Showing papers in "Economics of Education Review in 1999"

TL;DR: The authors argue that the public sector typically chooses spending on inputs such that the productivity of additional spending on books and instructional materials is 10 to 100 times larger than that of extra spending on teacher inputs (for example, higher wages, small class size).

TL;DR: This paper used event history modeling to examine the temporal dimensions of student departure from a large research university and found that key explanatory variables have differential effects over time, which could reduce the social, institutional, and individual costs often associated with leaving college before degree completion.

TL;DR: This paper examined the implications of endogenous determination of which twin goes to school longer and of measuring schooling with (possibly mean-reverting) error, and concluded that twins-based estimation is vulnerable to the same sort of inconsistency that afflicts conventional crosssectional estimation.

TL;DR: This article evaluated the effects of performance-based accountability in K-12 education, and found positive and relatively large effects for Hispanic and white seventh graders, but not for black students.

TL;DR: The authors revisited the determinants of student evaluations in a model that allows for the possibility that (expected) grades are simultaneously determined, and found that grades do affect an instructor's evaluation.

TL;DR: The authors empirically estimated a multiple-product fixed total cost function and output relationship for comprehensive universities in the United States and found that there are both economies of scale and economies of scope in higher education.

TL;DR: In this article, identical twins have been used to control for "ability bias" in efforts to obtain unbiased estimates of the earnings impact of schooling and of biases in estimates that do not control for earnings endowments.

TL;DR: Ashenfelter and Krueger as mentioned in this paper used a new sample of identical twins to investigate the contribution of genetic ability to the observed cross-sectional return to schooling and found that the return to school among identical twins is about 10% per year of schooling completed.

TL;DR: This paper used detailed national student-level data to estimate an education production function that does not employ the restrictive assumptions of homotheticity and additivity and find statistically significant evidence that school inputs are associated with student performance.

TL;DR: The authors show that small ability differences among twins can lead to more upward omitted ability bias, and more upward bias overall, in the instrumental variables estimate that corrects for measurement error than in the standard within-twin estimate.

TL;DR: The authors used a logistic regression model to investigate the effects of variables relating student characteristics and institutional factors on the decision to apply to a large land-grant university in the US.

TL;DR: The authors showed that vocational courses helped non-college-bound students to start their work life more successfully than academic courses and that academic course work had much smaller labour market payoffs than vocational course work.

TL;DR: In this paper, the authors examined whether employers can infer information about workers' pre-college abilities from the college credentials they acquire and whether employers value the attainment of credentials because credentials signal these abilities.

TL;DR: The authors found that research experience in graduate school (e.g., working as a research assistant, submitting and publishing articles) is positively associated with subsequent publishing proficiency, and other variables included in the analysis include graduate school ranking, graduate school faculty size and its publishing proficiency.

TL;DR: The authors applied the comparative techniques originated by Wolpin, K.I. and Psacharopoulos (1979, On the weak versus the strong version of the screening hypothesis, Economics Letters, 4, 181−185) to discriminate between the ''weak'' and ''strong'' screening hypotheses.

TL;DR: The authors used data for male, high school graduates to estimate a wage model in which detailed measures of high school coursework and post-school work experience are included among the extensive array of covariates.

TL;DR: In this article, the authors examined the importance of declining economic conditions in school attendance decisions for households with teenagers aged 12-17 in Costa Rica and estimated a reduced-form model for school attendance that includes variables to measure household labor market integration, other household factors, teenager characteristics, regional effects and year effects.

TL;DR: In this article, a simple enrollment demand model was employed to investigate the regional market environment of a private, church-related, comprehensive institution of higher education offering undergraduate, graduate and professional education.

TL;DR: In this paper, the authors investigated the determinants of school spending using a disaggregated demand model augmented to include political factors and found that high school spending is highly inelastic to county revenue and major cost factors.

TL;DR: For example, the authors found that falling opportunity costs in the 1980s improved schooling indicators at the same time that reductions in the level of national income worsened them, and the net result of these opposing effects was relatively stagnant enrollment rates.

TL;DR: The findings suggest the potential value of neural algorithms for strengthening econometric models as well as producing accurate forecasts in public elementary and secondary schools in the United States.

TL;DR: In this article, the authors combined household budget survey data and public budget consolidated data for 1987/88 to yield a non-estimation based measure of the benefit of public education outlays in Greece.

TL;DR: In this paper, the authors present IV estimates of the returns to schooling for Honduran males by exploiting the variation in the availability of schooling at the time individuals were eligible to commence their education, and conclude that, when estimating rates of return to education for developing countries, it is important to account for the endogeneity of educational attainment.

TL;DR: In this article, the authors introduce an alternative grading model with rent seeking students, that is, students who allocate time to affect the teachers' grading, and provide empirical evidence that the teachers" grading is systematically associated with teacher characteristics, and discuss whether this is consistent with the Correa and Gruver's model, the alternative model or both.

TL;DR: This paper analyzed data from the National Longitudinal Survey of Youth (NLSY) to examine whether adolescents living in low-income urban areas have less accurate information about labor market institutions than teens in more affluent communities, and whether information influences educational attainment.

TL;DR: This paper examined data collected from the Milwaukee Parental Choice Program to determine whether students with unobserved characteristics correlated with achievement are more likely to apply to the voucher program, and they did not find strong evidence that students who apply to participate in the Milwaukee choice program have unmeasured characteristics, such as motivation, which systematically differ from non-applicants.

TL;DR: In this article, community residence is found to be a significant predictor of desired schooling of parents and children, even with comprehensive controls for child and family traits, and potential sources of community effects are investigated with neighborhood-level data from the 1990 Mexican Census.

TL;DR: In this article, the effect of graduate education on job performance using a unique micro-database consisting of military officers was examined for professional and technical officers in the US Navy, a hierarchical organization with an internal labor market and up-or-out promotion policies.

TL;DR: In this article, the authors estimate a fixed-effects model of pay determination for five Ph.D.-granting departments of economics in large Midwestern state universities, using a unique panel data set spanning 21 years.

TL;DR: This paper found that coauthoring compared to writing alone increases the probability of completing a thesis, and that women take a longer time to complete their theses than men and higher grades are more likely to complete.