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on Education |
| By: | Edith Sand (Bank of Israel); Guy Levy (Bank of Israel) |
| Abstract: | We investigate the effects of various measures of science teachers' cognitive skills—based on academic degrees, math matriculation scores, and psychometric math scores—on their students’ educational achievements. Utilizing detailed administrative data of 12th grade students and their science teachers, spanning the years 2012 to 2019, we find that teachers' cognitive abilities—mainly those measured by math matriculation scores—have clear and positive effects on both students' short-term matriculation test scores and several long-term measures of academic success, such as the probability of pursuing post-secondary studies at a research university and the probability of choosing a STEM major subject. Additionally, teachers with higher cognitive abilities are shown to lead to higher gains, particularly among students with stronger aptitude and same-gender student-teacher matching. |
| Keywords: | Government Policy, Returns to Education, Higher Education |
| Date: | 2025–05 |
| URL: | https://d.repec.org/n?u=RePEc:boi:wpaper:2025.04 |
| By: | McLean, Andrew (Queen's University Belfast); McVicar, Duncan (Queen's University Belfast) |
| Abstract: | This paper presents sibling fixed effects estimates of the relationship between school exclusion and subsequent academic achievement from population-wide administrative data on English secondary school students. It complements a growing base of quasi-experimental and individual fixed effects evidence on exclusion effects in predominantly US settings. We find that being excluded is negatively associated with subsequent achievement at school. We assess the extent to which this might reflect a negative causal impact of exclusion. |
| Keywords: | sibling fixed effects, educational achievement, school exclusion, administrative data |
| JEL: | I24 I28 |
| Date: | 2025–07 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp18044 |
| By: | Tahir Andrabi; Jishnu Das; Asim Ijaz Khwaja; Selcuk Ozyurt |
| Abstract: | Low-cost private schools have increased educational access in low-income countries, but frequent school closures lead to costly disruptions in children’s schooling. We provide experimental evidence from Pakistan that both school loans and educational products and services (EPS) are (a) commercially viable products and (b) substantially and similarly improve school survival rates. Moreover, loans decrease closure rates more for schools with larger initial enrollments and lower baseline test scores, while EPS show no such differential impact. These results demonstrate how financial and educational input constraints can significantly affect school survival while underscoring that the fungibility of entrepreneurial support matters. |
| JEL: | C93 I22 I25 O15 |
| Date: | 2025–07 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:34042 |
| By: | Eric A. Hanushek; Le Kang; Xueying Li; Lei Zhang |
| Abstract: | The changing pattern of quality in China’s rural schools across time and province is extracted from the differential labor market earnings of rural migrant workers. Variations in rates of return to years of schooling across migrant workers working in the same urban labor market but having different sites of basic education provide for direct estimation of provincial school quality. Corroborating this approach, these school quality estimates prove to be highly correlated with provincial cognitive skill test scores for the same demographic group. Returns to quality increase with economic development level of destination cities. Importantly, quality appears higher and provincial variation appears lower for younger cohorts, indicating at least partial effectiveness of more recent policies aimed at improving rural school quality across provinces. Surprisingly, however, provincial variations in quality are uncorrelated with teacher-student ratio or per student spending. |
| Keywords: | school quality, migration, China |
| JEL: | I25 J6 |
| Date: | 2025 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_12017 |
| By: | Tolga Benzer (Turku School of Economics, University of Turku) |
| Abstract: | This paper studies the impact of access to state-run religious schools on girls’ outcomes in T\"urkiye. These schools, offering religious instruction and a conservative school environment, became accessible to girls following a 1976 court ruling. Exploiting variation in exposure to religious schools across district centers and cohorts, I find that access increased secondary school completion among girls—with more pronounced effects observed in conservative areas—while having negligible effects on boys. Treated women later had lower fertility and higher labor force participation. The findings show that removing cultural barriers to education can promote schooling and public life integration for culturally marginalized groups. |
| Keywords: | Culture, Religion, Education, Women's Empowerment, Islam |
| JEL: | I24 I25 J13 J16 J22 Z12 |
| Date: | 2025–08 |
| URL: | https://d.repec.org/n?u=RePEc:tkk:dpaper:dp170 |