Showing papers in "Economics of Education Review in 2016"

TL;DR: The authors investigated whether student-teacher demographic mismatch affects high school teachers' expectations for students' educational attainment and found that non-black teachers of black students have significantly lower expectations than do black teachers.

TL;DR: In this article, the authors describe the barriers that students face during the transition to college and review the evidence on potential policy solutions, focusing primarily on research that examines causal relationships using experimental or quasi-experimental methods.

TL;DR: The authors used longitudinal data from the population of South African primary schools and a fixed-effects approach to find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6.

TL;DR: In this article, the authors exploit a state policy that provides variation in the number of school days prior to standardized testing and find substantial differences between these two effects, concluding that a similar reduction in absences would lead to gains of 5.5% in math and 2.9% in reading.

TL;DR: In this paper, the authors examined the financial value over the course of a lifetime of pursuing a college degree under a variety of different settings (e.g., ability/selection bias and the probability that entering freshmen will not eventually graduate).

TL;DR: In this paper, the authors examine the program that preceded the current effort and evaluate its potential effect on college-going and college persistence, finding that participation is strongly associated with an increased likelihood of graduating from high school and enrolling directly in college, albeit with a modestly lower chance of starting in a four-year college.

TL;DR: In this paper, the authors estimate the English premium in a globalizing economy, by exploiting an exogenous language policy intervention in India that abolished teaching of English in public primary schools.

TL;DR: This paper found that losing one's scholarship results in a small degree of detachment from college and a rise in earnings of about 14 cents per dollar of lost aid, which suggests that HOPE loss may have merely accelerated a small number of students' migration out of college.

TL;DR: In this article, the authors investigated the impact of Bolsa Familia coverage on crime in the city of Sao Paulo, Brazil and found that the main effect works through increased household income or changed peer group, rather than from incapacitation from time spent in school.

TL;DR: The authors found that women are 11 percentage points less likely to attain the teaching evaluation cut-off for promotion to associate professor compared to men and no evidence of a corresponding ethnicity effect on student evaluations of teaching.

TL;DR: This article used a matching approach to estimate the effects of the Federal Work-Study program, leveraging the fact that FWS funding varies across institutions for idiosyncratic reasons and found that about half of FWS participants would have worked even in the absence of the subsidy; for these students, FWS reduces hours worked and improves academic outcomes, but has little impact on early post-college employment.

TL;DR: The authors study whether early tracking of students based on ability increases migrant-native achievement gaps, and they employ a differences-in-differences strategy that exploits international variation in the age of tracking as well as student achievement before and after potential tracking.

TL;DR: In this paper, the authors investigated whether acquiring more general education reduces the risk of future unemployment and found no evidence that having attended a longer and more general program reduced the likelihood of experiencing unemployment.

TL;DR: The authors found that turnover effects can be fully accounted for by the resulting loss in experience and productivity loss following the reallocation of some incumbent teachers to different grades following the adverse selection out of schools and negative effects of turnover in lower-achievement schools.

TL;DR: The authors examined the relationship between student loans and marital status among individuals considering or pursuing graduate management education and found that the amount of accumulated student debt is negatively related to the probability of first marriage.

TL;DR: For example, this article found that there is a strong and consistent negative effect on crime from stricter compulsory schooling laws in the US and that there was a weaker and sometimes non-existent link between such laws and educational attainment.

TL;DR: The authors found that the percentage of questions skipped during the baseline year when respondents were adolescents is a significant predictor of later-life educational attainment, net of cognitive ability, and they posit that response rates are a measure of conscientiousness, though additional research is required to determine what exact noncognitive skills are being captured by item response rates.

TL;DR: New evidence of the importance of family income in the formation and evolution of children's non-cognitive skills using a recent US panel dataset that tracks children between grades K-5 is presented.

TL;DR: This paper investigated the student-level impacts associated with the decision of community colleges to opt out of the Stafford loan program and found that Pell-eligible students enrolling when the community college offered federal loans were 7.6 percentage points more likely to borrow than those who enrolled when the institutions opted out.

TL;DR: This paper used large-scale surveys of Chilean college applicants and college students to explore the way students form beliefs about earnings and cost outcomes at different institutions and majors and how these beliefs relate to degree choice and persistence.

TL;DR: The authors analyzes the returns to training that was co-financed by a German training voucher program and finds that after training participation individuals are more often engaged in non-routine analytic tasks.

TL;DR: In this paper, the authors evaluated an SI/PASS program at an Australian university through a randomized-encouragement-design experiment, where a randomly selected subgroup of students from first-year courses were offered large incentives (worth AUD 55,000) to attend PASS which increased attendance by an estimated 0.47 hours each.

TL;DR: The authors found that children who are relatively older when they begin kindergarten score higher on measures of cognitive and non-cognitive achievement at the beginning of kindergarten and their scores on cognitive assessments grow faster during kindergarten and first grade.

TL;DR: In this article, a donor-specific trade-off between fostering best performing universities and increasing university efficiency when introducing competitive funding in the university sector is discussed, which suggests a non-negligible effect because of the administrative burden induced by competitive funding.

TL;DR: This article found that higher reference group education is associated with lower levels of happiness, however, more educated people are less affected by social comparison, and that the negative association between happiness and reference groups education is not driven by people's interpretations of the happiness scale, self-selection, or the income of their reference group.

TL;DR: Administrative data on two half-cohorts of Israeli eighth-grade students in Hebrew-language schools links standardized test scores in mathematics, science, Hebrew and English to their subsequent choice of matriculation electives shows that the gendered choices they make remain largely intact after conditioning on prior test scores, indicating that these choices are not driven by differences in perceived mathematical ability.

TL;DR: The results show that center based day care improves grades in Danish language in the final year of compulsory school with around 0.2 standard deviations.

TL;DR: In this article, the authors examine graduate student teaching as an input to two production processes: the education of undergraduates and the development of graduate students themselves, and find that students who teach more frequently graduate earlier and are more likely to subsequently be employed by a college or university.

TL;DR: This article examined the causal impact of capital expenditures on school district proficiency rates in Michigan using a regression discontinuity design where they used the outcomes of bond elections as the forcing variable and provided some evidence that capital expenditures can have positive effects on student proficiency levels.

TL;DR: In this article, the authors exploit the variation in changes in medium of instruction across schools located in different districts in Ethiopia following the 1994 education reform to investigate whether learning in mother tongue improves educational outcomes in primary school.