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on Education |
| By: | Anita Schiller; Aurelie Slechten |
| Abstract: | This study examines the effects of oil and gas extraction activities on the educational outcomes of high school students in Texas, focusing on potential variations in these impacts among different demographic groups. We use school-level data from the Texas Academic Performance Reports between 2012-2020, with school performance measured by average scores on the American College Test (ACT). The primary variable of interest is the exposure to oil and gas activities, measured by changes in oil and gas revenues within each school district. The empirical approach controls for school characteristics, and student demographics. To address endogeneity concerns, we adopt an instrumental variable approach. Although the overall impact of oil and gas operations on average school ACT scores is not statistically significant, these activities do influence the relationship between student socioeconomic status and academic achievement. Specifically, for schools situated within districts that receive substantial oil and gas revenues, a small increase in the proportion of economically disadvantaged students is associated with a substantial decline in ACT scores. |
| Keywords: | natural resources, oil and gas activities, human capital, education |
| JEL: | H75 I21 I24 R23 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:lan:wpaper:411897926&r=edu |
| By: | Lukas Mahler; Minchul Yum |
| Abstract: | We use a human capital formation model to compare extending school time to private education subsidies in mitigating the adverse effects of school closures. The impact on inequality and mobility depends crucially on the substitutability between private and public inputs. |
| Keywords: | School Closures, Inequality, Intergenerational Mobility, Parental Investments, Substitutability |
| JEL: | E24 I24 J24 |
| Date: | 2024–04 |
| URL: | http://d.repec.org/n?u=RePEc:bon:boncrc:crctr224_2024_539&r=edu |
| By: | Richard Murphy; Pedro Luís Silva |
| Abstract: | This paper examines systematic inequalities in the match between students and the university degree they apply to, and enroll in. Using linked administrative data on the population of Portuguese applicants we create a transparent and continuous measure of student-to-degree match employing minimal assumptions. We find that students who are the first in the family to attend post-secondary education consistently match to lower quality degrees across the entire achievement distribution. In contrast, only the highest achieving female students relatively undermatch. These gaps are larger at the application stage. We explore the role of student preferences and the consequences for intergenerational mobility. |
| Keywords: | higher education, educational economics, college choice, mismatch, undermatch |
| JEL: | I22 I23 I28 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_11075&r=edu |
| By: | González González, Diego |
| Abstract: | This study examines the impact of childhood obesity on the academic performance and human capital accumulation of high school students using data from Spain. To address potential endogeneity issues, we exploit the exogenous variation in obesity within peer groups. Specifically, we use the prevalence of obesity by gender in students' classes as an instrumentalvariable for individual obesity. The results indicate that obesity has a negative impact on academic achievement, particularly on general scores for girls, cognitive abilities as measured by CRT scores, financial abilities, and English grades for both boys and girls. In addition, we found a negative impact of obesity on girls' mathematics scores, while boys experienced a positive impact. We identify several key drivers of these effects, including teacher bias, psychological well-being, time preferences, and expectations related to labor market discrimination. Our analysis sheds light on the multiple influences of childhood obesity on academic outcomes and highlights the need for targeted interventions. |
| Keywords: | Childhood obesity; Academic performance; Human capital accumulation; Cognitive abilities; Peer effects |
| JEL: | I10 I12 I15 I18 I21 |
| Date: | 2024–04–09 |
| URL: | http://d.repec.org/n?u=RePEc:cte:werepe:43822&r=edu |
| By: | Derek Neal; Joseph Root |
| Abstract: | Research on centralized school assignment mechanisms often focuses on whether parents who participate in specific mechanisms are likely to truthfully report their preferences or engage in various costly strategic behaviors. However, a growing literature suggests that parents may not know enough about the school options available to them to form complete preference rankings. We develop a simple model that explains why it is not surprising that many participants in school assignment mechanisms possess limited information about the schools available to them. We then discuss policies that could improve both the information that participants bring to school assignment mechanisms and the quality of the schools in their choice sets. |
| JEL: | I20 I28 |
| Date: | 2024–04 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:32378&r=edu |