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on Education |
| By: | Lavy, Victor (Hebrew University, Jerusalem); Megalokonomou, Rigissa (Monash University) |
| Abstract: | A recent critique of using teachers' test score value-added (TVA) is that teacher quality is multifaceted; some teachers are effective in raising test scores, others are effective in improving long-term outcomes This paper exploits an institutional setting where high school teachers are randomly assigned to classes to compute multiple long-run TVA measures based on university schooling outcomes and high school behavior. We find substantial correlations between test scores and long-run TVA but zero correlations between these two TVA measures and behavior TVA. We find that short-term test-score TVA and long-run TVA are highly correlated and equally good predictors of long-term outcomes. |
| Keywords: | teacher quality, quasi-experimental random assignment, university quality, choice of university study, panel information on teachers, teacher value added |
| JEL: | J24 J21 J16 I24 |
| Date: | 2024–07 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17121 |
| By: | Luis Oberrauch; Tim Kaiser |
| Abstract: | We study the effects of digital financial education interventions on undergraduate students’ financial knowledge in a small-scale RCT. We test the substitutability or complementarity of two treatments: an online video financial education treatment and an incentive-based approach where students are issued pre-paid voucher cards worth 50 EUR to register with a broker specializing in robo-advised investment in Exchange Traded Funds (ETFs). Three months after the intervention, the video treatment enhanced financial knowledge scores by more than 0.5 standard deviations. Conversely, the vouchers showed no effect. The findings suggest that subsidies encouraging robo-advised investment into ETFs cannot substitute direct financial education in our setting, and there is no evidence for complementarity between these interventions. |
| Keywords: | digital intervention, financial literacy, Financial knowledge, financial education, robo-advisor, ETFs |
| JEL: | G53 |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_11187 |
| By: | Xu, Lei (Loughborough University); Tani, Massimiliano (University of New South Wales); Zhu, Yu (University of Dundee) |
| Abstract: | We investigate the effects of 'lecture-based' (LBT) – i.e. individual work and rote learning - versus 'discussion-based' (DBT) – i.e. participative and focused on student-centred learning - teaching styles on the test scores and socio-economic inequality of middle-school students randomly assigned to classes using data from the China Education Panel Survey (CEPS) - a large-scale nationally representative survey. Estimates from Unconditional Quantile Regressions and decompositions based on the Recentered Influence Function suggest that LBT raises scores in mathematics, but the effect is non-linear, as students in the bottom and top quintiles are more likely to benefit from it. In contrast, LBT lowers scores in Chinese and English. LBT also has greater influence on socio-economically advantaged students, resulting in larger inequality within classrooms, especially between top and median students. These effects arise under various robustness checks, implying that: (i) teaching styles affect scores and classroom inequality, and (ii) they appear to be subject-specific. These results suggest that teaching styles can be used as a tool to influence students' academic performance as well as the socio-economic heterogeneity that they bring to their classrooms. |
| Keywords: | teaching style, achievement inequality, random class assignment, China |
| JEL: | I21 I24 |
| Date: | 2024–07 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17135 |
| By: | Sarah Cohodes; Astrid Pineda |
| Abstract: | The charter school movement encompasses many school models. In Massachusetts in the 2010's, the site of our study, urban charter schools primarily used "No Excuses" practices, whereas nonurban charters had greater model variety. Using randomized admissions lotteries, we estimate the impact of charter schools by locality on college preparation, enrollment, and graduation. Urban charter schools boost all of these outcomes. Nonurban charter schools raise college enrollment and graduation despite reducing state test scores and AP enrollment. Our results suggest that there is more than one path to a college degree and that test score impacts may not predict college outcomes. |
| JEL: | H75 I21 |
| Date: | 2024–07 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:32732 |
| By: | Lusine Ivanov-Davtyan |
| Abstract: | How does exposure to a war outside the immediate conflict area influence the educational performance of pupils, and how does this collective impact differ from that of direct family exposure? To address these questions, I link individual-level victim data from the 2020 Armenian-Azerbaijani war with individual school records from periods before and after the conflict. Capitalizing on the lottery-based draft system of Armenian Army and using constructed individual-level data, I find that exposure to war-related casualties at the school level (collective affectedness) prompts a shift in performance towards subjects that increase options for migration and safer living conditions. This results in decreased proficiency in native language and history studies. In contrast, family-level affectedness shapes patriotism and group identity, leading to improved performance in cultural and homeland-related subjects. These findings demonstrate how war affects schooling trajectories, potentially leading to long-term economic effects even decades later. |
| Keywords: | Education, Schooling Performance, Localized War, Violent Conflict |
| JEL: | F51 I25 O12 O15 |
| Date: | 2024–07 |
| URL: | https://d.repec.org/n?u=RePEc:cer:papers:wp784 |