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on Education |
| By: | Hamlin, Daniel; Peltier, Corey (University of Oklahoma); Reeder, Stacy |
| Abstract: | Rigorous evaluations have consistently demonstrated that high impact tutoring is one of the most effective ways to accelerate student learning. However, few studies compare the effects of high impact tutoring to alternative interventions, and even less scholarship tests for differences within tutoring models based on tutoring group size. The purpose of this study is to examine the effects of a university-led high impact tutoring model on ninth-grade mathematics achievement at seven high schools. A randomized controlled trial design was used for three separate cohorts of ninth-grade students. In the pooled sample, students (n = 524) in the treatment group participated in high impact tutoring (i.e., student-tutor groups of 2:1 or 3:1) three times a week for an entire academic year. In the control group, students (n = 438) attended a remediation mathematics course. The treatment group showed a difference of approximately a half-year of additional learning (0.14 SD) compared to the control group although both groups achieved academic growth that considerably exceeded expected growth trajectories for ninth-grade students. Results also showed that 2:1 student-tutor groups did not outperform 3:1 student-tutor groups, suggesting that 3:1 student-tutor ratios can be used to expand high impact tutoring with no detrimental effects on academic performance. Considering the well-documented logistical and financial barriers to high impact tutoring, our work indicates that remedial courses may also be a cost-effective alternative in cases when resources for high impact tutoring are limited. |
| Date: | 2024–08–30 |
| URL: | https://d.repec.org/n?u=RePEc:osf:edarxi:kqdfp_v1 |
| By: | Fanny Landaud (THEMA - Théorie économique, modélisation et applications - CNRS - Centre National de la Recherche Scientifique - CY - CY Cergy Paris Université, CNRS - Centre National de la Recherche Scientifique); Éric Maurin (PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École nationale des ponts et chaussées - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École nationale des ponts et chaussées - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement); Barton Willage (University of Colorado [Denver], NBER - National Bureau of Economic Research [New York] - NBER - The National Bureau of Economic Research); Alexander Willén (NHH - Norwegian School of Economics and Business Administration, Department of Economics - Norwegian School of Economics and Business Administration, UCLS - Uppsala Center for Labor Studies) |
| Abstract: | This paper provides novel evidence on the causal effect of high school Grade Point Average (GPA) on the human capital development and labor market trajectory of individuals. Causal identification is achieved by exploiting a unique feature of the Norwegian education system that produces exogenous variation in GPA among high school students. We find little effect on the number of completed years of higher education, but significant effects on the number and quality of higher education programs available to students after high school. Most importantly, we find persistent effects on students' long-run labor market outcomes, most notably market wage. |
| Keywords: | Returns to education, High school GPA, High-stakes exams |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:hal:pseptp:halshs-04409423 |
| By: | Michael Kaganovich; Itzhak Zilcha |
| Abstract: | The paper analyzes the effects of two kinds of college education subsidies: unconditional tuition discounts and targeted forgiveness of student loans on student college enrollment and completion or dropout decisions. We focus on students’ imperfect knowledge of their academic ability at the time of matriculation and its updating in the course of study as key factors in their responses to funding policies. We find that while unconditional tuition subsidies incentivize both matriculation and continued study even upon the revelation of low ability hence low returns to college, a policy combining such subsidy with partial forgiveness of student debt conditional on dropping out has a doubly efficient effect of risk mitigation: it maintains incentives to matriculate but discourages continued study when low future returns are revealed. It is, moreover, superior in terms of mitigating the “bad debt” held by students, that unrecouped by returns to college. Budget neutral conversion of a part of unconditional tuition subsidy to targeted debt forgiveness reduces the aggregate bad debt held by students. |
| Keywords: | college enrolment, dropout, tuition subsidy, student debt |
| JEL: | H52 I22 J24 |
| Date: | 2025 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_11620 |
| By: | Uditi Karna; Min Sok Lee; John List; Andrew Simon; Haruka Uchida |
| Abstract: | Educational disparities remain a key contributor to increasing social and wealth inequalities. To address this, researchers and policymakers have focused on average differences between racial groups or differences among students who are falling behind. This focus potentially leads to educational triage, diverting resources away from high-achieving students, including those from racial minorities. Here we focus on the "racial excellence gap" - the difference in the likelihood that students from racial minorities (Black and Hispanic) reach the highest levels of academic achievement compared with their non-minority (white and Asian) peers. There is a shortage of evidence that systematically measures the magnitude of the excellence gap and how it evolves. Using longitudinal, statewide, administrative data, we document eight facts regarding the excellence gap from third grade (typically ages 8-9) to high school (typically ages 14-18), link the stability of excellence gaps and student backgrounds, and assess the efficacy of public policies. We show that excellence gaps in maths and reading are evident by the third grade and grow slightly over time, especially for female students. About one third of the gap is explained by a student's socioeconomic status, and about one tenth is explained by the school environment. Top-achieving racial minority students are also less likely to persist in excellence as they progress through school. Moreover, state accountability policies that direct additional resources to reduce non-race-based inequality had minimal effects on the racial excellence gaps. Documenting these patterns is an important step towards eliminating excellence gaps and removing the "racial glass ceiling". |
| Date: | 2025 |
| URL: | https://d.repec.org/n?u=RePEc:feb:natura:00807 |
| By: | Johanna Muffert; Regina T. Riphahn |
| Abstract: | Multiple job holding (MJH) is increasingly frequent in industrialized countries. Individuals holding a secondary job add to their experience, skills, and networks. We study the long-run labor market outcomes after MJH and investigate whether career effects can be validated. We employ high-quality administrative data from Germany. Our doubly robust estimation method combines entropy balancing with fixed effects difference-in-differences regressions. We find that income from primary employment declines after MJH spells and overall annual earnings from all jobs increase briefly. Job mobility increases after MJH spells. Interestingly, the beneficial long-term effects of MJH are largest for disadvantaged groups in the labor market such as females, those with low earnings, and low education. Overall, we find only limited benefits of MJH. |
| Keywords: | secondary job holding, moonlighting, Minijob, entropy balancing, investment motive, administrative data, fixed effects, difference-in-differences |
| JEL: | J22 J24 C21 M53 |
| Date: | 2025 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_11624 |