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on Education |
| By: | Aristide Houndetoungan; Cristelle Kouame; Michael Vlassopoulos |
| Abstract: | Peer influence on effort devoted to some activity is often studied using proxy variables when actual effort is unobserved. For instance, in education, academic effort is often proxied by GPA. We propose an alternative approach that circumvents this approximation. Our framework distinguishes unobserved shocks to GPA that do not affect effort from preference shocks that do affect effort levels. We show that peer effects estimates obtained using our approach can differ significantly from classical estimates (where effort is approximated) if the network includes isolated students. Applying our approach to data on high school students in the United States, we find that peer effect estimates relying on GPA as a proxy for effort are 40% lower than those obtained using our approach. |
| Date: | 2024–05 |
| URL: | http://d.repec.org/n?u=RePEc:arx:papers:2405.06850&r= |
| By: | Blazar, David (University of Maryland); Gao, Wenjing (University of Maryland at College Park); Gershenson, Seth (American University); Goings, Ramon (University of Maryland, Baltimore County); Lagos, Francisco (Universidad de Granada) |
| Abstract: | Local teacher recruitment through "grow-your-own" programs is a prominent strategy to address workforce shortages and ensure that incoming teachers resemble, understand, and have strong connections to their communities. We exploit the staggered rollout of the Teacher Academy of Maryland career and technical education certificate program across public high schools, finding that exposed students were more likely to become teachers by 0.6 percentage points (pp), or 47%. Effects are concentrated among White girls (1.4pp/39%) and Black girls (0.7pp/80%). We also identify positive impacts on wages (5% on average/18% for Black girls), countering a prevailing narrative that teaching leaves one worse off financially relative to other labor market opportunities. |
| Keywords: | teaching, high school curricula, college major choice, occupational choice, earnings |
| JEL: | I20 J24 H52 |
| Date: | 2024–05 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp16983&r= |
| By: | Adam Looney; Constantine Yannelis |
| Abstract: | At a time when the returns to college and graduate school are at historic highs, why do so many students struggle with their student loans? The increase in aggregate student debt and the struggles of today’s student loan borrowers can be traced to changes in federal policies intended to broaden access to federal aid and educational opportunities, and which increased enrollment and borrowing in higher-risk circumstances. Starting in the late 1990s, policymakers weakened regulations that had constrained institutions from enrolling aid-dependent students. This led to rising enrollment of relatively disadvantaged students, but primarily at poor-performing, low-value institutions whose students systematically failed to complete a degree, struggled to repay their loans, defaulted at high rates, and foundered in the job market. As these new borrowers experienced similarly poor outcomes, their loans piled up, loan performance deteriorated, and with it the finances of the federal program. The crisis illustrates the important role that educational institutions play in access to postsecondary education and student outcomes, and difficulty of using broadly-available loans to subsidize investments in education when there is so much heterogeneity in outcomes across institutions and programs and in the ability to repay of students. |
| JEL: | G0 G5 G50 G59 H81 I20 I22 |
| Date: | 2024–05 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:32469&r= |
| By: | Dai, Li (Hunan University); Martins, Pedro S. (Universidade Nova de Lisboa) |
| Abstract: | China hosts the world's largest secondary education sector: more than 14 million adolescents enrol in secondary academic or vocational schools every year. Despite the large literature on returns to education, little evidence exists as to how these two streams compare in the country. Using 2013 China Household Income Project data, we estimate the returns to secondary vocational education both at the mean and along the conditional wage distribution. We use instrumental variables based on the considerable variation in education provision across cities and years (and a 1995 policy reform). We find that vocational education generates a large wage premium (up to 54%), especially for those of lower earnings potential. Our findings indicate that vocational education can be a good option for those who do not wish to enter tertiary education, especially the less well-off. |
| Keywords: | returns to education, vocational education, heterogeneity, instrumental variable quantile regression, China |
| JEL: | I26 I25 J24 J31 C36 |
| Date: | 2024–04 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp16957&r= |
| By: | Satoshi Myojo |
| Abstract: | This study examined the impact of the academic performance of accessible public schools on house prices within school districts utilizing rental housing data in Osaka City. A hedonic analysis based on a regression discontinuity design was conducted by restricting the analysis to houses within a certain distance from the boundaries of junior high school and high school districts. The result demonstrated that the education premium capitalized in the rent is considerably smaller than that found in a previous study that conducted a similar analysis for a rural city in Japan. Furthermore, we also measured changes in the education premium over time, including data before and after the abolition of the school district system. The result indicates that the premium did not decrease but rather increased after the abolition of school districts. This could be due to the announcement effect of the disclosure of the test scores of all public junior high schools around the same time as the abolition of the school district system. In addition, it may also be due to the dysfunctionality of the newly implemented school choice system, in which students are unable to choose a school under the capacity constraint of the school. |
| Date: | 2024–05 |
| URL: | https://d.repec.org/n?u=RePEc:tcr:wpaper:e207&r= |
| By: | M.G. Pittau; F. Politano; R. Zelli |
| Abstract: | Objectives. The increasing of higher education in almost all the Western democracies, has driven the growth of a mass graduate class. Has this produced an increase in partisan voting differences between lower-educated and high-educated? Does education affect in the same way low-income and high-income voters? Methods. We examine 2020 post-election data in the United States as a whole and in the states and we allow interaction between education and income at both individually and state level. Results. We find no clear pattern in educational attainment when associated with income. Education matters differently between low-income and high income voters. After controlling for individual characteristics and state-level of wealth, interaction between education and income results in a more complicated pattern of class-based voting than we might expect based on education and income alone. |
| Keywords: | D72;C25;D31 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:cns:cnscwp:202408&r= |