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on Education |
| By: | Lotte van der Haar; Guthrie Gray-Lobe; Michael Kremer; Joost de Laat |
| Abstract: | This study reports the findings from a year-long randomized evaluation assessing the impact of assigning 62 classrooms in Nigeria to receive either blocked or interleaved math problem sets. Blocked practice sessions focused on a single skill at a time. Interleaved problem sets alternated between different skills within a practice session. On tests of short-term retention, interleaved practice increased test scores by 0.29 standard deviations. In contrast, we find no evidence that interleaving improves average performance on a cumulative assessment measuring retention of material over the academic year. We find some evidence of large impacts on the cumulative assessment at the bottom of the distribution, but these impacts appear to be offset by negative impacts at the top. |
| JEL: | I20 I21 I24 I25 |
| Date: | 2023–11 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:31853&r=edu |
| By: | Cygan-Rehm, Kamila |
| JEL: | I21 I26 J24 J17 |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:vfsc23:277608&r=edu |
| By: | Angus Holford; Sonkurt Sen |
| Abstract: | We study the impact of racial representation among academic staff on university students’ academic and labor market outcomes. We use administrative data on the universe of staff and students at all UK universities, linked to representative survey data on students’ post-graduation outcomes, exploiting idiosyncratic variation (conditional on a rich set of fixed effects and observable student, staff, and university-department level characteristics) in the proportion of racial minority academic staff to whom students are exposed. We find that own-race representation benefits the academic outcomes of South Asian students but not Black students, and no beneficial impacts of own-race representation on the labor market outcomes of either group. However, we do find that same race representation among academic staff significantly increases progression of Black and South Asian students to graduate study, suggesting that there may be benefits of same-race representation operating through provision of role models or domain-specific advice and guidance. |
| Keywords: | minorities, representation, returns to education, labor market outcomes |
| JEL: | I23 I26 J15 J24 |
| Date: | 2023–11 |
| URL: | http://d.repec.org/n?u=RePEc:bon:boncrc:crctr224_2023_471&r=edu |
| By: | Noemí Katzkowicz; Victor Lavy; Martina Querejeta; Tatiana Rosá |
| Abstract: | Poor post-secondary education infrastructure and opportunities partly explain the low higher education rates in developing countries. This paper estimates the effect of a program that improved post-secondary education infrastructure by building many university campuses across Uruguay. Leveraging temporal and geographic variation in program implementation, we use a two-way fixed effect design and comprehensive administrative records to assess the program’s causal impact. By lowering the distance to a university campus, the program successfully increased university enrollment, particularly of less privileged students who are the first in their families to attend a university. The program impacted students from localities up to 30 kilometers from the new campus, reducing spatial inequality. Importantly, this expansion did not lower university completion rates. Furthermore, the program increased high school attendance and completion rates and the proportion of educated workers in the affected localities. |
| JEL: | D63 I23 I28 J16 |
| Date: | 2023–11 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:31906&r=edu |
| By: | Seth Gershenson; Constance A. Lindsay; Nicholas W. Papageorge; Romaine A. Campbell; Jessica H. Rendon |
| Abstract: | Do white teachers learn racial competency from their Black peers? We answer this question using a mixed-methods approach. Longitudinal administrative data from North Carolina show that having a Black same-grade peer significantly improves the achievement and reduces the suspension rates of white teachers’ Black students. Open-ended interviews of North Carolina public school teachers reaffirm these findings. Broadly, our findings suggest that the positive impact of Black teachers’ ability to successfully teach Black students is not limited to their direct interaction with Black students but is augmented by spillover effects on early-career white teachers, likely through peer learning. |
| JEL: | I20 J24 |
| Date: | 2023–11 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:31847&r=edu |
| By: | Boryana Ilieva (DIW Berlin, HU Berlin) |
| Abstract: | I study the life-cycle pattern of part-time employment and its impact on wage growth in female careers. I show that the part-time wage penalty consists of two essential components: i) a penalty for promotions and ii) a within-career-level wage penalty. Using dynamic structural modeling, I quantify the relative importance of the channels. The penalty for working half a day for two consecutive years in one's early thirties is one Euro per hour. 70% of it is due to slowdowns in experience accumulation within career levels. A part-time spell of four years marks the point at which forgone chances of promotion and within-level wage losses contribute to the wage penalty to an equal degree. Counterfactual simulations demonstrate that financial incentives to increase the time spent working can be well complemented by policies which ensure that experienced young women are promoted early in their careers. |
| Keywords: | wage growth; female labor supply; part-time employment; promotions; |
| JEL: | J21 J21 J24 J31 |
| Date: | 2023–11–19 |
| URL: | http://d.repec.org/n?u=RePEc:rco:dpaper:457&r=edu |