|
on Education |
| By: | Ainoa Aparicio Fenoll; Nadia Campaniello; Ignacio Monzon |
| Abstract: | Do parents take into account their children’s ability when deciding on their education? If so, are parents’ perceptions accurate? We study this by analyzing a key educational decision. Parents choose whether their children start elementary school one year early. Do they select high ability kids to start early? We propose a novel methodology to identify the sign and strength of selection into early starting. We find robust evidence of positive selection. Had they started regularly, early starters would have obtained test scores 0.2 standard deviations higher than the average student. Our simple methodology applies to RDD settings in general. |
| Keywords: | School starting age; Selection; Children; Education; Treatment effects |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:cca:wpaper:704&r=edu |
| By: | Flip Klijn; Mehdi Mdaghri Alaoui; Marc Vorsatz |
| Abstract: | We study academic integrity in a final exam of a compulsory course with 463 undergraduate students at a major Spanish university. The exam is an unproctored online multiple-choice exam without backtracking. A key characteristic is that for each type of problem, groups of students receive different versions. Since each version appears in both an earlier and later stage of the exam, we can exploit grade points and timestamps to study students' academic integrity. We observe a significant decrease in completion time in later rounds; however, surprisingly, there is no corresponding impact on average grade points. The precise number of different versions does not seem to have an effect on either variable. Our findings suggest that studies of potential cheating may have to pay attention to completion times apart from (or even instead of) grades. |
| Keywords: | Field Experiment, academic integrity, online exam |
| JEL: | A22 C93 D9 I21 I23 |
| Date: | 2024–02 |
| URL: | http://d.repec.org/n?u=RePEc:bge:wpaper:1430&r=edu |
| By: | Dai, Li; Martins, Pedro S. |
| Abstract: | While the wage effects of vocational versus academic secondary education are well documented, there is little evidence on how polytechnics degrees pay off compared to university degrees. In this paper, we estimate the polytechnic degree wage effect in China, drawing on an unprecedented higher education expansion initially focused on universities and only later covering polytechnics. We find a large polytechnic wage penalty, of 35%, larger than what could be driven by the shorter duration of these degrees. While this result is robust to several checks, the penalty is found to be more pronounced for workers of lower earnings potential, when using IV-QR methods. Our results are consistent with a significant human capital gap of polytechnic degrees compared to university degrees. |
| Keywords: | Returns to education, Polytechnics, Higher Education Expansion, China |
| JEL: | I23 I26 J24 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:1399&r=edu |
| By: | Ronald B. Davies; Lena S. Specht |
| Abstract: | This paper examines the impact of Brexit on international student migration. In a structural gravity model, we estimate student migration between 69 countries for counterfactual scenarios in which the United Kingdom leaves the European Union one year before the referendum. This exercise reveals a decrease in exchange students studying in the UK of around 3.8% to 4.9%. While the number of non-EU students to the UK rises, a drop in EU student numbers drives this result. Similarly, 30% to 38% fewer UK students choose to study abroad. The estimated changes in international student stocks show that most other member countries lose international students and non-EU countries host more than without Brexit. Our findings provide evidence that there may be hidden costs to Brexit affecting global student exchanges that we have yet to see. |
| Keywords: | international migration, international students, gravity model, Brexit |
| JEL: | F22 I28 J11 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_10945&r=edu |
| By: | Özer, Mustafa; Fidrmuc, Jan; Mentzakis, Emmanouil; Özkan, Özcan |
| Abstract: | Does education make people more or less religious? The previous literature offers mixed findings on the relationship between education and religiosity. This may be due to endogeneity bias: education and religiosity can be caused by a third variable such as culture or upbringing. We instrument education by exposure to the 1997 education reform in Türkiye which increased mandatory schooling from 5 to 8 years. The schooling reform increased the probability that young girls would complete 8 years of schooling and report lower religiosity later in life. The reform apparently did not influence such outcomes for boys. These effects are observed primarily for females growing up in strongly religious or poor areas. |
| Keywords: | Education, religiosity, 2SLS, gender, social norms, Türkiye |
| JEL: | H52 I26 J10 Z12 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:bofitp:283900&r=edu |