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on Education |
| By: | Natalie Irmert; Jan Bietenbeck; Linn Mattisson; Felix Weinhardt |
| Abstract: | We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating “a rising tide that lifts all boats, ” autonomous schools increase inequality. |
| Keywords: | autonomous schools, student achievement, school segregation |
| JEL: | I21 I24 J15 |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_10831&r=edu |
| By: | Nikki Shure; Larissa Zierow |
| Abstract: | First-generation university graduates have been found to face a series of disadvantages on their pathway to higher education and the labor market. We use unique, national level data on high achieving university graduates to attempt to disentangle the importance of lower prior attainment from parental educational background on a series of higher education and labor market outcomes. We compare first-generation and non-first-generation graduates who are recipients of a prestigious national scholarship program targeted at the top percentile of the student distribution in Germany. We find the first-generation high achievers are more likely to study at less prestigious institutions and at institutions that are closer to home even though they have the prior attainment to go further afield. They are also less likely to study subjects with high labor market returns and are more likely to work in jobs with high job security. We furthermore find evidence that especially female first-generation high achievers are less likely to see the value of the networking opportunities the scholarship provides. |
| Keywords: | socio-economic gaps, first-generation, higher education |
| JEL: | I24 J24 |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_10832&r=edu |
| By: | Juan Segundo Zapiola (Department of Economics, Universidad de San Andrés) |
| Abstract: | In this study, we investigate the effect drought has on school attendance in Tanzania. To do so, we exploit exogenous rainfall variability to explore its effect on the proportion of school attendance after they experienced a drought shock. We resulted in a positive and significant coefficient, indicating that those with a severe-extreme drought shock are likelier to increase school attendance. Notably, this finding holds across different model specifications, demonstrating the robustness and consistency of our results. |
| Keywords: | Drought, SPI, School Attendance, Tanzania, Education, Agriculture, Rainfall, Grid Cell, Severe-Extreme Drought Shock. |
| Date: | 2023–08 |
| URL: | http://d.repec.org/n?u=RePEc:sad:ypaper:12&r=edu |
| By: | Juan Esteban Carranza; María Marta Ferreyra; Ana Maria Gazmuri |
| Abstract: | We investigate the entry and exit of short-cycle higher education programs (SCPs), which last two or three years and can address local skill needs. Exploiting administrative data from Colombia, we study markets defined by geographic location and field of study. We find that institutions open new programs in response to local labor market demand, competition, and costs. Within markets, they often close and open programs simultaneously, possibly due to capacity constraints. SCPs are more responsive to local labor market demand than bachelor’s programs; private and non-university SCP providers are the most responsive. These findings have implications for workforce development. **** RESUMEN: Investigamos la entrada y salida de programas de educación superior de ciclo corto (SCPs por su acrónimo en inglés), que son los programas de educación técnica y tecnológica que duran dos o tres años y que van dirigidos a cubrir necesidades de los mercados de trabajo locales. Aprovechamos datos administrativos del sistema colombiano de educación superior, enfocándonos en mercados definidos por su localización geográfica y por su campo de estudio. Encontramos que las instituciones introducen programas nuevos en respuesta a la demanda del mercado local de trabajo, a la competencia y a sus costos. Observamos que las instituciones con frecuencia abren y cierran programas de forma simultánea en el mismo mercado, debido posiblemente a restricciones de capacidad. La oferta de estos programas es más sensible a la demanda local de trabajo que la oferta de programas profesionales, en particular en el caso de las instituciones privadas. Los resultados tienen implicaciones para las políticas de desarrollo de la fuerza de trabajo. |
| Keywords: | higher education, supply, short-cycle programs, educación superior, oferta, programas de ciclo corto |
| JEL: | E24 I21 |
| Date: | 2023–12 |
| URL: | http://d.repec.org/n?u=RePEc:bdr:borrec:1265&r=edu |