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on Education |
| By: | Maurer, Stephan Ernst; Schwerdt, Guido; Wiederhold, Simon |
| Abstract: | We study whether female students benefit from being taught by female professors, and whether such gender match effects differ by class size. We use administrative records of a German public university, covering all programs and courses between 2006 and 2018. We find that gender match effects on student performance are sizable in smaller classes, but do not exist in larger classes. This difference suggests that direct and frequent interactions between students and professors are important for the emergence of gender match effects. Instead, the mere fact that one's professor is female is not sufficient to increase performance of female students. |
| Keywords: | gender gap; role models; tertiary education; professors |
| JEL: | I21 I23 I20 J16 |
| Date: | 2023–01–09 |
| URL: | http://d.repec.org/n?u=RePEc:ehl:lserod:121336&r=edu |
| By: | Cuevas Ruiz, Pilar; Borra, Cristina; Sevilla Sanz, Maria Almudena |
| Abstract: | We provide the first causal evidence of the returns to maternal educational curricula on offspring's health at birth. Educational programs that aim to deliver more general knowledge may potentially improve women's earning potential and maternal prenatal investment by increasing the portability of skills across occupations and improving women's ability to make informed decisions about fertility options and health behavior. We study the impacts of a comprehensive educational reform that postponed students' curriculum choices and integrated more general education into the high school system on infant health outcomes. Using a dose-response difference-in-differences (DiD) model research design applied to linked population registries, we find that the reform led to a significant reduction in the incidence of very low birth weight (less than 1, 500 grams) and very preterm birth (less than 33 gestation weeks). Overall, the reform's positive effects on infant health at birth seem to be driven by increased mothers' labor market opportunities and better family planning, rather than increased ability to avoid risky behaviours or increased women's earnings via different occupational choices or assortative mating. |
| Keywords: | health at birth; educational curricula; vocational education; academic education; comprehensive educational reform; Consolidator Grant (CoG); SH3; ERC-2017- COG |
| JEL: | I28 J13 J16 I20 |
| Date: | 2023–04–18 |
| URL: | http://d.repec.org/n?u=RePEc:ehl:lserod:121334&r=edu |
| By: | Randazzo, Teresa; Piracha, Matloob |
| 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 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:1387&r=edu |
| By: | Ragui Assaad (University of Minnesota, Humphrey School of Public Affairs); Thomas Ginn (Center for Global Development); Mohamed Saleh (London School of Economics) |
| Abstract: | While labor market impacts of refugees in low- and middle-income countries are commonly studied, public services like education could also be affected by mass arrivals. This paper examines the impact of Syrian refugees on the educational outcomes of Jordanians. Combining detailed household surveys with school-level records on the density of Syrians, we study both the quantity and quality of education using a difference-in-differences design across refugee prevalence and schooling cohort. We find no evidence that Syrians significantly affected the educational outcomes of Jordanians. We show that the government's response of establishing second shifts in existing public schools and opening new schools in camps mitigated potential overcrowding. |
| Keywords: | Education; Refugees; Forced Migration; Middle East |
| JEL: | I21 J61 N35 R23 |
| Date: | 2024–02–08 |
| URL: | http://d.repec.org/n?u=RePEc:cgd:wpaper:679&r=edu |
| By: | Figlio, David N. (University of Rochester); Hart, Cassandra M. D. (University of California, Davis); Karbownik, Krzysztof (Emory University) |
| Abstract: | Using a rich dataset that merges student-level school records with birth records, and leveraging three alternative identification strategies, we explore how increase in access to charter schools in twelve districts in Florida affects students remaining in traditional public schools (TPS). We consistently find that competition stemming from the opening of new charter schools improves reading—but not math—performance and it also decreases absenteeism of students who remain in the TPS. Results are modest in magnitude. |
| Keywords: | school choice, charter schools, competitive effects, student achievement |
| JEL: | H75 I21 I22 I28 |
| Date: | 2024–01 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp16773&r=edu |
| By: | Elad DeMalach; Analia Schlosser |
| Abstract: | We estimate the short- and long-term effects of universal preschool education by analyzing the impact of the Israeli Preschool Law, which mandated the provision of public preschool for ages 3 and 4 starting in September 1999. We focus on the Arab population, who were the main beneficiaries of the first phase of the implementation of the Law, and exploit exogenous variation in universal preschool provision across localities due to the Law’s gradual implementation. Our difference-in-differences research design compares cohorts of children in treatment localities before and after the Law’s introduction to equivalent cohorts in comparison localities. We find that individuals benefited from the provision of universal preschool along various dimensions: their academic performance in elementary, middle school, and high school improved significantly, and their postsecondary enrollment rates increased substantially. We also find beneficial effects of universal preschool on additional outcomes, such as a reduction in juvenile delinquency among males and a decline in early marriage among females. Results are not driven by changes in maternal income or labor supply. A potential mechanism impacting long-term outcomes was the creation of a better learning environment in elementary and middle school, with a greater sense of security and better relationships with teachers and classmates. |
| Keywords: | early childhood education, preschool |
| JEL: | I24 I25 J20 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_10904&r=edu |
| By: | Liu, Jing (University of Texas at Austin); Conrad, Cameron (University of Maryland); Blazar, David (University of Maryland) |
| Abstract: | This study provides the first causal analysis of the impact of expanding Computer Science (CS) education in U.S. K-12 schools on students' choice of college major and early career outcomes. Utilizing rich longitudinal data from Maryland, we exploit variation from the staggered rollout of CS course offerings across high schools. Our findings suggest that taking a CS course increases students' likelihood of declaring a CS major by 10 percentage points and receiving a CS BA degree by 5 percentage points. Additionally, access to CS coursework raises students' likelihood of being employed and early career earnings. Notably, students who are female, low socioeconomic status, or Black experience larger benefits in terms of CS degree attainment and earnings. However, the lower take-up rates of these groups in CS courses highlight a pressing need for targeted efforts to enhance their participation as policymakers continue to expand CS curricula in K-12 education. |
| Keywords: | computer science, STEM, high school curricula, college major choice, earnings |
| JEL: | I23 J24 H52 |
| Date: | 2024–01 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp16758&r=edu |
| By: | Lavecchia, Adam; Oreopoulos, Philip; Spencer, Noah |
| Abstract: | This study finds substantial reductions to criminal activity from the introduction of a comprehensive high school support program for disadvantaged youth living in the largest public housing project in Toronto. The program, called Pathways to Education, bundles supports such as regular coaching, tutoring, group activities, free public transportation tickets and bursaries for postsecondary education. In this paper, we use a difference-in-differences approach that compares students living in public housing communities where the program was offered to those living in communities where the program was not offered over time. We find that eligibility for Pathways reduces the likelihood of being charged with a crime by 32 percent at its Regent Park location. This effect is driven by a reduction in charges for breaking and entering, theft, mischief, other traffic offenses and Youth Criminal Justice Act offenses. |
| Keywords: | At-risk youth, education and crime, youth programs |
| JEL: | I24 I26 I28 L31 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:clefwp:283010&r=edu |