in mathematics and Italian (teacher grades and standardized test scores), the position in the class ranking, the comparative advantage in one subject and find that, while school performance hardly explains the gender gap for the children with low educated parents, it explains part of the gender gap observed for children from more advantaged backgrounds. |
| Keywords: | gender gap, high school choices, school performance, STEM fields |
| JEL: | I21 I24 J16 |
| Date: | 2023–11 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp16584&r=edu |
| By: | Samuel Bentolila; Antonio Cabrales; Marcel Jansen |
| Abstract: | This paper analyzes the causal impact of dual vocational education and training (VET) on the labor market insertion of youth. Using matched education and social security records, we estimate the causal impact of a major reform that introduced a new dual track, which combines firm- and school-based training, on the labor market outcomes of the first three dual VET cohorts in the Spanish region of Madrid. |
| Date: | 2023–11 |
| URL: | http://d.repec.org/n?u=RePEc:fda:fdaeee:eee2023-34&r=edu |
| By: | Henao, Leandro; Berens, Johannes; Schneider, Kerstin |
| JEL: | H52 I23 I28 H75 |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:vfsc23:277578&r=edu |
| By: | Ichiro Iwasaki; Evžen Kočenda; Evžen Kocenda |
| Abstract: | We analyze diverse and heterogenous literature to grasp the general effect size of financial development on economic growth on a world scale. For that, we perform by far the largest available meta-analysis of the finance–growth nexus using 3561 estimates collected from 177 studies. Our meta-synthesis results show that large heterogeneity in empirical evidence is, in fact, driven by only a limited number of variables (moderators). By using advanced techniques, we also document the existence of the publication selection bias that is propagated in the literature in a nonlinear fashion. We account for uncertainty in moderator selection by employing model-averaging techniques. After adjusting for the publication bias, the results of our meta-regression provide evidence of a small but genuine positive effect of the financial development on growth that very mildly declines over time. Finance channeled via capital markets seems to be more beneficial for economic growth than that provided in the form of private credit. Our evidence goes against arguments about the damaging role of financial development and is in line with century-old theoretical foundations that favor the positive role of finance on economic growth. |
| Keywords: | financial development, economic growth, meta-analysis, publication selection bias |
| JEL: | C12 D22 G21 G33 |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_10740&r=edu |
| By: | François-Xavier de Vaujany (DRM - Dauphine Recherches en Management - Université Paris Dauphine-PSL - PSL - Université Paris sciences et lettres - CNRS - Centre National de la Recherche Scientifique); Lucas D. Introna (Lancaster University) |
| Abstract: | Managerial education and managerial research are still deeply emplaced and emplacing phenomena. They are expected to be emplaced somewhere, in bounded space-times and in the powerful subjectivities of students and colleagues, awaiting their expression and expansion. This constitutes a strange extensive continuum which remains the heart of academic work. In this provocative essay, we invite organization scholars to de-place managerial phenomena and to become processual. We use one-block auto-ethnographic vignettes to show that existentiality matters and can lead to different life paths, in particular processual ones. In a final discussion, we offer a manifesto for those interested in cultivating processuality in their work as teachers and academics. |
| Keywords: | Becoming processual, De-placing, Time, Business schools, Managerial education, Process philosophy, Phenomenology |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:hal:journl:hal-04273687&r=edu |