|
on Education |
| By: | Goulas, Sofoklis (Brookings Institution); Megalokonomou, Rigissa (Monash University); Zhang, Yi (University of Queensland) |
| Abstract: | Recent research has shown that females make classrooms more conducive to effective learning. We identify the effect of a higher share of female classmates on students' disruptive behavior, engagement, test scores, and major choices in disadvantaged and non-disadvantaged schools. We exploit the random assignment of students to classrooms in early high school in Greece. We combine rich administrative data with hand-collected student-level data from a representative sample of schools that feature two novel contributions. Unlike other gender peer effects studies, a) we use a rich sample of schools and students that contains a large and diverse set of school qualities, and household incomes, and b) we measure disruption and engagement using misconduct-related (unexcused) teacher-reported and parent-approved (excused) student class absences instead of self-reported measures. We find four main results. First, a higher share of female classmates improves students' current and subsequent test scores in STEM subjects and increases STEM college participation, especially for girls. Second, a higher share of female classmates is associated with reduced disruptive behavior for boys and improved engagement for girls, which indicates an increase in overall classroom learning productivity. Third, disadvantaged students - those who attend low-quality schools or reside in low-income neighborhoods - drive the baseline results; they experience the highest improvements in their classroom learning productivity and their STEM outcomes from a higher share of female classmates. Fourth, disadvantaged females randomly assigned to more female classmates in early high school choose college degrees linked to more lucrative or prestigious occupations 2 years later. Our results suggest that classroom interventions that reduce disruption and improve engagement are more effective in disadvantaged or underserved environments. |
| Keywords: | quasi-random variation, STEM careers, classroom learning productivity, natural experiment, gender peer effects, disadvantaged students |
| JEL: | J16 J24 I24 I26 |
| Date: | 2023–12 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp16689&r=edu |
| By: | Barbara Biasi; Julien M. Lafortune; David Schönholzer |
| Abstract: | This paper identifies which investments in school facilities help students and are valued by homeowners. Using novel data on school district bonds, test scores, and house prices for 29 U.S. states and a research design that exploits close elections with staggered timing, we show that increased school capital spending raises test scores and house prices on average. However, impacts differ vastly across types of funded projects. Spending on basic infrastructure (such as HVAC) or on the removal of pollutants raises test scores but not house prices; conversely, spending on athletic facilities raises house prices but not test scores. Socio-economically disadvantaged districts benefit more from capital outlays, even conditioning on project type and the existing capital stock. Our estimates suggest that closing the spending gap between high- and low-SES districts and targeting spending towards high-impact projects may close as much as 25% of the observed achievement gap between these districts. |
| JEL: | H41 H75 I22 I24 R30 R53 |
| Date: | 2024–01 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:32040&r=edu |
| By: | Henna Ahsan (Pakistan Institute of Development Economics) |
| Abstract: | During the last 20 years developing countries like Pakistan heavily invested in their education sector to increase enrollment at primary, secondary and tertiary levels to boost their human capital. However, in the presence of poor governance institutions, stagnant labor markets and low educational quality, these additional years of schooling do not necessarily translate into enhanced human capital. It has been argued in literature that Human Capital Model based on Mincer Earning model produces biased results as a mismatch of education exists in the labor market. Therefore, present study investigated the impact of education mismatch on earnings by using the methodology of Duncan and Hoffman (1981). For this I used Pakistan Social Living Measurement PSLM (2019-20) data. |
| Keywords: | Earnings, Labor Market, Mismatch Education |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:pid:wpaper:2024:1&r=edu |
| By: | Kalena Cortes; Karen Kortecamp; Susanna Loeb; Carly Robinson |
| Abstract: | This paper presents the results from a randomized controlled trial of Chapter One, an early elementary reading tutoring program that embeds part-time tutors into the classroom to provide short bursts of 1:1 instruction. Eligible kindergarten students were randomly assigned to receive supplementary tutoring during the 2021-22 school year (N=818). The study occurred in a large Southeastern district serving predominantly Black and Hispanic students. Students assigned to the program were over two times more likely to reach the program’s target reading level by the end of kindergarten (70% vs. 32%). The results were largely homogenous across student populations and extended to district-administered assessments. These findings provide promising evidence of an affordable and sustainable approach for delivering personalized reading tutoring at scale. |
| JEL: | I21 I24 I26 |
| Date: | 2024–01 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:32039&r=edu |
| By: | Randazzo, Teresa (University of Naples Parthenope); Piracha, Matloob (University of Kent) |
| Abstract: | We study the role of immigrant children's ethnic identity in their educational performance and preferences/aspirations in Italy. We find that students with a weak sense of Italian belonging show a low performance in reading and mathematics and higher probability of grade retention. Moreover, children in middle secondary school with a weak sense of Italian identity have a low preference towards academically-oriented high secondary track which normally increases the likelihood of pursuing a university degree. We also find that the intention of immigrant children in high secondary schools to enrol at university decreases if they have a weak Italian identity. We exploit gender heterogeneity finding that females are more adversely affected in their educational aspirations when they have not built a strong sense of Italian identity. Immigrant children will soon form a very important component of the Italian labour force and shedding light on their educational outcomes will help us understand their performance in the Italian labour market better. |
| Keywords: | ethnic identity, educational performance, educational preferences |
| JEL: | F22 J15 I2 Z13 |
| Date: | 2024–01 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp16739&r=edu |
| By: | Gregory Clark (University of Southern Denmark); Christian Alexander Abildgaard Nielsen (University of Southern Denmark) |
| Abstract: | There have been many studies estimating the causal effect of an additional year of education on earnings. The majority employ administrative changes in the minimum school leaving age as the mechanism allowing identification. Here we survey 66 such estimates. However, remarkably, while the majority of these studies find substantial gains from education, a number of well-grounded studies find no effect. The average return from these studies still implies substantial average gains from an extra year of education: an average of 8.5%. But the pattern of reported returns shows clear evidence of publication biases. There is, in particular, large scale omission of studies showing negative return estimates. Correcting for these omitted studies, the implied average causal returns to an extra year of schooling are close to 0. |
| Keywords: | human capital, returns to education, publication bias |
| JEL: | I26 J24 N3 |
| Date: | 2024–01 |
| URL: | http://d.repec.org/n?u=RePEc:hes:wpaper:0249&r=edu |
| By: | Murat, Marina |
| Abstract: | This paper investigates whether citizenship of immigrant students in the host country influences their choice of majors, and whether these effects differ by gender. Using detailed students' data from an Italian university, combined with characteristics of the countries of origin, I examine the effects of citizenship on enrolments in educational areas categorized by their mathematical content. Results indicate a decrease in the likelihood of enrolment in math-intensive fields among students who acquire citizenship, particularly among males, leading to a reduction in gender gaps. Moreover, gender gaps are smaller and show a more pronounced decrease with citizenship as gender inequality in countries increases. Results are corroborated by matching and instrumental variables strategies. These findings shed light on the existence of trade-offs between empowerment, as manifested through citizenship, and major choices. |
| Keywords: | Citizenship, immigrants, higher education, math, gender gaps, gender inequality |
| JEL: | I23 I24 I25 J16 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:1370&r=edu |