|
on Education |
| By: | Hans Bonesrønning; Jon Marius |
| Abstract: | We use data from a Norwegian field experiment where young students were taught mathematics in small, homogenous groups to investigate how treatment effects varied across middle-achieving students dependent on their rank order and their tutors’ instructional practices. We find that individuals from the second and fourth quintiles in the pretest score distribution who were placed in groups with lower (higher) ranked students experienced substantially lower (higher) treatment effects than students who were placed in groups with students from the same quintile as themselves. These effects were somewhat modified by the tutors’ instructional practices. Students in the third quintile were unaffected by their within-group rank. |
| Keywords: | ability grouping, small groups, ordinal rank effects, tutors’ instructional practices |
| JEL: | I21 I24 H75 |
| Date: | 2025 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_12153 |
| By: | Robbie Maris (UCL Centre for Education Policy & Equalising Opportunities (CEPEO) & Education Policy Institute (EPI)) |
| Abstract: | Upper-secondary technical and vocational education and training (VET) is responsible for educating a large proportion of the world’s population, significantly impacting productivity and economic growth. Over recent years, there has been a global trend towards combining academic and vocational tracks into one pathway within upper secondary education. In this paper, we analyse the short-run impacts of one of the most recent of these efforts – the T level reforms in England. T levels are large VET qualifications that are more academically oriented than existing VET qualifications and are designed in-part to support progression to further academic or vocational study. Using a combination of quasi-experimental methods (instrumental variables, regression adjustment and matching), we find mixed impacts of T levels on student achievement and progression. T level students are significantly less likely to achieve a full level 3 by the age of 18. However, T level students are more likely to progress to advanced apprenticeships and higher technical study. We show that these impacts are more negative for the marginal student and when considering other level 3 vocational pathways as an alternate form of study. We also find heterogeneity by T level pathway (subject), indicating that some pathways are performing significantly better than others. |
| Keywords: | Education, Instrumental Variables, Qualifications, Technical, UK, Vocational |
| JEL: | I26 I28 |
| Date: | 2025–09 |
| URL: | https://d.repec.org/n?u=RePEc:ucl:cepeow:25-11 |
| By: | Bojidara Doseva; Catherine Dehon; Antonio Estache |
| Date: | 2025–09–25 |
| URL: | https://d.repec.org/n?u=RePEc:eca:wpaper:2013/394559 |
| By: | Natee Amornsiripanitch; Paul Gompers; George Hu; Will Levinson; Vladimir Mukharlyamov; Sachin Srivastava |
| Abstract: | This paper proposes a non-pecuniary measure of career achievement, seniority. Based on a database of over 150 million resumes, this metric exploits the variation in how long it takes workers to attain job titles. A person’s seniority is defined as the number of years it takes the median individual—within the same industry and firm size category—to achieve that person’s job title. Seniority aligns with standard markers of success—it is positively correlated with both wages and educational attainment. To demonstrate its value as a measure of career progression, we show that individuals with higher seniority levels in the public sector are more likely to transition to higher-paying positions in the private sector. When non-monetary factors influence career choice, evaluating labor market outcomes using non-wage measures, such as seniority, offers significant advantages. |
| JEL: | J0 J01 J3 J30 J32 |
| Date: | 2025–09 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:34292 |
| By: | Laxman Timilsina |
| Abstract: | Using the restricted data from American Community Survey from 2011 to 2017, this paper examines the impact of New York City’s (NYC) expansion of universal pre-kindergarten (UPK) on labor force participation of mothers with the youngest child of 4 years of age. Starting in Fall of 2014, any child who is 4 years old and residing in NYC for the past year is eligible for UPK for the academic year, for example all children born in 2010 would qualify for the academic year 2014-15. It uses a triple-difference approach - first compare mothers in NYC with the youngest child of 4-year-olds (treated mothers) to mothers with the youngest child of 5 and 6-year-olds (control mothers) before and after the program. Next, it compares this difference with mothers living in adjacent counties in the New York Metropolitan Area (NMA) in New York to NYC. I find that the program increased mothers’ labor force participation by 5 percentage points (a 7.5 percent impact) in NYC. The results are robust to various robustness checks like comparing with mothers living in all of NMA and mothers in Philadelphia. |
| Keywords: | Universal Pre-Kindergarten, Maternal Labor Force Participation, NYC |
| JEL: | H53 I38 |
| Date: | 2025–09 |
| URL: | https://d.repec.org/n?u=RePEc:cen:wpaper:25-62 |