|
on Education |
| By: | Elacqua, Gregory; Kutscher, Macarena |
| Abstract: | In this paper, we aim to understand some of the mechanisms behind the low impact of a Chilean educational reform on socioeconomic integration within the school system. We focus on pre-kindergarden (pre-K) admissions, which account for the highest volume of applications since all students (except those applying to private schools) must seek admission through the centralized system. We employ a discrete choice model to analyze parents school preferences. Our analysis reveals that the school choices of low-SES families are more strongly influenced by a schools non-academic attributes which are often omitted from analyses of parental preferences due to data availability constraints rather than academic quality. For instance, low-SES parents tend to prefer schools with fewer reported violent incidents, schools where students report facing less discrimination and exclusion, and schools where students demonstrate higher levels of self-efficacy. Disadvantaged families also tend to favor schools that have a religious affiliation, offer more ”classical” sports (e.g. soccer), or have a foreign name. These results have significant implications for understanding the preferences of disadvantaged families and the impact of centralized admission systems on reducing segregation. By recognizing the non-academic factors driving school choices, policymakers can better design admission systems that truly foster school diversity and equality. |
| Keywords: | school choice;Centralized Assignment Systems;Segregation |
| JEL: | A20 D12 I24 |
| Date: | 2023–12 |
| URL: | http://d.repec.org/n?u=RePEc:idb:brikps:13340&r=edu |
| By: | Glewwe, Paul (University of Minnesota); Li, Zhigang (Asian Development Bank); Loyalka, Prashant (Stanford University); Rahman, Khandker Wahedur (University of Oxford); Sharma , Uttam (Asian Development Bank) |
| Abstract: | This paper estimates the impact on children’s learning of one specific education technology (EdTech) intervention in Bangladesh: providing tablets with educational software, combined with private tutoring, to out-of-school students using a randomized control trial. The provision of tablets and tutors led to positive impacts on both the math and the Bangla language scores of out-of-school children, increasing math scores by approximately 0.25 standard deviations (SDs) of the distribution of test scores, and Bangla scores by approximately 0.17 SDs. The effects of the intervention were especially strong for girls compared to boys. Rural out-of-school children, but not urban out-of-school children or out-of-school children in urban slums, benefited greatly from the program. The program has little effect on noncognitive traits such as competence, self-esteem, and grit. These findings have broader implications for implementing programs targeted to out-of-school children and distance education during school closures, such as those caused by pandemics. |
| Keywords: | educational technology (EdTech); out of school child (OOSC); distance tutoring; teaching at the right level; foundational literacy and numeracy |
| JEL: | I21 I25 J24 O15 |
| Date: | 2024–03–08 |
| URL: | http://d.repec.org/n?u=RePEc:ris:adbewp:0718&r=edu |
| By: | Deborah A. Cobb-Clark; Sarah C. Dahmann; Daniel A. Kamhöfer; Hannah Schildberg-Hörisch |
| Abstract: | While there is an established positive relationship between self-control and education, the direction of causality remains a matter of debate. We make a contribution to resolving this issue by exploiting a series of Australian and German educational reforms that increased minimum education requirements as a source of exogenous variation in education levels. Instrumental variables estimates suggest that, for people affected by the reforms, an additional year of schooling has no effect on self-control. |
| Keywords: | self-control; quasi-experiments; compulsory schooling reforms; Brief Self-Control Scale |
| JEL: | D90 I26 C26 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:diw:diwsop:diw_sp1206&r=edu |
| By: | Umut Özek |
| Abstract: | Public policies targeting individuals based on need often impose disproportionate burden on communities that lack the resources to implement these policies effectively. In an elementary school setting, I examine whether community-level interventions focusing on similar needs and providing resources to build capacity in these communities could improve outcomes by improving the effectiveness of individual-level interventions. I find that the extended school day policy that targets lowest-performing schools in reading in Florida significantly improved the effectiveness of the third-grade retention policy in these schools. These complementarities were large enough to close the gap in retention effects between targeted and higher-performing schools. |
| Keywords: | educational interventions, complementarities, disadvanted communities |
| JEL: | I20 I28 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_10986&r=edu |
| By: | Takahiro Akita (IUJ Research Institute, International University of Japan) |
| Abstract: | This study explores the relationship between educational expansion and educational inequality through the use of hypothetical examples. It also examines the relationship empirically based on a Barro and Lee dataset on educational attainment for Asian countries and economies. If individuals without formal education are assigned 0 years of education, the education Gini coefficient is likely to decline monotonically with educational expansion. In contrast, if we assume that they receive some sort of informal education equivalent to a small amount of formal education, then the education Gini coefficient is likely to exhibit an inverted U-shaped pattern. Transforming years of education into human capital using an exponential function could lead to the Gini coefficient of human capital exhibiting an inverted U-shaped pattern with respect to human capital expansion. On the other hand, the standard deviation of education is likely to display an inverted U-shaped pattern, whether individuals without formal education are assigned 0 years of education or not. The Barro and Lee dataset reveals that the standard deviation of education follows an inverted U-shaped pattern, even when individuals without formal education are assigned 0 years of education. In contrast, the education Gini coefficient demonstrates a downward-sloping pattern when individuals without formal education are assigned 0 years of education. However, when assigning one year to individuals without formal education, the education Gini coefficient displays an inverted U-shaped pattern. These empirical observations align with the conclusions drawn from hypothetical examples. |
| Keywords: | Keywords: educational expansion, educational inequality, education Gini coefficient, inverted U-shaped pattern, human capital inequality, Asian countries and economies |
| Date: | 2024–03 |
| URL: | http://d.repec.org/n?u=RePEc:iuj:wpaper:ems_2024_02&r=edu |