Showing papers in "Economics of Education Review in 2000"

TL;DR: In this paper, regularities in the incidence of over-and undereducation are outlined, as well as consequences for individual earnings, using empirical studies from five countries spanning an interval of two decades, and the results are confronted with three theoretical models (search, human capital and assignment), but none of these is convincingly related to the specification of the earnings function.

TL;DR: This article found that 38% of graduates were overeducated for their first job and, even six years later (1986), 30% of the sample were still overedocated, indicating that the return on surplus education is less than the return of required education.

TL;DR: This paper conducted a meta-analysis of studies on overeducation and undereducation in the labor market and found that of the four different definitions of OO distinguished in the literature, only the one based on variation in years of education within occupational groups appears to yield significantly lower than average rates of oO.

TL;DR: Findings show that education for girls is unnecessary since they only need to work at home and policies that raise household incomes will increase gender equity in schooling, which will also depend on whether and how these policies change the opportunity costs of girls and boys and the labor market returns to female and male schooling.

TL;DR: This article found that the allocation of students and resources into classes is remarkably similar between schools that claim to group and those that claim not to group, and that both types of schools tailor resources to the class ability level in similar ways, for instance by putting low-achieving students into smaller classes.

TL;DR: In this article, the authors employ Portuguese data to test two competing hypotheses about the impact of overeducation and undereducation on earnings, and they find that both are associated with excess schooling but short tenure and job experience.

TL;DR: The authors examined the heterogeneity of earnings among college graduates and found that graduates from highly or most selective colleges and universities earn significantly more than graduates from less selective institutions, and that there is variation across racial and gender groups in the returns to individual and college characteristics.

TL;DR: The authors investigated whether the structural changes in the labor market in the United States over the 1970s and 1980s affected the rewards and penalties associated with having too much or too little schooling for a job.

TL;DR: In this article, the authors presented up-to-date private rates of return to education in Botswana using data from a Household Income and Expenditure Survey and data collected by the author.

TL;DR: The authors examined the impact of including income with no other change in specification, and found that most school inputs become less significant and the correlation between the school input measures and the error term, perhaps due to the omission of a good measure of parental time with the student.

TL;DR: This paper derived an educational cost index and incorporated it into an aid formula designed to bring all districts up to a performance standard, which can be moved toward a standard through a property tax rate increase, an efficiency increase, or increased state aid.

TL;DR: In this article, data from the 1986 Hong Kong By-census and the 1991 Hong Kong Census were used to study the following issues: (1) What is the incidence of adequate schooling, overschooling and underschooling in Hong Kong, and has it changed between 1986 and 1991?

TL;DR: In this paper, panel estimation techniques are utilized to estimate econometric models of the determinants of mathematics achievement for a nationally representative sample of US high school students from the National Education Longitudinal Studies program (NELS88).

TL;DR: In this article, the impact of over-and undereducation (level) and non-matching fields of studies and the 'narrowness' of types of education on the social wastage of overeducation is investigated.

TL;DR: In this paper, the authors used data from the National Survey of Class Structure and Labour Process in Canada (NSCS) to estimate the returns to over and undereducation.

TL;DR: In this paper, the authors present empirical evidence that earlier research may have overstated the impact of ability grouping and tracking on inequality in student achievement, and they list six key difficulties facing research on the effects of grouping on student achievement.

TL;DR: The authors examined school structure, spending, and performance relationships in California and found considerable support for the public exchange model that predicts that greater competition improves student performance, despite claims to the contrary by many advocates of public education.

TL;DR: This article examined Pennsylvania's teacher preparation and selection processes over the last decade and found that the higher the unemployment rate in a district, the more likely it will hire its former students to teach, and the greater the fraction of former students now in the district's teacher force, the lower is student achievement.

TL;DR: This paper found that female students who reported that their high school required they pass a minimum competency exam in order to graduate were paid significantly more after they graduated from high school than men.

TL;DR: In this article, earnings reported by 219 recent college graduates and earnings expected by 248 college seniors are estimated separately for men and women as functions of labor input, grade point average, age, type of employer, types of job, location, and ethnicity.

TL;DR: In this article, the authors investigate whether interdistrict variations in student outcomes (achievements, attainments, and aspirations) are associated with inter-district variation in educational resources.

TL;DR: In this article, the authors examined the return to university quality for a sample of students drawn from the High School and Beyond survey, and found that the student's educational path and the length of time spent at initial institutions had a significant negative effect on university transfers.

TL;DR: Betts and Shkolnik as discussed by the authors argue that studies that compare students in tracked versus untracked classes overestimate the impact of tracking on student achievement by not adequately controlling for student ability and motivation.

TL;DR: In this case, it will involve you to get what call as the preferred thing as mentioned in this paper, which will involve the call of what call will be the preferred one, however, it may involve the choice of the preferred call.

TL;DR: In this paper, the impact of curriculum standards on high school student achievement is examined through estimation of a one-way fixed-effects model of the education production function, and the findings suggest that curriculum standards can improve student performance, but they do little to improve equity.

TL;DR: Hartog et al. as discussed by the authors present a survey article on the overeducation literature, a meta-analysis of many different studies, and six articles with new results, concluding that the measure based on realized matches is the least attractive.

TL;DR: The proposal in this article is based on a count of all students, as opposed to just special education students, and includes a poverty adjustment, which may conflict with the state's goal of educating students with disabilities alongside their nondisabled peers.

TL;DR: In this paper, a simple model of private universities with two products, traditional and nontraditional education, was developed, and the surplus was maximized subject to market demand for traditional and non-traditional education.

TL;DR: The Educational Finance to Support High Learning Standards (EFLSHS) Symposium as mentioned in this paper was organized by the New York State Board of Regents to support the implementation of high learning standards.

TL;DR: The authors assess the impact of fiscal dependence on educational spending and conclude that even if spending levels are inadequate, elimination of fiscal dependency may not be the best policy for addressing this problem Instead, policy makers may want to consider governance changes that would better align responsibilities for allocating revenues to the schools and for governing the schools.