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on Education |
| By: | Delaney, Judith M. (University of Bath); Devereux, Paul J. (University College Dublin) |
| Abstract: | In many countries, subsidies towards higher education and financial aid to students from poorer backgrounds have reduced socio-economic status (SES) gaps in undergraduate study. The increasing importance of graduate studies that are typically more expensive may, however, provide a new avenue for outcome differences by SES. We use administrative data from Ireland that allows us to take account of the exact undergraduate programme of study as well as a rich set of covariates. We find differences by SES in the probability of undertaking graduate study and larger differences in the type of programme entered. Low SES students are less likely to enter business/economic fields and more likely to enter education -- the lowest SES group enter fields with expected earnings that are, on average, about 3% lower compared to the highest SES group. We find that, at age 33, students in the lowest SES group who studied a graduate degree earn about 10% less compared to the highest SES group -- even for this high achieving group of graduates, those from the poorest backgrounds still earn significantly less than those from the most privileged backgrounds. Interestingly, we find choice of graduate programme can explain about 40% of this gap. |
| Keywords: | socio-economic status; graduate degrees; educational inequality; social mobility |
| JEL: | I24 I23 |
| Date: | 2025–01 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17652 |
| By: | Ricardo Estrada (CAF – Development Bank of Latin America); Jérémie Gignoux (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, 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); Agustina Hatrick (CAF – Development Bank of Latin America) |
| Abstract: | We study how the admission of an older schoolmate to an elite secondary school influences the application decisions and admission outcomes of younger students. Our study focuses on the rapid expansion of a nationwide system of highly selective secondary schools in Peru. These schools are free of charge, which enables us to investigate the effect of peers on educational choices in a context with minimal financial barriers. Using a sharp regression discontinuity design, our analysis shows that the admission of an older schoolmate increases the number of younger students who apply (by 17%) and are admitted (by 43%) to this elite school system. The effect on applications is concentrated among students with low socioeconomic status (SES). Our evidence suggests that role models can reduce the socioeconomic aspirations gap by helping high-achieving, low-SES youth to learn about the benefits of attending elite schools and to assess whether such institutions are a good match for them. |
| Keywords: | Elite schools, Education inequality, Education externalities, Information diffusion, Peer effects, School choice |
| Date: | 2024–11 |
| URL: | https://d.repec.org/n?u=RePEc:hal:psewpa:halshs-04350164 |
| By: | Simon Briole (CEE-M - Centre d'Economie de l'Environnement - Montpellier - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement - Institut Agro Montpellier - Institut Agro - Institut national d'enseignement supérieur pour l'agriculture, l'alimentation et l'environnement - UM - Université de Montpellier); Marc Gurgand (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); Eric 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); Sandra Mcnally (LSE - London School of Economics and Political Science, UNIS - University of Surrey); Jenifer Ruiz-Valenzuela (UB - Universitat de Barcelona, CEPR - Center for Economic Policy Research); Daniel Santin (UCM - Universidad Complutense de Madrid = Complutense University of Madrid [Madrid]) |
| Abstract: | This paper shows that schools can foster the transmission of civic virtues by helping students to develop concrete, democratically chosen, collective projects. We draw on a RCT implemented in 200 middle schools in three countries. The program leads students to conduct citizenship projects in their communities under the supervision of teachers trained in the intervention. The intervention caused a decline in absenteeism and disciplinary sanctions at school, alongside improved academic achievement. It also led students to diversify their friendship network. The program has stronger effects when implemented by teachers who are initially more involved in the life of the school. |
| Keywords: | Citizenship, Education, Teaching practices, Project-based learning, RCT, Youth |
| Date: | 2024–10 |
| URL: | https://d.repec.org/n?u=RePEc:hal:psewpa:halshs-04720970 |
| By: | Fernanda Estevan; Thomas Gall; Patrick Legros; Andrew F. Newman |
| Abstract: | We investigate "top-N percent" policies in college admission as possible instruments for increasing ethnic diversity in high schools. These policies produce incentives for students to relocate to schools with weaker academic competition. We provide theoretical conditions under which such arbitrage contributes to high-school desegregation. We show that arbitrage can neutralize the policy at the college level, and characterize inter-school ows, which display multiplying cascade effects. Our model's predictions are supported by empirical evidence on the effects of the Texas Top-Ten Percent Law, indicating that a policy intended to support diversity in universities actually helped achieve it in high schools. |
| Keywords: | Matching, general equilibrium, affrmative action, education, college admission, high school segregation, Texas Top Ten Percent |
| Date: | 2025–02 |
| URL: | https://d.repec.org/n?u=RePEc:eca:wpaper:2013/388438 |
| By: | Vembye, Mikkel Helding; Weiss, Felix; Bhat, Bethany Hamilton |
| Abstract: | Co-teaching and related collaborative models of instruction are widely used in primary and secondary schools in many school systems. This systematic review and meta-analysis investigated the effects of such models on students’ academic achievement and how these effects are moderated by factors of theoretical and practical relevance. Although previous research and reviews have asserted that the evidence base is scarce, we found 128 treatment and control group studies from 1984–2020. We excluded 52 studies due to critical risk of bias via Cochrane's risk of bias assessment tools and conducted a meta-analysis of 76 studies. This yielded 280 short-term effect sizes of which 82% were pretest-adjusted. We found a moderate, positive, and statistically significant mean effect of g ̅ = 0.11, 95% CI[0.035, 0.184] of collaborative instruction compared to single-taught controls, using the correlated-hierarchical effects (CHE-RVE) model. From moderator analyses, we found that collaborative instruction yields effects of mostly the same size, whether the interventions involved trained teachers or assistants with no teaching qualifications. This implies a potential for the expansion of such interventions at lower costs than otherwise expected. Moreover, factors that are highlighted in the co-teaching literature as preconditions for the effectiveness of collaborative instruction did not explain variations in effect sizes. Finally, we found no clear evidence for publication bias or small study effects. Notably, a large number of the studies that we drew upon were non-randomized studies, and therefore, more rigorous experimental research is needed, especially on relevant co-teaching interventions. |
| Date: | 2023–08–03 |
| URL: | https://d.repec.org/n?u=RePEc:osf:metaar:mq5v7_v1 |