Template-Type: ReDIF-Article 1.0
Author-Name: Yao Tang 
Author-X-Name-First: Yao 
Author-X-Name-Last: Tang 
Title: School Effectiveness in Taiwanese Vocational Education: A Multi-level Analysis 
Abstract:
  This paper estimates the impact of three types of qualitative difference
 in Taiwanese vocational schools on students' achievement institutional
 investment, student background and learning processes. This analysis is
 based on multi-level modelling, which is a new statistical technique
 developed by the Institute of Education, University of London. The results
 show that, within the three main types, some subgroups of the qualitative
 differences influence students' performance, but that student background
 has little effect on graduates compared with the other two main types of
 difference. 
Journal: Education Economics 
Pages: 3-26 
Issue: 1 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000001 
File-URL: http://www.tandfonline.com/10.1080/09645299700000001 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:1:p:3-26




Template-Type: ReDIF-Article 1.0
Author-Name: Marian Stone 
Author-X-Name-First: Marian 
Author-X-Name-Last: Stone 
Title: Resources, Curriculum and Sixth-form Students: Hong Kong, 1994-1995 
Abstract:
  This paper reports on a study undertaken in Hong Kong, addressing the way
 that resources are deployed in grammer schools to provide a curriculum for
 sixth-form students. The crucial resources in this analysis is time. An
 analytical technique that allows modelling of the allocational effects of
 alternative educational decisions is used. This technique also permits the
 direction and magnitude of cross-subsidizational flows among school
 activities to be identified. The results of this analysis and their
 implications for Hong Kong schooling are discussed. 
Journal: Education Economics 
Pages: 27-39 
Issue: 1 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000002 
File-URL: http://www.tandfonline.com/10.1080/09645299700000002 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:1:p:27-39




Template-Type: ReDIF-Article 1.0
Author-Name: J. R. Shackleton 
Author-X-Name-First: J. R. 
Author-X-Name-Last: Shackleton 
Author-Name: S. Walsh 
Author-X-Name-First: S. 
Author-X-Name-Last: Walsh 
Title: What Determines Who Obtains National Vocational Qualifications? 
Abstract:
  This paper assesses the determinants of National Vocational
 Qualification/ Scottish Vocational Qualification (NVQ/SVQ) acquisition,
 using a probit model, and discusses the possible implications for
 government policy. Labour Force Survey data are used to show that the
 factors which positively affect the likelihood of having an NVQ or SVQ
 contradict the findings of earlier papers on the determinants of all
 work-related training. In particular, it is found that being female and
 non-white increase the chances of having an NVQ, and there is a negative
 relationship between previous formal qualifications and the likelihood of
 having an NVQ. 
Journal: Education Economics 
Pages: 41-52 
Issue: 1 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000003 
File-URL: http://www.tandfonline.com/10.1080/09645299700000003 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:1:p:41-52




Template-Type: ReDIF-Article 1.0
Author-Name: Maria Eliophotou Menon 
Author-X-Name-First: Maria Eliophotou 
Author-X-Name-Last: Menon 
Title: Perceived Economic Benefits of Higher Education: The Case of Cyprus 
Abstract:
  The paper examines the costs and economic benefits of higher education as
 these are perceived by final-form secondary school students in Cyprus. It
 also investigates the main influences on students' expected lifetime
 earnings. The findings are supportive of human capital theory: students
 who intended to enter third-level education expected their lifetime
 earnings to increase considerably as a result. In contrast, labour market
 entrants did not associate higher education with significantly higher
 earnings; they also believed its costs to be greater than those reported
 by higher education entrants. Moreover, the results indicate that student
 are largely realistic in their perceptions of the structure of earnings in
 the labour market. 
Journal: Education Economics 
Pages: 53-61 
Issue: 1 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000004 
File-URL: http://www.tandfonline.com/10.1080/09645299700000004 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:1:p:53-61




Template-Type: ReDIF-Article 1.0
Author-Name: Rune S&#xf8;rensen 
Author-X-Name-First: Rune 
Author-X-Name-Last: S&#xf8;rensen 
Title: Local Government School Priorities: Teaching Input and Class Size in Norway, 1980-1992 
Abstract:
  Increased local government autonomy can cause broader inequalities in the
 supply of education services. This paper analyzes the municipalities'
 priorities concerning basic education. The analysis is based on a model
 where the communes' resources are broken down into teaching input per
 class, class size and administrative outlays in the period 1980-1992. The
 model assumes that the commune's priorities regarding basic education are
 dependent on municipal economic constraints, the residential demands for
 basic education and other municipal services. The analysis reaches the
 following conclusions. (1) The resources input in basic schooling has
 increased markedly during the period 1980-1992. The total teaching input
 in work-years per class has increased from 1.5 to 2.0, and the mean class
 size has been reduced from 19 to 17 pupils. The disparities increased
 somewhat in the period 1980-1985, while they were stable in the period
 1986-1992. The disparities were greatest in class size and least in
 teaching input per class. (2) The teaching input per student is quite
 insensitive to variations in local government revenues, and the resource
 level of basic schooling is less dependent on municipal income than are
 other municipal services. Revenue sensitivity is low in the short term,
 but greater with permanent changes in local revenue. (3) The level of
 basic schooling hardly competes with resource requirements in other
 municipal sectors. The resource input into basic schooling is slightly
 reduced where the proportion of the population exceeds 80 years of age or
 is under school age. (4) Those communes where the inhabitants have a high
 social status do not give priority to basic schooling at the expense of
 other municipal services. The resource input into basic schooling does not
 vary noticeably with the level of population, general education or income.
 (5) Little indicates that the transition from earmarked central government
 grants to a block grant system has resulted in a lower priority being
 accorded to basic schooling. The level of basic school resources has,
 however, become somewhat more sensitive to variations in municipal income
 base and demographic factors after the introduction of the new grant
 scheme. 
Journal: Education Economics 
Pages: 63-89 
Issue: 1 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000005 
File-URL: http://www.tandfonline.com/10.1080/09645299700000005 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:1:p:63-89




Template-Type: ReDIF-Article 1.0
Author-Name: S. Bradley 
Author-X-Name-First: S. 
Author-X-Name-Last: Bradley 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 91-93 
Issue: 1 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000006 
File-URL: http://www.tandfonline.com/10.1080/09645299700000006 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:1:p:91-93




Template-Type: ReDIF-Article 1.0
Author-Name: P. Dolton 
Author-X-Name-First: P. 
Author-X-Name-Last: Dolton 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 93-94 
Issue: 1 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000007 
File-URL: http://www.tandfonline.com/10.1080/09645299700000007 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:1:p:93-94




Template-Type: ReDIF-Article 1.0
Author-Name: J. Roberts 
Author-X-Name-First: J. 
Author-X-Name-Last: Roberts 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 94-96 
Issue: 1 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000008 
File-URL: http://www.tandfonline.com/10.1080/09645299700000008 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:1:p:94-96




Template-Type: ReDIF-Article 1.0
Author-Name: Keiji Hashimoto 
Author-X-Name-First: Keiji 
Author-X-Name-Last: Hashimoto 
Author-Name: Elchanan Cohn 
Author-X-Name-First: Elchanan 
Author-X-Name-Last: Cohn 
Title: Economies of Scale and Scope in Japanese Private Universities 
Abstract:
  A flexible fixed-cost quadratic function is employed to estimate
 multiple-output cost functions for 94 private universities in Japan for
 the year 1991. The three outputs employed are undergraduate teaching,
 graduate teaching and research. Our results provide evidence of ray
 economics of scale and both global and product-specific economies of
 scope. Product-specific economics of scale are shown for undergraduate and
 graduate teaching in relatively small universities and for research in
 relatively large universities. Implications of the findings are discussed. 
Journal: Education Economics 
Pages: 107-115 
Issue: 2 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000010 
File-URL: http://www.tandfonline.com/10.1080/09645299700000010 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:2:p:107-115




Template-Type: ReDIF-Article 1.0
Author-Name: Antreas Athanassopoulos 
Author-X-Name-First: Antreas 
Author-X-Name-Last: Athanassopoulos 
Author-Name: Estelle Shale 
Author-X-Name-First: Estelle 
Author-X-Name-Last: Shale 
Title: Assessing the Comparative Efficiency of Higher Education Institutions in the UK by the Means of Data Envelopment Analysis 
Abstract:
  In this paper, we examine the comparative of higher education
 institutions in the UK. The governmental inititatives of the decade within
 this sector have given emphasis to issues of accountability, value for
 money and cost control. The reporting of various statistics regarding the
 universities' activities only fully achieves its potential value if it is
 used to define comprehensive concepts of performance and goal achievements
 informed by the institutions' missions. In that spirit, we propose
 concepts of cost and outcome efficiency in order to gain further insights
 into the universities' operations. Data envelopment analysis and its
 recent advances were used to asses the two types of efficiency. The
 application of the methodology to 45 universities in the UK revealed a
 subset of six institutions that showed satisfactory performance across
 alternative efficiency tests. 
Journal: Education Economics 
Pages: 117-134 
Issue: 2 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000011 
File-URL: http://www.tandfonline.com/10.1080/09645299700000011 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:5:y:1997:i:2:p:117-134




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Barrow 
Author-X-Name-First: Michael 
Author-X-Name-Last: Barrow 
Title: The Further Education Funding Council's New Funding Methodology 
Abstract:
  This paper describes and evaluates the new funding methodology in further
 education, introduced in 1993 by the Further Education Funding Council
 (FEFC) when it took over control of the further education sector from
 local authorities. The methodology provides colleges with incentives to
 expand, to lower unit costs and also aims at reducing inequalities in
 funding between colleges. This paper examines, in particular, the way
 colleges have responded to the incentives and, hence, whether the
 objectives of the FEFC have been achieved. 
Journal: Education Economics 
Pages: 135-151 
Issue: 2 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000012 
File-URL: http://www.tandfonline.com/10.1080/09645299700000012 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:2:p:135-151




Template-Type: ReDIF-Article 1.0
Author-Name: Gary Madden 
Author-X-Name-First: Gary 
Author-X-Name-Last: Madden 
Author-Name: Scott Savage 
Author-X-Name-First: Scott 
Author-X-Name-Last: Savage 
Author-Name: Steven Kemp 
Author-X-Name-First: Steven 
Author-X-Name-Last: Kemp 
Title: Measuring Public Sector Efficiency: A Study of Economics Departments at Australian Universities 
Abstract:
  The 1987 Green Paper on Australian higher education included a
 recommendation for the abandonment of the binary system. The Dawkins plan
 effectively transferred resources from established universities to the
 former colleges of advanced education. This study compares the initial and
 subsequent performance of economics departments. The analysis applies
 survey data to a non-parametric data envelopment analysis model. Model
 results suggest that while overall performance has improved substantially,
 further productivity improvements are required for new universities to
 achieve best practice. 
Journal: Education Economics 
Pages: 153-168 
Issue: 2 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000013 
File-URL: http://www.tandfonline.com/10.1080/09645299700000013 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:5:y:1997:i:2:p:153-168




Template-Type: ReDIF-Article 1.0
Author-Name: Wim Groot 
Author-X-Name-First: Wim 
Author-X-Name-Last: Groot 
Author-Name: Henri&#xeb;tte Maasen Van Den Brink 
Author-X-Name-First: Henri&#xeb;tte Maasen Van Den 
Author-X-Name-Last: Brink 
Title: Allocation and the Returns to Over-education in the UK 
Abstract:
  Over-education indicates that there are mismatches between the supply and
 demand for skills in the labour market, and inefficiencies in the
 investment in education. This paper uses the 1991 wave of the British
 Household Panel Survey to examine the extent and the returns to
 over-education in the UK. For this, we divide years of education attained
 by workers into years of education required for the job, years of
 over-education and years of under-education. The paper contributes to the
 literature on this topic by determining the rates of return when
 investments in education are endogenous. We use three different approaches
 to measuring the returns to over-education. The first is the conventional
 one, in which years of education required, years of over-education and
 years of unver-education are included as exogenous variables in an
 ordinary least squares (OLS) estimation of the wage equation. The second
 approach uses instrumental variables for years of education required,
 over-education and under-education in the wage equation. By this, we allow
 for the mutual relation between the utilization of education and wage
 setting within the framework of the allocation theory. In the third
 approach, we extend the notions of the allocation theory by specifying
 separate wage regimes for each of the three modes of the allocation of
 skills supplied and skills required. The results suggest that OLS
 overestimates the returns to over-education because of ability bias. For
 the same reasons, the OLS estimates of the returns to under-education
 might be biased downwards. OLS estimates on the years of education
 required are biased downwards as well. The results further show that
 mismatches between supply and demand for skills tend to diminish with
 years of experience in the labour market. 
Journal: Education Economics 
Pages: 169-183 
Issue: 2 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000014 
File-URL: http://www.tandfonline.com/10.1080/09645299700000014 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:5:y:1997:i:2:p:169-183




Template-Type: ReDIF-Article 1.0
Author-Name: G. Williams 
Author-X-Name-First: G. 
Author-X-Name-Last: Williams 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 185-187 
Issue: 2 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000015 
File-URL: http://www.tandfonline.com/10.1080/09645299700000015 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:5:y:1997:i:2:p:185-187




Template-Type: ReDIF-Article 1.0
Author-Name: P. Scott 
Author-X-Name-First: P. 
Author-X-Name-Last: Scott 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 187-189 
Issue: 2 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000016 
File-URL: http://www.tandfonline.com/10.1080/09645299700000016 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:2:p:187-189




Template-Type: ReDIF-Article 1.0
Author-Name: J. W. Graham 
Author-X-Name-First: J. W. 
Author-X-Name-Last: Graham 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 190-192 
Issue: 2 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000017 
File-URL: http://www.tandfonline.com/10.1080/09645299700000017 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:2:p:190-192




Template-Type: ReDIF-Article 1.0
Author-Name: David Mitch 
Author-X-Name-First: David 
Author-X-Name-Last: Mitch 
Title: Editorial 
Abstract:
Journal: Education Economics 
Pages: 203-209 
Issue: 3 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000020 
File-URL: http://www.tandfonline.com/10.1080/09645299700000020 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:3:p:203-209




Template-Type: ReDIF-Article 1.0
Author-Name: Douglas. Lamdin 
Author-X-Name-First: Douglas. 
Author-X-Name-Last: Lamdin 
Author-Name: Micheal Mintrom 
Author-X-Name-First: Micheal 
Author-X-Name-Last: Mintrom 
Title: School Choice in Theroy and Practise: Taking Stock and Looking Ahead 
Abstract:
  School choice has recieved increasing attention from scholars and
 policy-makers. We review the rationales for government financing and
 provision of education and the arguments made for using market mechanisms
 in education provision. We then take stock of school choice in practise,
 focussing on development in the US. In so doing, we discuss how
 school-choice initiatives can be evaluated, and suggest direction for
 future research. 
Journal: Education Economics 
Pages: 211-244 
Issue: 3 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000021 
File-URL: http://www.tandfonline.com/10.1080/09645299700000021 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:3:p:211-244




Template-Type: ReDIF-Article 1.0
Author-Name: Peter Rangazas 
Author-X-Name-First: Peter 
Author-X-Name-Last: Rangazas 
Title: Competition and Private School Vouchers 
Abstract:
  This paper examines the theoretical presumption that private school
 vouchers will increase the quality of education in public and private
 schools. Even in simple models that assume public education is plagued by
 X-inefficiency or budger-maximizing administrators, the effect of vouchers
 on quality are ambiguous. The primary reason for the ambiguity is that
 vouchers may reduce the enrollment response to changes in public-school
 quality by placing different households at the margin of deciding between
 public and private education. The ambiguity also stems from situations
 where public cost-cutting responses completely dominate quality responses
 and where private-school quality falls. 
Journal: Education Economics 
Pages: 245-263 
Issue: 3 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000022 
File-URL: http://www.tandfonline.com/10.1080/09645299700000022 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:3:p:245-263




Template-Type: ReDIF-Article 1.0
Author-Name: Henry Levin 
Author-X-Name-First: Henry 
Author-X-Name-Last: Levin 
Author-Name: Cyrus Driver 
Author-X-Name-First: Cyrus 
Author-X-Name-Last: Driver 
Title: Cost of an Educational Voucher System 
Abstract:
  In this study, we suggest a framework for estimating the cost associated
 with a shift from the traditional method of financing and administering
 public schools in the US to an educational voucher system. The framework
 includes the accurate specification of the particular voucher plan, the
 system to be replaced, the setting where the plan will be applied,
 assumptions about the behaviour of schools and families under the plan,
 and the method for estimating costs. We then apply those parts of the
 framework that can be identified generically to compute illustrative
 'ballpark' estimates in five cost areas: accommondating additional
 students, record keeping, student transportation, information to parents
 and dispute adjudication. Our estimates suggest that the public cost of a
 voucher plan in a representative US context could raise public educational
 costs by 25% or more. The costs of an overall governmental system of
 finance and structures that would support a voucher plan should no longer
 be ignored, as voucher plans are introduced and debated in the public
 policy arena. 
Journal: Education Economics 
Pages: 265-283 
Issue: 3 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000023 
File-URL: http://www.tandfonline.com/10.1080/09645299700000023 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:3:p:265-283




Template-Type: ReDIF-Article 1.0
Author-Name: Anne West 
Author-X-Name-First: Anne 
Author-X-Name-Last: West 
Author-Name: Hazel Pennell 
Author-X-Name-First: Hazel 
Author-X-Name-Last: Pennell 
Title: Educational Reform and School Choice in England and Wales 
Abstract:
  The paper examines the educational reforms relating to school choice that
 were introduced in England and Wales by Conservative governments during
 the 1980s and 1990s. The political background is outlined and the reforms
 themselves are examined. We evaluate the extent to which choice has
 increased, and for whom, and whether the Conservative goverments' stated
 intention of increasing standards of educational achievement has been met.
 We conclude that although the range of schools from which parents can
 choose has increased in some areas, the scope for curricular diversity is
 constrained by the national curriculum. Insofar as choice has increased,
 the beneficiaries are more likely to be from higher socio-economic groups.
 There has also been a fragmentation in the process of school admissions
 which appears to be exacerbating inequities. While performance at the end
 of compulsory and post-compulsory secondary education has improved, it is
 not clear to what extent this can be attributed to the reforms. The advent
 of a new Labour government in May 1997 is likely to result in a policy
 shift and reference is made to key areas of reform. 
Journal: Education Economics 
Pages: 285-305 
Issue: 3 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000024 
File-URL: http://www.tandfonline.com/10.1080/09645299700000024 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:3:p:285-305




Template-Type: ReDIF-Article 1.0
Author-Name: Taryn Rounds Parry 
Author-X-Name-First: Taryn Rounds 
Author-X-Name-Last: Parry 
Title: Theory Meets Reality in the Education Voucher Debate: Some Evidence from Chile 
Abstract:
  This paper contributes to the education voucher debate by evaluating some
 of the most fundamental arguments supporting vouchers. Analysis of an
 authentuc voucher system in Chile shows that punlic schools produce higher
 quality education as measured by the achievement test scores after
 controlling for school resources and the tyoe of student enrolled.
 However, the findings also indicate that each type of schoold specializes:
 public schools achieve higher preformance with disadcantaged children
 while private schools produce higher scores with 'high quality' students
 (students whose parents have high education levels or students who have
 higher scores initially). Second, greater competition may lead to higher
 quality education, but the size of the effect is larger for private
 schools. Moreover, it appears that compettion promotes municipalities to
 spend more wisely on education from their own-source revenues and this
 additional spending raises public-school scores in competitive areas.
 Hence, public schools may repond to competitive pressures even though they
 are hindered by a centralized, more bureaucratic adiministration than
 private schools. Competition itself may deserve greater emphasis than
 traditional privatization arguments for improving the quality of
 education. 
Journal: Education Economics 
Pages: 307-331 
Issue: 3 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000025 
File-URL: http://www.tandfonline.com/10.1080/09645299700000025 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:3:p:307-331




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen. Heyneman 
Author-X-Name-First: Stephen. 
Author-X-Name-Last: Heyneman 
Title: Educational Choice in Eastern Europe and the Former Soviet Union: A Review Essay 
Abstract:
  This paper explores the question of school choice with particular
 reference to politics in Eastern Europe and the former Soviet Union, and
 how these have been viewed by Glenn, in particular. 
Journal: Education Economics 
Pages: 333-339 
Issue: 3 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000019 
File-URL: http://www.tandfonline.com/10.1080/09645299700000019 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:3:p:333-339




Template-Type: ReDIF-Article 1.0
Author-Name: Milton Friedman 
Author-X-Name-First: Milton 
Author-X-Name-Last: Friedman 
Title: Public Schools: Make Them Private 
Abstract:
  A voucher system that would enable parents to choose freely the schools
 that their children attend is the most feasible way to improve elementary
 and secondary education in the US. Such a voucher system will encourage
 privatization of a sizeable fraction of educational services. That will
 unleash the drive, imagination and energy of competitive free enterprise
 to revolutionize the education process. The competition will froce
 goverment schools to improve in order to retain thier clientele. Except
 for a small group who have a vested interest in the present system,
 everyone would win: parents, students, teachers, taxpayers, private
 entrepreneurs and, above all, the residents of the central cities. 
Journal: Education Economics 
Pages: 341-344 
Issue: 3 
Volume: 5 
Year: 1997 
X-DOI: 10.1080/09645299700000026 
File-URL: http://www.tandfonline.com/10.1080/09645299700000026 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:5:y:1997:i:3:p:341-344




Template-Type: ReDIF-Article 1.0
Author-Name: Gerard Lassibille 
Author-X-Name-First: Gerard 
Author-X-Name-Last: Lassibille 
Author-Name: Lucia Navarro Gomez 
Author-X-Name-First: Lucia Navarro 
Author-X-Name-Last: Gomez 
Title: The Evolution of Returns to Education in Spain 1980-1991 
Abstract:
Journal: Education Economics 
Pages: 3-9 
Issue: 1 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000001 
File-URL: http://www.tandfonline.com/10.1080/09645299800000001 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:1:p:3-9




Template-Type: ReDIF-Article 1.0
Author-Name: Haksever Cengiz 
Author-X-Name-First: Haksever 
Author-X-Name-Last: Cengiz 
Author-Name: Muragishi Yuki 
Author-X-Name-First: Muragishi 
Author-X-Name-Last: Yuki 
Title: Measuring Value in MBA Programmes 
Abstract:
  This paper presents an application of data envelopment analysis to
 measure value added in Master of Business Administration (MBA) education
 in the US. The paper focuses on the MBA programme as an example of a
 value-adding process in education and demonstrates how such programmes may
 be evaluated in terms of their efficiency in providing value to students.
 Results of experiments with various combinations of input and output
 measures are reported. The top 20 MBA programmes do not seem to be
 different from the second 20 in terms of average efficiency. 
Journal: Education Economics 
Pages: 11-25 
Issue: 1 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000002 
File-URL: http://www.tandfonline.com/10.1080/09645299800000002 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:1:p:11-25




Template-Type: ReDIF-Article 1.0
Author-Name: John Ashworth 
Author-X-Name-First: John 
Author-X-Name-Last: Ashworth 
Title: A Waste of Resources? Social Rates of Return to Higher Education in the 1990s 
Abstract:
  There has been considerable debate concerning the benefits or otherwise
 of the 1990s' expansion of higher education in the UK yet there has been
 no attempt to examine the human capital underpinnings of continued
 expansion from the perspective of society. This paper demonstrates that
 the popular assertions regarding the benefits to society of additional
 higher education are now very dubious. Four factors are shown to be
 decisive: (Presumed) economic growth; changes in the relative earnings of
 graduates and non-graduates; the difference between the average and the
 marginal student; the belief in scale economies and therefore the costs of
 higher education. Of these the most important is the presumption made
 about growth and the distribution of the rewards from growth. The paper
 shows that, unless the growth is such that it favours graduates, society's
 reward is so low that further expansion is difficult to justify on
 economic growth terms. There would appear to be no substantive rationale
 for a further increase in student numbers until there is some evidence of
 a social return on the initial investment. 
Journal: Education Economics 
Pages: 27-44 
Issue: 1 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000003 
File-URL: http://www.tandfonline.com/10.1080/09645299800000003 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:1:p:27-44




Template-Type: ReDIF-Article 1.0
Author-Name: Nicholas Barr 
Author-X-Name-First: Nicholas 
Author-X-Name-Last: Barr 
Author-Name: Iain Crawford 
Author-X-Name-First: Iain 
Author-X-Name-Last: Crawford 
Title: Funding Higher Education in an Age of Expansion 
Abstract:
  Rapid, inadequately funded expansion of British higher education between
 1990 and 1996, superimposed on an extended period of financial stringency,
 led to a funding crisis. As a response, the government established a
 National Committee of Inquiry into Higher Education (the Dearing
 Committee) (1997a,b) to report by summer 1997. This paper, a slightly
 updated version of our first submission to the Dearing Committee, is the
 first part of a trilogy. It seeks to establish a coherent strategy for
 reform involving (a) a wide-ranging system of student loans, (b)
 flexibility to allow universities to charge variable fees and (c) a move
 away from central planning of higher education. This paper discusses the
 design and implementation of a student loan system with income-contingent
 repayments collected by the tax or national insurance authorities;
 considers how to arrange the scheme so that a significant fraction of
 student borrowing derives from private sources; and reports on a
 simulation exercise suggesting the likely repayment performance of the
 proposed scheme. The second part of the trilogy (Barr, 1997) discusses the
 treatment of student scheme. The second part of the third (Barr, &
 Crawford, 1998) offers a critique of the Dearing Report's funding
 recommendations and the government's response, based on our evidence to
 the Parliamentary Select Committee on education and Employment. 
Journal: Education Economics 
Pages: 45-70 
Issue: 1 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000004 
File-URL: http://www.tandfonline.com/10.1080/09645299800000004 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:1:p:45-70




Template-Type: ReDIF-Article 1.0
Author-Name: Bock Kathrin 
Author-X-Name-First: Bock 
Author-X-Name-Last: Kathrin 
Author-Name: Timmermann Dieter 
Author-X-Name-First: Timmermann 
Author-X-Name-Last: Dieter 
Title: Original Articles 
Abstract:
  This article provides a detailed survey of matching problems between
 eduction and employment in Germany by examining the past and present
 situation in vocational education and training as well as in higher
 education. The analysis provides insights into the educational behavior of
 young people. Next to and analysis of the transitions into both education
 system, the entrance of skilled workers and employees, as well as of
 higher education graduates into the employment system, is scrutinized in
 detail. Finally, the challenges towards the future structure and
 organization of both education systems ae examined by considering the
 current economic situation in Germany. 
Journal: Education Economics 
Pages: 71-92 
Issue: 1 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000005 
File-URL: http://www.tandfonline.com/10.1080/09645299800000005 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:1:p:71-92




Template-Type: ReDIF-Article 1.0
Author-Name: K. Drake 
Author-X-Name-First: K. 
Author-X-Name-Last: Drake 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 93-95 
Issue: 1 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000006 
File-URL: http://www.tandfonline.com/10.1080/09645299800000006 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:1:p:93-95




Template-Type: ReDIF-Article 1.0
Author-Name: P. Ryan 
Author-X-Name-First: P. 
Author-X-Name-Last: Ryan 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 95-98 
Issue: 1 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000007 
File-URL: http://www.tandfonline.com/10.1080/09645299800000007 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:1:p:95-98




Template-Type: ReDIF-Article 1.0
Author-Name: A. McGown 
Author-X-Name-First: A. 
Author-X-Name-Last: McGown 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 98-99 
Issue: 1 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000008 
File-URL: http://www.tandfonline.com/10.1080/09645299800000008 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:1:p:98-99




Template-Type: ReDIF-Article 1.0
Author-Name: Paul Bennell 
Author-X-Name-First: Paul 
Author-X-Name-Last: Bennell 
Title: Rates of Return to Eduation in Asia: A Review of the Evidence 
Abstract:
  At regular intervals during the past 20 years, George Psacharopoulos has
 presented aggregate rates of return (RORs) to investments in education for
 each major geographical region. He argues forcibly that clear global ROR
 patterns are discernible. Perhaps the most well known of these is that the
 aggregate social RORs to primary education are consistently the highest
 throughout the world. However, by carfully scrutinizing the original ROR
 estimates, this article shows that none of his ROR patterns exists in
 Asia. 
Journal: Education Economics 
Pages: 107-120 
Issue: 2 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000010 
File-URL: http://www.tandfonline.com/10.1080/09645299800000010 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:2:p:107-120




Template-Type: ReDIF-Article 1.0
Author-Name: Chandra Shah 
Author-X-Name-First: Chandra 
Author-X-Name-Last: Shah 
Title: Recurrent Teacher Cost per Student by Key Learning Area: Upper Secondary Schools, Victoria, Australia 
Abstract:
  This paper reports the development of a model to analize direct teaching
 cost per student at the class level in Years 11 and 12, the final 2 years
 of secondary schooling in Victoria, Australia. Cost per student was
 modelled as a function of class size, teacher time developed to that class
 and teacher earnings. Class sizes were found to vary by subject or
 learning area and the school's total student enrolment in Years 11 and 12.
 The proportion of a class-teacher's total work time that is devoted to
 activities related directly to teaching the class was found to vary with
 the class was found to vary with the class teachers' sex, their
 appointment fraction and whether or not they had higher duties. It also
 varied with the class size, the enrolment in Years 11 and 12, and the
 learning area. Earnings were found to vary with the sex of the teacher,
 whether or not they had higher duties and the learning area they taught
 in, and to a smaller extent with the enrolment in Years 11 and 12. The
 model provides predictions for class size and unit cost for each learning
 area for various levels of enrolment in Years 11 and 12. Predictions of
 cost per student for foreign-language classes were almost twice as much as
 that for English classes, and mathematics classes had the lowest cost per
 student. 
Journal: Education Economics 
Pages: 121-139 
Issue: 2 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000011 
File-URL: http://www.tandfonline.com/10.1080/09645299800000011 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:2:p:121-139




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Toutkoushian 
Author-X-Name-First: Robert 
Author-X-Name-Last: Toutkoushian 
Author-Name: Paula Hollis 
Author-X-Name-First: Paula 
Author-X-Name-Last: Hollis 
Title: Using Panel Data to Examine Legislative Demand for Higher Education 
Abstract:
  Empirical studies of legislative demand for higher education, using
 cross-sectional date for all 50 states, have not found much evidence that
 economic and demographic factors influence state higher education
 appropriations. This study uses panel data on state appropriations from
 1982 through 1996 to examine the sensitivity of the results from the
 legislative demand model to changes in statistical methodology employed.
 The results show that the signs and significance levels of variables used
 in the legislative demand model vary widely when ordinary least squares,
 fixed effects and two-stage least squares are used. In particular, after
 controlling for state effects in the panel data, a number of the expected
 relationships between state appropriations and both economic and
 demographic factors emerge. There is also some evedence that K-12
 education is a significant competing interest group for higher education,
 and that the legislative demand functions for higher education vary by
 geographical region and whether funding formulae are used to help
 determine higher education appropriations. 
Journal: Education Economics 
Pages: 141-157 
Issue: 2 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000012 
File-URL: http://www.tandfonline.com/10.1080/09645299800000012 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:2:p:141-157




Template-Type: ReDIF-Article 1.0
Author-Name: Steven Kemp 
Author-X-Name-First: Steven 
Author-X-Name-Last: Kemp 
Author-Name: Gary Madden 
Author-X-Name-First: Gary 
Author-X-Name-Last: Madden 
Author-Name: Michael Simpson 
Author-X-Name-First: Michael 
Author-X-Name-Last: Simpson 
Title: Emerging Australian Education Markets: A Discrete Choice Model of Taiwanese and Indonesian Student Intended Study Destination 
Abstract:
  Australia is among the leading exporters of higher education services,
 behind the US and the UK, for English-based instruction. During the past
 decade, Australia has experienced significant growth in international
 student numbers, and currently has a substantial share of the East Asian
 student market. Most of this growth has occurred in the higher education
 sector. It is important for the Australian higher education sector, in the
 face of growing competition and reduced government funding, to identify
 new markets. This study isolates factors that influence the choice of
 Australia as a preferred destination for international students in
 emerging regional markets. This paper uses data obtained from a survey of
 students in Indonesia and Taiwan to estimate a US/Australia and rest of
 world/Australia discrete destination choice model. This model identifies
 key factors that determine country choice. 
Journal: Education Economics 
Pages: 159-169 
Issue: 2 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000013 
File-URL: http://www.tandfonline.com/10.1080/09645299800000013 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:2:p:159-169




Template-Type: ReDIF-Article 1.0
Author-Name: Jo Sparkes 
Author-X-Name-First: Jo 
Author-X-Name-Last: Sparkes 
Author-Name: Anne West 
Author-X-Name-First: Anne 
Author-X-Name-Last: West 
Title: An Evaluation of the English Nursery Voucher Scheme 1996-1997 
Abstract:
  This paper presents an evaluation of the voucher scheme for 4-year-olds
 introduced during 1996-1997 in England and Wales. The scheme is evaluated
 in terms of its stated objectives of promoting parental choice, a
 diversity of providers and high standards of education. The overall
 findings suggest that the voucher scheme gave rise to unfair competition
 and 'voucher maximizing behaviour' in the maintained sector. It was also
 accompanied by inadequate information and quality-assurance mechanisms. It
 is concluded that the scheme failed to meet its objectives. The failure of
 the scheme can be attributed to the Conservative government's attempt to
 introduce too many aspects of the conventional market into the pre-school
 sector without giving adequate attention to the mechanisms necessary to
 ensure coordination and planning. 
Journal: Education Economics 
Pages: 171-184 
Issue: 2 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000014 
File-URL: http://www.tandfonline.com/10.1080/09645299800000014 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:2:p:171-184




Template-Type: ReDIF-Article 1.0
Author-Name: G. Johnes 
Author-X-Name-First: G. 
Author-X-Name-Last: Johnes 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 185-187 
Issue: 2 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000015 
File-URL: http://www.tandfonline.com/10.1080/09645299800000015 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:2:p:185-187




Template-Type: ReDIF-Article 1.0
Author-Name: J. B. G. Tilak 
Author-X-Name-First: J. B. G. 
Author-X-Name-Last: Tilak 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 187-189 
Issue: 2 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000016 
File-URL: http://www.tandfonline.com/10.1080/09645299800000016 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:2:p:187-189




Template-Type: ReDIF-Article 1.0
Author-Name: N. Crafts 
Author-X-Name-First: N. 
Author-X-Name-Last: Crafts 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 190-191 
Issue: 2 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000017 
File-URL: http://www.tandfonline.com/10.1080/09645299800000017 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:2:p:190-191




Template-Type: ReDIF-Article 1.0
Author-Name: Albert Tuijnman 
Author-X-Name-First: Albert 
Author-X-Name-Last: Tuijnman 
Title: Editorial 
Abstract:
Journal: Education Economics 
Pages: 197-199 
Issue: 3 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000018 
File-URL: http://www.tandfonline.com/10.1080/09645299800000018 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:3:p:197-199




Template-Type: ReDIF-Article 1.0
Author-Name: Henry Levin 
Author-X-Name-First: Henry 
Author-X-Name-Last: Levin 
Title: Financing a System for Lifelong Learning 
Abstract:
  This article attempts to set out a framework for financing lifelong
 learning that will be more comprehensive, efficient, equitable and
 flexible than the existing approach. After specifying the essential
 components of lifelong learning, it raises the question of how the system
 should be financed and who should pay. The article proceeds by suggesting
 a method for constructing both international and national databases on
 lifelong learning that can assist in improving finance. Special emphasis
 is placed on the roles of information, incentives and consolidation of
 existing sources of finance into a more nearly unified approach. 
Journal: Education Economics 
Pages: 201-217 
Issue: 3 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000019 
File-URL: http://www.tandfonline.com/10.1080/09645299800000019 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:3:p:201-217




Template-Type: ReDIF-Article 1.0
Author-Name: Hessel Oosterbeek 
Author-X-Name-First: Hessel 
Author-X-Name-Last: Oosterbeek 
Title: Innovative Ways to Finance Education and Their Relation to Lifelong Learning 
Abstract:
  This paper provides three pieces of analysis. First, an economic theory
 account of the reasons that governments may have to intervene in the maket
 for education is offered. This account is based on insights from both the
 neoclassical (market) paradigm and the information paradigm. Second, it
 evaluates different proposals for the financing of (higher) education
 found in the academic literature. The proposals centre around three
 themes: more reliance on tuition fees higher education, a shift in the
 student aid system from schemes dominated by grants towards loans systems,
 and different types of voucher models. The third piece of analysis relates
 to selected country examples of policy proposals and developments. These
 developments and proposals are judged in terms of the analyses in the
 previous two themes. 
Journal: Education Economics 
Pages: 219-251 
Issue: 3 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000020 
File-URL: http://www.tandfonline.com/10.1080/09645299800000020 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:3:p:219-251




Template-Type: ReDIF-Article 1.0
Author-Name: Elchanan Cohn 
Author-X-Name-First: Elchanan 
Author-X-Name-Last: Cohn 
Author-Name: John Addison 
Author-X-Name-First: John 
Author-X-Name-Last: Addison 
Title: The Economic Returns to Lifelong Learning in OECD Countries 
Abstract:
  Recent literature on the returns to schooling and vocational and
 occupational training in OECD countries is examined, with somewhat greater
 emphasis being accorded the US and UK experience. We provide estimates of
 short-cut, Mincer-type and internal rates of return to schooling, as well
 as alternative estimates of the returns to formal and informal post-school
 training investments. 
Journal: Education Economics 
Pages: 253-307 
Issue: 3 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000021 
File-URL: http://www.tandfonline.com/10.1080/09645299800000021 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:3:p:253-307




Template-Type: ReDIF-Article 1.0
Author-Name: Walter McMahon 
Author-X-Name-First: Walter 
Author-X-Name-Last: McMahon 
Title: Conceptual Framework for the Analysis of the Social Benefits of Lifelong Learnings 
Abstract:
  This paper systematically identifies the market and non-market returns to
 education over the life cycle of gruaduates, as well as the social
 benefits externalities. It considers the most recent developments in the
 measurement and the valuation of these returns to additions to existing
 provisions for education and relates them to the costs. This is within the
 conceptual framework for lifelong learning defined by the graduate's life
 cycle, given that the capacity of graduates to learn later and to adapt is
 correlated with their prior schooling. The paper suggests that the
 capacity to finance lifelong learning depends on the capacity to identify
 and credibly measure these net social and private benefits, some of which
 are not well known and about which there is also misinformation. It also
 concludes that the capacity to finance education depends on political
 processes, which therefore are analyzed also, and on the capacity to build
 broad-based coalitions using knowledge about these marginal products. 
Journal: Education Economics 
Pages: 309-346 
Issue: 3 
Volume: 6 
Year: 1998 
X-DOI: 10.1080/09645299800000022 
File-URL: http://www.tandfonline.com/10.1080/09645299800000022 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:6:y:1998:i:3:p:309-346




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew Horowitz 
Author-X-Name-First: Andrew 
Author-X-Name-Last: Horowitz 
Author-Name: Christoph Schenzler 
Author-X-Name-First: Christoph 
Author-X-Name-Last: Schenzler 
Title: Returns to General, Technical and Vocational Education in Developing Countries:recent evidence from Suriname 
Abstract:
  We employ a new data set from Suriname to estimate private and social
 returns to technical, vocational and two tracks of general education
 (mathematics and language). Return estimates are based on gender-specific
 wage equations, corrected for sample selection bias and adjusted for
 unemployment. We find that, for both genders, returns to either general
 track exceed returns to technical or vocational education. Female returns
 to the language track exceed those to the mathematics track from the
 social and private perspective, while for males, both social and private
 returns in the mathematics track exceed those in the language track. 
Journal: Education Economics 
Pages: 5-20 
Issue: 1 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000001 
File-URL: http://www.tandfonline.com/10.1080/09645299900000001 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:1:p:5-20




Template-Type: ReDIF-Article 1.0
Author-Name: H. Battu 
Author-X-Name-First: H. 
Author-X-Name-Last: Battu 
Author-Name: C. R. Belfield 
Author-X-Name-First: C. R. 
Author-X-Name-Last: Belfield 
Author-Name: P. J. Sloane 
Author-X-Name-First: P. J. 
Author-X-Name-Last: Sloane 
Title: Overeducation Among Graduates: a cohort view 
Abstract:
  This paper uses a survey of graduates from two cohort years (1985 and
 1990) to examine the determinants of overeducation in the UK. We determine
 whether or not graduates are matched in jobs for which degrees are
 required. Longitudinal comparisons up to 11 years after graduation permit
 examination of how the matching process alters over time. The implications
 of mismatch for job satisfaction and earnings over the career cycle are
 traced. We find that cross-sectional measures of mismatch obscure
 significant changes for individuals over time; that the speed of movement
 into and out of matched work is important; and that both job satisfaction
 and earnings are significantly adversely affected by mismatch. 
Journal: Education Economics 
Pages: 21-38 
Issue: 1 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000002 
File-URL: http://www.tandfonline.com/10.1080/09645299900000002 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:1:p:21-38




Template-Type: ReDIF-Article 1.0
Author-Name: Ameen Ali Talib 
Author-X-Name-First: Ameen Ali 
Author-X-Name-Last: Talib 
Title: Simulations of the Submission Decision in the Research Assessment Exercise; the 'who' and 'where' decision 
Abstract:
  This paper identifies and discusses the two 'levels' of analysis required
 to perform well in the Research Assessment Exercise (RAE). The first level
 is the 'Quantity versus quantity' trade-off decision(i.e. the number of
 staff to be submitted as research-active&#x2014;the 'who' decision). The
 second level is deciding on the unit of assessment panel to submit under
 (i.e. the 'where'&#x2014;the 'chioce' decision). The inclusion of
 research-active staff in a RAE submission (the 'who' decision) is reduced
 to a maximisation formula. However, to maximise returns form the RAE
 submissions, institutions need to go beyond the quality and quantity
 trade-off decision. The multidisciplinary nature of many departments
 creates a need for another level of analysis; the choice of unit of
 assessment (the 'where' decision). The example of business of business
 schools was used to illusstrate the issue. 
Journal: Education Economics 
Pages: 39-51 
Issue: 1 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000003 
File-URL: http://www.tandfonline.com/10.1080/09645299900000003 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:1:p:39-51




Template-Type: ReDIF-Article 1.0
Author-Name: William Sander 
Author-X-Name-First: William 
Author-X-Name-Last: Sander 
Title: Congnitive Ability, Schooling and the Demand for Alcohol by Young Adults 
Abstract:
  The effects of cognitive ability as measured by test scores and
 educational attainment on the demand for alchol by young adults are
 estimated. Data are used from a followup survery of seniors in high school
 in the United States. For men and women six years after their senior year
 in high school, it is shown that graduating from college and test scores
 have a negative effect on heavy drinking. Attention is also given to the
 hypothesis that unobserved time preference rather than education variables
 affect the demand for alchol. 
Journal: Education Economics 
Pages: 53-66 
Issue: 1 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000004 
File-URL: http://www.tandfonline.com/10.1080/09645299900000004 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:1:p:53-66




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew Newell 
Author-X-Name-First: Andrew 
Author-X-Name-Last: Newell 
Author-Name: Barry Reilly 
Author-X-Name-First: Barry 
Author-X-Name-Last: Reilly 
Title: Rates of Return to Educational Qualifications in the Transitional Economies 
Abstract:
  This paper presents a set of cross-country estimates on rates of return
 within a broadly comparable framwork for a set of transitional economies
 that span Central and Eastern Europe, Russia and the Former Soviet Union
 countries of Central Asia. Our estimates reveal some tendency for rates to
 rise in most transitional economies over the period consideed. The
 variability in the rates of return to higher education is seen to provide
 some explanation for the variability in wage inequality experienced across
 the set of transitional economies. 
Journal: Education Economics 
Pages: 67-84 
Issue: 1 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000005 
File-URL: http://www.tandfonline.com/10.1080/09645299900000005 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:1:p:67-84




Template-Type: ReDIF-Article 1.0
Author-Name: T. Easton 
Author-X-Name-First: T. 
Author-X-Name-Last: Easton 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 85-87 
Issue: 1 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000006 
File-URL: http://www.tandfonline.com/10.1080/09645299900000006 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:1:p:85-87




Template-Type: ReDIF-Article 1.0
Author-Name: Keith Drake 
Author-X-Name-First: Keith 
Author-X-Name-Last: Drake 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 87-89 
Issue: 1 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000007 
File-URL: http://www.tandfonline.com/10.1080/09645299900000007 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:1:p:87-89




Template-Type: ReDIF-Article 1.0
Author-Name: D. Monk 
Author-X-Name-First: D. 
Author-X-Name-Last: Monk 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 89-91 
Issue: 1 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000009 
File-URL: http://www.tandfonline.com/10.1080/09645299900000009 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:1:p:89-91




Template-Type: ReDIF-Article 1.0
Author-Name: Emmanuel Thanssoulis 
Author-X-Name-First: Emmanuel 
Author-X-Name-Last: Thanssoulis 
Title: Setting Achievement Targets for School Children 
Abstract:
  This paper develops an approach for setting performance targets for
 school children. At the centre of the approach is data envelopment
 analysis (DEA), which is used to identify benchmark puplis who achieve the
 best observed performance, after allowing for contextual factors. The
 achievements of these pupils form the basis of the targets estimated. The
 procedure developed also identifies benchmark pupils who would be
 especially suitable as role models for raising the attainment of each
 weaker pupil. The method can be used across a number of schools, within a
 school, or even a class, provided there are sufficient pupils. The method
 can be used to set targets on single or multiple outcome variables. 
Journal: Education Economics 
Pages: 101-119 
Issue: 2 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000010 
File-URL: http://www.tandfonline.com/10.1080/09645299900000010 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:2:p:101-119




Template-Type: ReDIF-Article 1.0
Author-Name: Rajindar Koshal 
Author-X-Name-First: Rajindar 
Author-X-Name-Last: Koshal 
Author-Name: Manjulika Koshal 
Author-X-Name-First: Manjulika 
Author-X-Name-Last: Koshal 
Title: Demand and Supply of Educational Serice: a case of liberal arts colleges 
Abstract:
  This study attempts to build and estimate a model that explains the
 behavior of the supply of and demand for education at liberal arts
 colleges in the United States. The statistical analysis based on 1990-1991
 data for 338 private liberal arts institutions suggests that a perfectly
 competitive market exists for liberal arts education. The quantity of
 students, cost of education, average Standardized Aptitude Test score,
 class size, and ranking of the institutions explain variation in tuition
 at the liberal arts colleges. 
Journal: Education Economics 
Pages: 121-130 
Issue: 2 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000011 
File-URL: http://www.tandfonline.com/10.1080/09645299900000011 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:2:p:121-130




Template-Type: ReDIF-Article 1.0
Author-Name: Maria-Jesus Mancebb 
Author-X-Name-First: Maria-Jesus 
Author-X-Name-Last: Mancebb 
Author-Name: Eduardo Bandres 
Author-X-Name-First: Eduardo 
Author-X-Name-Last: Bandres 
Title: Efficiency Evaluation in Secondary Schools: the key role of model specification and of ex post analysis of results 
Abstract:
  This paper evaluates the efficiency of a sample of Spanish secondary
 schools, paying particular attention to the theoretical specification of
 the measurement model and to the ex post analysis of the results, aspects
 which, despite being of undoubted importance, have nevertheless received
 little attention in the previous literature on the subject. The paper
 tries to demonstrate that, in order for a study of this nature to have the
 minimum solvency, it is the special characteristics of the education
 production process that must form the basic guidelines to be followed by
 the researcher. The paper also highlights the characteristics that
 differentiate the most efficient schools from the least efficient, and
 emphasises the importance of completing the information supplied by the
 quantitative methods of educational evaluation (such as data envelopment
 analysis), with data of a qualitative nature obtained by way of surveys
 directed at the pupils (customers) and the school decision-makers. 
Journal: Education Economics 
Pages: 131-152 
Issue: 2 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000012 
File-URL: http://www.tandfonline.com/10.1080/09645299900000012 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:2:p:131-152




Template-Type: ReDIF-Article 1.0
Author-Name: Christopher Heaton 
Author-X-Name-First: Christopher 
Author-X-Name-Last: Heaton 
Title: The Equity Implications of Public Subsisation of Higher Education: a study of the Fijian case 
Abstract:
  Most studies of the returns to higher education ignore the effects of
 taxation on the distribution of the costs and benifits of education. In an
 analysis of hiogher education in Fiji, this study incorporates the tax
 sysyem in a model of the returns to education and finds that, rather than
 subsiding higher education, the public gernerate a significant finincial
 benifits rrom their funding of higher education, in addition to the profit
 made by the individual student. 
Journal: Education Economics 
Pages: 153-166 
Issue: 2 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000013 
File-URL: http://www.tandfonline.com/10.1080/09645299900000013 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:2:p:153-166




Template-Type: ReDIF-Article 1.0
Author-Name: Xin Wei 
Author-X-Name-First: Xin 
Author-X-Name-Last: Wei 
Author-Name: Mun Tsang 
Author-X-Name-First: Mun 
Author-X-Name-Last: Tsang 
Author-Name: Weibin Xu 
Author-X-Name-First: Weibin 
Author-X-Name-Last: Xu 
Author-Name: Liang-Kun Chen 
Author-X-Name-First: Liang-Kun 
Author-X-Name-Last: Chen 
Title: Education and Earnings in Rural China 
Abstract:
  This is a study of education and earnings in rural China, based on data
 for 3709 residents from 23 counties in six provinces of central and
 southwestern regions in 1991. It found that education was singnificantly
 and positively related to earnings; an additional year of schooling raised
 the earnings of rural resindents by 4.8 yuan per month. The earnings
 effect on education was stronger for males than for females. The education
 and earnings relationship was also stronger in economic sectors with more
 market-oriented reform; and economic returns tended to be higher in
 economically more advanced provinces and regions. According to the
 Mincerian method, the average private rate of return to education was
 4.8%. The Mincerian rates were similar for males and females, but were
 higher for ecnonmically more advanced provinces and regions. According to
 the elaborate method, the unadjusted private rate of return was 9.0% for
 promary educaion and 11.2%for lower-secondary education. Thus, investment
 in compulsory education in poor rural areas in China was quite profitable
 for the individual and could also be profitable from the perspective of
 society. 
Journal: Education Economics 
Pages: 167-187 
Issue: 2 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000014 
File-URL: http://www.tandfonline.com/10.1080/09645299900000014 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:2:p:167-187




Template-Type: ReDIF-Article 1.0
Author-Name: R. K. Wilkinson 
Author-X-Name-First: R. K. 
Author-X-Name-Last: Wilkinson 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 189-191 
Issue: 2 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000015 
File-URL: http://www.tandfonline.com/10.1080/09645299900000015 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:2:p:189-191




Template-Type: ReDIF-Article 1.0
Author-Name: S. Bradley 
Author-X-Name-First: S. 
Author-X-Name-Last: Bradley 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 191-194 
Issue: 2 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000016 
File-URL: http://www.tandfonline.com/10.1080/09645299900000016 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:2:p:191-194




Template-Type: ReDIF-Article 1.0
Author-Name: G. Makepeace 
Author-X-Name-First: G. 
Author-X-Name-Last: Makepeace 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 194-194 
Issue: 2 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000017 
File-URL: http://www.tandfonline.com/10.1080/09645299900000017 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:2:p:194-194




Template-Type: ReDIF-Article 1.0
Author-Name: Dan Goldhader 
Author-X-Name-First: Dan 
Author-X-Name-Last: Goldhader 
Author-Name: Dominic Brewer 
Author-X-Name-First: Dominic 
Author-X-Name-Last: Brewer 
Author-Name: Deborah Anderson 
Author-X-Name-First: Deborah 
Author-X-Name-Last: Anderson 
Title: A Three-way Error Components Analysis of Educational Productivity 
Abstract:
  Previous research on educational productivity has decomposed the variance
 in student test scores into school and class effects.In this paper, we
 extend this work to include differences attributable to teachers as well
 as to schools and classes. Using data drawn from the National Educational
 Longitudinal Study of 1988, we find that unobservable School, teacher,
 classroom characteristics are important factors in explaining 10th-grade
 mathematics achievement, and account for the majority of the variation
 that is explained by educational variables. 
Journal: Education Economics 
Pages: 199-208 
Issue: 3 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000018 
File-URL: http://www.tandfonline.com/10.1080/09645299900000018 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:3:p:199-208




Template-Type: ReDIF-Article 1.0
Author-Name: Leon Feinstein 
Author-X-Name-First: Leon 
Author-X-Name-Last: Feinstein 
Author-Name: Donald Robertson 
Author-X-Name-First: Donald 
Author-X-Name-Last: Robertson 
Author-Name: James Symons 
Author-X-Name-First: James 
Author-X-Name-Last: Symons 
Title: Pre-school Education and Attainment in the National Child Developement Study and British Cohort Study 
Abstract:
  This paper considers the effect of how children pass time before entrance
 to school on attainment in primary school. We find in National Child
 Developement Study data that Children perform marginally better at 7 and
 11 if they spent time with their mother, or at a prre-school, rather than
 in informal care. This holds when one controls for parental education,
 social class and assessed parental interest in the child's education, as
 well as the quality of the peer group. In the British Cohort Study,
 however, time spent in nurseries effected no improvement in mathematics at
 10 as compared with time in informal care, and pre-school children were
 performing much worse in reading. This worse performance was traceable to
 reduced vocabulary at 5. Pre-school children were more advanced in copying
 at 5 relative to children in informal care, but, while copying is a good
 predictor of scores in both mathematics and reading at 10, this
 advancement had been offset by then. 
Journal: Education Economics 
Pages: 209-234 
Issue: 3 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000019 
File-URL: http://www.tandfonline.com/10.1080/09645299900000019 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:3:p:209-234




Template-Type: ReDIF-Article 1.0
Author-Name: Mun Heng Toh 
Author-X-Name-First: Mun Heng 
Author-X-Name-Last: Toh 
Author-Name: Chai Shing Wong 
Author-X-Name-First: Chai Shing 
Author-X-Name-Last: Wong 
Title: Rates of Return to Education in Singapore 
Abstract:
  In this paper, the rates of return to education in Singapore are computed
 by the cost- benefit approach covering the period 1980-1994. The results
 indicate that the rates of return to education increase with the level of
 education. Although remaining higher than the rates of return to secondary
 education, the rates of return for tertiary education are found to be
 declining during the period of investigation. Social as well as private
 rates of return for professional university-level courses such as
 accountancy, law and engineering are also enumerated. The rates for
 tertiary education are, in general, well above the prevailing prime
 lending rates. This has provided justification for the government to
 facilitate a study loan scheme for tertiary students so as to shift part
 of the burden for financing tertiary education to private individuals
 (students) who enjoy direct benefits. 
Journal: Education Economics 
Pages: 235-252 
Issue: 3 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000020 
File-URL: http://www.tandfonline.com/10.1080/09645299900000020 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:3:p:235-252




Template-Type: ReDIF-Article 1.0
Author-Name: Rodolfo Nayga 
Author-X-Name-First: Rodolfo 
Author-X-Name-Last: Nayga 
Title: A Note on Schooling and Smoking: the issue revisited 
Abstract:
  The effect of schooling on the odds that an adult individual smokes is
 estimated. Empirial results show that schooling has a negative effect on
 the odds that an individual smokes. The odds of smoking by year of
 schooling and by gender and age are also calculated. These simulations
 generally suggest that the odds of smoking are reduced by at least half
 after the first 10 years of schooling. 
Journal: Education Economics 
Pages: 253-258 
Issue: 3 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000021 
File-URL: http://www.tandfonline.com/10.1080/09645299900000021 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:3:p:253-258




Template-Type: ReDIF-Article 1.0
Author-Name: Hans Heijke 
Author-X-Name-First: Hans 
Author-X-Name-Last: Heijke 
Author-Name: Mieke Koeslag 
Author-X-Name-First: Mieke 
Author-X-Name-Last: Koeslag 
Title: The Labour-market Position of University Education and Higher Vocational Education in Economics and Business Administration: a comparsion 
Abstract:
  In this paper, we will compare the labour-market position of graduates
 from two types of higher education in the Netherland; higher vocational
 education in Economics and Business Administration, on the one hand, and
 Business Administration, on the other. We will do this in the ligth of
 different labour-market theories. According to the offical views, the
 differences between university education and higher vocational education
 are certainly not primarly caused by differences in level, but rather by
 differences in educational objectives. The results of the study carried
 out with respest to the labour-market position of graduates from these two
 types of economic studies, however, show that the university study
 generates more human capital than the higher-vocational study. With regard
 to the theoretical setting chosen, these results arer the most in line
 with the human-capital theory and the job-matching thoery. 
Journal: Education Economics 
Pages: 259-276 
Issue: 3 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000022 
File-URL: http://www.tandfonline.com/10.1080/09645299900000022 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:3:p:259-276




Template-Type: ReDIF-Article 1.0
Author-Name: A. Vignoles 
Author-X-Name-First: A. 
Author-X-Name-Last: Vignoles 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 277-279 
Issue: 3 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000023 
File-URL: http://www.tandfonline.com/10.1080/09645299900000023 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:3:p:277-279




Template-Type: ReDIF-Article 1.0
Author-Name: J. Millington 
Author-X-Name-First: J. 
Author-X-Name-Last: Millington 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 279-281 
Issue: 3 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000024 
File-URL: http://www.tandfonline.com/10.1080/09645299900000024 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:3:p:279-281




Template-Type: ReDIF-Article 1.0
Author-Name: H. Daun 
Author-X-Name-First: H. 
Author-X-Name-Last: Daun 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 282-283 
Issue: 3 
Volume: 7 
Year: 1999 
X-DOI: 10.1080/09645299900000025 
File-URL: http://www.tandfonline.com/10.1080/09645299900000025 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:7:y:1999:i:3:p:282-283




Template-Type: ReDIF-Article 1.0
Author-Name: Meredecons Garcia-Diez 
Author-X-Name-First: Meredecons 
Author-X-Name-Last: Garcia-Diez 
Title: The Effects of Curriculum Reform on Economics Education in A Spanish College 
Abstract:
  The aim of this study is to analyze the effects of changes in curricula
 brought about as a consequence of the reform carried out in university
 education in Spain during the first half of the 1990s. The study
 concentrates on first-cycle undergraduate economics students and is based
 on the estimation of education production functions. This estimation has
 the feature that two dimensions of education output are considered: the
 affective part and the cognitive part. Our results show that there have
 not been significant differences in education/training as a consequence of
 the reform of the curriculum.The estimates obtained highlight the
 importance of peer-group effects in the educative process. 
Journal: Education Economics 
Pages: 5-15 
Issue: 1 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900110274 
File-URL: http://www.tandfonline.com/10.1080/096452900110274 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:8:y:2000:i:1:p:5-15




Template-Type: ReDIF-Article 1.0
Author-Name: H.W.C.H.Gonnie Van Amelsvoort 
Author-X-Name-First: H.W.C.H.Gonnie 
Author-X-Name-Last: Van Amelsvoort 
Author-Name: Maria Hendriks 
Author-X-Name-First: Maria 
Author-X-Name-Last: Hendriks 
Author-Name: Jaap Scheerens 
Author-X-Name-First: Jaap 
Author-X-Name-Last: Scheerens 
Title: Selection and Development of International Indicators on Staffing 
Abstract:
  International comparisons of indicators on staffing are regarded as a
 useful information base to policymakers. Politically relevant staffing
 indicators in relation to the costs, planning and quality of education
 deal with training, working conditions, staff characteristics, and
 stability and mobility of the teaching force. In order to obtain reliable
 and comparable information from the indicators, a long conceptual process
 of selection, defining and developing is needed. By way of illustration
 the current state of the development process of staffing indicators on
 tertiary education are described. Three rationales for selection
 distinguished are a) macro-level descriptions, b) system level conditions
 that affect teachers' motivation, and c) the effectiveness and efficiency
 perspective. Next, the results of some 'ready to use' indicators for
 primary and secondary education are presented. 
Journal: Education Economics 
Pages: 17-36 
Issue: 1 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900110283 
File-URL: http://www.tandfonline.com/10.1080/096452900110283 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:8:y:2000:i:1:p:17-36




Template-Type: ReDIF-Article 1.0
Author-Name: Geoffrey Rapp 
Author-X-Name-First: Geoffrey 
Author-X-Name-Last: Rapp 
Title: Agency and Choice in Education: Does school choice enhance the work effort of teachers? 
Abstract:
  Recent studies of public school choice programs in the United States
 suggest that choice benefits not only students participating in choice
 programs, but all the students in a choice district. This paper tests
 whether choice influences the behavior of public school teachers, arguably
 the link between policy and outcome. The results suggest that one form of
 choice-intradistrict choice-leads teachers to work more diligently. 
Journal: Education Economics 
Pages: 37-63 
Issue: 1 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900110292 
File-URL: http://www.tandfonline.com/10.1080/096452900110292 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:8:y:2000:i:1:p:37-63




Template-Type: ReDIF-Article 1.0
Author-Name: C. R. Belfield 
Author-X-Name-First: C. R. 
Author-X-Name-Last: Belfield 
Author-Name: A. P. Beney 
Author-X-Name-First: A. P. 
Author-X-Name-Last: Beney 
Title: What Determines Alumni Generosity? Evidence for the UK 
Abstract:
  This paper examines the scale and determinants of alumni giving, using
 datasets from two public-sector, doctoral-granting universities in the UK.
 The importance of alumni generosity-both as revenue and as a performance
 measure-is considered, comparing new UK evidence with extant findings on
 US donor behaviour. Evidence is presented on systematic differences in
 alumni generosity, based on personal characteristics, solicitation
 efficiency, and the characteristics and quality of the Higher Education
 received by graduates. Distinguishing the propensity to give from the
 scale of giving, there are evident differences by gender, income, by type
 of campaign and by subject studied. 
Journal: Education Economics 
Pages: 65-80 
Issue: 1 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900110300 
File-URL: http://www.tandfonline.com/10.1080/096452900110300 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:8:y:2000:i:1:p:65-80




Template-Type: ReDIF-Article 1.0
Author-Name: Rajindar Koshal 
Author-X-Name-First: Rajindar 
Author-X-Name-Last: Koshal 
Author-Name: Manjulika Koshal 
Author-X-Name-First: Manjulika 
Author-X-Name-Last: Koshal 
Title: State Appropriation and Higher Education Tuition: What is the relationship? 
Abstract:
  This paper utilizes a simultaneous equation model to explain the
 relationship between state appropriation and the level of tuition at
 higher educational public institutions. Statistical results based on data
 from 47 continental states of the US indicate that tuition depends upon
 state appropriation, median family income, out of state enrollment as a
 percentage of total enrollment, and the region that a particular state is
 located. Additionally, state appropriation is affected by the level of
 tuition, per-capita tax revenue, demand factor, 2-year college enrollment
 as a percentage of total enrollments, and the clear majority of democrats
 in the state legislature. The results also indicate a clear
 interdependence of tuition and appropriation at the public institutions in
 the US. 
Journal: Education Economics 
Pages: 81-89 
Issue: 1 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900110319 
File-URL: http://www.tandfonline.com/10.1080/096452900110319 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:8:y:2000:i:1:p:81-89




Template-Type: ReDIF-Article 1.0
Author-Name: Gary Wagner 
Author-X-Name-First: Gary 
Author-X-Name-Last: Wagner 
Author-Name: Tod Porter 
Author-X-Name-First: Tod 
Author-X-Name-Last: Porter 
Title: Location Effects and the Determination of Beginning Teacher Salaries: Evidence from Ohio 
Abstract:
  This paper provides a new treatment of district location in modeling the
 determinants of teacher salaries by incorporating the methodology of
 spatial econometrics. Using a location weighting variable, we examine how
 starting teacher salaries in one district are influenced by other
 districts' starting salaries in the region. We find that a $1 increase in
 average beginning teacher salaries of a district's neighbors generates an
 own salary increase in average teacher salaries ranging from $0.51 to
 $0.96. In order to completely account for the spillover effects present,
 the specification of the location variable must incorporate both the size
 and distance of neighboring districts. 
Journal: Education Economics 
Pages: 109-127 
Issue: 2 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900410695 
File-URL: http://www.tandfonline.com/10.1080/096452900410695 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:8:y:2000:i:2:p:109-127




Template-Type: ReDIF-Article 1.0
Author-Name: G. Reza Arabsheibani 
Author-X-Name-First: G. Reza 
Author-X-Name-Last: Arabsheibani 
Title: Male-Female Earnings Differentials Among the Highly Educated Egyptians 
Abstract:
  The position of women in Arab/Islamic societies has been the subject of
 numerous studies by sociologists, economists, historians, feminists and
 political scientists. With a remarkable consistency, almost all these
 studies claim that Arab/Muslim women suffer gross inequalities in many
 aspects of their lives, including pay. This paper estimates male-female
 earnings differentials for a sample of university graduates in Egypt, and
 finds that just over one-quarter of the gross earnings differential
 between men and women remains 'unexplained'. This, which is usually taken
 to be the result of discrimination, is not large compared with the results
 obtained from other countries. Thus, at least in the case of graduates,
 Egyptian females do not suffer grossly from discrimination in pay. 
Journal: Education Economics 
Pages: 129-138 
Issue: 2 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900410703 
File-URL: http://www.tandfonline.com/10.1080/096452900410703 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:8:y:2000:i:2:p:129-138




Template-Type: ReDIF-Article 1.0
Author-Name: Ying Chu Ng 
Author-X-Name-First: Ying Chu 
Author-X-Name-Last: Ng 
Author-Name: Sung Ko Li 
Author-X-Name-First: Sung Ko 
Author-X-Name-Last: Li 
Title: Measuring the Research Performance of Chinese Higher Education Institutions: An Application of Data Envelopment Analysis 
Abstract:
  Utilizing data from 84 key Chinese higher education institutions, the
 present study attempts to examine the effectiveness of the Education
 Reform implemented in the mid-1980s in China. With focus on the research
 performance of the institutions, individual institution efficiency is
 computed by the method of data envelopment analysis. Regional differences
 in the efficiency of institutions are also addressed. It is found that
 research performance of institutions across regions has improved, although
 the institutions as a whole have remained inefficient from 1993 to 1995.
 Institutions located in the East region turn out to have out-performed
 those in the Central and the West regions. In addition, the decomposition
 of the group efficiency measure indicates that, for the 3 years under
 study, the 84 key institutions suffered from technical, allocative and
 reallocative inefficiency. 
Journal: Education Economics 
Pages: 139-156 
Issue: 2 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900410712 
File-URL: http://www.tandfonline.com/10.1080/096452900410712 
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Handle: RePEc:taf:edecon:v:8:y:2000:i:2:p:139-156




Template-Type: ReDIF-Article 1.0
Author-Name: Carlos Peraita 
Author-X-Name-First: Carlos 
Author-X-Name-Last: Peraita 
Author-Name: Margarita Pastor 
Author-X-Name-First: Margarita 
Author-X-Name-Last: Pastor 
Title: The Primary School Dropout in Spain: The Influence of Family Background and Labor Market Conditions 
Abstract:
  The most outstanding event in the Spanish education system in the past
 two decades has been the overall improvement of enrolment in all
 educational levels. However, the primary school dropout rate in Spain is
 relatively high, and the evidence indicates that being a dropout is a
 permanent condition. This is the first study on dropouts in Spain, and it
 uses individual-level data from the Living and Working Conditions Survey
 (1985) to analyze the determinants of dropping out of primary school in
 Spain. This paper focuses on the impact of family socio-economic
 background and labour market conditions on dropping out. The results from
 logistic regression for dropping out are consistent with earlier
 literature. Specifically, they indicate that family socio-economic status
 variables are significant factors in determining the probability of
 dropping out, and the youth labour market conditions also have an impact
 on primary school dropout behaviour. Finally, some policy recommendations
 are discussed. 
Journal: Education Economics 
Pages: 157-168 
Issue: 2 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900410721 
File-URL: http://www.tandfonline.com/10.1080/096452900410721 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:8:y:2000:i:2:p:157-168




Template-Type: ReDIF-Article 1.0
Author-Name: Lonnie Stevans 
Author-X-Name-First: Lonnie 
Author-X-Name-Last: Stevans 
Author-Name: David Sessions 
Author-X-Name-First: David 
Author-X-Name-Last: Sessions 
Title: Private/Public School Choice and Student Performance Revisited 
Abstract:
  This paper examines the differences in an index of standardized test
 performance of urban private/public school seniors by race, using a sample
 of 4172 students from the 1992 US National Education Longitudinal Survey.
 In addition to using 257 exogenous variables to control for individual
 traits, family background, etc., we treat both student performance and
 school choice as jointly endogenous in the context of a simultaneous
 equations model with a latent variable: school choice. We find that while
 White students perform marginally better in private relative to public
 schools, a performance gain for private school minority students was not
 realized. Given the additional finding that school characteristics/quality
 do not affect minority student performance, we conclude that 'school
 choice' is mostly taken advantage of by White urban residents. 
Journal: Education Economics 
Pages: 169-184 
Issue: 2 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900410730 
File-URL: http://www.tandfonline.com/10.1080/096452900410730 
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Handle: RePEc:taf:edecon:v:8:y:2000:i:2:p:169-184




Template-Type: ReDIF-Article 1.0
Author-Name: Gary Scott 
Author-X-Name-First: Gary 
Author-X-Name-Last: Scott 
Title: Equal Educational Opportunity and the Significance of Circumstantial Knowledge 
Abstract:
  The contributions of a school and pupil to learning are isolated with a
 unique interpretation of the education production function. Variance in
 pre-test scores and study time is then discovered to constrain efficiency
 and equal opportunity within schools. This dispersion creates the
 potential for Pareto exchange between schools resulting in higher and more
 equal educational opportunity among pupils across several schools.
 Finally, a voucher policy empowers persons possessing the necessary
 circumstantial knowledge for recognizing these Pareto exchanges to execute
 them. 
Journal: Education Economics 
Pages: 197-208 
Issue: 3 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900750046706 
File-URL: http://www.tandfonline.com/10.1080/096452900750046706 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:8:y:2000:i:3:p:197-208




Template-Type: ReDIF-Article 1.0
Author-Name: Rajindar Koshal 
Author-X-Name-First: Rajindar 
Author-X-Name-Last: Koshal 
Author-Name: Manjulika Koshal 
Author-X-Name-First: Manjulika 
Author-X-Name-Last: Koshal 
Title: Do Liberal Arts Colleges Exhibit Economies of Scale and Scope? 
Abstract:
  This study empirically estimates a multiple-product fixed total cost
 function and output relationship for liberal arts colleges in the United
 States. Statistical results based on data for 295 private liberal arts
 colleges suggest that there are both economies of scale and economies of
 scope in higher education. Furthermore, product-specific economies of
 scope do exist for all output levels and activities. Research activity at
 liberal arts colleges is not cost effective. 
Journal: Education Economics 
Pages: 209-220 
Issue: 3 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900750046715 
File-URL: http://www.tandfonline.com/10.1080/096452900750046715 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:8:y:2000:i:3:p:209-220




Template-Type: ReDIF-Article 1.0
Author-Name: V. Vandenberghe 
Author-X-Name-First: V. 
Author-X-Name-Last: Vandenberghe 
Title: Leaving Teaching in the French-Speaking Community of Belgium: A Duration Analysis 
Abstract:
  This paper aims toward a better understanding of the factors influencing
 the decision of young graduates who entered teaching to stay in that
 profession. The field of research covers secondary education teachers in
 the French-speaking community of Belgium. The data analyzed comes from an
 administrative database containing historical records of 50 000
 individuals who started teaching between 1973 and 1996. The analysis is
 carried out assuming a proportional hazard model and using the
 discrete-time method initiated by Prentice and Gloeckler ( Biometrics ,
 1978, 34, pp. 57-67). One of the main results is that the risk of exit is
 dramatically more important during the first periods of employment. The
 fact that this risk tends also to increase over time suggests that the
 dropout rate among young recruits is higher now than it was in the past.
 Location and labour market conditions seem to be of little impact.The risk
 of exit is the same in rural and urban areas and across provinces wherein
 unemployment rates vary dramatically. Finally, the significant
 deterioration of pay conditions (in relative terms) since the mid-1980s
 has had no significant impact on the risk of exit. Of greater importance
 are supply-side (organizational) elements such as the level of
 centralization of recruitment decisions or the level of asymmetry between
 tenure and non-tenure personnel regarding job protection, access to
 full-time position, etc. 
Journal: Education Economics 
Pages: 221-239 
Issue: 3 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900750046724 
File-URL: http://www.tandfonline.com/10.1080/096452900750046724 
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Handle: RePEc:taf:edecon:v:8:y:2000:i:3:p:221-239




Template-Type: ReDIF-Article 1.0
Author-Name: Melvin Borland 
Author-X-Name-First: Melvin 
Author-X-Name-Last: Borland 
Author-Name: Roy Howsen 
Author-X-Name-First: Roy 
Author-X-Name-Last: Howsen 
Title: Manipulable Variables of Policy Importance: The Case of Education 
Abstract:
  Within the past several years, there has emerged a growing body of
 empirical evidence that suggests greater market competition among schools
 has resulted in higher student academic achievement. Such a conclusion,
 however, may be viewed by some to be uncertain given the potential bias
 and inconsistency in the estimated coefficient on market competition that
 would result from a failure to recognize the endogeneity of market
 competition in the estimation of student achievement. This study corrects
 for the potential bias and inconsistency in the estimated coefficient on
 market competition by constructing a system of equations within which
 student achievement and market competition are explicitly endogenous.The
 results, first, suggest that researchers should indeed recognize the
 simultaneous relationship between student achievement and the degree of
 market competition in educational studies of student achievement and,
 second, confirm previous suggestions that policy-makers who seek to
 improve student academic achievement should construct policies that
 encourage market competition among schools. 
Journal: Education Economics 
Pages: 241-248 
Issue: 3 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900750046733 
File-URL: http://www.tandfonline.com/10.1080/096452900750046733 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:8:y:2000:i:3:p:241-248




Template-Type: ReDIF-Article 1.0
Author-Name: Kitty Mak 
Author-X-Name-First: Kitty 
Author-X-Name-Last: Mak 
Title: The Contribution of Canadian Education to Industrial Production 
Abstract:
  The issues concerning the economic benefits of education have been of
 public interest in recent years in Canada. To shed some light on these
 issues, this study examines the impact of education on the employment and
 wages of labor, and on the use and price of physical capital in Canada.
 Cross-sectional industrial data grouped by province for the year 1990
 obtained from Statistics Canada are used. Three major findings are
 obtained: (1) workers disaggregated by levels of educational attainment
 are substitutes for one another; (2) capital and all labor groups
 disaggregated by education are complements; and (3) as workers'
 educational attainments increase, wages become less sensitive to changes
 in the quantity of workers in the same labor group, in general. 
Journal: Education Economics 
Pages: 249-257 
Issue: 3 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900750046742 
File-URL: http://www.tandfonline.com/10.1080/096452900750046742 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:8:y:2000:i:3:p:249-257




Template-Type: ReDIF-Article 1.0
Author-Name: William Sander 
Author-X-Name-First: William 
Author-X-Name-Last: Sander 
Title: Parochial Schools and Student Achievement: Findings for Older Adults 
Abstract:
  The effects of parochial schooling on high school graduation rates for
 older adults in the United States is estimated. Particular attention is
 given to the possible effects of selection bias on the estimates. It is
 shown that, although there is a positive correlation between parochial
 school attendance and the probability of graduating from high school,
 there is no causal effect. 
Journal: Education Economics 
Pages: 259-268 
Issue: 3 
Volume: 8 
Year: 2000 
X-DOI: 10.1080/096452900750046751 
File-URL: http://www.tandfonline.com/10.1080/096452900750046751 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:8:y:2000:i:3:p:259-268




Template-Type: ReDIF-Article 1.0
Author-Name: Charles Register 
Author-X-Name-First: Charles 
Author-X-Name-Last: Register 
Author-Name: Donald Williams 
Author-X-Name-First: Donald 
Author-X-Name-Last: Williams 
Author-Name: Paul Grimes 
Author-X-Name-First: Paul 
Author-X-Name-Last: Grimes 
Title: Adolescent Drug Use and Educational Attainment 
Abstract:
  Recent studies investigating the labor-market effects of illicit drug use
 have consistently found a positive relation between drug use and earnings.
 These analyses have, however, ignored the potential relationship between
 drug use and human-capital formation. This paper examines the effect of
 drug use during adolescence on formal educational attainment using a
 sample drawn from the National Longitudinal Survey Youth Cohort. The
 probability of drug use is estimated across racial groups according to
 three categories; use of any illicit drug, use including hard drugs, and
 use of only marijuana. Fitted values for the probability of drug use are
 calculated and entered into a regression framework to estimate the number
 of school years completed. The empirical results indicate that all three
 categories of drug use are associated with significant negative impacts on
 educational attainment after controlling for individual differences in
 personal endowments and socioeconomic characteristics. On average,
 adolescent drug use is found to reduce eventual educational attainment by
 about 1 year, ceteris paribus . These findings suggest that previous
 studies that focus only on the direct effects of drug use on earnings may
 reflect a statistical bias that leads to an overstatement of the positive
 effects of drug use on earnings. 
Journal: Education Economics 
Pages: 1-18 
Issue: 1 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290124529 
File-URL: http://www.tandfonline.com/10.1080/09645290124529 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:1:p:1-18




Template-Type: ReDIF-Article 1.0
Author-Name: Juan Vega-Cervera 
Author-X-Name-First: Juan 
Author-X-Name-Last: Vega-Cervera 
Author-Name: Isabel Cuadrado Gordillo 
Author-X-Name-First: Isabel Cuadrado 
Author-X-Name-Last: Gordillo 
Title: Duration Analysis Applied to the Adoption of Knowledge 
Abstract:
  In the present work, we analyze the adoption of knowledge taking time as
 the base. We form an endogenous temporal variable by defining it as the
 time required for certain knowledge to be acquired. Psychopedagogical,
 pedagogical and social variables are introduced into a hazard rate model
 applied to the adoption of the reading process. We found empirical
 evidence rejecting the traditionally accepted significance of certain
 variables, while auditory discrimination stood out as the most relevant
 factor in learning to read. 
Journal: Education Economics 
Pages: 19-36 
Issue: 1 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290124568 
File-URL: http://www.tandfonline.com/10.1080/09645290124568 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:1:p:19-36




Template-Type: ReDIF-Article 1.0
Author-Name: Wayne Thomas 
Author-X-Name-First: Wayne 
Author-X-Name-Last: Thomas 
Title: The Decision to Return to Full-time Education 
Abstract:
  In the UK, there is a relatively high incidence of people returning to
 education after having left to take-up full-time employment. This might
 represent a society functioning properly; people renew their skills as
 newly opened areas of opportunity are identified. On the contrary, it
 might signify that they were ill advised to leave full-time education in
 the first place&#x2014;mismatch. This paper uses National Child
 Development Survey data in order to identify individuals who return to
 full-time education. The background characteristics of returnees are
 examined and a model of the decision to return is estimated. It is found
 that the decision to return is in part explained by background, suggesting
 that initial mismatch does in part explain the decision to return to
 education. 
Journal: Education Economics 
Pages: 37-51 
Issue: 1 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290125092 
File-URL: http://www.tandfonline.com/10.1080/09645290125092 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:1:p:37-51




Template-Type: ReDIF-Article 1.0
Author-Name: Richard Fenton 
Author-X-Name-First: Richard 
Author-X-Name-Last: Fenton 
Author-Name: John Gardner 
Author-X-Name-First: John 
Author-X-Name-Last: Gardner 
Author-Name: Sandeep Singh 
Author-X-Name-First: Sandeep 
Author-X-Name-Last: Singh 
Title: Rethinking Cuts in Public Higher Education: An American Example 
Abstract:
  Recent cuts in public higher education spending have often been matched
 by tuition increases. This may result in a decline in the number of
 college graduates that a state produces. The secondary effect might be
 that personal income and personal income tax receipts decline. Utilizing a
 net present value model, we quantify these results using New York State
 data. Furthermore, we utilize sensitivity analysis to ensure the
 robustness of the model. Finding that potential revenue losses quickly
 dwarf the short-run savings, we advocate a longer-term analysis of budget
 cuts that are accompanied by tuition increases. 
Journal: Education Economics 
Pages: 53-68 
Issue: 1 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290123908 
File-URL: http://www.tandfonline.com/10.1080/09645290123908 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:1:p:53-68




Template-Type: ReDIF-Article 1.0
Author-Name: Steven McIntosh 
Author-X-Name-First: Steven 
Author-X-Name-Last: McIntosh 
Title: The Demand for Post-Compulsory Education in Four European Countries 
Abstract:
  This study seeks to explain changes in the post-compulsory education
 participation rates of 16- and 18-year-old people in England and Wales,
 Germany, the Netherlands and Sweden. The results suggest that the key
 explanatory variable is the increase in prior academic attainment before
 the end of compulsory schooling. While this is the case particularly for
 females, males are also influenced by the returns available to offering a
 higher level of education, and the level of real income available to
 'spend' on education. The level of youth unemployment seems to play only a
 small part in the decision of whether to remain in education. 
Journal: Education Economics 
Pages: 69-90 
Issue: 1 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290125224 
File-URL: http://www.tandfonline.com/10.1080/09645290125224 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:1:p:69-90




Template-Type: ReDIF-Article 1.0
Author-Name: Patrick McEwan 
Author-X-Name-First: Patrick 
Author-X-Name-Last: McEwan 
Title: The Effectiveness of Public, Catholic, and Non-Religious Private Schools in Chile's Voucher System 
Abstract:
  In 1980, Chile began financing public and most private schools with
 vouchers. This paper uses 1997 data on over 150 000 Chilean eighth-graders
 to compare Spanish and mathematics achievement in six types of public and
 private schools, including voucher schools operated by Catholic and
 non-religious institutions. Initial findings suggest that Catholic voucher
 schools have a small advantage over most public schools, once student and
 peer attributes are controlled for. There is no important difference in
 achievement between public and non-religious voucher schools, most of
 which were created in direct response to the 1980 reforms. In some cases,
 it appears that non-religious voucher schools produce slightly lower
 achievement than public schools. Accounting for selection bias reduces any
 private school advantages (or widens their disadvantages), although these
 estimates are not sufficiently precise to convincingly reject the null
 hypothesis of no selection bias. 
Journal: Education Economics 
Pages: 103-128 
Issue: 2 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110056958 
File-URL: http://www.tandfonline.com/10.1080/09645290110056958 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:2:p:103-128




Template-Type: ReDIF-Article 1.0
Author-Name: Rodolfo Nayga 
Author-X-Name-First: Rodolfo 
Author-X-Name-Last: Nayga 
Title: Effect of Schooling on Obesity: Is Health Knowledge a Moderating Factor? 
Abstract:
  The effect of schooling and health knowledge on the odds that an
 individual is obese is estimated for men and women. Particular attention
 is given to whether schooling's effect is due to individual health
 knowledge differences. Empirical results showed that schooling's effect on
 obesity are not due to individual health knowledge differences in both men
 and women. Schooling has a negative effect on the odds that a man or woman
 is obese, while health knowledge has a negative effect on the odds that a
 woman is obese. The simulations conducted suggest that schooling has a
 relatively substantial positive effect on the reduction of the odds of
 being obese. 
Journal: Education Economics 
Pages: 129-137 
Issue: 2 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110056967 
File-URL: http://www.tandfonline.com/10.1080/09645290110056967 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:2:p:129-137




Template-Type: ReDIF-Article 1.0
Author-Name: G. Reza Arabsheibani 
Author-X-Name-First: G. Reza 
Author-X-Name-Last: Arabsheibani 
Author-Name: Lamine Manfor 
Author-X-Name-First: Lamine 
Author-X-Name-Last: Manfor 
Title: Non-Linearities in Returns to Education in Libya 
Abstract:
  This paper presents evidence that returns to schooling in Libya are
 nonlinear. However, this evidence should not be taken as supporting the
 sheepskin effect. Although high-school graduation is associated with
 higher earnings over and above what is predicted by the linear model,
 other diploma years do not possess the same advantage when a spline
 function is used.When a step function is used, various years, some of
 which do not lead to a diploma, show high marginal returns. 
Journal: Education Economics 
Pages: 139-144 
Issue: 2 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110056976 
File-URL: http://www.tandfonline.com/10.1080/09645290110056976 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:2:p:139-144




Template-Type: ReDIF-Article 1.0
Author-Name: Gerard Lassibille 
Author-X-Name-First: Gerard 
Author-X-Name-Last: Lassibille 
Author-Name: Jee-Peng Tan 
Author-X-Name-First: Jee-Peng 
Author-X-Name-Last: Tan 
Title: Are Private Schools More Efficient Than Public Schools? Evidence from Tanzania 
Abstract:
  Beginning in the mid-1980s, there has been an explosive growth of private
 secondary schools in Tanzania. By easing constraints on private operators,
 the government has clearly found an effective way in the context of tight
 public budget constraints to cope with the excess demand for this level of
 schooling. But has the policy also led to efficient operations in terms of
 student learning? In this paper, we attempt to shed light on this issue by
 comparing the efficiency of four types of schools that make up the
 majority of schools in the country: Government and Community schools in
 the public sector, and Christian and Wazazi schools in the private sector.
 Using longitudinal data from a 1994 retrospective survey of students in
 some 150 schools, we estimated separate achievement models for these four
 school types, with corrections for possible selection bias in school
 choice, and then used the results to simulate performance gaps across
 them. The simulations indicate that both types of private schools are less
 efficient than both types of public schools in the sense that, on average,
 a student with a given set of personal and family characteristics would do
 better in either type of public school than in either type of private
 school, after netting out differences in the endowment of school resources
 across school types. In the public sector, we found that Community schools
 are more efficient that Government schools.The finding that private
 schools are less efficient differs from those reported elsewhere for
 Tanzania based on data from an earlier period when private schools were
 relatively rare. It is consistent, however, with the fact that our
 analysis documents outcomes in a growing market in disequilibrium: many of
 the weaker performers may indeed exit eventually if they persist in
 failing to overcome the disadvantages generally associated with being
 latecomers to the market, including instability in clientele and funding,
 lack of brand-name recognition and inexperience in school management. To
 foster the growth of a strong and productive private sector, government
 interventions to relieve some of these constraints may be appropriate,
 including for example, the creation of networking opportunities for
 private school managers to exchange experiences with their public-school
 counterparts, and the creation of mechanisms for private schools to
 compete for public funding to support their operations. 
Journal: Education Economics 
Pages: 145-172 
Issue: 2 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110056985 
File-URL: http://www.tandfonline.com/10.1080/09645290110056985 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:9:y:2001:i:2:p:145-172




Template-Type: ReDIF-Article 1.0
Author-Name: Geeta Gandhi Kingdon 
Author-X-Name-First: Geeta Gandhi 
Author-X-Name-Last: Kingdon 
Author-Name: Jeemol Unni 
Author-X-Name-First: Jeemol 
Author-X-Name-Last: Unni 
Title: Education and Women's Labour Market Outcomes in India 
Abstract:
  In this paper, we pose the question: to what extent is education
 responsible for the differential labour market outcomes of women and men
 in urban India? In particular, we investigate the extent to which
 education contributes to women's observed lower labour force participation
 and earnings than men, and whether any contribution of education to the
 gender wage differential is explained by men and women's differential
 educational endowments or by labour market discrimination. Our findings
 suggest that women do suffer high levels of wage discrimination in the
 Indian urban labour market, but that education contributes little to this
 discrimination: the wage-disadvantage effect of women's lower years of
 education than men is entirely offset by the wage-advantage effect of
 women's higher returns to education than men's. The data also indicate
 that, for both men and women, returns to education rise with education
 level, confirming the findings of other recent educational rate of return
 studies in India and elsewhere. 
Journal: Education Economics 
Pages: 173-195 
Issue: 2 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110056994 
File-URL: http://www.tandfonline.com/10.1080/09645290110056994 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:2:p:173-195




Template-Type: ReDIF-Article 1.0
Author-Name: Manos Antoninis 
Author-X-Name-First: Manos 
Author-X-Name-Last: Antoninis 
Author-Name: Panos Tsakloglou 
Author-X-Name-First: Panos 
Author-X-Name-Last: Tsakloglou 
Title: Who Benefits from Public Education in Greece? Evidence and Policy Implications 
Abstract:
  This paper examines the distributional impact of public education in
 Greece using the micro-data of the 1993/94 Household Budget Survey. The
 aggregate distributional impact of public education is found to be
 progressive although the incidence varies according to the level of
 education under examination. In-kind transfers of education services in
 the fields of primary and secondary education lead to a considerable
 decline in inequality, whereas the distributional impact of tertiary
 education transfers is found to be regressive. The overall progressivity
 of public education transfers declined between 1988 and 1994, and almost
 the entire decline is driven by changes in the progressivity of tertiary
 education transfers. The main policy implications of the findings are
 outlined in the concluding section. 
Journal: Education Economics 
Pages: 197-222 
Issue: 2 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110057001 
File-URL: http://www.tandfonline.com/10.1080/09645290110057001 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:2:p:197-222




Template-Type: ReDIF-Article 1.0
Author-Name: Gautam Hazarika 
Author-X-Name-First: Gautam 
Author-X-Name-Last: Hazarika 
Title: The Sensitivity of Primary School Enrollment to the Costs of Post-Primary Schooling in Rural Pakistan: A Gender Perspective 
Abstract:
  This paper examines gender differences in the sensitivity of primary
 school enrollment to the costs of post-primary schooling in rural
 Pakistan. Of all measures of the costs of schooling, only distance from
 primary school is found to be a statistically significant determinant of
 female primary school enrollment. In contrast, of all measures of the
 costs of schooling, only distance from middle school is a statistically
 significant determinant of male primary school enrollment. This has the
 policy implication that, of measures to ease school supply constraints,
 improving access to primary schools, not post-primary schools, will reduce
 the present gender imbalance in rural Pakistani primary school enrollment. 
Journal: Education Economics 
Pages: 237-244 
Issue: 3 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110086117 
File-URL: http://www.tandfonline.com/10.1080/09645290110086117 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:9:y:2001:i:3:p:237-244




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew Worthington 
Author-X-Name-First: Andrew 
Author-X-Name-Last: Worthington 
Title: An Empirical Survey of Frontier Efficiency Measurement Techniques in Education 
Abstract:
  Educational institutions worldwide are increasingly the subject of
 analyses aimed at defining, measuring and improving efficiency. However,
 despite the importance of efficiency measurement in education, it is only
 relatively recently that the more advanced econometric and mathematical
 programming frontier techniques have been applied to primary and secondary
 schools, university departments and degree programmes, and universities as
 a whole. This paper attempts to provide a synoptic survey of the
 comparatively few empirical analyses in education using frontier
 efficiency measurement techniques. Both the measurement of inefficiency in
 education and the determinants of educational efficiency are examined. 
Journal: Education Economics 
Pages: 245-268 
Issue: 3 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110086126 
File-URL: http://www.tandfonline.com/10.1080/09645290110086126 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:9:y:2001:i:3:p:245-268




Template-Type: ReDIF-Article 1.0
Author-Name: Edward Baryla 
Author-X-Name-First: Edward 
Author-X-Name-Last: Baryla 
Author-Name: Douglas Dotterweich 
Author-X-Name-First: Douglas 
Author-X-Name-Last: Dotterweich 
Title: Student Migration: Do Significant Factors Vary by Region? 
Abstract:
  This research paper utilizes a two-stage least-squares regression
 equation to examine factors that significantly impact student migration in
 different US geographic regions. The dynamic interaction between a
 university, its environment, and student migration is examined by
 employing a unique data set that combines institution-specific
 characteristics with regional economic variables. The study found that
 higher education institutions that have regionally recognized quality
 programs have greater ability to attract nonresident students. In
 addition, it appears that there is a linkage between nonresident
 enrollment and the economic environment where the university is located. 
Journal: Education Economics 
Pages: 269-280 
Issue: 3 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110086135 
File-URL: http://www.tandfonline.com/10.1080/09645290110086135 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:3:p:269-280




Template-Type: ReDIF-Article 1.0
Author-Name: Susan Averett 
Author-X-Name-First: Susan 
Author-X-Name-Last: Averett 
Author-Name: Sharon Dalessandro 
Author-X-Name-First: Sharon 
Author-X-Name-Last: Dalessandro 
Title: Racial and Gender Differences in the Returns to 2-Year and 4-Year Degrees 
Abstract:
  Using data from the 1993 National Longitudinal Survey of Youth, this
 paper documents differences in the rate of return to 2-year and 4-year
 degrees across race and gender. We find for each race and gender group
 that a baccalaureate degree is more valuable than an associate's degree,
 and the return to an associate's degree is greater than attending some
 college, which is in turn more valuable than simply finishing high school.
 Our results indicate that these effects are statistically different for
 black and white men. Finally, according to our research, one avenue of
 low-cost education for women and black men is to attend a 2-year school
 and then finish the degree at a 4-year institution. 
Journal: Education Economics 
Pages: 281-292 
Issue: 3 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110086144 
File-URL: http://www.tandfonline.com/10.1080/09645290110086144 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:9:y:2001:i:3:p:281-292




Template-Type: ReDIF-Article 1.0
Author-Name: Andreas Ortmann 
Author-X-Name-First: Andreas 
Author-X-Name-Last: Ortmann 
Title: Capital Romance: Why Wall Street Fell in Love With Higher Education 
Abstract:
  With about two initial public offerings per year, the number of publicly
 traded degree-granting providers of post-secondary education in the United
 States has grown steadily ever since the Apollo Group (University of
 Phoenix, College of Financial Planning, etc.) went public in December
 1994. To sell to investors ownership in companies that compete against
 traditional providers who do not have to produce profits to please
 investors and are favored by numerous regulatory and tax breaks (including
 tax-deductible donations), investment bankers and market analysts clearly
 must have 'compelling' stories to tell. This paper presents an inventory
 of the arguments typically employed as well as an attempt to quantify
 their relative importance through a questionnaire that was sent to
 analysts following the education industry. I find that the market
 analysts' arguments are reasonably congruent with modern economic and
 managerial theories of firms and markets and what I consider the relevant
 facts. 
Journal: Education Economics 
Pages: 293-311 
Issue: 3 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110086153 
File-URL: http://www.tandfonline.com/10.1080/09645290110086153 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:9:y:2001:i:3:p:293-311




Template-Type: ReDIF-Article 1.0
Author-Name: Ross Guest 
Author-X-Name-First: Ross 
Author-X-Name-Last: Guest 
Title: The Instructor's Optimal Mix of Teaching Methods 
Abstract:
  This paper presents a model for determining the lecturer's optimal mix of
 teaching methods. The optimal mix balances the greater time cost of more
 active teaching methods against the increase in the quality of the
 learning outcomes that result. In the case of two students in a class, one
 active learner and one passive learner, the optimal teaching mix and the
 time that each student chooses to spend learning are jointly determined.
 The paper also shows that the response of the optimal teaching mix to
 changes in the learning technology depends on the instructor's (or the
 university's) utility function. A Benthemite utility function implies
 equal weighting for additional learning outcomes of 'academic' and
 'non-academic' students. A Rawlsian utility function implies a higher
 weighting of additional learning outcomes of 'non-academic' students.
 These and other utility functions imply different optimal teaching mixes. 
Journal: Education Economics 
Pages: 313-326 
Issue: 3 
Volume: 9 
Year: 2001 
X-DOI: 10.1080/09645290110086162 
File-URL: http://www.tandfonline.com/10.1080/09645290110086162 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:9:y:2001:i:3:p:313-326




Template-Type: ReDIF-Article 1.0
Author-Name: Anh Le 
Author-X-Name-First: Anh 
Author-X-Name-Last: Le 
Author-Name: Paul Miller 
Author-X-Name-First: Paul 
Author-X-Name-Last: Miller 
Title: The Rising Education Levels of Females in Australia 
Abstract:
  There have been significant increases in female participation in
 secondary and higher education in Australia over the past 39 years. To
 account for these changes, models of educational attainment were estimated
 for all individuals as well as for females from different age groups.The
 results reveal that family-related characteristics play a major role in
 the education decision. There is evidence of cohort effects in the process
 determining female educational attainment. The results suggest that
 changes in female educational attainment may be linked to the Equal Pay
 for Equal Work and Equal Pay for Work of EqualValue decisions of 1969 and
 1972, respectively. 
Journal: Education Economics 
Pages: 1-24 
Issue: 1 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09655290110110173 
File-URL: http://www.tandfonline.com/10.1080/09655290110110173 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:10:y:2002:i:1:p:1-24




Template-Type: ReDIF-Article 1.0
Author-Name: Giorgio Di Pietro 
Author-X-Name-First: Giorgio Di 
Author-X-Name-Last: Pietro 
Title: The Connection Between Access to University and Net Social Welfare Expenditure in Southern Italy 
Abstract:
  This paper examines whether net social welfare expenditure did buttress
 participation rates in university education in the south of Italy between
 1983 and 1996. This hypothesis is tested setting up an enrolment model in
 which net social welfare expenditure is included as one of the independent
 variables, using pooled regional data. Although unemployment rates among
 young individuals have been found to be the major determinant of enrolment
 rates, empirical results support the hypothesis according to which net
 social welfare expenditure did have a role in enhancing participation
 rates in university education in the south of Italy in the 1983-1996
 period. 
Journal: Education Economics 
Pages: 25-39 
Issue: 1 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290110110182 
File-URL: http://www.tandfonline.com/10.1080/09645290110110182 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:10:y:2002:i:1:p:25-39




Template-Type: ReDIF-Article 1.0
Author-Name: Manuchehr Irandoust 
Author-X-Name-First: Manuchehr 
Author-X-Name-Last: Irandoust 
Author-Name: Niklas Karlsson 
Author-X-Name-First: Niklas 
Author-X-Name-Last: Karlsson 
Title: Impact of Preferences, Curriculum, and Learning Strategies on Academic Success 
Abstract:
  This paper attempts to examine a few factors characterizing preferences,
 curriculum, and learning strategies that influence academic success and
 failure. On the basis of a proportional odds model, our findings reveal
 that good performance by the student depends on: (i) the time spent on
 physical training, (ii) the subjects chosen at high school, and (iii) the
 study of previously given examinations as a learning strategy. The results
 do not support the contention that the average score at high school,
 preparation by reading course literature prior to lectures, and time spent
 studying are important variables with regard to academic achievement. Our
 results suggest three policy implications: (i) to encourage students to
 engage in some kind of physical training, (ii) to guide students regarding
 how they should use the previously given examinations, and (iii) to
 require that students do course-work on the mathematics of economics. 
Journal: Education Economics 
Pages: 41-48 
Issue: 1 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290110110191 
File-URL: http://www.tandfonline.com/10.1080/09645290110110191 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:10:y:2002:i:1:p:41-48




Template-Type: ReDIF-Article 1.0
Author-Name: Clive Belfield 
Author-X-Name-First: Clive 
Author-X-Name-Last: Belfield 
Author-Name: Celia Brown 
Author-X-Name-First: Celia 
Author-X-Name-Last: Brown 
Author-Name: Hywel Thomas 
Author-X-Name-First: Hywel 
Author-X-Name-Last: Thomas 
Title: Workplaces in the Education Sector in the United Kingdom: How do they Differ from those in Other Industries? 
Abstract:
  A significant body of literature suggests that enterprises in the public
 education sector may differ from 'standard production' market firms in
 important ways. Substantial government involvement is then legitimized.
 However, this literature often uses withinsector comparisons of school
 types, rather than cross-sector comparisons of the education sector with
 other sectors. This paper compares the structure of education enterprises
 and workplace practices with those in other industries, namely (the rest
 of) the public sector and the private sector. Key differences,
 particularly as regards staffing resources, between education providers
 and these other enterprises are identified from prior literature and then
 tested. Data from the UK Workplace Employee Relations Survey (1998) are
 used. Our findings show substantial differences in labour rewards and
 factor management in the education sector. 
Journal: Education Economics 
Pages: 49-69 
Issue: 1 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290110110209 
File-URL: http://www.tandfonline.com/10.1080/09645290110110209 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:10:y:2002:i:1:p:49-69




Template-Type: ReDIF-Article 1.0
Author-Name: M. C. Navarro-Perez 
Author-X-Name-First: M. C. 
Author-X-Name-Last: Navarro-Perez 
Author-Name: J. M. Serrano-Sanz 
Author-X-Name-First: J. M. 
Author-X-Name-Last: Serrano-Sanz 
Title: Evaluating Educational Output: An Estimation Method Based on Cross-Section Data 
Abstract:
  One of the ways to evaluate educational output rests on its consideration
 as an investment. A part of the returns can be identified as the
 differential earnings obtained by individuals with a higher education
 level. The most common information on the earnings obtained by individuals
 comes in the form of cross-section data.These must be transformed in order
 to obtain a life-cycle earnings series from which the effects of education
 must be isolated. This paper defines a model adapted to the use of
 cross-section data, which allows us to both rank and respond to the
 different information problems that successively appear, as well as to
 propose a classification for the adjustments by which the earnings must be
 corrected, on the basis of the reasons that justify such adjustments and
 their order of application.The empirical application of the methodology is
 directed towards estimating the value of university education in Spain on
 the basis of the criteria discussed earlier in the paper. 
Journal: Education Economics 
Pages: 71-95 
Issue: 1 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290110110218 
File-URL: http://www.tandfonline.com/10.1080/09645290110110218 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:10:y:2002:i:1:p:71-95




Template-Type: ReDIF-Article 1.0
Author-Name: Scott Adams 
Author-X-Name-First: Scott 
Author-X-Name-Last: Adams 
Title: Educational Attainment and Health: Evidence from a Sample of Older Adults 
Abstract:
  This paper provides evidence of an education-health relationship among
 older adults, even after controlling for individual and family background
 characteristics. It also explores to what extent this relationship
 represents an independent effect of education on health. An identification
 strategy using the quarter of birth and a set of parental and sibling
 characteristics as instrumental variables for education is used to purge
 estimates of biases resulting from error components correlated with
 education. The results suggest that the previously observed correlation
 between educational attainment and adult health has a causal component. 
Journal: Education Economics 
Pages: 97-109 
Issue: 1 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290110110227 
File-URL: http://www.tandfonline.com/10.1080/09645290110110227 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:10:y:2002:i:1:p:97-109




Template-Type: ReDIF-Article 1.0
Author-Name: Rafael Granell 
Author-X-Name-First: Rafael 
Author-X-Name-Last: Granell 
Title: Education Vouchers in Spain: The Valencian Experience 
Abstract:
  This paper presents a description and an economic evaluation of the first
 Spanish education voucher programme: the nursery voucher system in
 Valencia. This programme began in 1992 with a moderate budget, but has
 been slowly developing and at present sets aside 3,282,000&#x20ac;
 (2,898,000$)1 to finance the education of more than 5,000 children. This
 evaluation focuses on the two main objectives proposed by the local
 government: equality of opportunity in access to education and parental
 choice. The analysis of the data of the school year 1998-1999 shows that
 vouchers allow a number of poor children to be schooled as well as
 allowing a number of parents to choose the school they prefer. However,
 due to the characteristics and limitations of the Valencian system, these
 effects are not as significant as may have been expected. Moreover,
 parents have stated their preference for other public financing
 mechanisms, such as public provision or subsidies to private schools. 
Journal: Education Economics 
Pages: 119-132 
Issue: 2 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290210126878 
File-URL: http://www.tandfonline.com/10.1080/09645290210126878 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:10:y:2002:i:2:p:119-132




Template-Type: ReDIF-Article 1.0
Author-Name: Gautam Hazarika 
Author-X-Name-First: Gautam 
Author-X-Name-Last: Hazarika 
Title: The Role of Credit Constraints in the Cyclicality of College Enrolments 
Abstract:
  Using data from the National Longitudinal Survey of Youth (NLSY), this
 paper investigates the effect of plausible credit constraints on the
 cyclicality of teen college enrolments. It is found that teens from
 wealthier families are more likely to attend college in regional
 recessions. However, this countercyclical impetus to enrolments is
 significantly weaker in teens from less wealthy families. The phenomenon
 is attributed to credit constraints. Teens from families that possess
 fewer assets to offer lenders as collateral must finance college mainly
 with part-time earnings and parental subsidies, sums that may dwindle in
 recessions, making college less affordable. This paper also examines the
 influence of regional economic conditions on the type of college attended.
 In particular, it finds no evidence that teens from less wealthy families
 favor cheaper community colleges in recessions. Also examined are the
 effects of regional economic conditions at age 18 on college attainment
 many years hence. It is found that regional economic conditions at 18 have
 no significant effect on long-term college attainment. Thus, changes in
 teen enrolment propensities associated with variation in regional economic
 conditions are merely timing effects. 
Journal: Education Economics 
Pages: 133-143 
Issue: 2 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290210126887 
File-URL: http://www.tandfonline.com/10.1080/09645290210126887 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:10:y:2002:i:2:p:133-143




Template-Type: ReDIF-Article 1.0
Author-Name: Denton Marks 
Author-X-Name-First: Denton 
Author-X-Name-Last: Marks 
Title: Academic Standards as Public Goods and Varieties of Free-Rider Behaviour 
Abstract:
  Economists have long recognized that goods allowing non-rival enjoyment
 accompanied by costly exclusion - pure public goods - present a challenge
 to efficient production because beneficiaries tend to understate their
 willingness to support such goods: such 'free-riders' realize that they
 cannot be denied access and may choose to enjoy without providing
 appropriate contribution. 'Academic standards' help identify the quality
 of academic performance (e.g., research, educated students), but the
 benefit they confer (e.g., reputation) strongly resembles a public good
 with its corresponding tendency to elicit free-riding and inefficiently
 low levels of production or support. This paper explores the manner in
 which such standards confer benefit, exhibit public good characteristics,
 and elicit free-riding and 'underproduction' in various parts of the
 academic community. It examines the resulting challenge to the maintenance
 of academic quality and the difficulty of discouraging free-rider
 behaviour. 
Journal: Education Economics 
Pages: 145-163 
Issue: 2 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290210126896 
File-URL: http://www.tandfonline.com/10.1080/09645290210126896 
File-Format: text/html
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Template-Type: ReDIF-Article 1.0
Author-Name: Arnaud Chevalier 
Author-X-Name-First: Arnaud 
Author-X-Name-Last: Chevalier 
Author-Name: Gauthier Lanot 
Author-X-Name-First: Gauthier 
Author-X-Name-Last: Lanot 
Title: The Relative Effect of Family Characteristics and Financial Situation on Educational Achievement 
Abstract:
  Children from poorer backgrounds are generally observed to have lower
 educational outcomes than other youth. However, the mechanism through
 which household income affects the child's outcomes remains unclear.
 Either, poorer families are financially constrained or some
 characteristics of the family make the children less likely to participate
 in post-compulsory education. We propose a methodology that separates
 financial and familial effects. As in previous studies, we find that
 pupils from poorer families are less likely to invest in education.
 However, a financial transfer would not lead to a significant increase in
 schooling investment, which supports the view that the family
 characteristic effects dominate the financial constraint effects. 
Journal: Education Economics 
Pages: 165-181 
Issue: 2 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290210126904 
File-URL: http://www.tandfonline.com/10.1080/09645290210126904 
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Handle: RePEc:taf:edecon:v:10:y:2002:i:2:p:165-181




Template-Type: ReDIF-Article 1.0
Author-Name: Emmanuel Thanassoulis 
Author-X-Name-First: Emmanuel 
Author-X-Name-Last: Thanassoulis 
Author-Name: Maria Da Conceicao 
Author-X-Name-First: Maria 
Author-X-Name-Last: Da Conceicao 
Author-Name: A. Silva Portela 
Author-X-Name-First: A. Silva 
Author-X-Name-Last: Portela 
Title: School Outcomes: Sharing the Responsibility Between Pupil and School1 
Abstract:
  This paper uses a Data Envelopment Analysis based approach to decompose
 pupil under-attainment into that attributable to the school the pupil
 attends and that attributable to the pupil. The approach measures pupil
 attainment in terms of value added. Data on over 6700 A-level pupils from
 122 English schools have been analysed. The results suggest that at
 current levels of school effectiveness a pupil's own application accounts
 for the major part of any under-attainment, though schools also have scope
 to improve their effectiveness.The approach also makes it possible to
 identify target attainment levels a pupil could be set and the extent to
 which the attainment of those targets necessitates an improvement in the
 effectiveness of the school the pupil attends and in the pupil's own
 efforts. 
Journal: Education Economics 
Pages: 183-207 
Issue: 2 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290210126913 
File-URL: http://www.tandfonline.com/10.1080/09645290210126913 
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Handle: RePEc:taf:edecon:v:10:y:2002:i:2:p:183-207




Template-Type: ReDIF-Article 1.0
Author-Name: Benoit Millot 
Author-X-Name-First: Benoit 
Author-X-Name-Last: Millot 
Author-Name: Julia Lane 
Author-X-Name-First: Julia 
Author-X-Name-Last: Lane 
Title: The Efficient Use of Time in Education 
Abstract:
  The attempt to include the time variable in a production function of
 education is often plagued by the lack of attention paid to the different
 dimensions of time (such as amount, dispersion and intensity). This study
 investigates the importance of time in contributing to the efficiency of
 the educational process by developing a typology for the addition of the
 time variable in the production of education. The study includes a
 literature review on the subject, outlines the conceptual frameworks
 surrounding time and education, and then draws on international evidence,
 with new evidence drawn from a survey of Middle East/North African
 Countries.The study suggests that time remains a critical factor in the
 educational process, and more accurate measures of time input could help
 policymakers improve educational legislation. 
Journal: Education Economics 
Pages: 209-228 
Issue: 2 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290210126922 
File-URL: http://www.tandfonline.com/10.1080/09645290210126922 
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Handle: RePEc:taf:edecon:v:10:y:2002:i:2:p:209-228




Template-Type: ReDIF-Article 1.0
Author-Name: Kimmarie McGoldrick 
Author-X-Name-First: Kimmarie 
Author-X-Name-Last: McGoldrick 
Author-Name: Peter Schuhmann 
Author-X-Name-First: Peter 
Author-X-Name-Last: Schuhmann 
Title: Instructor Gender and Student Registration: An Analysis of Preferences 
Abstract:
  The present study uses conjoint analysis to examine college students'
 choices of elective courses. The relative contributions to student
 satisfaction or 'utility' of six course and instructor attributes are
 computed. Results suggest that choice is in large part a function of the
 perceived interest in course topic, the applicability of course material
 to future career opportunities, and the time of day the course is offered.
 A relative preference for low levels of course and instructor rigor may
 suggest that students also place a high premium on expected grade. The
 gender of the instructor does not appear to influence the registration
 choices of most students, but may affect registration decisions made by
 students that do not belong to a fraternity or sorority, students with low
 grade point averages, and sophomores. The implication of these results for
 gender biases in student evaluations is discussed. 
Journal: Education Economics 
Pages: 241-260 
Issue: 3 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290210127480 
File-URL: http://www.tandfonline.com/10.1080/09645290210127480 
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Handle: RePEc:taf:edecon:v:10:y:2002:i:3:p:241-260




Template-Type: ReDIF-Article 1.0
Author-Name: Maria Iacovou 
Author-X-Name-First: Maria 
Author-X-Name-Last: Iacovou 
Title: Class Size in the Early Years: Is Smaller Really Better? 
Abstract:
  Other things being equal, theory would suggest that students in smaller
 classes at school should do better in terms of attainment; convincing
 experimental evidence for this also exists in the US. However, a
 relationship between small classes and better outcomes has not generally
 been evident in individual-level studies, possibly because of endogeneity
 arising from low-attaining or otherwise 'difficult' students being put
 into smaller classes than their higher-achieving counterparts. The present
 paper uses data from the National Child Development Study to estimate the
 effects of class size. Ordinary least-squares estimates indicate that
 small classes are not related to attainment; however, instrumental
 variables estimates, with class size instrumented by the interaction
 between school size and school type, show a significant and sizeable
 association between smaller classes and higher attainment in reading in
 the early years of school. This effect is common to different groups of
 students, and for some groups (girls, and those from larger families),
 this association is also found to persist through to age 11. 
Journal: Education Economics 
Pages: 261-290 
Issue: 3 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290210127499 
File-URL: http://www.tandfonline.com/10.1080/09645290210127499 
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Handle: RePEc:taf:edecon:v:10:y:2002:i:3:p:261-290




Template-Type: ReDIF-Article 1.0
Author-Name: Richard Barnett 
Author-X-Name-First: Richard 
Author-X-Name-Last: Barnett 
Author-Name: J. Colin Glass 
Author-X-Name-First: J. Colin 
Author-X-Name-Last: Glass 
Author-Name: Roger Snowdon 
Author-X-Name-First: Roger 
Author-X-Name-Last: Snowdon 
Author-Name: Karl Stringer 
Author-X-Name-First: Karl 
Author-X-Name-Last: Stringer 
Title: Size, Performance and Effectiveness: Cost-Constrained Measures of Best-Practice Performance and Secondary-School Size 
Abstract:
  Current education policy in the UK requires secondary schools to strive
 for 'effectiveness' or 'best-practice' performance in producing
 educational outcomes, while securing cost efficiency in input use when
 doing so. Given this double policy objective, the present study uses data
 envelopment analysis to generate performance scores for schools relative
 to cost-constrained best-practice benchmarks that simultaneously take
 account of both outcome effectiveness and cost efficiency. The empirical
 results, relating to the set of Northern Ireland secondary schools,
 indicate that a positive relationship between effectiveness-efficiency
 performance scores and secondary school size holds across a range of
 educational outcomes. Larger schools were still found to outperform
 smaller ones, on average, when schools were grouped according to gender,
 school type, and absence/presence of a sixth form. The findings imply that
 it is inappropriate to assess the performance of schools without taking
 into account the impact of school size on such performance. 
Journal: Education Economics 
Pages: 291-311 
Issue: 3 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290210127516 
File-URL: http://www.tandfonline.com/10.1080/09645290210127516 
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Handle: RePEc:taf:edecon:v:10:y:2002:i:3:p:291-311




Template-Type: ReDIF-Article 1.0
Author-Name: Rosalind Levacic 
Author-X-Name-First: Rosalind 
Author-X-Name-Last: Levacic 
Author-Name: Anna Vignoles 
Author-X-Name-First: Anna 
Author-X-Name-Last: Vignoles 
Title: Researching the Links between School Resources and Student Outcomes in the UK: A Review of Issues and Evidence 
Abstract:
  Knowledge of the effect of school resources on student outcomes is
 important for policy decisions concerning expenditure on schools. However,
 empirical research has so far produced equivocal findings. This paper
 examines the methodological and data requirements for good quality
 estimation of the education production function and reviews four UK
 studies that use pupil-level longitudinal data with a range of resource
 and control variables. These have produced some evidence of small resource
 effects on student outcomes and indicate the importance of model
 specification in affecting reported findings. If research in this area is
 to progress, high quality datasets are essential. 
Journal: Education Economics 
Pages: 313-331 
Issue: 3 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290210127534 
File-URL: http://www.tandfonline.com/10.1080/09645290210127534 
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Handle: RePEc:taf:edecon:v:10:y:2002:i:3:p:313-331




Template-Type: ReDIF-Article 1.0
Author-Name: Shahrukh Rafi Khan 
Author-X-Name-First: Shahrukh Rafi 
Author-X-Name-Last: Khan 
Title: Rationality in Public Sector Salary Scales: The Case of Rural Teachers in Pakistan 
Abstract:
  Public sector salaries, including those that apply to rural teachers in
 Pakistan, are rigidly determined by educational qualifications and
 experience. If it can be determined that educational qualifications and
 experience enhance teacher cognitive skills, which in turn enhance student
 cognitive skills, one can infer that there is some rationality to such a
 salary structure and that teacher incentives are compatible with teacher
 effectiveness.We utilized two data sets to test these propositions. The
 first, based only on a survey of government schools, seemed to suggest
 that some rationality, with many qualifications, existed in rural public
 sector schooling salary scales. However, utilizing a more recent data set
 that is disaggregated by school type (government, non-government and
 private sectors) showed no such rationality existed in the public sector,
 while salaries were responsive to qualifications in the non-government and
 private sectors. 
Journal: Education Economics 
Pages: 333-345 
Issue: 3 
Volume: 10 
Year: 2002 
X-DOI: 10.1080/09645290210127552 
File-URL: http://www.tandfonline.com/10.1080/09645290210127552 
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Handle: RePEc:taf:edecon:v:10:y:2002:i:3:p:333-345




Template-Type: ReDIF-Article 1.0
Author-Name: Compton Bourne 
Author-X-Name-First: Compton 
Author-X-Name-Last: Bourne 
Author-Name: Anand Dass 
Author-X-Name-First: Anand 
Author-X-Name-Last: Dass 
Title: Private and Social Rates of Return to Higher Education in Science and Technology in a Caribbean Economy 
Abstract:
  In view of the emphasis placed on higher education in science and
 technology in the Commonwealth Caribbean Community, the present study
 estimates private and social rates of return for university science and
 technology graduates in Trinidad and Tobago. Comparisons are made with
 other fields of study. It is concluded that rates of return are
 inconsistent with the allocative preferences of policy-makers. 
Journal: Education Economics 
Pages: 1-10 
Issue: 1 
Volume: 11 
Year: 2003 
X-DOI: 10.1080/0964529032000089553 
File-URL: http://www.tandfonline.com/10.1080/0964529032000089553 
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Handle: RePEc:taf:edecon:v:11:y:2003:i:1:p:1-10




Template-Type: ReDIF-Article 1.0
Author-Name: Richard Desjardins 
Author-X-Name-First: Richard 
Author-X-Name-Last: Desjardins 
Title: Determinants of Economic and Social Outcomes from a Life-Wide Learning Perspective in Canada 
Abstract:
  The notion that the knowledge and skills embodied in individuals
 contribute to the creation of economic and social benefits is not a new
 concept. But in practice little is known about the extent and relative
 influence of how different learning activities contribute to the formation
 of one's knowledge and skills, and in turn their relative influence in
 generating different kinds of benefits. Studies either focus on one form
 of learning or the other, and for the most part they tend to focus on
 indicators of formal education. To improve the understanding of how
 education and learning lead to the creation of economic and social
 benefits, a comprehensive approach drawing on all the potential sources of
 knowledge and skills should be applied. Accordingly, the primary objective
 of the present article is to measure the relative influence of engaging in
 various learning activities--Aspanning the 'life-wide' spectrum of
 learning--Aon economic and social benefits. The study presents a
 conceptual framework and uses data from the Canadian Adult Literacy Survey
 to estimate corresponding structural models. The findings provide support
 for the hypotheses formulated; namely, that the relationship between
 formal education and economic and social outcomes is complex, with
 confounding effects. The results indicate that different types of learning
 activities taken for different reasons lead to different kinds of
 benefits. The latter finding suggests a potential trade-off between
 attaining economic and social benefits through different types of learning
 activities that are taken for either job-related or personal
 interest-related reasons. The article concludes that further in-depth
 analyses are required to improve the understanding of the complex
 relationship between various learning activities and the benefits they
 generate. 
Journal: Education Economics 
Pages: 11-38 
Issue: 1 
Volume: 11 
Year: 2003 
X-DOI: 10.1080/09645290210127462 
File-URL: http://www.tandfonline.com/10.1080/09645290210127462 
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Template-Type: ReDIF-Article 1.0
Author-Name: Maria San-Segundo 
Author-X-Name-First: Maria 
Author-X-Name-Last: San-Segundo 
Author-Name: Asuncion Valiente 
Author-X-Name-First: Asuncion 
Author-X-Name-Last: Valiente 
Title: Family Background and Returns to Schooling in Spain 
Abstract:
  In the present paper, we examine the relationship between returns to
 education and family background. The analysis uses samples of male and
 female workers drawn from the Spanish Survey on Class Structure. The
 results for males show a positive relationship between parents' education
 (or occupation) and returns to schooling. The evidence for females is more
 complicated. Least-squares estimates suggest a negative relationship,
 while two-step Heckman's estimates (correcting for sample selection)
 generate results closer to those obtained for males. 
Journal: Education Economics 
Pages: 39-52 
Issue: 1 
Volume: 11 
Year: 2003 
X-DOI: 10.1080/09645290210127471 
File-URL: http://www.tandfonline.com/10.1080/09645290210127471 
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Handle: RePEc:taf:edecon:v:11:y:2003:i:1:p:39-52




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Rubb 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Rubb 
Title: Post-College Schooling, Overeducation, and Hourly Earnings in the United States 
Abstract:
  Using 1990 US census data, the present paper examines the relationship
 between overeducation and earnings. The paper updates previous findings
 and then focuses on those most likely to be overeducated--individuals with
 post-college schooling. It is hypothesized that specific occupations that
 require college education may be flexible in their ability to utilize the
 surplus human capital of the employees. Being overeducated is shown to
 increase the wages of men working at a job that requires a bachelor's
 degree. The results are compared with findings in Canada and the UK.
 Additionally, overeducation is shown to contribute to the gender wage gap. 
Journal: Education Economics 
Pages: 53-72 
Issue: 1 
Volume: 11 
Year: 2003 
X-DOI: 10.1080/09645290210127453 
File-URL: http://www.tandfonline.com/10.1080/09645290210127453 
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Handle: RePEc:taf:edecon:v:11:y:2003:i:1:p:53-72




Template-Type: ReDIF-Article 1.0
Author-Name: Chris Sakellariou 
Author-X-Name-First: Chris 
Author-X-Name-Last: Sakellariou 
Title: Rates of Return to Investments in Formal and Technical/Vocational Education in Singapore 
Abstract:
  There is an absence of empirical evidence on returns to education in
 Singapore for nearly 30 years, mainly because of lack of publicly
 available data. The present study attempts to fill this gap by exploring
 the relationship between education and earnings in Singapore and to link
 the results of the study to research evidence from 30 years ago, as well
 as relate the results to those in the international literature. Recent
 Labor Force Survey data are used to obtain evidence and update older
 estimates of the private returns to investment in formal and
 technical/vocational education from different levels and types of
 schooling in Singapore. Some of the results confirm earlier patterns from
 other country studies, while other results make Singapore a world outlier,
 with very high private returns to schooling (comparable with estimates
 from lower-middle income countries) in relation to Singapore's advanced
 stage of development and per-capita income. 
Journal: Education Economics 
Pages: 73-87 
Issue: 1 
Volume: 11 
Year: 2003 
X-DOI: 10.1080/09645290210127525 
File-URL: http://www.tandfonline.com/10.1080/09645290210127525 
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Handle: RePEc:taf:edecon:v:11:y:2003:i:1:p:73-87




Template-Type: ReDIF-Article 1.0
Author-Name: Hans Heijke 
Author-X-Name-First: Hans 
Author-X-Name-Last: Heijke 
Author-Name: Astrid Matheeuwsen 
Author-X-Name-First: Astrid 
Author-X-Name-Last: Matheeuwsen 
Author-Name: Ed Willems 
Author-X-Name-First: Ed 
Author-X-Name-Last: Willems 
Title: Clustering Educational Categories in a Heterogeneous Labour Market 
Abstract:
  In most countries, the systems of educational classification are based on
 administrative criteria. For analyses of the labour-market position of
 educational categories, however, a classification that demarcates an
 individual's competencies obtained by the courses attended is a better
 alternative. In the present paper, we will analyse the substitution
 processes in the labour market in order to develop an educational
 classification that is based on the observed possibilities of workers with
 different educational backgrounds to enter similar occupations. As an
 additional criterion, we use the recognizability of the groups
 distinguished. In addition, we incorporate the criterion of statistical
 reliability. This results in an educational classification with 113
 distinct categories. 
Journal: Education Economics 
Pages: 89-108 
Issue: 1 
Volume: 11 
Year: 2003 
X-DOI: 10.1080/09645290210127543 
File-URL: http://www.tandfonline.com/10.1080/09645290210127543 
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Handle: RePEc:taf:edecon:v:11:y:2003:i:1:p:89-108




Template-Type: ReDIF-Article 1.0
Author-Name: X. Henry Wang 
Author-X-Name-First: X. Henry 
Author-X-Name-Last: Wang 
Author-Name: Bill Yang 
Author-X-Name-First: Bill 
Author-X-Name-Last: Yang 
Title: Why Competition may Discourage Students from Learning? A Behavioral Economic Analysis 
Abstract:
  Combining the notion of self-worth in sociology and educational
 psychology with economic modeling, the present paper studies incentives on
 students' learning in a behavioral economic model. Allowing for
 'conservativeness' to modify Bayes' rule in processing newly released
 information and employing the concepts of 'loss aversion' and 'endowment
 effect' in behavioral economics, we attempt to explain analytically why
 competition among students may discourage them from learning. Within an
 educational institution, competition as an incentive scheme evaluates
 students on their relative performance, which strengthens the connection
 between students' relative performance and their perceived ability. When
 the perception of ability becomes a major concern, competition may
 motivate students to make a low effort - a strategy to win by not losing. 
Journal: Education Economics 
Pages: 117-128 
Issue: 2 
Volume: 11 
Year: 2003 
Keywords: Competition, Incentive, Motivation, Effort, Ability, Perception, 
X-DOI: 10.1080/09645290210131656 
File-URL: http://www.tandfonline.com/10.1080/09645290210131656 
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Handle: RePEc:taf:edecon:v:11:y:2003:i:2:p:117-128




Template-Type: ReDIF-Article 1.0
Author-Name: Pushkar Maitra 
Author-X-Name-First: Pushkar 
Author-X-Name-Last: Maitra 
Title: Schooling and Educational Attainment: Evidence from Bangladesh 
Abstract:
  Education and human capital accumulation are essential components of
 economic development. The present paper attempts to identify some of the
 individual and household level characteristics that affect the demand for
 schooling in Bangladesh. I examine the current enrolment status of
 children aged 6-12 and the highest grade attained for children aged 13-24.
 The first is estimated using a standard probit model and the second using
 a censored ordered probit model. Estimation results show that there is no
 gender differential in current enrolment status but grade attainment is
 higher for girls, relative to boys. An increase in the permanent income of
 the household is always associated with an increase in educational
 attainment. Parental education has a positive and statistically
 significant effect on the educational attainment of children, and mother's
 education has a stronger effect on both school enrolment and grade
 attainment of children compared with father's education. 
Journal: Education Economics 
Pages: 129-153 
Issue: 2 
Volume: 11 
Year: 2003 
Keywords: Schooling, Education Attainment, Censored Ordered Probit, Bangladesh, 
X-DOI: 10.1080/09645290210131665 
File-URL: http://www.tandfonline.com/10.1080/09645290210131665 
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Handle: RePEc:taf:edecon:v:11:y:2003:i:2:p:129-153




Template-Type: ReDIF-Article 1.0
Author-Name: Clive Belfield 
Author-X-Name-First: Clive 
Author-X-Name-Last: Belfield 
Title: Political Preferences And The Privatization Of Education: Evidence From The UK 
Abstract:
  This paper investigates the determinants of political support for the
 privatization of education in the UK. In pledging support, the electorate
 is assumed to form opinions about the effects of education policies and
 reforms and then apply cost-benefit calculations, depending on their
 circumstances. Based on assumptions about the effects of a reform and the
 cost-benefit calculus, it is possible to identify which voters would
 oppose or advocate educational reforms such as greater school competition,
 ability selection and promotion of private schooling. Support for these
 reforms is then estimated using the British Educational Panel Survey
 (1997). The results indicate that political preferences largely reflect
 the anticipated personal costs and benefits from educational reforms.
 Those with children are in favour of reforms to raise school competition;
 those working in the education sector are against such reform. Those with
 higher anticipated tax liabilities favour privatization and support
 private schooling. Overall, however, educational reforms toward
 privatization received only minority support in Britain as of 1997. 
Journal: Education Economics 
Pages: 155-168 
Issue: 2 
Volume: 11 
Year: 2003 
Keywords: Privatization, School Choice, 
X-DOI: 10.1080/09645290210131674 
File-URL: http://www.tandfonline.com/10.1080/09645290210131674 
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Handle: RePEc:taf:edecon:v:11:y:2003:i:2:p:155-168




Template-Type: ReDIF-Article 1.0
Author-Name: P. N. Junankar 
Author-X-Name-First: P. N. 
Author-X-Name-Last: Junankar 
Title: Estimating the Social Rate of Return to Education for Indigenous Australians 
Abstract:
  The present paper compares estimates of the social rate of return to
 education for Indigenous Australians with those for non-Indigenous
 Australians. The social rate of return measures the net benefits to
 society of educating its citizens. If education is treated as an
 investment by society in its people, then Australian society will be made
 better off by an increase in educational investment as long as the social
 rate of return is higher than that for other public investments. This
 paper provides a discussion of the concept of the social rate of return to
 education and some estimates for Indigenous Australians. Higher levels of
 education, in general, lead to an increased probability of finding
 employment and higher levels of income in employment. Hence, an increased
 level of education for an Indigenous person would be of advantage in
 economic terms; the private rate of return to education is likely to be
 quite high. In addition, we argue that increasing education has important
 social benefits (so-called 'externalities') for Indigenous people, and
 society in general: improved education would lead to better nutrition, to
 better living conditions, to better access to health services, and hence
 to a longer and healthier life. This means that productivity would be
 higher for Indigenous people and they would have higher incomes over a
 longer period of time. In addition, we argue that improved levels of
 education have the capacity to contribute to a decrease in the numbers of
 Indigenous people who are imprisoned, and thus lead to a direct reduction
 in the costs of imprisonment. Thus, increased education increases the
 earnings span, decreases prison costs and hence increases the social rate
 of return. We find that the social rate of return for education is
 generally higher for Indigenous Australians than for non-Indigenous
 Australians. This suggests, from a public policy perspective, that
 government should allocate increased funding for the education of
 Indigenous people since this social rate of return is greater than the
 Department of Finance recommended cut-off rates for government investment
 projects. 
Journal: Education Economics 
Pages: 169-192 
Issue: 2 
Volume: 11 
Year: 2003 
X-DOI: 10.1080/09645290210135751 
File-URL: http://www.tandfonline.com/10.1080/09645290210135751 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:11:y:2003:i:2:p:169-192




Template-Type: ReDIF-Article 1.0
Author-Name: Chandra Shah 
Author-X-Name-First: Chandra 
Author-X-Name-Last: Shah 
Title: Employment Shifts in the Technical and Further Education Workforce in Victoria 
Abstract:
  The vocational education and training (VET) sector in Victoria went
 through some significant changes between 1993 and 1998. These changes
 included amalgamation of Technical and Further Education (TAFE) institutes
 and the creation of a market for the provision of part of the state-funded
 VET, in which public and private providers competed. At the same time, the
 demand for training shifted from the declining manufacturing industry to
 the service and information technology industries. Parallel to these
 changes, the TAFE workforce also went through some significant
 restructuring. The participation of women increased, and for the first
 time in 1995 they were in the majority. Part-time employment grew sharply
 but full-time employment, mainly male, declined. Non-tenured, as either
 contract or sessional (casual), positions also increased quite sharply,
 but this trend varied across institutes. 
Journal: Education Economics 
Pages: 193-208 
Issue: 2 
Volume: 11 
Year: 2003 
X-DOI: 10.1080/09645290210135779 
File-URL: http://www.tandfonline.com/10.1080/09645290210135779 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:11:y:2003:i:2:p:193-208




Template-Type: ReDIF-Article 1.0
Author-Name: Arild Aakvik 
Author-X-Name-First: Arild 
Author-X-Name-Last: Aakvik 
Author-Name: Egil Kjerstad 
Author-X-Name-First: Egil 
Author-X-Name-Last: Kjerstad 
Title: Skill formation among vocational rehabilitation clients - public policy vs private incentives 
Abstract:
  In this paper we analyse individual vocational rehabilitation clients'
 decisions to enter active training or not. Although the Government pays
 the direct costs of training, the composition of the total costs of
 training may be decisive for individual choices. Based on labour market
 theory, we relate background characteristics of the clients to monetary
 opportunity costs and non-monetary costs of training, arguing that
 training choices are a consequence of differences in costs of training. We
 use a ten percent sample of participants in educational programs, work
 related training and non-participants who entered the Norwegian vocational
 rehabilitation sector in the period from 1989 to 1993, a total of 6653
 persons. We find that the background characteristics of persons investing
 in educational training differ along several dimensions compared both to
 persons attending work related training and to clients not participating
 in training at all. 
Journal: Education Economics 
Pages: 219-237 
Issue: 3 
Volume: 11 
Year: 2003 
Keywords: public policy, private incentives, costs of training, educational training, work related training, vocational rehabilitation, 
X-DOI: 10.1080/0964529032000178428 
File-URL: http://www.tandfonline.com/10.1080/0964529032000178428 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:11:y:2003:i:3:p:219-237




Template-Type: ReDIF-Article 1.0
Author-Name: Evan Kraft 
Author-X-Name-First: Evan 
Author-X-Name-Last: Kraft 
Author-Name: Milan Vodopoviec 
Author-X-Name-First: Milan 
Author-X-Name-Last: Vodopoviec 
Title: The new kids on the block: The entry of private business schools in transition economies 
Abstract:
  When the transition to market economy began, there was an unsatisfied
 demand for business education. A supply response has occurred, but
 business education is still developing. The authors argue that private
 schools can help mobilize resources and increase the quality and
 accessibility of business education. Drawing on surveys covering 15
 transition countries, the authors find that business studies have grown
 rapidly during the transition. Formal legal barriers to entry generally
 are low, but resistance to entry by government and state schools
 represents a major obstacle. While overall assessments of the relative
 quality of private business schools vary, private schools are found to
 have more favorable class sizes, teaching methods, curricula, real-life
 applications and teacher effort, and seem less subject to corruption. 
Journal: Education Economics 
Pages: 239-257 
Issue: 3 
Volume: 11 
Year: 2003 
Keywords: Educational finance, privatization, school choice, demand for schooling, 
X-DOI: 10.1080/0964529032000178437 
File-URL: http://www.tandfonline.com/10.1080/0964529032000178437 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:11:y:2003:i:3:p:239-257




Template-Type: ReDIF-Article 1.0
Author-Name: Donald Robertson 
Author-X-Name-First: Donald 
Author-X-Name-Last: Robertson 
Author-Name: James Symons 
Author-X-Name-First: James 
Author-X-Name-Last: Symons 
Title: Self-selection in the state school system 
Abstract:
  With diminishing returns to the peer group, it is optimal social policy
 to mix children in schools. We consider what happens when, contrary to the
 outcome being determined by a social planner, schools and children are
 free to seek each other out: with some caveats, this leads to perfect
 segregation by child quality. It is shown that this is the worst possible
 outcome. We show also that a competitive system produces the optimal
 allocation of children to schools. 
Journal: Education Economics 
Pages: 259-272 
Issue: 3 
Volume: 11 
Year: 2003 
X-DOI: 10.1080/0964529032000148791 
File-URL: http://www.tandfonline.com/10.1080/0964529032000148791 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:11:y:2003:i:3:p:259-272




Template-Type: ReDIF-Article 1.0
Author-Name: Dennis Coates 
Author-X-Name-First: Dennis 
Author-X-Name-Last: Coates 
Title: Education production functions using instructional time as an input 
Abstract:
  This paper contributes to the literature on the effectiveness of schools.
 The analysis is unique in using data on the minutes of instruction per day
 in each of four subjects taught in the public elementary schools in
 Illinois. Few education production function papers have information on the
 amount of instruction students receive in a given subject. The results
 generally indicate that time spent in mathematics and English instruction
 pays off in terms of improved mathematics and reading test scores. There
 is evidence that time spent in social studies instruction raises reading
 and writing scores. Additionally, the data span 3 years so that individual
 school-specific fixed effects are estimated and found to be strongly
 significant. Inclusion of these fixed effects has dramatic consequences
 for the parameter estimates on several variables, in some cases raising
 and in others reducing the estimated parameter values. 
Journal: Education Economics 
Pages: 273-292 
Issue: 3 
Volume: 11 
Year: 2003 
X-DOI: 10.1080/0964529032000148809 
File-URL: http://www.tandfonline.com/10.1080/0964529032000148809 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:11:y:2003:i:3:p:273-292




Template-Type: ReDIF-Article 1.0
Author-Name: M. Arrazola 
Author-X-Name-First: M. 
Author-X-Name-Last: Arrazola 
Author-Name: J. De Hevia 
Author-X-Name-First: J. 
Author-X-Name-Last: De Hevia 
Author-Name: M. Risueno 
Author-X-Name-First: M. 
Author-X-Name-Last: Risueno 
Author-Name: J. F. Sanz 
Author-X-Name-First: J. F. 
Author-X-Name-Last: Sanz 
Title: Returns to education in Spain: Some evidence on the endogeneity of schooling 
Abstract:
  In this article, rates of return to education for Spanish male employees
 are calculated and compared using different methods. We derive rates of
 return from the estimation of three alternative models of human capital.
 The rates of return obtained by each of these models are different when
 they are calculated by least squares. Nevertheless, when the endogeneity
 of education is considered, the rates of return obtained from each of
 these models are approximately the same, reaching a value close to 9%. In
 addition, we compute internal rates of return on investments in education.
 We find that, on average, social returns are about two points lower than
 private ones. 
Journal: Education Economics 
Pages: 293-304 
Issue: 3 
Volume: 11 
Year: 2003 
X-DOI: 10.1080/0964529032000148818 
File-URL: http://www.tandfonline.com/10.1080/0964529032000148818 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:11:y:2003:i:3:p:293-304




Template-Type: ReDIF-Article 1.0
Author-Name: John Heywood 
Author-X-Name-First: John 
Author-X-Name-Last: Heywood 
Author-Name: Xiangdong Wei 
Author-X-Name-First: Xiangdong 
Author-X-Name-Last: Wei 
Title: Education and Signaling: Evidence from a Highly Competitive Labor Market 
Abstract:
  This paper directly tests for differences in returns to education between
 the employed and self-employed in Hong Kong. Using a step-function, we
 find significantly smaller returns for the self-employed, suggesting that
 in the highly competitive labor market of Hong Kong education plays a
 signaling role. This pattern persists for both genders, when accounting
 for self-selection into employment status and when accounting for
 self-employed professionals who signal. 
Journal: Education Economics 
Pages: 1-16 
Issue: 1 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000193925 
File-URL: http://www.tandfonline.com/10.1080/0964529042000193925 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:1:p:1-16




Template-Type: ReDIF-Article 1.0
Author-Name: John Bishop 
Author-X-Name-First: John 
Author-X-Name-Last: Bishop 
Author-Name: Ludger Wossmann 
Author-X-Name-First: Ludger 
Author-X-Name-Last: Wossmann 
Title: Institutional Effects in a Simple Model of Educational Production 
Abstract:
  This paper presents a model of educational production that tries to make
 sense of recent evidence on effects of institutional arrangements on
 student performance. In a simple principal-agent framework, students
 choose their learning effort to maximize their net benefits, while the
 government chooses educational spending to maximize its net benefits. In
 the jointly determined equilibrium, schooling quality is shown to depend
 on several institutionally determined parameters. The impact on student
 performance of institutions such as central examinations, centralization
 versus school autonomy, teachers' influence, parental influence, and
 competition from private schools is analyzed. Furthermore, the model can
 rationalize why positive resource effects may be lacking in educational
 production. 
Journal: Education Economics 
Pages: 17-38 
Issue: 1 
Volume: 12 
Year: 2004 
Keywords: educational production, principal-agent model, institutions of the education system, 
X-DOI: 10.1080/0964529042000193934 
File-URL: http://www.tandfonline.com/10.1080/0964529042000193934 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:1:p:17-38




Template-Type: ReDIF-Article 1.0
Author-Name: Anh Le 
Author-X-Name-First: Anh 
Author-X-Name-Last: Le 
Author-Name: Paul Miller 
Author-X-Name-First: Paul 
Author-X-Name-Last: Miller 
Title: School-leaving Decisions in Australia: A Cohort Analysis 
Abstract:
  The decision to invest in education is influenced by a large number of
 economic, social, family, personal and institutional factors. Many of
 these changed in Australia during the 1970s and 1980s. Several of the more
 important of these changes, such as the Equal Pay for Equal Work decision
 of 1969, the Equal Pay for Work of Equal Value decision of 1972 and the
 Sex Discrimination Act of 1984, are not expected to have impacted equally
 on the schooling decisions of males and females. The broader economic
 environment of this period also seems to have favoured females. Using the
 Youth in Transition Survey, this paper attempts to explain differences in
 the schooling decisions of two cohorts, namely individuals born in 1961
 and 1970, which would have made their school-leaving decisions during the
 1970s and 1980s. The aims are to establish whether the way in which
 education decisions are made differ across cohorts, and to assess whether
 any such differences can be related to the institutional reforms and
 labour market changes that occurred over the 1960-1980 period. The
 analyses show that females have a higher probability of completing year 12
 than males and the gender difference in rates of year 12 completion
 widened over the decade under review. The increase in the probability of
 females completing year 12 relative to that of males is due almost
 entirely to differential rates of change in the characteristics of males
 and females. Changes in the estimated coefficients play a minor role in
 explaining the gender difference in school-leaving decisions. This
 suggests that major changes in the labour market with a focus on females
 per se during the 1970s and 1980s have had little impact on the difference
 in school-leaving decisions between males and females. 
Journal: Education Economics 
Pages: 39-65 
Issue: 1 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000193943 
File-URL: http://www.tandfonline.com/10.1080/0964529042000193943 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:1:p:39-65




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew Abbott 
Author-X-Name-First: Andrew 
Author-X-Name-Last: Abbott 
Author-Name: Derek Leslie 
Author-X-Name-First: Derek 
Author-X-Name-Last: Leslie 
Title: Recent Trends in Higher Education Applications and Acceptances 
Abstract:
  Using a data-set published by the Universities and Colleges Admissions
 Service, patterns of demand and supply for higher education courses from
 1996/97 to 1999/2000 are analysed. Most universities saw a fall in
 applications and enrolments following the introduction of tuition fees,
 although this effect varies across institutions and regions of the UK. A
 model of applications and acceptances is developed and tested.
 Applications are sensitive to institutional reputation and location of a
 university within the UK. Acceptances depend on teaching funding per head
 and the number of funded places each institution is given. 
Journal: Education Economics 
Pages: 67-86 
Issue: 1 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000193952 
File-URL: http://www.tandfonline.com/10.1080/0964529042000193952 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:1:p:67-86




Template-Type: ReDIF-Article 1.0
Author-Name: Anders Stenberg 
Author-X-Name-First: Anders 
Author-X-Name-Last: Stenberg 
Author-Name: Magnus Wikstrom 
Author-X-Name-First: Magnus 
Author-X-Name-Last: Wikstrom 
Title: Higher Education and the Determination of Aggregate Male Employment by Age 
Abstract:
  This paper studies the determinants of age-specific employment rates
 among Swedish males, focusing on the effect of education on employment. We
 use cohort specific data for the time period 1984-1996 covering male
 cohorts aged 21-45. It is found that aggregate age-group-specific
 employment rates increase with the proportion of the cohort with an
 academic degree. Two states of the labour market are then compared; the
 high employment period 1984-1990 and the downturn 1991-1996. The effect is
 stronger in the downturn period as compared with the boom period. However,
 we do not find any strong evidence in favour of the hypothesis that the
 effect of higher education on employment is declining with age. A measure
 of relative education is used to capture crowding out effects. The results
 indicate a significant effect in the high employment period. 
Journal: Education Economics 
Pages: 87-101 
Issue: 1 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000193961 
File-URL: http://www.tandfonline.com/10.1080/0964529042000193961 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:1:p:87-101




Template-Type: ReDIF-Article 1.0
Author-Name: George Psacharopoulos 
Author-X-Name-First: George 
Author-X-Name-Last: Psacharopoulos 
Author-Name: Harry Anthony Patrinos 
Author-X-Name-First: Harry Anthony 
Author-X-Name-Last: Patrinos 
Title: Returns to investment in education: a further update 
Abstract:
  Returns to investment in education based on human capital theory have
 been estimated since the late 1950s. In the 40-plus year history of
 estimates of returns to investment in education, there have been several
 reviews of the empirical results in attempts to establish patterns. Many
 more estimates from a wide variety of countries, including over-time
 evidence, and estimates based on new econometric techniques, reaffirm the
 importance of human capital theory. This paper reviews and presents the
 latest estimates and patterns as found in the literature at the turn of
 the century. However, because the availability of rate of return estimates
 has grown exponentially, we include a new section on the need for
 selectivity in comparing returns to investment in education and
 establishing related patterns. 
Journal: Education Economics 
Pages: 111-134 
Issue: 2 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000239140 
File-URL: http://www.tandfonline.com/10.1080/0964529042000239140 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:2:p:111-134




Template-Type: ReDIF-Article 1.0
Author-Name: Lisa Powell 
Author-X-Name-First: Lisa 
Author-X-Name-Last: Powell 
Author-Name: Jenny Williams 
Author-X-Name-First: Jenny 
Author-X-Name-Last: Williams 
Author-Name: Henry Wechsler 
Author-X-Name-First: Henry 
Author-X-Name-Last: Wechsler 
Title: Study habits and the level of alcohol use among college students 
Abstract:
  This paper draws on the 1997 and 1999 waves of the College Alcohol Study
 to examine the effect of alcohol consumption on the study habits of
 college students. A generalized least squares estimation procedure is used
 to account for the potential correlation in the unobserved characteristics
 determining drinking behavior and study habits. Our results reveal that
 failing to account for the endogeneity of the level of drinking leads to
 an over-estimate of its effect on the likelihood that a student misses a
 class or gets behind in school. We also find differential effects of
 drinking on the study habits of freshman students and their upper-year
 counterparts. 
Journal: Education Economics 
Pages: 135-149 
Issue: 2 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000239159 
File-URL: http://www.tandfonline.com/10.1080/0964529042000239159 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:2:p:135-149




Template-Type: ReDIF-Article 1.0
Author-Name: Hans Bonesr&#xf8;nning 
Author-X-Name-First: Hans 
Author-X-Name-Last: Bonesr&#xf8;nning 
Title: Do the teachers' grading practices affect student achievement? 
Abstract:
  The present paper explores empirically the relationship between teacher
 grading and student achievement. The hypothesis is that the teachers can
 manipulate student effort, and hence student achievement, by choosing the
 proper grading practices. The grading model is analogous to a labor supply
 model, where the teachers can set the marginal returns to achievement or
 determine the grade level that is independent of real achievement. The
 empirical analysis shows that grading differences in the lower secondary
 school in Norway are much like differences in non-labor income and,
 further, that students who are exposed to hard grading perform
 significantly better than other students. 
Journal: Education Economics 
Pages: 151-167 
Issue: 2 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000239168 
File-URL: http://www.tandfonline.com/10.1080/0964529042000239168 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:2:p:151-167




Template-Type: ReDIF-Article 1.0
Author-Name: Rati Ram 
Author-X-Name-First: Rati 
Author-X-Name-Last: Ram 
Title: School expenditures and student achievement: evidence for the United States 
Abstract:
  Using state-level panel data, this study estimates a simple achievement
 function in the fixed-effects format to explore further the nexus between
 school expenditure and student achievement in the United States. Five main
 points are noted. First, the effect of per-pupil expenditure is positive
 and carries high statistical significance in some reasonable models.
 Second, however, the positive estimate is quantitatively modest. Third,
 the estimates suggest a structural dissimilarity between the models for
 verbal and mathematics scores on the scholastic assessment test, and the
 effect of expenditure seems stronger for the latter. Fourth, introduction
 of state-specific fixed-effects dummies leads to some changes in the
 pattern of estimates. Fifth, methodologically, despite only minor
 variations in the variable values over time, the fixed-effects format
 generates highly significant parameter estimates in most cases. A
 secondary exploration does not indicate that the effect of expenditures is
 stronger in low-achievement contexts than in the high-achievement cases. 
Journal: Education Economics 
Pages: 169-176 
Issue: 2 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000239177 
File-URL: http://www.tandfonline.com/10.1080/0964529042000239177 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:2:p:169-176




Template-Type: ReDIF-Article 1.0
Author-Name: Rosalind Levacic 
Author-X-Name-First: Rosalind 
Author-X-Name-Last: Levacic 
Title: Competition and the performance of english secondary schools: further evidence 
Abstract:
  Both advocates of competition as a means to better school performance and
 economics-based research on this issue assume a direct relationship
 between a more competitive market structure (in terms of the number and
 concentration of schools in a local market) and better school performance.
 This is an application to schools of the structure-conduct-performance
 model. It is assumed that head teachers and other professionals are
 motivated solely by self-interest, so that lack of competition results in
 x-inefficiency. However, if educational professionals are motivated by
 other considerations, in particular their values and beliefs, there is no
 automatic link between competitive structure and forms of competitive
 conduct that lead to better school performance. Since it is competitive
 conduct that affects school performance, the hypothesis of a postitive
 relationship between competition and performance is investigated in this
 study by collecting and analysing data on perceptions of competitive
 conduct from a survey of headteachers. An analysis of these data combined
 with administrative data finds that: the two measures of perceived
 competition are only weakly related to measures of structural competition;
 the number of perceived competitors is positively and significantly
 related to school performance in terms of the percentage of students
 obtaining 5 or more grades A* to C at GCSE but not the percentage
 obtaining 5 + A*-G grades. 
Journal: Education Economics 
Pages: 177-193 
Issue: 2 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000239186 
File-URL: http://www.tandfonline.com/10.1080/0964529042000239186 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:2:p:177-193




Template-Type: ReDIF-Article 1.0
Author-Name: Patrick Mcewan 
Author-X-Name-First: Patrick 
Author-X-Name-Last: Mcewan 
Author-Name: Jeffery Marshall 
Author-X-Name-First: Jeffery 
Author-X-Name-Last: Marshall 
Title: Why does academic achievement vary across countries? Evidence from Cuba and Mexico 
Abstract:
  International assessments of academic achievement are common. They are
 usually accompanied by attempts to infer the determinants of cross-country
 achievement gaps, but these inferences have little empirical foundation.
 This paper applies the Blinder-Oaxaca decomposition to the problem of
 explaining why primary students in Cuban schools score than Mexican
 students, on average, 1.3 standard deviations higher. The results suggest
 that no more than 30% of the difference can be explained by differing
 endowments of family, peer, and school variables. Of these, peer-group
 variables and, to a lesser extent, family variables explain the largest
 portion of the gap. 
Journal: Education Economics 
Pages: 205-217 
Issue: 3 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000258572 
File-URL: http://www.tandfonline.com/10.1080/0964529042000258572 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:3:p:205-217




Template-Type: ReDIF-Article 1.0
Author-Name: Jeffrey Summers 
Author-X-Name-First: Jeffrey 
Author-X-Name-Last: Summers 
Title: Net tuition revenue generation at private liberal arts colleges 
Abstract:
  This paper analyzes the effects on net tuition revenue of changes in
 institutional aid and the tuition rate for a sample of private liberal
 arts colleges. A model in which institutional aid and enrollment are
 simultaneously determined is specified. Using the model's estimated
 parameters, the effects on net tuition revenue of changes in institutional
 aid and the tuition rate are calculated. We find that increases in aid and
 the tuition rate each increase net tuition revenues at the sample schools.
 Taken together, these calculations indicate that aid is distributed at
 these schools in a manner that boosts enrollment and earns a net revenue
 return from these expenditures. 
Journal: Education Economics 
Pages: 219-230 
Issue: 3 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000258581 
File-URL: http://www.tandfonline.com/10.1080/0964529042000258581 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:3:p:219-230




Template-Type: ReDIF-Article 1.0
Author-Name: A. T. Flegg 
Author-X-Name-First: A. T. 
Author-X-Name-Last: Flegg 
Author-Name: D. O. Allen 
Author-X-Name-First: D. O. 
Author-X-Name-Last: Allen 
Author-Name: K. Field 
Author-X-Name-First: K. 
Author-X-Name-Last: Field 
Author-Name: T. W. Thurlow 
Author-X-Name-First: T. W. 
Author-X-Name-Last: Thurlow 
Title: Measuring the efficiency of British universities: a multi-period data envelopment analysis 
Abstract:
  This paper uses data envelopment analysis to examine the technical
 efficiency (TE) of 45 British universities in the period 1980/81-1992/93.
 This period was chosen primarily because it was characterized by major
 changes in public funding and in student : staff ratios. To shed light on
 the causes of variations in efficiency, TE is decomposed into pure
 technical efficiency, congestion efficiency and scale efficiency. The
 analysis indicates that there was a substantial rise in the weighted
 geometric mean TE score during the study period, although this rise was
 most noticeable between 1987/88 and 1990/91. The rising TE scores are
 attributed largely to the gains in pure technical efficiency and
 congestion efficiency, with scale efficiency playing a minor role. The
 Malmquist approach is then used to distinguish between changes in TE and
 intertemporal shifts in the efficiency frontier. The results reveal that
 total factor productivity rose by 51.5% between 1980/81 and 1992/93, and
 that most of this increase was due to a substantial outward shift in the
 efficiency frontier during this period. 
Journal: Education Economics 
Pages: 231-249 
Issue: 3 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0904529042000258590 
File-URL: http://www.tandfonline.com/10.1080/0904529042000258590 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:3:p:231-249




Template-Type: ReDIF-Article 1.0
Author-Name: Malcolm Abbott 
Author-X-Name-First: Malcolm 
Author-X-Name-Last: Abbott 
Author-Name: Hristos Doucouliagos 
Author-X-Name-First: Hristos 
Author-X-Name-Last: Doucouliagos 
Title: Research output of Australian universities 
Abstract:
  Research plays an important role in underpinning a country's economic and
 social life. Universities are at the centre of the research and human
 capital generating process. The aim of this paper is to explore the links
 between research output, research income, academic and non-academic labour
 and some of the characteristics of Australian universities. The results
 indicate that research income, academic staff and postgraduates are all
 positively associated with research output. There are noticeable
 differences across different types of universities, with the newer
 universities lagging in research performance. 
Journal: Education Economics 
Pages: 251-265 
Issue: 3 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000258608 
File-URL: http://www.tandfonline.com/10.1080/0964529042000258608 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:3:p:251-265




Template-Type: ReDIF-Article 1.0
Author-Name: Maria Menon 
Author-X-Name-First: Maria 
Author-X-Name-Last: Menon 
Title: Information search as an indication of rationality in student choice of higher education 
Abstract:
  This paper investigates the degree of information search that preedecons
 the choice of a private third-level educational institution in Cyprus.
 Information search is used as an indication of rationality in order to
 provide a test for the economic approach to the explanation of human
 behaviour. A survey was conducted among 120 college students in the
 academic year 1998/99. The findings indicate that information search among
 students contemplating the choice of a private college was less than
 expected under traditional economic theory. Logistic regression analysis
 was used in order to identify characteristics associated with the
 propensity to engage in information search: low socioeconomic status
 students and students who perceived the decision as important were found
 to be more likely to engage in information search. The paper points to the
 need for taking into account the influence of both economic and
 non-economic variables in the attempt to explain human behaviour. 
Journal: Education Economics 
Pages: 267-283 
Issue: 3 
Volume: 12 
Year: 2004 
X-DOI: 10.1080/0964529042000258617 
File-URL: http://www.tandfonline.com/10.1080/0964529042000258617 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:12:y:2004:i:3:p:267-283




Template-Type: ReDIF-Article 1.0
Author-Name: Rick Audas 
Author-X-Name-First: Rick 
Author-X-Name-Last: Audas 
Author-Name: Eva Berde 
Author-X-Name-First: Eva 
Author-X-Name-Last: Berde 
Author-Name: Peter Dolton 
Author-X-Name-First: Peter 
Author-X-Name-Last: Dolton 
Title: Youth unemployment and labour market transitions in Hungary 
Abstract:
  Unemployment and labour market adjustment have featured prominently in
 the problems of transitional economies. However, the position of young
 people and their transitions from school to work in these new market
 economies has been virtually ignored. This paper examines a new large
 longitudinal data set relating to young people in Hungary over the period
 1994-98. Using data on each individual's labour market state over 4 years
 we estimate a panel econometric model that explicitly allows for duration
 dependence and individual unobserved heterogeneity to capture the
 diversity of initial conditions faced by these young people in the labour
 market. In modelling the education and employment decisions in the
 transition from school to work we find strong evidence of the importance
 of individuals making good initial career decisions and an enduring effect
 of academic achievement on labour market and education outcomes. 
Journal: Education Economics 
Pages: 1-25 
Issue: 1 
Volume: 13 
Year: 2005 
Keywords: School-to-work transitions, unemployment persistence, Hungary, 
X-DOI: 10.1080/0964529042000325180 
File-URL: http://www.tandfonline.com/10.1080/0964529042000325180 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:1:p:1-25




Template-Type: ReDIF-Article 1.0
Author-Name: Gavan Conlon 
Author-X-Name-First: Gavan 
Author-X-Name-Last: Conlon 
Title: The incidence and outcomes associated with the late attainment of qualifications in the United Kingdom 
Abstract:
  Although there are some estimates of the incidence of late learning1 and
 the economic rewards achieved by those in possession of formally
 recognised qualifications, little is known about the personal or family
 characteristics associated with those engaged in late learning, the
 associated costs and benefits, or even whether the type of qualification
 or the method by which the qualification is undertaken is important. This
 paper illustrates that approximately one in three of the hours of
 education and training received by working-age individuals in the United
 Kingdom are attributable to late learners. The implication of these
 findings is that even though there is no earnings payoff from undertaking
 late learning, there may be benefits in the form of improved labour market
 outcomes and that lifelong learning appears crucial in counteracting the
 obsolescence of existing education and training. The paper also
 illustrates that 'learning leads to learning'. 
Journal: Education Economics 
Pages: 27-45 
Issue: 1 
Volume: 13 
Year: 2005 
X-DOI: 10.1080/0964529042000325199 
File-URL: http://www.tandfonline.com/10.1080/0964529042000325199 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:1:p:27-45




Template-Type: ReDIF-Article 1.0
Author-Name: Parvinder Kler 
Author-X-Name-First: Parvinder 
Author-X-Name-Last: Kler 
Title: Graduate overeducation in Australia: A comparison of the mean and objective methods 
Abstract:
  This paper studies the extent of graduate overeducation in Australia
 utilising both the objective and mean methods. As well, the paper tests
 for non-linear returns to overeducation. It is found that the rates of
 graduate overeducation vary by both gender and with the methods utilised,
 and stand between 21% and 46%. Non-linear returns to overeducation were
 evident among some groups of graduates. Young male graduates seem to
 suffer no penalty for overeducation compared with their matched peers, but
 this may be a reflection of technological change altering workplace
 requirements faster than changes in occupational titles. 
Journal: Education Economics 
Pages: 47-72 
Issue: 1 
Volume: 13 
Year: 2005 
Keywords: Graduate overeducation, Labour market mismatch, 
X-DOI: 10.1080/0964529042000325207 
File-URL: http://www.tandfonline.com/10.1080/0964529042000325207 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:1:p:47-72




Template-Type: ReDIF-Article 1.0
Author-Name: Melvin Borland 
Author-X-Name-First: Melvin 
Author-X-Name-Last: Borland 
Author-Name: Roy Howsen 
Author-X-Name-First: Roy 
Author-X-Name-Last: Howsen 
Author-Name: Michelle Trawick 
Author-X-Name-First: Michelle 
Author-X-Name-Last: Trawick 
Title: An investigation of the effect of class size on student academic achievement 
Abstract:
  Despite the existence of a considerable and current educational
 literature concerned with the effect of class size on student achievement,
 the results of attempts to empirically identify the relationship between
 the variables class size and student achievement are mixed at best. These
 attempts have typically been hindered, however, by the existence, at
 least, of one of four factors: (1) the use of a student/teacher ratio as
 the measure of class size resulting in measurement error; (2) the
 estimation of a mis-specified model resulting from the failure to control
 for family effects (i.e., student innate ability); (3) the general failure
 to take into account the endogeneity of class size with respect to student
 achievement; and (4) the employment of an incorrect functional form when
 specifying the relationship between class size and student achievement.
 The purpose of this paper is to investigate the effect of class size on
 student achievement, unhindered by the existence of the four factors
 typically associated with prior attempts. The results of this
 reinvestigation suggest that the relationship between class size and
 student achievement is not only non-linear, but non-monotonic. 
Journal: Education Economics 
Pages: 73-83 
Issue: 1 
Volume: 13 
Year: 2005 
Keywords: Class size, student achievement, optimality, competition, 
X-DOI: 10.1080/0964529042000325216 
File-URL: http://www.tandfonline.com/10.1080/0964529042000325216 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:1:p:73-83




Template-Type: ReDIF-Article 1.0
Author-Name: Barry Reilly 
Author-X-Name-First: Barry 
Author-X-Name-Last: Reilly 
Author-Name: Ray Bachan 
Author-X-Name-First: Ray 
Author-X-Name-Last: Bachan 
Title: A comparison of A-level performance in economics and business studies: How much more difficult is economics? 
Abstract:
  This paper uses A-Level Information System data to compare academic
 performance in two subjects often viewed as relatively close substitutes
 for one another at A-level. The important role of GCSE achievement is
 confirmed for both subjects. There is evidence of strong gender effects
 and variation in outcomes across Examination Boards. A counterfactual
 exercise suggests that if the sample of Business Studies candidates had
 studied Economics nearly 40% of those who obtained a grade C or better in
 the former subject would not have done so in the latter. The opposite
 exercise suggests that 12% more Economics candidates would have achieved a
 grade C or better if they had taken Business Studies. In order to render a
 Business Studies A-level grade comparable with an Economics one in terms
 of relative difficulty, we estimate that a downward adjustment of 1.5 UCAS
 points should be applied to the former subject. This adjustment is lower
 than that suggested by correction factors based on conventional subject
 pair analysis for these two subjects 
Journal: Education Economics 
Pages: 85-108 
Issue: 1 
Volume: 13 
Year: 2005 
Keywords: Business Studies, Economics, subject difficulty, ordered probit, 
X-DOI: 10.1080/0964529042000325225 
File-URL: http://www.tandfonline.com/10.1080/0964529042000325225 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:1:p:85-108




Template-Type: ReDIF-Article 1.0
Author-Name: Nick Adnett 
Author-X-Name-First: Nick 
Author-X-Name-Last: Adnett 
Author-Name: Peter Davies 
Author-X-Name-First: Peter 
Author-X-Name-Last: Davies 
Title: Competition between or within schools? Re-assessing school choice 
Abstract:
  Market-based reforms of state schooling systems have been justified by
 the benefits anticipated from encouraging greater inter-school competition
 in local schooling markets. Promoting increased school choice and
 competition by comparison were seen as a means of stimulating greater
 allocative, productive and dynamic efficiency in the schooling system.
 However in England, school effectiveness research suggests that once
 adjustment is made for pupil characteristics, variations in pupil
 attainment levels between secondary schools are small and unstable over
 time. Some evidence suggests that differences in pupil attainment by
 subject within schools are larger, indicating the potential to raise
 attainment levels by increasing choice within schools. In this paper we
 seek to extend the school choice debate by examining the rationale for
 increasing competition within secondary schools. 
Journal: Education Economics 
Pages: 109-121 
Issue: 1 
Volume: 13 
Year: 2005 
Keywords: School choice, curriculum, competition, 
X-DOI: 10.1080/0964529042000325234 
File-URL: http://www.tandfonline.com/10.1080/0964529042000325234 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:1:p:109-121




Template-Type: ReDIF-Article 1.0
Author-Name: Lex Borghans 
Author-X-Name-First: Lex 
Author-X-Name-Last: Borghans 
Author-Name: Hans Heijke 
Author-X-Name-First: Hans 
Author-X-Name-Last: Heijke 
Title: The production and use of human capital: Introduction 
Abstract:
  With the growing importance of knowledge, new research questions arise
 that require more explicit analyses of the way human capital is produced
 and how it is used in the labour market. In this introduction to this
 special issue we provide examples of such questions and argue that
 economics can play an important role in areas traditionally studied by
 educationalist solely. From this perspective we summarize the six
 contributions in this special issue. 
Journal: Education Economics 
Pages: 133-142 
Issue: 2 
Volume: 13 
Year: 2005 
Keywords: Human capital, skills, learning, economics of education, 
X-DOI: 10.1080/09645290500031033 
File-URL: http://www.tandfonline.com/10.1080/09645290500031033 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:2:p:133-142




Template-Type: ReDIF-Article 1.0
Author-Name: Ludger Wossmann 
Author-X-Name-First: Ludger 
Author-X-Name-Last: Wossmann 
Title: The effect heterogeneity of central examinations: evidence from TIMSS, TIMSS-Repeat and PISA 
Abstract:
  This paper uses extensive student-level micro databases of three
 international student achievement tests to estimate heterogeneity in the
 effect of external exit examinations on student performance along three
 dimensions. First, quantile regressions show that the effect tends to
 increase with student ability&#x2014;but it does not differ substantially
 for most measured family-background characteristics. Second, central
 examinations have complementary effects to school autonomy. Third, the
 effect of central exit examinations increases during the course of
 secondary education, and regular standardised examination exerts
 additional positive effects. Thus, there is substantial heterogeneity in
 the central-examination effect along student, school and time dimensions. 
Journal: Education Economics 
Pages: 143-169 
Issue: 2 
Volume: 13 
Year: 2005 
Keywords: Central examinations, student achievement, international education production function, effect heterogeneity, TIMSS, PISA, 
X-DOI: 10.1080/09645290500031165 
File-URL: http://www.tandfonline.com/10.1080/09645290500031165 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:2:p:143-169




Template-Type: ReDIF-Article 1.0
Author-Name: John Bishop 
Author-X-Name-First: John 
Author-X-Name-Last: Bishop 
Author-Name: Ferran Mane 
Author-X-Name-First: Ferran 
Author-X-Name-Last: Mane 
Title: Raising academic standards and vocational concentrators: Are they better off or worse off? 
Abstract:
  In this paper we measure the impacts of tougher graduation requirements
 on course-taking patterns, college attendance and completion, and
 post-high school labor market outcomes for vocational concentrators and
 non-concentrators. Our main goal was to assess whether vocational
 education students were specifically affected (positively or negatively)
 by the policies' heavy emphasis on the academic part of the high school
 curriculum. Our results show how requiring higher number of academic
 credits to graduate and introducing a Minimum Competency Examination help
 high school graduates to be more successful in the labor market, but
 reduce their chances of obtaining a college degree. Vocational
 concentrators are better off in Minimum Competency Examination states. The
 positive signal they send to employers reinforces the occupational skills
 that vocational concentrators possess. 
Journal: Education Economics 
Pages: 171-187 
Issue: 2 
Volume: 13 
Year: 2005 
Keywords: Graduation requirements, education standards, minimum competency examinations, exit examinations, vocational education, curriculum effects on labor market outcomes, 
X-DOI: 10.1080/09645290500031199 
File-URL: http://www.tandfonline.com/10.1080/09645290500031199 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:2:p:171-187




Template-Type: ReDIF-Article 1.0
Author-Name: Othman Joumady 
Author-X-Name-First: Othman 
Author-X-Name-Last: Joumady 
Author-Name: Catherine Ris 
Author-X-Name-First: Catherine 
Author-X-Name-Last: Ris 
Title: Performance in European higher education: A non-parametric production frontier approach 
Abstract:
  This study examines technical efficiency in European higher education
 (HE) institutions. To measure efficiency, we consider the capacity of each
 HE institution, on one hand, to provide competencies to graduates and, on
 the other hand, to match competencies provided during education to
 competencies required in the job. We use a large sample of young graduates
 interviewed three years after graduation from 209 HE institutions among
 eight European countries. A non-parametric approach (Data Envelopment
 Analysis) is used to evaluate efficiency of converting multiple inputs
 into multiple outputs. Objectives selected are consistent as the same
 types of institution are found to be efficient in different
 specifications. 
Journal: Education Economics 
Pages: 189-205 
Issue: 2 
Volume: 13 
Year: 2005 
Keywords: Efficiency analysis (DEA), performance of higher education institutions, European comparison, 
X-DOI: 10.1080/09645290500031215 
File-URL: http://www.tandfonline.com/10.1080/09645290500031215 
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Handle: RePEc:taf:edecon:v:13:y:2005:i:2:p:189-205




Template-Type: ReDIF-Article 1.0
Author-Name: Jasper Van Loo 
Author-X-Name-First: Jasper 
Author-X-Name-Last: Van Loo 
Author-Name: Bert Toolsema 
Author-X-Name-First: Bert 
Author-X-Name-Last: Toolsema 
Title: The empirical determination of key skills from an economic perspective 
Abstract:
  Notwithstanding an impressive research tradition on key skills, no clear
 statistical criterion exists that is suitable to determine which skills
 may be considered key skills. This contribution proposes one possible
 methodology that can be used to identify key skills. Proposing an economic
 definition of the key skill concept and disentangling the direct and
 indirect effects of skills on productivity, we develop an empirical
 criterion for the identification of key skills. We apply this methodology
 to a dataset of employed vocational education graduates. We find that
 problem-solving skills, independence, oral presentation/speaking skills,
 accuracy/carefulness and initiative/creativity may be considered key
 skills. 
Journal: Education Economics 
Pages: 207-221 
Issue: 2 
Volume: 13 
Year: 2005 
Keywords: Skills, key skill criterion, 
X-DOI: 10.1080/09645290500031421 
File-URL: http://www.tandfonline.com/10.1080/09645290500031421 
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Handle: RePEc:taf:edecon:v:13:y:2005:i:2:p:207-221




Template-Type: ReDIF-Article 1.0
Author-Name: Ben Kriechel 
Author-X-Name-First: Ben 
Author-X-Name-Last: Kriechel 
Author-Name: Gerard Pfann 
Author-X-Name-First: Gerard 
Author-X-Name-Last: Pfann 
Title: The role of specific and general human capital after displacement 
Abstract:
  Displaced workers experience significant and long-lasting wage losses.
 However, the average wage losses hide the tremendous differences among
 workers. So far, the differences are explained by differences in
 accumulated on-the-job experience, education level, age, and so on, but a
 large variation among similar workers remain. In this paper we investigate
 the effect of general and specific human capital on the unemployment
 duration and wage losses during the first three years following
 displacement. Information on the specificity of a job or function allows
 us to quantify the impact on the wage losses. We are able to rank
 positions in terms of the specificity of accumulated human capital. 
Journal: Education Economics 
Pages: 223-236 
Issue: 2 
Volume: 13 
Year: 2005 
Keywords: Displacement, unemployment duration, sorting, heterogeneity, 
X-DOI: 10.1080/09645290500031439 
File-URL: http://www.tandfonline.com/10.1080/09645290500031439 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:2:p:223-236




Template-Type: ReDIF-Article 1.0
Author-Name: Peter Dolton 
Author-X-Name-First: Peter 
Author-X-Name-Last: Dolton 
Author-Name: Gerald Makepeace 
Author-X-Name-First: Gerald 
Author-X-Name-Last: Makepeace 
Author-Name: Oscar Marcenaro-Gutierrez 
Author-X-Name-First: Oscar 
Author-X-Name-Last: Marcenaro-Gutierrez 
Title: Career progression: Getting-on, getting-by and going nowhere 
Abstract:
  This research examines the 'career progression' of individuals by
 studying how an individual's ranking within their cohort changes over
 their lifetime. We compare the relative position of individuals using
 educational test scores at ages 11 and 16 and earnings at ages 33 and 42.
 Our goal is to establish the contribution of early ability, educational
 achievement and labour market experience to the relative movements of
 individuals within their cohort. We use the National Child Development
 Study to assess this intra-cohort career progress employing descriptive
 and fixed effect regression methods to describe the process. We report how
 career progression differs for men and women. 
Journal: Education Economics 
Pages: 237-255 
Issue: 2 
Volume: 13 
Year: 2005 
Keywords: Career progression, ability, earnings, cohort effects, 
X-DOI: 10.1080/09645290500031447 
File-URL: http://www.tandfonline.com/10.1080/09645290500031447 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:2:p:237-255




Template-Type: ReDIF-Article 1.0
Author-Name: William Sander 
Author-X-Name-First: William 
Author-X-Name-Last: Sander 
Title: Catholics and Catholic Schooling 
Abstract:
  The effect of Catholic religiosity as indicated by church attendance on
 the demand for Catholic schooling at the primary and secondary levels is
 estimated. It is shown that parents' religiosity has a large effect on the
 probability that their children attend Catholic schools. Furthermore,
 estimates of bivariate probit models indicate that parents' religiosity is
 an exogenous determinant of Catholic school attendance. Part of the
 decline in Catholic schooling in the United States is attributed to a
 decline in Catholic religiosity as measured by church attendance. Data
 from the National Opinion Research Center's 'General Social Survey' are
 used. 
Journal: Education Economics 
Pages: 257-268 
Issue: 3 
Volume: 13 
Year: 2005 
Keywords: Catholic, education, schools, religiosity, 
X-DOI: 10.1080/09645290500073720 
File-URL: http://www.tandfonline.com/10.1080/09645290500073720 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:13:y:2005:i:3:p:257-268




Template-Type: ReDIF-Article 1.0
Author-Name: Roland Cheo 
Author-X-Name-First: Roland 
Author-X-Name-Last: Cheo 
Author-Name: Euston Quah 
Author-X-Name-First: Euston 
Author-X-Name-Last: Quah 
Title: Mothers, Maids and Tutors: An Empirical Evaluation of their Effect on Children's Academic Grades in Singapore 
Abstract:
  As female labour force participation in the workforce increases in
 Singapore, the basic economic unit&#x2014;the home&#x2014;has become
 wealthier, although arguably at the expense of both personal and family
 leisure. Yet with additional income, breadwinners are better able to
 undertake investment for their own well-being or their children's
 well-being that can offset the net loss of utility associated with less
 leisure. Concomitantly, it is common to find a domestic helper living with
 a Singapore family and other specialist helpers such as paid home tutors,
 who come to the home. This paper examines how this new investment
 vis-a-vis new home variables affects a child's overall academic
 performance. Primarily, the effects of a mother's choice to work, the
 presence of either tutors or domestic helpers and the effects of different
 investment strategies to raise a child's qualitative attributes. The paper
 asserts that how a child performs academically is less dependent on
 his/her choice of time use; rather, it is the number of qualitative
 benefits the child receives in the home environment. The conventional
 wisdom of 'the more the better' is questioned by the results of this
 study, arguing instead that diminishing returns set in far quicker when
 over-investment in the child takes place. 
Journal: Education Economics 
Pages: 269-285 
Issue: 3 
Volume: 13 
Year: 2005 
Keywords: Academic performance, domestic helper, Singapore, tutors, simultaneous equation probit model, 
X-DOI: 10.1080/09645290500073746 
File-URL: http://www.tandfonline.com/10.1080/09645290500073746 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:3:p:269-285




Template-Type: ReDIF-Article 1.0
Author-Name: Ross Guest 
Author-X-Name-First: Ross 
Author-X-Name-Last: Guest 
Title: Will Flexible Learning Raise Student Achievement? 
Abstract:
  This paper presents both theoretical and survey evidence on the effect of
 flexible learning&#x2014;in particular, the shift to a more
 student-centred approach to learning&#x2014;on academic achievement by
 students. A survey was conducted of 577 business students at a major
 Australian university in order to elicit their preferences for academic
 achievement and effort. The results support the theoretical predictions
 that the effect on academic achievement of greater student autonomy over
 their learning environment is ambiguous. More academically motivated
 students and females have a significantly higher probability of choosing a
 learning technology that provides greater academic reward for effort. 
Journal: Education Economics 
Pages: 287-297 
Issue: 3 
Volume: 13 
Year: 2005 
Keywords: Flexible learning, student-centred learning, utility, educational economics, 
X-DOI: 10.1080/09645290500073761 
File-URL: http://www.tandfonline.com/10.1080/09645290500073761 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:13:y:2005:i:3:p:287-297




Template-Type: ReDIF-Article 1.0
Author-Name: Gavan Conlon 
Author-X-Name-First: Gavan 
Author-X-Name-Last: Conlon 
Title: The Determinants of Undertaking Academic and Vocational Qualifications in the United Kingdom 
Abstract:
  There is a vast body of research that has focused on the determinants of
 qualification attainment and staying on in post-compulsory education
 Generally, those with a higher measure of innate ability are more likely
 to undertake additional qualifications or remain in full-time education
 than those with lower levels of measured ability. However, little research
 has specifically focused on the determinants of the type of qualification
 attained or questioned why a specific path of qualification attainment has
 been adopted in the first place. This paper illustrates the fact that
 innate ability does not determine the path of qualification attainment,
 especially at low levels of qualification. It is actually the case that
 combinations of regional, other personal and family characteristics are
 influential in the adoption of the academic or vocational route. 
Journal: Education Economics 
Pages: 299-313 
Issue: 3 
Volume: 13 
Year: 2005 
Keywords: Human capital, educational choice, Qualification attainment, 
X-DOI: 10.1080/09645290500073787 
File-URL: http://www.tandfonline.com/10.1080/09645290500073787 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:13:y:2005:i:3:p:299-313




Template-Type: ReDIF-Article 1.0
Author-Name: Hans Heijke 
Author-X-Name-First: Hans 
Author-X-Name-Last: Heijke 
Author-Name: Ger Ramaekers 
Author-X-Name-First: Ger 
Author-X-Name-Last: Ramaekers 
Author-Name: Catherine Ris 
Author-X-Name-First: Catherine 
Author-X-Name-Last: Ris 
Title: Do Business Administration Studies Offer Better Preparation for Supervisory Positions than Traditional Economics Studies? 
Abstract:
  The central theme of the paper is the question of whether graduates of
 business administration (BA) are better prepared for supervisory positions
 than non-BA economics graduates and consequently have a greater chance of
 acquiring supervisory positions and, when they have such positions, earn
 more. In order to answer this question, we use a data-set that relates to
 the labour market position of graduates from Dutch universities at the
 early stages of their careers. We find that BA graduates, despite their
 multidisciplinary education and the fact that they perceive fewer
 deficiencies in their education with respect to the ability for teamwork
 than non-BA graduates, do not have a greater chance of acquiring
 supervisory positions than graduates from non-BA economics courses. We
 also find that earnings in supervisory positions do not differ
 significantly between BA graduates and non-BA graduates. The finding that
 most of the skills required for supervisory positions are acquired through
 work and not in education suggests that a combination of working and
 learning may be more effective for developing supervisory skills than a
 purely educational setting. 
Journal: Education Economics 
Pages: 315-329 
Issue: 3 
Volume: 13 
Year: 2005 
Keywords: Business administration, graduates, supervisory positions, required competences, job chances, earnings, 
X-DOI: 10.1080/09645290500073829 
File-URL: http://www.tandfonline.com/10.1080/09645290500073829 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:3:p:315-329




Template-Type: ReDIF-Article 1.0
Author-Name: Empar Pons 
Author-X-Name-First: Empar 
Author-X-Name-Last: Pons 
Author-Name: Juan Blanco 
Author-X-Name-First: Juan 
Author-X-Name-Last: Blanco 
Title: Sheepskin Effects in the Spanish Labour Market: A Public-Private Sector Analysis 
Abstract:
  The aim of this paper is to contrast the nature of the effect of
 education, Human Capital or Screening, in the Spanish labour market. We
 use the Hungerford and Solon methodology to distinguish between the
 returns to schooling from mere years of schooling as a reflection of their
 productive-enhancing contribution (human capital) and the returns to
 schooling from academic certificates as signals of the individual's
 ability (sheepskin effects). We separate our data into public and private
 sector workers. In the public sector the institutional restriction in the
 access and in the wage settings might force certificate rewards. Those not
 necessarily should be interpreted as sheepskin effects but as a
 consequence of educational requirements at initial hiring. Higher
 flexibility in the private sector would allow employers to use
 certificates as signals of greater productivity. Our estimations show
 little evidence of sheepskin effects in the private sector concentrated in
 upper secondary education while we observe certificate rewards for all
 diplomas in the public sector. 
Journal: Education Economics 
Pages: 331-347 
Issue: 3 
Volume: 13 
Year: 2005 
Keywords: Returns to schooling, human capital, screening, public-private sector, 
X-DOI: 10.1080/09645290500073852 
File-URL: http://www.tandfonline.com/10.1080/09645290500073852 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:3:p:331-347




Template-Type: ReDIF-Article 1.0
Author-Name: Philip Andrew Stevens 
Author-X-Name-First: Philip Andrew 
Author-X-Name-Last: Stevens 
Title: A Stochastic Frontier Analysis of English and Welsh Universities 
Abstract:
  With imperfect markets for the services of the higher education sector,
 it is important to assess the effectiveness of institutions. Previous
 studies have analysed the costs of universities but few their efficiency.
 In this paper, we examine the costs and efficiency of English and Welsh
 universities as suppliers of teaching and research using the method of
 stochastic frontier analysis on a panel of 80 institutions over four
 years. We also investigate the impact of staff and student characteristics
 on inefficiency. 
Journal: Education Economics 
Pages: 355-374 
Issue: 4 
Volume: 13 
Year: 2005 
Keywords: Higher education, efficiency, stochastic frontier analysis, 
X-DOI: 10.1080/09645290500251581 
File-URL: http://www.tandfonline.com/10.1080/09645290500251581 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:4:p:355-374




Template-Type: ReDIF-Article 1.0
Author-Name: Douglas Dotterweich 
Author-X-Name-First: Douglas 
Author-X-Name-Last: Dotterweich 
Author-Name: Edward Baryla 
Author-X-Name-First: Edward 
Author-X-Name-Last: Baryla 
Title: Non-resident Tuition and Enrollment in Higher Education: Implications for Tuition Pricing 
Abstract:
  This paper provides evidence on the factors that influence the
 non-resident enrollment percentage for public and private institutes of
 higher education (IHEs). We find a significant positive correlation
 between the enrollment percentage and tuition for private IHEs and no
 significance for public IHEs. Further investigation reveals that the
 highest-priced public and private IHEs generally attract the highest
 percentage of non-resident students. This suggests that the more costly
 IHEs, especially private, may enjoy a special cache that allows them more
 latitude in setting non-resident tuition. The non-resident enrollment
 percentage is not appreciably different across a wide range of tuition
 levels for both IHE types, indicating that these IHEs might be able to
 maintain their non-resident enrollment percentage levels with marginal
 tuition increases. 
Journal: Education Economics 
Pages: 375-385 
Issue: 4 
Volume: 13 
Year: 2005 
Keywords: Non-resident enrollment, non-resident tuition, higher education, tuition pricing, 
X-DOI: 10.1080/09645290500251631 
File-URL: http://www.tandfonline.com/10.1080/09645290500251631 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:13:y:2005:i:4:p:375-385




Template-Type: ReDIF-Article 1.0
Author-Name: Carmen Garcia Prieto 
Author-X-Name-First: Carmen Garcia 
Author-X-Name-Last: Prieto 
Author-Name: Angel Martin Roman 
Author-X-Name-First: Angel Martin 
Author-X-Name-Last: Roman 
Author-Name: Carlos Perez Dominguez 
Author-X-Name-First: Carlos Perez 
Author-X-Name-Last: Dominguez 
Title: Actual and Potential Returns to Schooling in Spain 
Abstract:
  The returns to formal schooling in Spain are estimated in this paper. The
 main difference between this and previous papers on this subject is that,
 here, a distinction is made between the increase in the worker's potential
 maximum wage due to schooling and the actual registered increase. This
 difference (or underpayment) can be justified on the basis of job search
 theory. We use the stochastic frontiers technique because it allows the
 estimation of variables (such as the potential wage) that cannot be
 directly observed. One of the main results of this paper is that formal
 schooling clearly increases a worker's potential maximum wage. This
 increase is particularly noticeable for those workers who have completed
 at least a five-year university program. It has also been estimated that
 schooling increases the degree of underpayment, which is also quite
 relevant in the case of long-term university education. In spite of this,
 the effect of formal schooling on actual wages is clearly positive. 
Journal: Education Economics 
Pages: 387-407 
Issue: 4 
Volume: 13 
Year: 2005 
Keywords: Human capital, wage, stochastic frontiers, 
X-DOI: 10.1080/09645290500251672 
File-URL: http://www.tandfonline.com/10.1080/09645290500251672 
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Handle: RePEc:taf:edecon:v:13:y:2005:i:4:p:387-407




Template-Type: ReDIF-Article 1.0
Author-Name: Luis Vila 
Author-X-Name-First: Luis 
Author-X-Name-Last: Vila 
Author-Name: Belen Garcia-Mora 
Author-X-Name-First: Belen 
Author-X-Name-Last: Garcia-Mora 
Title: Education and the Determinants of Job Satisfaction 
Abstract:
  Using a representative sample of Spanish individuals, we explore the
 effects of workers' education on self-assessed satisfaction with diverse
 specific aspects of their jobs. We find that the effects of education
 level on job satisfaction differ, both in size and direction, according to
 the aspect of the job considered, especially after controlling for actual
 job attributes and other workers' characteristics. We also find that
 workers' perceptions of the match between education and employment are
 relevant as determinants of job satisfaction irrespective of workers'
 education level. 
Journal: Education Economics 
Pages: 409-425 
Issue: 4 
Volume: 13 
Year: 2005 
Keywords: Job satisfaction, job aspects, Labour market match, 
X-DOI: 10.1080/09645290500251730 
File-URL: http://www.tandfonline.com/10.1080/09645290500251730 
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Handle: RePEc:taf:edecon:v:13:y:2005:i:4:p:409-425




Template-Type: ReDIF-Article 1.0
Author-Name: Vibeke Opheim 
Author-X-Name-First: Vibeke 
Author-X-Name-Last: Opheim 
Title: The Economic Burden of Student Loan Repayment in Norway 
Abstract:
  This paper examines the effects of student loan repayment on household
 economy in Norway. Using data from two nationwide interview-based surveys
 on the financial position of Norwegian households, we analyse the
 financial position of households currently repaying student loans compared
 with households without such loans along several demographical and
 economical characteristics. The results suggest that households that
 currently are repaying student loans have higher economic burdens compared
 with households without student loans. However, these burdens are not
 dependent on the size of the student loan. In conclusion, subjective and
 objective reasons for the hardship are discussed. 
Journal: Education Economics 
Pages: 427-447 
Issue: 4 
Volume: 13 
Year: 2005 
Keywords: Student loans, human capital, household economy, education finance, Norway, 
X-DOI: 10.1080/09645290500252043 
File-URL: http://www.tandfonline.com/10.1080/09645290500252043 
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Handle: RePEc:taf:edecon:v:13:y:2005:i:4:p:427-447




Template-Type: ReDIF-Article 1.0
Author-Name: Judith Semeijn 
Author-X-Name-First: Judith 
Author-X-Name-Last: Semeijn 
Author-Name: Rolf van der Velden 
Author-X-Name-First: Rolf 
Author-X-Name-Last: van der Velden 
Author-Name: Hans Heijke 
Author-X-Name-First: Hans 
Author-X-Name-Last: Heijke 
Author-Name: Cees van der Vleuten 
Author-X-Name-First: Cees 
Author-X-Name-Last: van der Vleuten 
Author-Name: Henny Boshuizen 
Author-X-Name-First: Henny 
Author-X-Name-Last: Boshuizen 
Title: The Role of Education in Selection and Allocation in the Labour Market: An Empirical Study in the Medical Field 
Abstract:
  In this study, we explore the role of education in explaining the labour
 market outcomes for a sample of graduates in medicine. More specifically,
 the following research question is answered: To what extent are labour
 market outcomes of physicians explained by the skills acquired in
 education, as indicated in the theory of human capital, or by competences
 already present at the start of education, as suggested by the screening
 theory? The study uses separate measurements of competence at the start
 and at the end of education. Moreover, we use a direct measurement of
 competence development during medical education. This enables us to
 disentangle the effects of the suggested mechanisms. The results suggest
 that after graduation human capital factors do not explain subsequent
 differences in labour market outcomes. The medical degree seems a
 sufficient signal of screening device as such. However, selection
 processes during education take place on human capital acquired before and
 during medical education. 
Journal: Education Economics 
Pages: 449-477 
Issue: 4 
Volume: 13 
Year: 2005 
Keywords: Human capital, productivity, labour market entry, 
X-DOI: 10.1080/09645290500252084 
File-URL: http://www.tandfonline.com/10.1080/09645290500252084 
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Handle: RePEc:taf:edecon:v:13:y:2005:i:4:p:449-477




Template-Type: ReDIF-Article 1.0
Author-Name: Melville McMillan 
Author-X-Name-First: Melville 
Author-X-Name-Last: McMillan 
Author-Name: Wing Chan 
Author-X-Name-First: Wing 
Author-X-Name-Last: Chan 
Title: University Efficiency: A Comparison and Consolidation of Results from Stochastic and Non-stochastic Methods 
Abstract:
  Efficiency scores are determined for Canadian universities using both
 data envelopment analysis and stochastic frontier methods for selected
 specifications. The outcomes are compared. There is considerable
 divergence in the efficiency scores and their rankings among methods and
 specifications. An analysis of rankings, however, reveals that the
 relative positions of individual universities across sets of several
 efficiency rankings (e.g., all the data envelopment analysis and
 stochastic frontier outcomes) demonstrate an underlying consistency.
 High-efficiency and low-efficiency groups are evidenced but the rank for
 most universities is not significantly different from that of many others.
 The results emphasize the need for caution when employing efficiency
 scores for management and policy purposes, and they recommend looking for
 confirmation across viable alternatives. 
Journal: Education Economics 
Pages: 1-30 
Issue: 1 
Volume: 14 
Year: 2006 
Keywords: Universities, efficiency, DEA, stochastic frontier, 
X-DOI: 10.1080/09645290500481857 
File-URL: http://www.tandfonline.com/10.1080/09645290500481857 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:1:p:1-30




Template-Type: ReDIF-Article 1.0
Author-Name: Marc Frenette 
Author-X-Name-First: Marc 
Author-X-Name-Last: Frenette 
Title: Too Far to Go On? Distance to School and University Participation 
Abstract:
  This study assesses the role of distance to school in the probability of
 attending university shortly after high school. Students who grow up near
 a university may avoid moving and added living costs by commuting from
 home to attend the local university. The distance between the homes of
 high school students and the nearest university is calculated by combining
 household survey data and a database of Canadian university postal codes.
 Students living 'out of commuting distance' are far less likely to attend
 university than students living 'within commuting distance'. Students from
 lower-income families are particularly disadvantaged by distance. 
Journal: Education Economics 
Pages: 31-58 
Issue: 1 
Volume: 14 
Year: 2006 
Keywords: University access, distance to school, 
X-DOI: 10.1080/09645290500481865 
File-URL: http://www.tandfonline.com/10.1080/09645290500481865 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:1:p:31-58




Template-Type: ReDIF-Article 1.0
Author-Name: Ross Guest 
Author-X-Name-First: Ross 
Author-X-Name-Last: Guest 
Title: The Undergraduate Fee and Enrolment Decisions Facing Australian Universities from 2005 
Abstract:
  This paper presents an economic framework for analysing the undergraduate
 fee and enrolment decisions facing Australian universities after the
 legislative reforms that are due to take effect from 2005. The
 fee/enrolment problem is expressed both algebraically and diagrammatically
 in terms of the standard microeconomic concepts of marginal cost, demand,
 marginal revenue, and linear constraints on output and price. This
 conventional economic framework yields several insights. First, the
 government-imposed quota on fee-paying places is shown to be undesirable
 on efficiency grounds and argued to be undesirable on equity grounds.
 Second, given that universities are concerned about student quality, a
 drop in demand for a degree programme does not necessarily imply a lower
 optimal level of student fees. Third, it can be optimal for the university
 to offer full fee places even though it is not charging the maximum
 premium on its government-sponsored places (Higher Education Contribution
 Scheme places). 
Journal: Education Economics 
Pages: 59-73 
Issue: 1 
Volume: 14 
Year: 2006 
Keywords: Student fees, HECs, optimal fees, optimal enrolment, 
X-DOI: 10.1080/09645290500481881 
File-URL: http://www.tandfonline.com/10.1080/09645290500481881 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:1:p:59-73




Template-Type: ReDIF-Article 1.0
Author-Name: Hung-Lin Tao 
Author-X-Name-First: Hung-Lin 
Author-X-Name-Last: Tao 
Title: The Demand for Higher Education and a Test of the Extreme Screening Hypothesis 
Abstract:
  This study proposes a model to estimate the demand for higher education.
 The present model is characterized by an ability-based distribution of
 high school graduates who choose between entering the labor market and
 beginning post-secondary schooling. In addition to estimating the demand
 for higher education, this model also derives a test of the extreme
 screening hypothesis. Moreover, it provides estimates of human capital
 accumulation functions for both males and females. 
Journal: Education Economics 
Pages: 75-88 
Issue: 1 
Volume: 14 
Year: 2006 
Keywords: Higher education, screening hypothesis, human capital, innate ability, 
X-DOI: 10.1080/09645290500481899 
File-URL: http://www.tandfonline.com/10.1080/09645290500481899 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:1:p:75-88




Template-Type: ReDIF-Article 1.0
Author-Name: Meng-Wen Tsou 
Author-X-Name-First: Meng-Wen 
Author-X-Name-Last: Tsou 
Author-Name: Jin-Tan Liu 
Author-X-Name-First: Jin-Tan 
Author-X-Name-Last: Liu 
Title: Obesity, Schooling and Health Knowledge: An Empirical Study of Taiwanese Women 
Abstract:
  This paper sets out to examine the impacts of schooling and health
 knowledge on the level of obesity in Taiwan. The results obtained from a
 sample of Taiwanese females support the hypothesis of Grossman that
 schooling has a direct positive effect on health by reducing the
 likelihood of a person being obese. The awareness of obesity-disease
 relationships and the intake of fiber are negatively associated with
 obesity; however, the observed schooling-obesity correlation cannot be
 attributed solely to any differences existing between the health knowledge
 and awareness of different individuals. Furthermore, in common with the
 developed nations, the stigma attached to the obesity of women is also
 found to be widespread within Taiwanese society. 
Journal: Education Economics 
Pages: 89-106 
Issue: 1 
Volume: 14 
Year: 2006 
Keywords: Schooling, health knowledge, obesity, body weight perceptions, 
X-DOI: 10.1080/09645290500481915 
File-URL: http://www.tandfonline.com/10.1080/09645290500481915 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:1:p:89-106




Template-Type: ReDIF-Article 1.0
Author-Name: Paresh Kumar Narayan 
Author-X-Name-First: Paresh Kumar 
Author-X-Name-Last: Narayan 
Author-Name: Russell Smyth 
Author-X-Name-First: Russell 
Author-X-Name-Last: Smyth 
Title: Higher Education, Real Income and Real Investment in China: Evidence From Granger Causality Tests 
Abstract:
  This paper employs cointegration and error-correction modelling to test
 the causal relationship between real income, real investment and tertiary
 education using data for the People's Republic of China over the period
 1952-1999. To proxy tertiary education we use higher education enrolments
 and higher education graduates in alternative empirical specifications.
 One of the paper's main findings is that real income, real investment and
 tertiary education are cointegrated when real investment is the dependent
 variable, but are not cointegrated when either tertiary education or real
 income is the dependent variable. We also extend the in-sample analysis to
 examine the decomposition of variance and impulse response functions. 
Journal: Education Economics 
Pages: 107-125 
Issue: 1 
Volume: 14 
Year: 2006 
Keywords: China, higher education, economic growth, causality, 
X-DOI: 10.1080/09645290500481931 
File-URL: http://www.tandfonline.com/10.1080/09645290500481931 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:14:y:2006:i:1:p:107-125




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Rubb 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Rubb 
Title: Educational Mismatches and Earnings: Extensions of Occupational Mobility Theory and Evidence of Human Capital Depreciation 
Abstract:
  Using a human capital theory framework, this study examines the impact of
 educational mismatches on earnings and occupational mobility. Occupational
 mobility theory suggests that overeducated workers observe greater upward
 occupational mobility and undereducated workers observe lower upward
 occupational mobility. By extension, this leads to relatively high
 earnings growth for overeducated workers and relatively low earnings
 growth for undereducated workers. Moreover, overeducated workers are
 probably transient relative to their undereducated counterparts, so
 employers have few incentives to invest in their human capital.
 Accordingly, their experience will be rewarded at lower rates. These
 results may also occur if the unused human capital of overeducated workers
 depreciates with nonuse. The data verify these predictions. Insights on
 the link between experience and educational mismatches are also examined. 
Journal: Education Economics 
Pages: 135-154 
Issue: 2 
Volume: 14 
Year: 2006 
Keywords: Human capital, overeducation, occupational mobility, 
X-DOI: 10.1080/09645290600622905 
File-URL: http://www.tandfonline.com/10.1080/09645290600622905 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:2:p:135-154




Template-Type: ReDIF-Article 1.0
Author-Name: Zeyun Liu 
Author-X-Name-First: Zeyun 
Author-X-Name-Last: Liu 
Author-Name: Jin Xiao 
Author-X-Name-First: Jin 
Author-X-Name-Last: Xiao 
Title: The Accumulation of Human Capital Over Time and its Impact on Salary Growth in China 
Abstract:
  This study compares the growth in salaries across three spatial regions
 in China during the period 1993-1998, when economic reforms were
 implemented nationwide. Our study compares the impact of three forms of
 education and training on salary growth, namely pre-job formal schooling,
 on-the-job-training provided by employers, and adult education paid for by
 the employees themselves. We used a three-level hierarchical linear model
 to partition variance among individual, firm, and regional
 characteristics. The data were drawn from a 1998 survey of 16 485
 employees from 365 firms in six provinces (two provinces in the eastern
 part of the country, two in the central part, and two in the western
 part). We found that: (1) regional disparities have a paramount impact on
 differences in salary; (2) individual characteristics defined by firm as
 well as firm characteristics are significantly related to salary
 decisions; (3) returns to formal schooling increase significantly in more
 market-based regions; and (4) employees also benefit by receiving
 on-the-job-training and by participating in adult education programs
 outside their firm. 
Journal: Education Economics 
Pages: 155-180 
Issue: 2 
Volume: 14 
Year: 2006 
Keywords: Human capital, salary, hierarchical linear model, China, 
X-DOI: 10.1080/09645290600622913 
File-URL: http://www.tandfonline.com/10.1080/09645290600622913 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:2:p:155-180




Template-Type: ReDIF-Article 1.0
Author-Name: Ramazan Sari 
Author-X-Name-First: Ramazan 
Author-X-Name-Last: Sari 
Author-Name: Ugur Soytas 
Author-X-Name-First: Ugur 
Author-X-Name-Last: Soytas 
Title: Income and Education in Turkey: A Multivariate Analysis 
Abstract:
  Although the role of education in an economy is emphasized in theoretical
 studies, empirical literature finds mixed results for the relationship
 between growth and education. We examine the relationship between Gross
 Domestic Product (GDP) and enrollments in primary, secondary, and high
 schools, as well as universities in Turkey for 1937-1996, in a
 multivariate framework. We find that real GDP and educational variables
 are cointegrated. We also discover different directions of Granger
 causality between different levels of education and GDP. The generalized
 forecast error variance decomposition and impulse response analyses seem
 to confirm the importance of school enrollments in explaining growth. 
Journal: Education Economics 
Pages: 181-196 
Issue: 2 
Volume: 14 
Year: 2006 
Keywords: Educational economics, cointegration, generalized variance decomposition, impulse response, 
X-DOI: 10.1080/09645290600622921 
File-URL: http://www.tandfonline.com/10.1080/09645290600622921 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:2:p:181-196




Template-Type: ReDIF-Article 1.0
Author-Name: Julie Hotchkiss 
Author-X-Name-First: Julie 
Author-X-Name-Last: Hotchkiss 
Author-Name: Robert Moore 
Author-X-Name-First: Robert 
Author-X-Name-Last: Moore 
Author-Name: M. Melinda Pitts 
Author-X-Name-First: M. Melinda 
Author-X-Name-Last: Pitts 
Title: Freshman Learning Communities, College Performance, and Retention 
Abstract:
  This paper applies a standard treatment effects model to determine that
 participation in Freshman Learning Communities improves academic
 performance and retention. Not controlling for individual self-selection
 into Freshman Learning Communities participation leads one to incorrectly
 conclude that the impact is the same across race and gender groups.
 Accurately assessing the impact of any educational program is essential in
 determining what resources institutions should devote to it. 
Journal: Education Economics 
Pages: 197-210 
Issue: 2 
Volume: 14 
Year: 2006 
Keywords: Treatment effects, first-year experiences, college retention, college performance, sample selection, 
X-DOI: 10.1080/09645290600622947 
File-URL: http://www.tandfonline.com/10.1080/09645290600622947 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:2:p:197-210




Template-Type: ReDIF-Article 1.0
Author-Name: Elchanan Cohn 
Author-X-Name-First: Elchanan 
Author-X-Name-Last: Cohn 
Author-Name: Eric Johnson 
Author-X-Name-First: Eric 
Author-X-Name-Last: Johnson 
Title: Class Attendance and Performance in Principles of Economics 
Abstract:
  A sample of 347 students, enrolled in principles of economics classes
 during the period 1997-2001, is used to examine the relation between class
 attendance and student performance on examinations. Among the questions
 examined are: Is attendance related to performance, with and without
 controls for other factors? Do only substantial levels of absence matter?
 Do low test scores cause more frequent subsequent absences? Do the results
 change when individual heterogeneity (in addition to controls for
 differences in SAT and GPA) is considered in the context of random-effects
 and fixed-effects models, using panel data? Can overall attendance be
 proxied by attendance at six meetings at the end of the semester, and does
 such a proxy yield the same relation to performance as overall attendance?
 We also study the factors that appear to contribute to improved classroom
 attendance. 
Journal: Education Economics 
Pages: 211-233 
Issue: 2 
Volume: 14 
Year: 2006 
Keywords: Attendance, university, performance, SAT, GPA, 
X-DOI: 10.1080/09645290600622954 
File-URL: http://www.tandfonline.com/10.1080/09645290600622954 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:14:y:2006:i:2:p:211-233




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Lemke 
Author-X-Name-First: Robert 
Author-X-Name-Last: Lemke 
Author-Name: Claus Hoerandner 
Author-X-Name-First: Claus 
Author-X-Name-Last: Hoerandner 
Author-Name: Robert McMahon 
Author-X-Name-First: Robert 
Author-X-Name-Last: McMahon 
Title: Student Assessments, Non-test-takers, and School Accountability 
Abstract:
  Much attention has focused recently on using student test scores to
 evaluate public schools. The No Child Left Behind Act of 2002 requires
 states to test students and evaluate each school's progress toward having
 all students meet or exceed state standards. Under the law, however,
 schools only need to test 95% of their students. When some students do not
 take the test, variability arises in a school's evaluation as the score of
 each student who did not take the test remains unknown. Using a statewide
 assessment administered to 11th graders in Illinois, we investigate this
 source of variation. In our data, 8% of students do not take the test. By
 applying a bounding technique to the unknown scores of the
 non-test-takers, we show that classifying schools as failing or passing
 against some fixed threshold frequently can be misleading. We also provide
 evidence that some schools may be strategically selecting some students to
 not take the test and, by so doing, increasing the school's test scores. 
Journal: Education Economics 
Pages: 235-250 
Issue: 2 
Volume: 14 
Year: 2006 
Keywords: No Child Left Behind, testing, accountability, gaming, education, 
X-DOI: 10.1080/09645290600622970 
File-URL: http://www.tandfonline.com/10.1080/09645290600622970 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:14:y:2006:i:2:p:235-250




Template-Type: ReDIF-Article 1.0
Author-Name: Monojit Chatterji 
Author-X-Name-First: Monojit 
Author-X-Name-Last: Chatterji 
Author-Name: Paul Seaman 
Author-X-Name-First: Paul 
Author-X-Name-Last: Seaman 
Title: Research Assessment Exercise Results and Research Funding in the United Kingdom: A Comparative Analysis 
Abstract:
  A considerable sum of money is allocated to UK universities on the basis
 of Research Assessment Exercise performance. In this paper we analyse the
 two main funding models used in the United Kingdom and discuss their
 strengths and weaknesses. We suggest that the benchmarking used by the two
 main models have significant weaknesses, and propose an alternative
 benchmark. It is shown that the different models have quite different
 implications for the focus of UK research. 
Journal: Education Economics 
Pages: 259-279 
Issue: 3 
Volume: 14 
Year: 2006 
Keywords: Education, research funding, funding councils, 
X-DOI: 10.1080/09645290600777444 
File-URL: http://www.tandfonline.com/10.1080/09645290600777444 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:3:p:259-279




Template-Type: ReDIF-Article 1.0
Author-Name: Carlo Salerno 
Author-X-Name-First: Carlo 
Author-X-Name-Last: Salerno 
Title: Using Data Envelopment Analysis to Improve Estimates of Higher Education Institution's Per-student Education Costs 
Abstract:
  This paper puts forth a data envelopment analysis (DEA) approach to
 estimating higher education institutions' per-student education costs
 (PSCs) in an effort to redress a number of methodological problems endemic
 to such estimations, particularly the allocation of shared expenditures
 between education and other institutional activities. An example is given
 using data for a sample of higher education institutions in The
 Netherlands and the results are compared with PSC estimates generated by a
 more traditional approach. Although several methodological concerns still
 persist, the use of DEA is argued to increase the likelihood of producing
 more realistic cost estimates for individual institutions. 
Journal: Education Economics 
Pages: 281-295 
Issue: 3 
Volume: 14 
Year: 2006 
Keywords: Higher education, resource use, costs, efficiency, data envelopment analysis, 
X-DOI: 10.1080/09645290600777485 
File-URL: http://www.tandfonline.com/10.1080/09645290600777485 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:3:p:281-295




Template-Type: ReDIF-Article 1.0
Author-Name: Donald Lien 
Author-X-Name-First: Donald 
Author-X-Name-Last: Lien 
Title: Borderless Education and Domestic Programs 
Abstract:
  This paper constructs a theoretical model to evaluate the effects of
 borderless education on education resource allocation by a public
 university in a developing country. It is sometimes argued that, with sole
 emphasis and competence in global knowledge, borderless education will
 lead to the demise of local knowledge in the developing country. We
 provide several scenarios to demonstrate this concern is genuine. For
 example, if graduates from a satellite university established by a
 transnational organization have opportunities to work abroad and earn
 higher incomes, then an increase in the wage in the foreign country will
 lead to a reduction in local knowledge production. 
Journal: Education Economics 
Pages: 297-308 
Issue: 3 
Volume: 14 
Year: 2006 
Keywords: Borderless education, resource allocation, brain drain, 
X-DOI: 10.1080/09645290600777519 
File-URL: http://www.tandfonline.com/10.1080/09645290600777519 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:14:y:2006:i:3:p:297-308




Template-Type: ReDIF-Article 1.0
Author-Name: Julia Varga 
Author-X-Name-First: Julia 
Author-X-Name-Last: Varga 
Title: The Role of Labour Market Expectations and Admission Probabilities in Students' Application Decisions on Higher Education: The Case of Hungary 
Abstract:
  This paper analyses students' application strategies to higher education,
 the effects of labour market expectations and admission probabilities. The
 starting hypothesis of this study is that students consider the expected
 utility of their choices, a function of expected net lifetime earnings and
 the probability of admission. Based on a survey carried out among
 Hungarian secondary school students, three aspects of application
 decisions are investigated: the number of applications; the selection
 between state-funded and cost-priced education; and the institutions/field
 specialization ranked first and last in students' choices. The results of
 this paper confirm that both expected wages and admission probabilities
 determine students' application strategies and that the seemingly
 irrational student preferences for institutions/orientations with less
 favourable labour market opportunities might be the result of a rational
 decision process. 
Journal: Education Economics 
Pages: 309-327 
Issue: 3 
Volume: 14 
Year: 2006 
Keywords: Human capital, higher education, field of study, earnings expectations, 
X-DOI: 10.1080/09645290600777535 
File-URL: http://www.tandfonline.com/10.1080/09645290600777535 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:3:p:309-327




Template-Type: ReDIF-Article 1.0
Author-Name: W. Smits 
Author-X-Name-First: W. 
Author-X-Name-Last: Smits 
Title: The Quality of Apprenticeship Training 
Abstract:
  This paper examines the relationship between a firm's training motives
 and the quality of apprenticeship training. Data on training quality and
 training motives are obtained by interviewing former apprentices. The
 paper employs a novel measure for training quality based on subjective
 survey data on the firm's training effort. It is found that firms that
 train apprentices because of a future need for qualified workers provide
 better quality training than firms that do not have future benefits from
 training. 
Journal: Education Economics 
Pages: 329-344 
Issue: 3 
Volume: 14 
Year: 2006 
Keywords: Human capital, training quality, training motives, apprenticeships, 
X-DOI: 10.1080/09645290600777543 
File-URL: http://www.tandfonline.com/10.1080/09645290600777543 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:14:y:2006:i:3:p:329-344




Template-Type: ReDIF-Article 1.0
Author-Name: Zeyu Xu 
Author-X-Name-First: Zeyu 
Author-X-Name-Last: Xu 
Author-Name: Charisse Gulosino 
Author-X-Name-First: Charisse 
Author-X-Name-Last: Gulosino 
Title: How Does Teacher Quality Matter? The Effect of Teacher-Parent Partnership on Early Childhood Performance in Public and Private Schools 
Abstract:
  This study explores how teacher matters in improving early childhood
 performance in US kindergartens. We find that it is what teachers do
 rather than the credentials they hold that matters. Different from
 previous research on the effect of teacher quality on student achievement,
 this paper first rejected the common practice of using teacher
 credentials, such as degree levels and certificate status, to measure
 teacher quality in the context of early childhood education. Based on the
 'overlapping spheres' framework, this study then examines the behavioural
 aspects of teachers; specifically, we focus on teacher's role in
 establishing and maintaining a good teacher-parent relationship. Our
 findings suggest that teacher-parent interaction is a positive determinant
 of student performance. The behavioural aspects of teaching appear to
 shape the transformation from a mere 'qualified' teacher into a 'quality'
 teacher, and should receive more attention in future studies on teacher
 quality. 
Journal: Education Economics 
Pages: 345-367 
Issue: 3 
Volume: 14 
Year: 2006 
Keywords: Teacher qualification, early childhood achievement, teacher-parent partnership, 
X-DOI: 10.1080/09645290600777550 
File-URL: http://www.tandfonline.com/10.1080/09645290600777550 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:3:p:345-367




Template-Type: ReDIF-Article 1.0
Author-Name: Philip Trostel 
Author-X-Name-First: Philip 
Author-X-Name-Last: Trostel 
Author-Name: Ian Walker 
Author-X-Name-First: Ian 
Author-X-Name-Last: Walker 
Title: Education and Work 
Abstract:
  This paper examines the relationship between the incentives to work and
 to invest in human capital through education in a lifecycle optimizing
 model. These incentives are shown to be mutually reinforcing in a simple
 stylized model. This theoretical prediction is investigated empirically
 using three large micro datasets covering a broad range of countries. As
 one might expect, education and work are strongly positively correlated.
 This correlation has important implications for models of fiscal policy
 and economic growth. It also has important implications for the estimation
 of labor supply and the rate of return to education. 
Journal: Education Economics 
Pages: 377-399 
Issue: 4 
Volume: 14 
Year: 2006 
Keywords: Education, labor supply, lifecycle, 
X-DOI: 10.1080/09645290600854094 
File-URL: http://www.tandfonline.com/10.1080/09645290600854094 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:14:y:2006:i:4:p:377-399




Template-Type: ReDIF-Article 1.0
Author-Name: Daniel Suryadarma 
Author-X-Name-First: Daniel 
Author-X-Name-Last: Suryadarma 
Author-Name: Asep Suryahadi 
Author-X-Name-First: Asep 
Author-X-Name-Last: Suryahadi 
Author-Name: Sudarno Sumarto 
Author-X-Name-First: Sudarno 
Author-X-Name-Last: Sumarto 
Author-Name: F. Halsey Rogers 
Author-X-Name-First: F. Halsey 
Author-X-Name-Last: Rogers 
Title: Improving Student Performance in Public Primary Schools in Developing Countries: Evidence from Indonesia 
Abstract:
  This paper investigates the correlates of student performance in
 mathematics and dictation tests among schoolchildren in Indonesia. This is
 the first such study to use a new nationally representative sample of
 Indonesian primary-school students. Our dataset includes unique data on
 teacher absenteeism collected through direct observation, the first ever
 in Indonesia. We find that teacher absenteeism is indeed a significantly
 negative correlate of student performance, while quality of school
 facilities predicts better performance. We also find a significant
 non-monotonic concave relationship between the pupil-teacher ratio and
 student's mathematics performance. Finally, we discuss the policy
 implications of the results. 
Journal: Education Economics 
Pages: 401-429 
Issue: 4 
Volume: 14 
Year: 2006 
Keywords: Achievement, absenteeism, primary school, public school, Indonesia, 
X-DOI: 10.1080/09645290600854110 
File-URL: http://www.tandfonline.com/10.1080/09645290600854110 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:14:y:2006:i:4:p:401-429




Template-Type: ReDIF-Article 1.0
Author-Name: Puja Vasudeva Dutta 
Author-X-Name-First: Puja Vasudeva 
Author-X-Name-Last: Dutta 
Title: Returns to Education: New Evidence for India, 1983-1999 
Abstract:
  This paper estimates the returns to education for adult male workers in
 regular and casual wage employment using Indian national survey data at
 three points in time spanning almost two decades. Both standard and
 augmented Mincerian wage equations are estimated using a set of human
 capital measures and other controls after addressing the issue of
 potential selection bias. This paper finds that the returns to education
 are significantly different for the two types of workers&#x2014;while
 casual workers face at best flat returns to education, the returns to
 education for regular workers are positive and U-shaped with respect to
 education levels. There is also some evidence of a widening wage gap
 between regular workers with graduate and primary education that could
 possibly be a consequence of trade liberalization and other reforms
 pursued during the 1990s. 
Journal: Education Economics 
Pages: 431-451 
Issue: 4 
Volume: 14 
Year: 2006 
Keywords: Rate of return, human capital, India, 
X-DOI: 10.1080/09645290600854128 
File-URL: http://www.tandfonline.com/10.1080/09645290600854128 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:14:y:2006:i:4:p:431-451




Template-Type: ReDIF-Article 1.0
Author-Name: Mohammad Niaz Asadullah 
Author-X-Name-First: Mohammad Niaz 
Author-X-Name-Last: Asadullah 
Title: Returns to Education in Bangladesh 
Abstract:
  This paper reports labour market returns to education in Bangladesh using
 data from recent nationwide household survey. Returns are estimated
 separately for rural and urban samples, males, females and private-sector
 employees. Substantial heterogeneity in returns is observed; for example,
 estimates are higher for urban (than rural sample) and female samples
 (compared with their male counterparts). Our ordinary least square
 estimates of returns to education are robust to control for types of
 schools attended by individuals and selection into waged work. 
Journal: Education Economics 
Pages: 453-468 
Issue: 4 
Volume: 14 
Year: 2006 
Keywords: Returns to education, sample selection, Bangladesh, 
X-DOI: 10.1080/09645290600854144 
File-URL: http://www.tandfonline.com/10.1080/09645290600854144 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:14:y:2006:i:4:p:453-468




Template-Type: ReDIF-Article 1.0
Author-Name: Maria Arrazola 
Author-X-Name-First: Maria 
Author-X-Name-Last: Arrazola 
Author-Name: Jose de Hevia 
Author-X-Name-First: Jose 
Author-X-Name-Last: de Hevia 
Title: Gender Differentials in Returns to Education in Spain 
Abstract:
  In this article, rates of return to education for men and women have been
 estimated for the Spanish case, controlling for the biases appearing in
 the least squares estimation of the basic Mincerian equation. The results
 show that the returns for women are greater than those for men. The gender
 differential increases when taking into account the endogeneity of the
 education and the selection bias, and appears to be specially important
 for vocational and university studies. The results are consistent with the
 evolution of the demand for education in Spain in the past two decades. 
Journal: Education Economics 
Pages: 469-486 
Issue: 4 
Volume: 14 
Year: 2006 
Keywords: Rate of return, demand for schooling, 
X-DOI: 10.1080/09645290600854151 
File-URL: http://www.tandfonline.com/10.1080/09645290600854151 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:14:y:2006:i:4:p:469-486




Template-Type: ReDIF-Article 1.0
Author-Name: Henry Kinnucan 
Author-X-Name-First: Henry 
Author-X-Name-Last: Kinnucan 
Author-Name: Yuqing Zheng 
Author-X-Name-First: Yuqing 
Author-X-Name-Last: Zheng 
Author-Name: Gerald Brehmer 
Author-X-Name-First: Gerald 
Author-X-Name-Last: Brehmer 
Title: State Aid and Student Performance: A Supply-Demand Analysis 
Abstract:
  Using a supply-demand framework, a six-equation model is specified to
 generate hypotheses about the relationship between state aid and student
 performance. Theory predicts that an increase in state or federal aid
 provides an incentive to decrease local funding, but that the disincentive
 associated with increased state aid is moderated when federal aid is
 compensatory. Applying the theory to Alabama county school test score
 data, results suggest that between 62 and 73 cents of the incremental
 state dollar goes to schools; the rest is absorbed by local taxpayers
 through incidence shifting, and by the federal government through the
 compensatory mechanism. Despite these 'leakages', results suggest that
 increased state aid can improve student performance provided the
 incremental funding goes to teacher salaries and not to reductions in
 class size. Poverty reduction or income growth, however, might accomplish
 the same ends at lower cost. 
Journal: Education Economics 
Pages: 487-509 
Issue: 4 
Volume: 14 
Year: 2006 
Keywords: Human capital, state aid, student performance, teacher pay, 
X-DOI: 10.1080/09645290600854177 
File-URL: http://www.tandfonline.com/10.1080/09645290600854177 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:14:y:2006:i:4:p:487-509




Template-Type: ReDIF-Article 1.0
Author-Name: John Ruggiero 
Author-X-Name-First: John 
Author-X-Name-Last: Ruggiero 
Title: Measuring the Cost of Meeting Minimum Educational Standards: An Application of Data Envelopment Analysis 
Abstract:
  The recent court decision in Ohio requires that school districts spend a
 sufficient amount to insure that students are able to meet outcome
 objectives. Determination of adequate spending is complicated by the
 influence that fixed socioeconomic factors have on outcome provision;
 adequate spending will vary depending on the harshness of the environment.
 Furthermore, measures of adequacy should account for inefficiency in
 educational production. In this paper, data envelopment is applied to
 analyze efficiency, costs and adequacy of 607 Ohio school districts using
 school year 2000 data. The results indicate that adequacy standards can be
 met by improving the performance of inefficient school districts and
 reallocating existing resources without increasing total expenditures. 
Journal: Education Economics 
Pages: 1-13 
Issue: 1 
Volume: 15 
Year: 2007 
Keywords: DEA, efficiency, adequacy, 
X-DOI: 10.1080/09645290601133845 
File-URL: http://www.tandfonline.com/10.1080/09645290601133845 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:15:y:2007:i:1:p:1-13




Template-Type: ReDIF-Article 1.0
Author-Name: Monojit Chatterji 
Author-X-Name-First: Monojit 
Author-X-Name-Last: Chatterji 
Author-Name: Paul Seaman 
Author-X-Name-First: Paul 
Author-X-Name-Last: Seaman 
Title: Research Assessment Exercise Results and Research Funding in the United Kingdom: A Regional-Territorial Analysis 
Abstract:
  A considerable sum of money is allocated to UK universities on the basis
 of Research Assessment Exercise performance. In this paper we analyse the
 impact of the two main funding models on the intra-territorial and
 intra-regional allocation of funds. We also examine the effect of the
 present system of territorial safety nets and discuss the impact of their
 removal. The major conclusion is that the safety net implicit in the
 current funding arrangements delivers well for Wales but poorly for
 Scotland and is broadly neutral for England and Northern Ireland. However,
 this broad neutrality for England masks quite considerable variation
 across the nine regions of England. 
Journal: Education Economics 
Pages: 15-30 
Issue: 1 
Volume: 15 
Year: 2007 
Keywords: Research, university funding, Research Assessment Exercise, 
X-DOI: 10.1080/09645290601133860 
File-URL: http://www.tandfonline.com/10.1080/09645290601133860 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:15:y:2007:i:1:p:15-30




Template-Type: ReDIF-Article 1.0
Author-Name: Douglas Harris 
Author-X-Name-First: Douglas 
Author-X-Name-Last: Harris 
Title: Diminishing Marginal Returns and the Production of Education: An International Analysis 
Abstract:
  Diminishing marginal returns (DMR) to school inputs could explain a wide
 variety of findings in the research literature. One important example is
 the influential finding by Heyneman and Loxley that school inputs are the
 'predominant influence' on achievement in developing nations, where input
 levels are low, even though the same school inputs have relatively little
 influence in developed nations, where input levels are higher. However,
 few studies of education production, including those related to the
 Heyneman-Loxley hypothesis, use functional forms that allow for DMR, and
 common tests for DMR appear to be invalid. Various tests are implemented
 using data from 32 countries. As is commonly found in the literature, the
 marginal effects of school inputs are frequently negative, precluding DMR.
 In those cases with positive marginal effects, there is more evidence for
 DMR than for increasing returns, but constant returns rarely can be
 rejected. DMR therefore does not appear to explain the differences in
 results between developing and developed nations. 
Journal: Education Economics 
Pages: 31-53 
Issue: 1 
Volume: 15 
Year: 2007 
Keywords: Economics of scale, resource allocation, economic development, 
X-DOI: 10.1080/09645290601133894 
File-URL: http://www.tandfonline.com/10.1080/09645290601133894 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:15:y:2007:i:1:p:31-53




Template-Type: ReDIF-Article 1.0
Author-Name: Timothy Rodgers 
Author-X-Name-First: Timothy 
Author-X-Name-Last: Rodgers 
Title: Measuring Value Added in Higher Education: A Proposed Methodology for Developing a Performance Indicator Based on the Economic Value Added to Graduates 
Abstract:
  The 2003 UK higher education White Paper suggested that the sector needed
 to re-examine the potential of the value added concept. This paper
 describes a possible methodology for developing a performance indicator
 based on the economic value added to graduates. The paper examines how an
 entry-quality-adjusted measure of a graduate's 'expected' degree class
 might be derived, and also how the wage differentials associated with
 different degree classes could be used to quantify the relative values of
 degrees. These two measures are then used to develop a proposed
 performance indicator based on Graduate Relative Economic Value Added. 
Journal: Education Economics 
Pages: 55-74 
Issue: 1 
Volume: 15 
Year: 2007 
Keywords: Value added, relative economic value added, performance indicator, higher education, 
X-DOI: 10.1080/09645290601133902 
File-URL: http://www.tandfonline.com/10.1080/09645290601133902 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:15:y:2007:i:1:p:55-74




Template-Type: ReDIF-Article 1.0
Author-Name: A. T. Flegg 
Author-X-Name-First: A. T. 
Author-X-Name-Last: Flegg 
Author-Name: D. O. Allen 
Author-X-Name-First: D. O. 
Author-X-Name-Last: Allen 
Title: Does Expansion Cause Congestion? The Case of the Older British Universities, 1994-2004 
Abstract:
  This paper examines whether the rapid growth in the number of students in
 British universities in recent years has led to congestion, in the sense
 that certain universities' output could have been higher if this expansion
 had been less rapid. The focus of the paper is on 45 older universities
 that were in existence prior to 1992. The analysis covers the period
 1994/95-2003/04. Several alternative methods of measuring congestion are
 examined and, to check the sensitivity of the results to different
 specifications, three alternative Data Envelopment Analysis models are
 formulated. The results indicate that congestion was present throughout
 the decade under review, and in a wide range of universities, but whether
 it rose or fell is uncertain as this depends on which congestion model is
 used. A crucial point here is whether one assumes constant or variable
 returns to scale. Nonetheless, all models point to a rise in congestion
 between 2001/02 and 2003/04, and this may well be a result of the rapid
 growth that occurred in this period. All models also record a sharp drop
 in mean technical efficiency in 2003/04. A possible explanation of the
 absence of a clear-cut trend in congestion is that the student:staff ratio
 in these universities was relatively stable in the decade under review,
 rising only gently from 2000/01 onwards. 
Journal: Education Economics 
Pages: 75-102 
Issue: 1 
Volume: 15 
Year: 2007 
Keywords: British universities, congestion, Data Envelopment Analysis, 
X-DOI: 10.1080/09645290601133928 
File-URL: http://www.tandfonline.com/10.1080/09645290601133928 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:15:y:2007:i:1:p:75-102




Template-Type: ReDIF-Article 1.0
Author-Name: Gunnar Eskeland 
Author-X-Name-First: Gunnar 
Author-X-Name-Last: Eskeland 
Author-Name: Deon Filmer 
Author-X-Name-First: Deon 
Author-X-Name-Last: Filmer 
Title: Autonomy, Participation and Learning: Findings from Argentine Schools, and Implications for Decentralization 
Abstract:
  Student learning can be raised by school autonomy and parental
 participation through separate channels, but this paper suggests a
 mutually supportive effect. Increased school autonomy increases the rent
 that can be distributed among stakeholders at the school, while
 institutions for parental participation (such as a school board) empower
 parents to command a higher share of this surplus, for instance through
 student learning. Results from a sample of sixth-grade and seventh-grade
 Argentine students and their schools suggest that autonomy and
 participation raise student test scores in such a multiplicative way. For
 subsamples of children from poor households, children of uneducated
 mothers, schools with low mean family economic status, and public schools,
 the results are the same or stronger. The data available do not allow the
 potential endogeneity of autonomy and participation to be ruled out with
 certainty. If decentralization moves responsibility from the center toward
 local level governments, the results are relevant if this raises autonomy
 and participation in schools. More generally, the results are relevant for
 efforts to moving decision-making towards users and the local community.
 More importantly, perhaps, we illustrate the importance of checking who is
 empowered when higher-level strings are loosened. 
Journal: Education Economics 
Pages: 103-127 
Issue: 1 
Volume: 15 
Year: 2007 
Keywords: Education production functions, school autonomy, parent participation, learning assessment, 
X-DOI: 10.1080/09645290601133951 
File-URL: http://www.tandfonline.com/10.1080/09645290601133951 
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Handle: RePEc:taf:edecon:v:15:y:2007:i:1:p:103-127




Template-Type: ReDIF-Article 1.0
Author-Name: Ting-Hong Wong 
Author-X-Name-First: Ting-Hong 
Author-X-Name-Last: Wong 
Title: Book Review 
Abstract:
Journal: Education Economics 
Pages: 131-133 
Issue: 1 
Volume: 15 
Year: 2007 
X-DOI: 10.1080/09645290601133969 
File-URL: http://www.tandfonline.com/10.1080/09645290601133969 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:15:y:2007:i:1:p:131-133




Template-Type: ReDIF-Article 1.0
Author-Name: Frank F. Furstenberg 
Author-X-Name-First: Frank F. 
Author-X-Name-Last: Furstenberg 
Author-Name: David Neumark 
Author-X-Name-First: David 
Author-X-Name-Last: Neumark 
Title: Encouraging Education in an Urban School District: Evidence from the Philadelphia Educational Longitudinal Study 
Abstract:
  We study a set of programs implemented in Philadelphia high schools that
 focus on boosting high school graduation, and especially college
 attendance, using data from the Philadelphia Educational Longitudinal
 Study (PELS). We examine the effects of these programs on a set of
 schooling-related outcomes during and after high school. The PELS data-set
 contains an unusually large amount of information on individuals prior to
 program placement. We use this information, in the context of both linear
 models and propensity score-matching estimators, to attempt to correct for
 selective participation in these programs. We find evidence of positive
 effects of these programs on high school graduation and on both academic
 and non-academic awards in high school, and similar negative effects on
 dropping out of high school. The results also suggest positive effects on
 attitudes and expectations about college attendance, and on college
 attendance. 
Journal: Education Economics 
Pages: 135-157 
Issue: 2 
Volume: 15 
Year: 2007 
Keywords: Transition to higher education, college access, high school graduation, 
X-DOI: 10.1080/09645290701263054 
File-URL: http://www.tandfonline.com/10.1080/09645290701263054 
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Handle: RePEc:taf:edecon:v:15:y:2007:i:2:p:135-157




Template-Type: ReDIF-Article 1.0
Author-Name: John Robst 
Author-X-Name-First: John 
Author-X-Name-Last: Robst 
Title: Education, College Major, and Job Match: Gender Differences in Reasons for Mismatch 
Abstract:
  Many studies have examined the match between years of schooling and the
 schooling required for the job. The quantity of schooling is only one way
 to consider the match between schooling and jobs. This paper considers an
 alternative match between education and jobs based on the relationship
 between college majors and work activities. Twenty percent of workers
 report their work is not related to their degree field. Work-reported
 reasons for accepting such a position outside the field of study differ
 for men and women. The wage effects of mismatch vary considerably across
 the different reasons for accepting the position. 
Journal: Education Economics 
Pages: 159-175 
Issue: 2 
Volume: 15 
Year: 2007 
X-DOI: 10.1080/09645290701263070 
File-URL: http://www.tandfonline.com/10.1080/09645290701263070 
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Handle: RePEc:taf:edecon:v:15:y:2007:i:2:p:159-175




Template-Type: ReDIF-Article 1.0
Author-Name: Torberg Falch 
Author-X-Name-First: Torberg 
Author-X-Name-Last: Falch 
Author-Name: Marte R&#xf8;nning 
Author-X-Name-First: Marte 
Author-X-Name-Last: R&#xf8;nning 
Title: The Influence of Student Achievement on Teacher Turnover 
Abstract:
  Evidence on teacher behavior is essential for the understanding of the
 performance of school systems. In this paper we utilize rich data to study
 the teachers' quit decision in Norway. We distinguish between decisions to
 move between public schools within school districts, to another school
 district in the same labor market region, across labor market regions, and
 whether to leave public schools. The results indicate that the quit
 propensity to all four destinations is negatively related to student
 performance. The result is qualitatively independent of whether student
 performance is measured by examination results or teacher graduation. 
Journal: Education Economics 
Pages: 177-202 
Issue: 2 
Volume: 15 
Year: 2007 
Keywords: Teacher turnover, student achievement, family status, non-pecuniary factors, 
X-DOI: 10.1080/09645290701263104 
File-URL: http://www.tandfonline.com/10.1080/09645290701263104 
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Handle: RePEc:taf:edecon:v:15:y:2007:i:2:p:177-202




Template-Type: ReDIF-Article 1.0
Author-Name: Donald Lien 
Author-X-Name-First: Donald 
Author-X-Name-Last: Lien 
Title: The Role of Scholarships in Study Abroad Programs 
Abstract:
  This paper considers the role of scholarships in study abroad programs.
 Suppose that a university attempts to maximize the average ability of its
 student body by encouraging students to participate in study abroad
 programs. It is shown that the ideal scholarship vehicle to accomplish
 this is a fixed-amount award independent of a student's ability level. 
Journal: Education Economics 
Pages: 203-213 
Issue: 2 
Volume: 15 
Year: 2007 
Keywords: Scholarship, study abroad, student ability, 
X-DOI: 10.1080/09645290701263138 
File-URL: http://www.tandfonline.com/10.1080/09645290701263138 
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Handle: RePEc:taf:edecon:v:15:y:2007:i:2:p:203-213




Template-Type: ReDIF-Article 1.0
Author-Name: Andreas Ammermueller 
Author-X-Name-First: Andreas 
Author-X-Name-Last: Ammermueller 
Title: Poor Background or Low Returns? Why Immigrant Students in Germany Perform so Poorly in the Programme for International Student Assessment 
Abstract:
  Student performance of natives and immigrants differed greatly in the
 Programme for International Student Assessment 2000 in Germany. This paper
 analyses the gap in test scores by estimating educational production
 functions, using an extension study with imputed data. The difference in
 test scores is assigned to various effects, using a Juhn-Murphy-Pierce
 decomposition. The analysis reveals that German students have a more
 favourable family background, particularly in the lower part of the test
 score distribution. The later enrolment of immigrant students and
 preferences of parents are more important than parents' education or the
 family setting for explaining the score gap. Differences in returns have
 no significant effect. 
Journal: Education Economics 
Pages: 215-230 
Issue: 2 
Volume: 15 
Year: 2007 
Keywords: Educational production, PISA-E, decomposition, immigration, 
X-DOI: 10.1080/09645290701263161 
File-URL: http://www.tandfonline.com/10.1080/09645290701263161 
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Handle: RePEc:taf:edecon:v:15:y:2007:i:2:p:215-230




Template-Type: ReDIF-Article 1.0
Author-Name: Staffan Waldo 
Author-X-Name-First: Staffan 
Author-X-Name-Last: Waldo 
Title: Efficiency in Swedish Public Education: Competition and Voter Monitoring 
Abstract:
  Sweden reformed public education in 1991-1993. A system with private
 school competition was introduced and the production of public education
 was decentralized from central to local government. One of the aims with
 this reform was to increase efficiency in the production of education. In
 this paper, efficiency in Swedish public education is estimated with data
 envelopment analysis and the efficiency scores are explained by variables
 reflecting competition and local politics in a second-stage Tobit
 regression. In 1999-2000 Swedish municipalities could decrease school
 resources by 8-12% without decreasing outcomes. We find the political
 majority in the city council to affect efficiency, but we do not find
 efficiency to be related to private school competition. 
Journal: Education Economics 
Pages: 231-251 
Issue: 2 
Volume: 15 
Year: 2007 
Keywords: Education, competition, efficiency, data envelopment analysis, 
X-DOI: 10.1080/09645290701263195 
File-URL: http://www.tandfonline.com/10.1080/09645290701263195 
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Handle: RePEc:taf:edecon:v:15:y:2007:i:2:p:231-251




Template-Type: ReDIF-Article 1.0
Author-Name: Supriya Garikipati 
Author-X-Name-First: Supriya 
Author-X-Name-Last: Garikipati 
Title: Book Review 
Abstract:
Journal: Education Economics 
Pages: 255-257 
Issue: 2 
Volume: 15 
Year: 2007 
X-DOI: 10.1080/09645290701263211 
File-URL: http://www.tandfonline.com/10.1080/09645290701263211 
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Handle: RePEc:taf:edecon:v:15:y:2007:i:2:p:255-257




Template-Type: ReDIF-Article 1.0
Author-Name: Joop Hartog 
Author-X-Name-First: Joop 
Author-X-Name-Last: Hartog 
Author-Name: Hans Van Ophem 
Author-X-Name-First: Hans 
Author-X-Name-Last: Van Ophem 
Author-Name: Simona Maria Bajdechi 
Author-X-Name-First: Simona Maria 
Author-X-Name-Last: Bajdechi 
Title: Simulating the Risk of Investment in Human Capital 
Abstract:
  The risk of investment in schooling has largely been ignored. We mimic
 the investment decision facing a student and simulate risky earnings
 profiles in alternative options, with parameters taken from the very
 limited evidence. The distribution of rates of return appears positively
 skewed. Our best estimate of ex ante risk in university education is a
 coefficient of variation of about 0.3, comparable with that in a randomly
 selected financial portfolio with some 30 stocks. With risk attitudes
 varying by parental background, this may be relevant for differences in
 schooling participation rates. Allowing for stochastic components in
 earnings also markedly affects expected returns. 
Journal: Education Economics 
Pages: 259-275 
Issue: 3 
Volume: 15 
Year: 2007 
Keywords: Education, return, earnings dispersion, risk, 
X-DOI: 10.1080/09645290701273434 
File-URL: http://www.tandfonline.com/10.1080/09645290701273434 
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Handle: RePEc:taf:edecon:v:15:y:2007:i:3:p:259-275




Template-Type: ReDIF-Article 1.0
Author-Name: Ueli Grob 
Author-X-Name-First: Ueli 
Author-X-Name-Last: Grob 
Author-Name: Stefan C. Wolter 
Author-X-Name-First: Stefan C. 
Author-X-Name-Last: Wolter 
Title: Demographic Change and Public Education Spending: A Conflict between Young and Old? 
Abstract:
  Demographic change in industrial countries will influence educational
 spending in potentially two ways. On the one hand, the decline in the
 number of school-age children should alleviate the financial pressure. On
 the other hand, the theoretical/empirical literature has established that
 the concomitantly increasing proportion of elderly in the population can
 influence the propensity of politicians to spend on education. Using a
 panel of the Swiss Cantons for the period from 1990 to 2002, we find that
 the education system has exhibited little elasticity in adjusting to
 changes in the school-age population, and that the share of the elderly
 population has a significantly negative influence on the willingness to
 spend on public education. 
Journal: Education Economics 
Pages: 277-292 
Issue: 3 
Volume: 15 
Year: 2007 
Keywords: Public finance, education finance, demographics, panel estimates, Switzerland, 
X-DOI: 10.1080/09645290701273467 
File-URL: http://www.tandfonline.com/10.1080/09645290701273467 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:15:y:2007:i:3:p:277-292




Template-Type: ReDIF-Article 1.0
Author-Name: Beatrice Schindler Rangvid 
Author-X-Name-First: Beatrice Schindler 
Author-X-Name-Last: Rangvid 
Title: Sources of Immigrants' Underachievement: Results from PISA&#x2014;Copenhagen 
Abstract:
  This study examines potential sources of the immigrant-native test score
 gap using data from the recently released PISA replicate study for
 Copenhagen (Denmark). It is shown that even in a school system that is
 successfully equalizing endowments of traditional resources across schools
 attended by native and immigrant students, differences in other school
 inputs remain. Especially, the culture of achievement appears less well
 developed at schools attended by immigrant students (even though general
 teacher support is at similar levels), and also the peer composition and
 the provision of specialized teachers is less favourable. These results
 point at several relevant policy recommandations. 
Journal: Education Economics 
Pages: 293-326 
Issue: 3 
Volume: 15 
Year: 2007 
Keywords: Urban schools, immigrant-native test score gap, PISA-Copenhagen, 
X-DOI: 10.1080/09645290701273558 
File-URL: http://www.tandfonline.com/10.1080/09645290701273558 
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Handle: RePEc:taf:edecon:v:15:y:2007:i:3:p:293-326




Template-Type: ReDIF-Article 1.0
Author-Name: Shahrukh Rafi Khan 
Author-X-Name-First: Shahrukh Rafi 
Author-X-Name-Last: Khan 
Author-Name: David Kiefer 
Author-X-Name-First: David 
Author-X-Name-Last: Kiefer 
Title: Educational Production Functions for Rural Pakistan: A Comparative Institutional Analysis 
Abstract:
  This study uses a production function approach to identify the impact of
 student, parent, teacher, and school policy variables on student
 performance as measured by test scores. Our statistical analysis is
 conducted in a comparative institutional context that includes government,
 private, and non-governmental organization schools. We find that, at least
 in the Pakistani context, non-governmental organization schools are more
 effective than government or private schools. 
Journal: Education Economics 
Pages: 327-342 
Issue: 3 
Volume: 15 
Year: 2007 
X-DOI: 10.1080/09645290701273590 
File-URL: http://www.tandfonline.com/10.1080/09645290701273590 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:15:y:2007:i:3:p:327-342




Template-Type: ReDIF-Article 1.0
Author-Name: M. Najeeb Shafiq 
Author-X-Name-First: M. Najeeb 
Author-X-Name-Last: Shafiq 
Title: Household Rates of Return to Education in Rural Bangladesh: Accounting for Direct Costs, Child Labour, and Option Value 
Abstract:
  This study estimates the returns to boys' education for rural Bangladeshi
 households by accounting for some conventionally neglected items: direct
 costs of education, foregone child labour earnings, and option value. The
 estimated returns are 13.5% for primary education, 7.8% for
 junior-secondary education, 12.9% for higher-secondary education, and 9.7%
 for higher education; the resulting option value from primary education is
 5.3%. These results suggest that there is economic rationale for non-poor
 rural households to invest in boys' education, especially at the primary
 level. 
Journal: Education Economics 
Pages: 343-358 
Issue: 3 
Volume: 15 
Year: 2007 
Keywords: Bangladesh, child labour, direct costs, option value, rate of return to education, 
X-DOI: 10.1080/09645290701306358 
File-URL: http://www.tandfonline.com/10.1080/09645290701306358 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:15:y:2007:i:3:p:343-358




Template-Type: ReDIF-Article 1.0
Author-Name: Samer Al-Samarrai 
Author-X-Name-First: Samer 
Author-X-Name-Last: Al-Samarrai 
Author-Name: Hassan Zaman 
Author-X-Name-First: Hassan 
Author-X-Name-Last: Zaman 
Title: Abolishing School Fees in Malawi: The Impact on Education Access and Equity 
Abstract:
  In 1994, the newly elected Government in Malawi abolished primary school
 fees. Using household survey data from 1990/91 and 1997/98, this paper
 assesses the impact this major policy change, combined with increased
 Government spending on education, has had on access to schooling by the
 poor. This paper shows that enrolment rates have increased dramatically
 over the 1990s, at both the primary and secondary levels, and that
 crucially these gains have been greatest for the poor. In order to sustain
 and build-on these gains the paper suggests cutting back on the informal
 'contributions' that are widely prevalent in primary school and improving
 the allocation of secondary school funding. Furthermore, the focus of
 policy reform, particularly at primary level, should shift towards raising
 the quality of education. Finally the paper argues that careful advance
 planning and piloting of the reform in selected areas are useful
 strategies that other countries considering abolishing primary school fees
 could take to cope with the associated surge in enrolments. 
Journal: Education Economics 
Pages: 359-375 
Issue: 3 
Volume: 15 
Year: 2007 
Keywords: Sub-Saharan Africa, Malawi, education, public expenditure, inequality, 
X-DOI: 10.1080/09645290701273632 
File-URL: http://www.tandfonline.com/10.1080/09645290701273632 
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Handle: RePEc:taf:edecon:v:15:y:2007:i:3:p:359-375




Template-Type: ReDIF-Article 1.0
Author-Name: G. Johnes 
Author-X-Name-First: G. 
Author-X-Name-Last: Johnes 
Author-Name: Anna Vignoles 
Author-X-Name-First: Anna 
Author-X-Name-Last: Vignoles 
Title: Book Reviews 
Abstract:
Journal: Education Economics 
Pages: 379-382 
Issue: 3 
Volume: 15 
Year: 2007 
X-DOI: 10.1080/09645290701571357 
File-URL: http://www.tandfonline.com/10.1080/09645290701571357 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:15:y:2007:i:3:p:379-382




Template-Type: ReDIF-Article 1.0
Author-Name: Marcel Gerard 
Author-X-Name-First: Marcel 
Author-X-Name-Last: Gerard 
Author-Name: Vincent Vandenberghe 
Author-X-Name-First: Vincent 
Author-X-Name-Last: Vandenberghe 
Title: Introduction: Economics Of Higher Education 
Abstract:
Journal: Education Economics 
Pages: 383-384 
Issue: 4 
Volume: 15 
Year: 2007 
X-DOI: 10.1080/09645290701740358 
File-URL: http://www.tandfonline.com/10.1080/09645290701740358 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:15:y:2007:i:4:p:383-384




Template-Type: ReDIF-Article 1.0
Author-Name: Geraint Johnes 
Author-X-Name-First: Geraint 
Author-X-Name-Last: Johnes 
Title: Funding Formulae where Costs Legitimately Differ: The Case of Higher Education in England 
Abstract:
  The institutional framework for the funding of higher education in the
 United Kingdom is discussed. In England, much of the financial support for
 teaching and learning, especially of 'home and European Union'
 undergraduates, is channelled through the Higher Education Funding Council
 for England (HEFCE). The HEFCE operates a formula funding mechanism,
 although in the wake of recent policy reforms&#x2014;which include the
 introduction of differential tuition fees&#x2014;this is likely to change.
 Some simple economic models of funding mechanisms that may be suitable for
 application in this context are constructed and evaluated. Implications
 for the design of future policies are discussed. 
Journal: Education Economics 
Pages: 385-404 
Issue: 4 
Volume: 15 
Year: 2007 
Keywords: Funding, education, 
X-DOI: 10.1080/09645290701409749 
File-URL: http://www.tandfonline.com/10.1080/09645290701409749 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:15:y:2007:i:4:p:385-404




Template-Type: ReDIF-Article 1.0
Author-Name: J. -P. Vandamme 
Author-X-Name-First: J. -P. 
Author-X-Name-Last: Vandamme 
Author-Name: N. Meskens 
Author-X-Name-First: N. 
Author-X-Name-Last: Meskens 
Author-Name: J. -F. Superby 
Author-X-Name-First: J. -F. 
Author-X-Name-Last: Superby 
Title: Predicting Academic Performance by Data Mining Methods 
Abstract:
  Academic failure among first-year university students has long fuelled a
 large number of debates. Many educational psychologists have tried to
 understand and then explain it. Many statisticians have tried to foresee
 it. Our research aims to classify, as early in the academic year as
 possible, students into three groups: the 'low-risk' students, who have a
 high probability of succeeding; the 'medium-risk' students, who may
 succeed thanks to the measures taken by the university; and the
 'high-risk' students, who have a high probability of failing (or dropping
 out). This article describes our methodology and provides the most
 significant variables correlated to academic success among all the
 questions asked to 533 first-year university students during November of
 academic year 2003/04. Finally, it presents the results of the application
 of discriminant analysis, neural networks, random forests and decision
 trees aimed at predicting those students' academic success. 
Journal: Education Economics 
Pages: 405-419 
Issue: 4 
Volume: 15 
Year: 2007 
Keywords: Academic performance, decision trees, random forests, neural networks, discriminant analysis, education, prediction, 
X-DOI: 10.1080/09645290701409939 
File-URL: http://www.tandfonline.com/10.1080/09645290701409939 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:15:y:2007:i:4:p:405-419




Template-Type: ReDIF-Article 1.0
Author-Name: V. Vandenberghe 
Author-X-Name-First: V. 
Author-X-Name-Last: Vandenberghe 
Author-Name: O. Debande 
Author-X-Name-First: O. 
Author-X-Name-Last: Debande 
Title: Deferred and Income-contingent Tuition Fees: An Empirical Assessment using Belgian, German and UK Data 
Abstract:
  This paper is a numerical exploration of the following. Assume, in the
 European Union context, that decision-makers want to spend more on higher
 education via higher tuition fees, but also want payments to be deferred
 and income-contingent. There are several possible ways to achieve this.
 First, ask graduates to repay a fixed amount each year if their current
 net income is above a certain threshold&#x2014;income-contingent loans
 (ICL). Second, ask former students to repay a fixed proportion of their
 income&#x2014;human capital contracts (HCC). What are the respective
 distributional properties of these policies, and how do they compare with
 traditional financing through income taxation? This paper shows that,
 irrespective of major variations between countries with different higher
 education, labour market and fiscal structures, with income taxation
 non-graduates pay more that 50% of the increased higher-education costs.
 It also shows that the HCC and ICL have vertical equity properties because
 non-graduates do not pay, but also because the income contingency
 principle on which they are based redistributes income among heterogeneous
 graduates. Finally, the paper shows that HCC are the best way to take
 account of graduates' ability to pay. It also reveals, however, that the
 ICL can be made to be almost as equitable. 
Journal: Education Economics 
Pages: 421-440 
Issue: 4 
Volume: 15 
Year: 2007 
Keywords: Higher education finance, income-contingent loans, risk pooling, 
X-DOI: 10.1080/09645290701409889 
File-URL: http://www.tandfonline.com/10.1080/09645290701409889 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:15:y:2007:i:4:p:421-440




Template-Type: ReDIF-Article 1.0
Author-Name: Marcel Gerard 
Author-X-Name-First: Marcel 
Author-X-Name-Last: Gerard 
Title: Financing Bologna: Which Country will Pay for Foreign Students? 
Abstract:
  In an integrated set of jurisdictions, where residents of one country may
 obtain higher education in another country and later return home (with
 some probability), the question arises of which country has to pay for
 higher education abroad&#x2014;the country of origin of the student, which
 is likely to benefit from the education acquired abroad, or the country
 that has produced the extra human capital? This paper, nested in the
 philosophy of the Bologna process and the reality of today's European
 Union&#x2014;where such issue is hot for countries like Belgium and
 Austria, which host numerous students from France and
 Germany&#x2014;investigates under which conditions it can be recommended
 to set up a network of bilateral treaties or a multilateral arrangement,
 in some sense similar to what exists for taxation, social security or
 health expenditures, which imposes the country of origin to be responsible
 for the payment of studies of its resident students either at home or
 abroad, provided it is in a certified institution. 
Journal: Education Economics 
Pages: 441-454 
Issue: 4 
Volume: 15 
Year: 2007 
Keywords: Higher education, mobility, federalism, subsidiarity, 
X-DOI: 10.1080/09645290701409723 
File-URL: http://www.tandfonline.com/10.1080/09645290701409723 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:15:y:2007:i:4:p:441-454




Template-Type: ReDIF-Article 1.0
Author-Name: Tommaso Agasisti 
Author-X-Name-First: Tommaso 
Author-X-Name-Last: Agasisti 
Author-Name: Carlo Salerno 
Author-X-Name-First: Carlo 
Author-X-Name-Last: Salerno 
Title: Assessing the Cost Efficiency of Italian Universities 
Abstract:
  This study uses Data Envelopment Analysis to evaluate the cost efficiency
 of 52 Italian public universities. In addition to being one of the first
 such cost studies of the Italian system, it explicitly takes into account
 the internal cost structure of institutions' education programs; a task
 not prevalent in past Data Envelopment Analysis studies on higher
 education institutions. The findings highlight biases in efficiency
 measurement arising from not separating the sample into those institutions
 with medical faculties and those without. Efficiency scores are also shown
 to vary considerably when education quality measures are input-based or
 output-based. From a policy perspective, our findings suggest that
 limiting the enrollment growth of some institutions while expanding
 enrollments in others could reduce system-wide costs and improve overall
 efficiency. 
Journal: Education Economics 
Pages: 455-471 
Issue: 4 
Volume: 15 
Year: 2007 
Keywords: Higher education, resource use, costs, efficiency, data envelopment analysis, 
X-DOI: 10.1080/09645290701273491 
File-URL: http://www.tandfonline.com/10.1080/09645290701273491 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:15:y:2007:i:4:p:455-471




Template-Type: ReDIF-Article 1.0
Author-Name: Loren Tauer 
Author-X-Name-First: Loren 
Author-X-Name-Last: Tauer 
Author-Name: Harold Fried 
Author-X-Name-First: Harold 
Author-X-Name-Last: Fried 
Author-Name: William Fry 
Author-X-Name-First: William 
Author-X-Name-Last: Fry 
Title: Measuring Efficiencies of Academic Departments within a College 
Abstract:
  Technical and allocative efficiencies of 26 academic departments in the
 College of Agriculture and Life Sciences at Cornell University are
 computed using Data Envelopment Analysis over 2004/05. Allocations of
 faculty time between teaching, research, and extension vary by department
 and are used as unique prices in calculating allocative efficiencies.
 Departments not only vary in ability to convert inputs into outputs, but
 some also produce an incorrect mix of outputs given the prices placed on
 the outputs of that department. Colleges and universities can use this
 approach to evaluate and to adjust the performance of departments. 
Journal: Education Economics 
Pages: 473-489 
Issue: 4 
Volume: 15 
Year: 2007 
Keywords: Academic department, allocative efficiency, data envelopment analysis, higher education administration, technical efficiency, 
X-DOI: 10.1080/09645290701419516 
File-URL: http://www.tandfonline.com/10.1080/09645290701419516 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:15:y:2007:i:4:p:473-489




Template-Type: ReDIF-Article 1.0
Author-Name: Richard Adkisson 
Author-X-Name-First: Richard 
Author-X-Name-Last: Adkisson 
Author-Name: James Peach 
Author-X-Name-First: James 
Author-X-Name-Last: Peach 
Title: Non-resident enrollment and non-resident tuition at land grant colleges and universities 
Abstract:
  Universities around the United States are seeking ways to attract
 students to their institutions. One possible strategy is to compete for
 out-of-state students. Since an early 1970s examination of the
 determinants of student migration by Tuckman, there have been several
 subsequent studies that have either further developed the methodology of
 the studies or taken some different perspective on the problem. This paper
 differs from the existing literature in two ways. First, it focuses
 exclusively on land-grant institutions. Second, it uses panel data rather
 than just time-series or cross-sectional data. Evidence regarding the
 impact of historical Black college/university status and regional
 variations are presented as well. The evidence indicates that quality has
 more influence on student migration than price, indicates that historical
 Black college/universities attract fewer out-of-state students than other
 land grant institutions and indicates that there are non-specific regional
 differences in land grant institutions' abilities to attract migrant
 students. 
Journal: Education Economics 
Pages: 75-88 
Issue: 1 
Volume: 16 
Year: 2008 
Keywords: land grant, student migration, tuition, 
X-DOI: 10.1080/09645290701563156 
File-URL: http://www.tandfonline.com/10.1080/09645290701563156 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2008:i:1:p:75-88




Template-Type: ReDIF-Article 1.0
Author-Name: Magdalena Norberg-Schonfeldt 
Author-X-Name-First: Magdalena 
Author-X-Name-Last: Norberg-Schonfeldt 
Title: Children's school achievement and parental work: An analysis for Sweden 
Abstract:
  Data from Statistics Sweden on 70 000 students entering upper secondary
 school in 1994 are used along with socioeconomic characteristics from the
 1990 census to explore the relationship between market work by parents in
 Sweden and their children's educational achievement, measured as the Grade
 Point Average. The results show that there is a positive relationship
 between parental income and Grade Point Average. Regarding the number of
 hours worked in the labour market, the results differ between mothers and
 fathers. Having a mother that works less than full time has positive
 effects on the child's grades throughout the schooling of the child,
 whereas significant effects of the hours of work that the father puts in
 are found during upper secondary school only. 
Journal: Education Economics 
Pages: 1-17 
Issue: 1 
Volume: 16 
Year: 2008 
Keywords: time allocation, labour force participation, educational achievements, 
X-DOI: 10.1080/09645290701273525 
File-URL: http://www.tandfonline.com/10.1080/09645290701273525 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2008:i:1:p:1-17




Template-Type: ReDIF-Article 1.0
Author-Name: Joakim Westerlund 
Author-X-Name-First: Joakim 
Author-X-Name-Last: Westerlund 
Title: Class size and student evaluations in Sweden 
Abstract:
  This paper examines the effect of class size on student evaluations of
 the quality of an introductory mathematics course at Lund University in
 Sweden. In contrast to much other studies, we find a large negative, and
 statistically significant, effect of class size on the quality of the
 course. This result appears to be quite robust, as almost all other
 influences but class size have effectively been accounted for. 
Journal: Education Economics 
Pages: 19-28 
Issue: 1 
Volume: 16 
Year: 2007 
Keywords: class size, student evaluations, ordered regression analysis, 
X-DOI: 10.1080/09645290701419532 
File-URL: http://www.tandfonline.com/10.1080/09645290701419532 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2007:i:1:p:19-28




Template-Type: ReDIF-Article 1.0
Author-Name: Getinet Astatike Haile 
Author-X-Name-First: Getinet Astatike 
Author-X-Name-Last: Haile 
Author-Name: Anh Ngoc Nguyen 
Author-X-Name-First: Anh Ngoc 
Author-X-Name-Last: Nguyen 
Title: Determinants of academic attainment in the United States: A quantile regression analysis of test scores 
Abstract:
  We investigate the determinants of high school students' academic
 attainment in mathematics, reading and science in the United States;
 focusing particularly on possible differential impacts of ethnicity and
 family background across the distribution of test scores. Using data from
 the NELS2000 and employing quantile regression, we find two important
 results. First, the gaps in mathematics, reading and science test scores
 among ethnic groups vary across the conditional quantiles of the measured
 test scores. Specifically, Blacks and Hispanics tend to fare worse in
 their attainment at higher quantiles, particularly in science. Secondly,
 the effects of family background factors such as parental education and
 father's occupation also vary across quantiles of the test score
 distribution. The implication of these findings is that the influence
 racial and family background factors may have on academic attainment,
 which are commonly identified on the basis of a conditional mean
 distribution of test scores, may not tell the whole story the attainment
 discourse has to note. 
Journal: Education Economics 
Pages: 29-57 
Issue: 1 
Volume: 16 
Year: 2007 
Keywords: educational attainment, quantile regression, United States, 
X-DOI: 10.1080/09645290701523218 
File-URL: http://www.tandfonline.com/10.1080/09645290701523218 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2007:i:1:p:29-57




Template-Type: ReDIF-Article 1.0
Author-Name: Donald Lien 
Author-X-Name-First: Donald 
Author-X-Name-Last: Lien 
Title: Quality assurance program and brain drain 
Abstract:
  The number of colleges and universities in most developing countries has
 increased drastically over the past decades. The quality variation of
 these institutions is an alarming concern. Quality assurance programs are
 proposed and implemented. This paper evaluates the effects of quality
 assurance on the demand for college education, study abroad, and the brain
 drain. It is found that, by reducing the quality uncertainty, the
 assurance program depresses the incentives for the less able individuals
 to take a gamble on studying abroad (which, in turn, reduces the demand
 for college education). The brain drain problem is therefore alleviated.
 If originally few individuals opt for study abroad, the adverse effect on
 the demand for college education is small. On the other hand, by improving
 the average quality, the assurance program promotes the demand for college
 education. This positive effect will dominate the above negative effect,
 leading to a net increase in demand. By contrast, if originally there are
 many individuals choosing to study abroad, the demand for college
 education will decrease after the quality assurance program is in place.
 Finally, the effect on social welfare cannot be unambiguously determined.
 It depends upon the rate of return migration. 
Journal: Education Economics 
Pages: 59-73 
Issue: 1 
Volume: 16 
Year: 2007 
Keywords: quality assurance, demand for college, brain drain, 
X-DOI: 10.1080/09645290701550724 
File-URL: http://www.tandfonline.com/10.1080/09645290701550724 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2007:i:1:p:59-73




Template-Type: ReDIF-Article 1.0
Author-Name: Gerard Lassibille 
Author-X-Name-First: Gerard 
Author-X-Name-Last: Lassibille 
Author-Name: Lucia Navarro Gomez 
Author-X-Name-First: Lucia Navarro 
Author-X-Name-Last: Gomez 
Title: Why do higher education students drop out? Evidence from Spain 
Abstract:
  This paper seeks to advance our understanding of the drop-out behavior of
 students in higher education. Our results are based on longitudinal data
 for 7000 students who embarked on short and long programs from one
 university in Spain and who were observed over an eight-year period ending
 in 2004. The statistical analysis is carried out in a competing-risks
 framework. We find that academic preparedness is one of the major
 influences on student completion. Additionally, older students and
 students who delay entry into higher education are more likely to drop out
 before graduating. Our analysis provides guidance about the role that
 financial support plays in reducing drop-out rates; we also find that
 family characteristics are significant factors in explaining student drop
 out in long programs. 
Journal: Education Economics 
Pages: 89-105 
Issue: 1 
Volume: 16 
Year: 2007 
Keywords: higher education, student drop-out, discrete-time hazard, 
X-DOI: 10.1080/09645290701523267 
File-URL: http://www.tandfonline.com/10.1080/09645290701523267 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2007:i:1:p:89-105




Template-Type: ReDIF-Article 1.0
Author-Name: Geraint Johnes 
Author-X-Name-First: Geraint 
Author-X-Name-Last: Johnes 
Title: BOOK REVIEW 
Abstract:
Journal: Education Economics 
Pages: 109-110 
Issue: 1 
Volume: 16 
Year: 2008 
X-DOI: 10.1080/09645290701791476 
File-URL: http://www.tandfonline.com/10.1080/09645290701791476 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:1:p:109-110




Template-Type: ReDIF-Article 1.0
Author-Name: Anu Rammohan 
Author-X-Name-First: Anu 
Author-X-Name-Last: Rammohan 
Author-Name: Diane Dancer 
Author-X-Name-First: Diane 
Author-X-Name-Last: Dancer 
Title: Gender differences in intrahousehold schooling outcomes: the role of sibling characteristics and birth-order effects 
Abstract:
  In this paper we examine the influence of gender, sibling characteristics
 and birth order on the schooling attainment of school-age Egyptian
 children. We use multivariate analysis to simultaneously examine three
 different schooling outcomes of a child having 'no schooling', 'less than
 the desired level of schooling', and an 'age-appropriate level of
 schooling'. Estimation results show strong evidence of gender, birth order
 and sibling characteristics on schooling attainment, with female and rural
 children particularly disadvantaged. Interestingly, our results show
 adverse effects on the schooling outcomes of first-born male children.
 Finally, we show that an improvement in parental education has large,
 positive and significant effects on the schooling attainment of children. 
Journal: Education Economics 
Pages: 111-126 
Issue: 2 
Volume: 16 
Year: 2008 
Keywords: egypt, schooling, gender, birth order, 
X-DOI: 10.1080/09645290701273574 
File-URL: http://www.tandfonline.com/10.1080/09645290701273574 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2008:i:2:p:111-126




Template-Type: ReDIF-Article 1.0
Author-Name: Derek Bosworth 
Author-X-Name-First: Derek 
Author-X-Name-Last: Bosworth 
Author-Name: Paul Jones 
Author-X-Name-First: Paul 
Author-X-Name-Last: Jones 
Author-Name: Rob Wilson 
Author-X-Name-First: Rob 
Author-X-Name-Last: Wilson 
Title: The transition to a highly qualified workforce 
Abstract:
  Globalization is putting increasing pressure on jobs in the United
 Kingdom, particularly among less skilled activities. The European response
 through the Lisbon Strategy has been diffuse, while UK policy appears much
 more focused, concentrating on the need to raise education and skill
 levels. The present paper examines the transition towards a more highly
 qualified workforce in the United Kingdom, including an assessment of
 probable future developments given recent trends towards greater
 participation in higher education. It describes two complementary
 forecasting exercises, whereby a stock-flow model is used to produce
 UK-wide estimates and, then, a multi-logit equation is used to
 disaggregate these forecasts by region. The result is a set of estimates
 of the likely developments in the pattern of qualification attainment
 across the different parts of the United Kingdom, running through to 2014.
 It focuses upon the numbers of individuals broken down by level of
 qualification, gender, age and region. These forecasts suggest that, based
 on past trends (and consistent with meeting government targets), there
 will be substantial increases in the numbers and proportions of more
 qualified individuals and corresponding reductions among the less
 qualified. Further policy initiatives that may result from the Leitch
 Review are likely to further accentuate these changes. 
Journal: Education Economics 
Pages: 127-147 
Issue: 2 
Volume: 16 
Year: 2008 
Keywords: qualifications, skills, forecasts, 
X-DOI: 10.1080/09645290701306341 
File-URL: http://www.tandfonline.com/10.1080/09645290701306341 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2008:i:2:p:127-147




Template-Type: ReDIF-Article 1.0
Author-Name: Donald Lien 
Author-X-Name-First: Donald 
Author-X-Name-Last: Lien 
Title: Economic analysis of transnational education 
Abstract:
  This paper considers the effects of a branch campus on the individual
 college education decision and the economic welfare of a developing
 country. There are a single domestic college and a single branch campus
 established by a foreign university. A graduate from the branch campus has
 an opportunity to emigrate and work abroad, earning a higher income,
 whereas a graduate from the domestic university is not allowed to work
 abroad. We derive the optimal quality of the branch campus for a
 profit-seeking operator and a benevolent government, respectively.
 Economic welfare consideration suggests that a low-quality branch campus
 is most probably beneficial whereas a high-quality branch campus may cause
 severe brain drain problems and be harmful to a developing country. 
Journal: Education Economics 
Pages: 149-166 
Issue: 2 
Volume: 16 
Year: 2008 
Keywords: college education, branch campus, brain drain, 
X-DOI: 10.1080/09645290701273475 
File-URL: http://www.tandfonline.com/10.1080/09645290701273475 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2008:i:2:p:149-166




Template-Type: ReDIF-Article 1.0
Author-Name: Jessica Wolpaw Reyes 
Author-X-Name-First: Jessica Wolpaw 
Author-X-Name-Last: Reyes 
Title: College financial aid rules and the allocation of savings 
Abstract:
  The college financial aid system imposes an implicit asset tax that is
 prevalent and substantial. Facing this tax, rational families should
 reduce their total assets and shelter assets in protected categories. I
 find that the tax induces a 7-12% reduction in total assets, a result in
 line with the literature. Furthermore, I find evidence that families
 reallocate assets into sheltered retirement accounts. The paper provides
 further evidence that the financial aid tax reduces asset accumulation and
 prompts a reconsideration of the simple 'higher tax, lower assets' story.
 It provides the first evidence that families may be engaging in a rational
 reallocation of their asset portfolio. 
Journal: Education Economics 
Pages: 167-189 
Issue: 2 
Volume: 16 
Year: 2008 
Keywords: college financial aid, tax, savings behavior, 
X-DOI: 10.1080/09645290701383605 
File-URL: http://www.tandfonline.com/10.1080/09645290701383605 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:2:p:167-189




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Easton 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Easton 
Author-Name: Duane Rockerbie 
Author-X-Name-First: Duane 
Author-X-Name-Last: Rockerbie 
Title: Optimal government subsidies to universities in the face of tuition and enrollment constraints 
Abstract:
  This paper develops a simple static model of an imperfectly competitive
 university operating under government-imposed constraints on the ability
 to raise tuition fees and increase enrollments. The model has particular
 applicability to Canadian universities. Assuming an average cost pricing
 rule, rules for adequate government subsidies (operating grants) are
 derived under conditions of a forced reduction in tuition fees and
 limiting the increase in tuition fees in the face of increasing demand.
 These rules are simple to operationalize and interpret. 
Journal: Education Economics 
Pages: 191-201 
Issue: 2 
Volume: 16 
Year: 2008 
Keywords: education demand, tuition ceiling, deregulation, 
X-DOI: 10.1080/09645290701761388 
File-URL: http://www.tandfonline.com/10.1080/09645290701761388 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:2:p:191-201




Template-Type: ReDIF-Article 1.0
Author-Name: Bruce Cater 
Author-X-Name-First: Bruce 
Author-X-Name-Last: Cater 
Author-Name: Byron Lew 
Author-X-Name-First: Byron 
Author-X-Name-Last: Lew 
Author-Name: Barry Smith 
Author-X-Name-First: Barry 
Author-X-Name-Last: Smith 
Title: A theory of tenure-track contracts 
Abstract:
  This paper offers an explanation of the use of tenure-track contracts in
 academia. It argues that, because the results of academic research cannot
 be sold, a professor's profitability depends on the market value of the
 instruction he or she provides. But because that value depends directly on
 the extent of his or her observable research accomplishments, a
 profit-maximizing university will dismiss a professor who fails to
 initially establish a strong research record, but will tolerate a
 professor who fails to augment a record that is already strong. 
Journal: Education Economics 
Pages: 203-218 
Issue: 2 
Volume: 16 
Year: 2008 
Keywords: research, instruction, tenure, 
X-DOI: 10.1080/09645290801939629 
File-URL: http://www.tandfonline.com/10.1080/09645290801939629 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:2:p:203-218




Template-Type: ReDIF-Article 1.0
Author-Name: Steven McIntosh 
Author-X-Name-First: Steven 
Author-X-Name-Last: McIntosh 
Title: BOOK REVIEW 
Abstract:
Journal: Education Economics 
Pages: 221-223 
Issue: 2 
Volume: 16 
Year: 2008 
X-DOI: 10.1080/09645290802021898 
File-URL: http://www.tandfonline.com/10.1080/09645290802021898 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:2:p:221-223




Template-Type: ReDIF-Article 1.0
Author-Name: Milena Bevc 
Author-X-Name-First: Milena 
Author-X-Name-Last: Bevc 
Title: Funding, equity and efficiency of higher education: introduction to the special issue 
Abstract:
Journal: Education Economics 
Pages: 225-227 
Issue: 3 
Volume: 16 
Year: 2008 
X-DOI: 10.1080/09645290802338219 
File-URL: http://www.tandfonline.com/10.1080/09645290802338219 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:3:p:225-227




Template-Type: ReDIF-Article 1.0
Author-Name: Milena Bevc 
Author-X-Name-First: Milena 
Author-X-Name-Last: Bevc 
Author-Name: Sonja Ursic 
Author-X-Name-First: Sonja 
Author-X-Name-Last: Ursic 
Title: Relations between funding, equity, and efficiency of higher education 
Abstract:
  Funding, equity, and efficiency of higher education are three dimensions
 of higher education that have been of increasing interest to scholars and
 policy-makers during the past two decades in Europe and elsewhere.
 Analysing these phenomena and the relations between them is the main topic
 of this paper, considering the funding system as the basic issue. The
 paper presents each of three phenomena using a joint approach (definition
 of the phenomenon, its measurement, prevailing global world trends) and
 endeavours to explore the possibilities of measuring their mutual
 relationships. 
Journal: Education Economics 
Pages: 229-244 
Issue: 3 
Volume: 16 
Year: 2008 
Keywords: higher education, funding, equity, efficiency, 
X-DOI: 10.1080/09645290802338037 
File-URL: http://www.tandfonline.com/10.1080/09645290802338037 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:3:p:229-244




Template-Type: ReDIF-Article 1.0
Author-Name: George Psacharopoulos 
Author-X-Name-First: George 
Author-X-Name-Last: Psacharopoulos 
Title: Funding universities for efficiency and equity: research findings versus petty politics 
Abstract:
  The present paper starts by discussing the principles of public funding
 of universities. The size of the social returns to investment in education
 gives an indication regarding the most efficient use of resources, while
 the difference between the private and the social rates relates to issues
 of equity. The available evidence is contrasted to higher education
 funding policies in several countries. It is concluded that there is a
 divide between the research findings regarding efficient and equitable
 financing, and the actual public funding of universities. The reasons for
 this divide are discussed in the context of political economy,
 rent-seeking by several stakeholders and, above all, vote-seeking by
 politicians. 
Journal: Education Economics 
Pages: 245-260 
Issue: 3 
Volume: 16 
Year: 2008 
Keywords: universities, efficiency, equity, policy, politics, 
X-DOI: 10.1080/09645290802338078 
File-URL: http://www.tandfonline.com/10.1080/09645290802338078 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:3:p:245-260




Template-Type: ReDIF-Article 1.0
Author-Name: Rita Asplund 
Author-X-Name-First: Rita 
Author-X-Name-Last: Asplund 
Author-Name: Oussama Ben Adbelkarim 
Author-X-Name-First: Oussama Ben 
Author-X-Name-Last: Adbelkarim 
Author-Name: Ali Skalli 
Author-X-Name-First: Ali 
Author-X-Name-Last: Skalli 
Title: An equity perspective on access to, enrolment in and finance of tertiary education 
Abstract:
  Failure to achieve equitable access to university studies has contributed
 to turning the focus to the funding of higher education systems. This
 paper aims to review critically the literature assessing the effectiveness
 of existing financing schemes and changes in them as a means for reducing
 the prevalent under-representation of students from a socially
 disadvantaged background. While the theoretical literature fails to be
 consensual with respect to the equity effects of student funding schemes,
 empirical studies remain scarce and inconclusive due to the lack of
 harmonized data that comprehensively describe the social make-up of higher
 education attendees. For reasons of space, references are kept at a
 minimum but can be found elsewhere.1 
Journal: Education Economics 
Pages: 261-274 
Issue: 3 
Volume: 16 
Year: 2008 
Keywords: equity, finance, access, enrolment, tertiary education, 
X-DOI: 10.1080/09645290802338102 
File-URL: http://www.tandfonline.com/10.1080/09645290802338102 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:3:p:261-274




Template-Type: ReDIF-Article 1.0
Author-Name: Tim Callan 
Author-X-Name-First: Tim 
Author-X-Name-Last: Callan 
Author-Name: Tim Smeeding 
Author-X-Name-First: Tim 
Author-X-Name-Last: Smeeding 
Author-Name: Panos Tsakloglou 
Author-X-Name-First: Panos 
Author-X-Name-Last: Tsakloglou 
Title: Short-run distributional effects of public education transfers to tertiary education students in seven European countries 
Abstract:
  Direct provision of public services can alter the balance of resources
 across income groups. We focus on the issues arising when taking account
 of the impact of publicly provided education services across the income
 distribution. We combine OECD information on spending per student in
 particular levels of the education system with micro data from nationwide
 income surveys to track the allocation of resources. We pay particular
 attention to the role of third-level education, and provide comparable
 results for seven European countries (Belgium, Germany, Greece, Italy,
 Ireland, the Netherlands and the United Kingdom). 
Journal: Education Economics 
Pages: 275-288 
Issue: 3 
Volume: 16 
Year: 2008 
Keywords: inequality, in-kind transfers, tertiary education, Europe, 
X-DOI: 10.1080/09645290802338144 
File-URL: http://www.tandfonline.com/10.1080/09645290802338144 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:3:p:275-288




Template-Type: ReDIF-Article 1.0
Author-Name: Maks Tajnikar 
Author-X-Name-First: Maks 
Author-X-Name-Last: Tajnikar 
Author-Name: Jasmina Debevec 
Author-X-Name-First: Jasmina 
Author-X-Name-Last: Debevec 
Title: Funding system of full-time higher education and technical efficiency: case of the University of Ljubljana 
Abstract:
  The present paper tackles the issue of the higher education funding
 system in Slovenia. Its main attribute is that institutions are classified
 into study groups according to their fields of education, and funds
 granted by the state are based on their weights or study group factors
 (SGF). Analysis conducted using data envelopment analysis tested whether
 members of the University of Ljubljana are classified into groups
 according to their relative technical efficiency and SGF values are
 aligned with the relative differences between them. Results confirm the
 heterogeneity of the study groups, the inappropriate formation of one
 group, inaccurate classification of institutions and that the SGF values
 of different study groups are too high relative to the base group. 
Journal: Education Economics 
Pages: 289-303 
Issue: 3 
Volume: 16 
Year: 2008 
Keywords: efficiency, higher education, study groups, study group factors, funding, 
X-DOI: 10.1080/09645290802338151 
File-URL: http://www.tandfonline.com/10.1080/09645290802338151 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2008:i:3:p:289-303




Template-Type: ReDIF-Article 1.0
Author-Name: Tommaso Agasisti 
Author-X-Name-First: Tommaso 
Author-X-Name-Last: Agasisti 
Author-Name: Sarah Brown 
Author-X-Name-First: Sarah 
Author-X-Name-Last: Brown 
Author-Name: Colin Green 
Author-X-Name-First: Colin 
Author-X-Name-Last: Green 
Title: Book reviews 
Abstract:
Journal: Education Economics 
Pages: 307-311 
Issue: 3 
Volume: 16 
Year: 2008 
X-DOI: 10.1080/09645290802338201 
File-URL: http://www.tandfonline.com/10.1080/09645290802338201 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:3:p:307-311




Template-Type: ReDIF-Article 1.0
Author-Name: Jan van Ours 
Author-X-Name-First: Jan 
Author-X-Name-Last: van Ours 
Title: When do children read books? 
Abstract:
  This paper investigates the reading of fiction books by 15 year olds in
 18 OECD countries. It appears that girls read fiction books more often
 than boys, whereas boys read comic books more often than girls. Parental
 education, family structure, and the number of books and televisions at
 home influence the intensity with which children read fiction books.
 Reading comic books does not affect the reading of fiction books. Parents
 who want their children to read fiction books frequently should have a lot
 of books at home and at most one television. 
Journal: Education Economics 
Pages: 313-328 
Issue: 4 
Volume: 16 
Year: 2008 
Keywords: reading, books, Program for International Student Assessment data, 
X-DOI: 10.1080/09645290801976902 
File-URL: http://www.tandfonline.com/10.1080/09645290801976902 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:4:p:313-328




Template-Type: ReDIF-Article 1.0
Author-Name: Geeta Gandhi Kingdon 
Author-X-Name-First: Geeta Gandhi 
Author-X-Name-Last: Kingdon 
Author-Name: Nicolas Theopold 
Author-X-Name-First: Nicolas 
Author-X-Name-Last: Theopold 
Title: Do returns to education matter to schooling participation? Evidence from India 
Abstract:
  While it might be expected that demand for schooling will depend
 positively on the economic returns to education (ER) in the local labor
 market, in fact there is theoretical ambiguity about the sign of the
 schooling-ER relationship when households are liquidity-constrained.
 Whether the relationship is positive or negative depends on which effect
 dominates - the positive substitution effect of an increase in ER on years
 of education, or the negative income effect. For India, we find a positive
 relationship between the rate of return to education for adults in the
 local labor market and school attainment of girls and non-poor boys. The
 size of the effect of ER on years of education acquired is large for some
 groups. However, for poor boys the negative income effect dominates the
 positive substitution effect. Thus, while improved economic incentives for
 acquiring education have a positive impact on educational attainment of
 girls and non-poor boys, they worsen the educational attainment of poor
 boys. Policy implications are discussed. 
Journal: Education Economics 
Pages: 329-350 
Issue: 4 
Volume: 16 
Year: 2008 
Keywords: schooling attainment, market returns to education, child labor, India, 
X-DOI: 10.1080/09645290802312453 
File-URL: http://www.tandfonline.com/10.1080/09645290802312453 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:4:p:329-350




Template-Type: ReDIF-Article 1.0
Author-Name: Vani Borooah 
Author-X-Name-First: Vani 
Author-X-Name-Last: Borooah 
Author-Name: John Mangan 
Author-X-Name-First: John 
Author-X-Name-Last: Mangan 
Title: Education, occupational class, and unemployment in the regions of the United Kingdom 
Abstract:
  Students in many countries face increased costs of education in the form
 of direct payments and future tax liabilities and, as a consequence, their
 education decisions have taken on a greater financial dimension. This has
 refocused attention on obtaining meaningful estimates of the return to
 education. Routinely these returns are estimated as the additional
 earnings derived by an individual following their acquisition of an
 additional one year of education. However, the use of earnings data in
 this context is not without methodological problems including likely
 attenuation and ability bias in measuring the earnings/education
 relationship, issues concerning the appropriate rate of discount to apply
 to observed earnings gains and the appropriateness of using
 years-of-education as the measure of educational attainment. In this paper
 we explore the use of an alternative means of assessing returns to
 education by examining shifts in the likelihood of gaining 'labour market
 success' from various levels of educational qualification within the
 framework of an ordered logit model. This method offers three distinct
 advantages: it favours the use of data from the Sample of anonymised
 records of the 2001 Census for the United Kingdom of Great Britain and
 Northern Ireland, which, in turn, allows the joint consideration of most
 of the control variables thought to influence returns to education; it
 focuses upon the prime source of pecuniary returns to education (labour
 market success); and it gives expression to the 'screening device' and the
 'credentials' aspects of education by focusing upon the importance of
 qualifications gained rather than the number of years spent in education. 
Journal: Education Economics 
Pages: 351-370 
Issue: 4 
Volume: 16 
Year: 2008 
Keywords: education, occupational class, unemployment, 
X-DOI: 10.1080/09645290801977157 
File-URL: http://www.tandfonline.com/10.1080/09645290801977157 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2008:i:4:p:351-370




Template-Type: ReDIF-Article 1.0
Author-Name: Chris Sakellariou 
Author-X-Name-First: Chris 
Author-X-Name-Last: Sakellariou 
Title: Peer effects and the indigenous/non-indigenous early test-score gap in Peru 
Abstract:
  This paper assesses the magnitude of the non-indigenous/indigenous
 test-score gap for third-year and fourth-year primary school pupils in
 Peru, in relation to the main family, school and peer inputs contributing
 to the test-score gap using the estimation method of feasible generalized
 least squares. The article then decomposes the gap into its constituent
 components using the traditional Oaxaca-Blinder decomposition method, as
 well as a modified decomposition method based on the estimation of a
 cognitive achievement production function. The decomposition results from
 both decomposition methods suggest that almost all of the test-score gap
 is explained by various peer, student, family and school characteristics.
 The peer characteristics used in the regression are the main contributors
 to the gross test-score gap, comprising between 58% and 71% of the
 language test gap and 45-62% of the mathematics test-score gap, depending
 on the decomposition method used. 
Journal: Education Economics 
Pages: 371-390 
Issue: 4 
Volume: 16 
Year: 2008 
Keywords: indigenous, education, test scores, peer effects, Peru, 
X-DOI: 10.1080/09645290802133065 
File-URL: http://www.tandfonline.com/10.1080/09645290802133065 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:4:p:371-390




Template-Type: ReDIF-Article 1.0
Author-Name: Juan Prieto-Rodriguez 
Author-X-Name-First: Juan 
Author-X-Name-Last: Prieto-Rodriguez 
Author-Name: Carlos Pestana Barros 
Author-X-Name-First: Carlos Pestana 
Author-X-Name-Last: Barros 
Author-Name: Jose Vieira 
Author-X-Name-First: Jose 
Author-X-Name-Last: Vieira 
Title: What a quantile approach can tell us about returns to education in Europe 
Abstract:
  This paper seeks to analyse the relationship between wages and education
 at a European level, using a quantile regression in order to be able to
 extend the study along the whole wage distribution. This analysis is
 carried out for a sample of 14 European countries (Austria, Belgium,
 Denmark, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, the
 Netherlands, Portugal, Spain and the United Kingdom), using the European
 Community Household Panel data-set. The paper aims to investigate whether
 the relationship between wages and education at European level is
 homogeneous and stable through time by running regressions for average and
 current (log)wages. Policy implications are derived. 
Journal: Education Economics 
Pages: 391-410 
Issue: 4 
Volume: 16 
Year: 2008 
Keywords: rate of return, human capital, salary wage differentials, 
X-DOI: 10.1080/09645290801977033 
File-URL: http://www.tandfonline.com/10.1080/09645290801977033 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:16:y:2008:i:4:p:391-410




Template-Type: ReDIF-Article 1.0
Author-Name: Roger Penn 
Author-X-Name-First: Roger 
Author-X-Name-Last: Penn 
Author-Name: Damon Berridge 
Author-X-Name-First: Damon 
Author-X-Name-Last: Berridge 
Title: Modelling trajectories through the educational system in North West England 
Abstract:
  The main aim of this paper is to identify those school-level and
 locality-level factors that significantly affect each of the three stages
 in a young adult's educational trajectory in North West England: GCSE
 results, track taken at age 16 and 'A'-level scores. By applying
 three-level models to data collected as part of the EFFNATIS project, we
 find no evidence of any locality-level effects. Overall, none of the
 explanatory variables conventionally considered to affect educational
 attainment had a consistent effect across all three stages. Rather, each
 explanatory variable had a contingent effect at specific points within the
 overall trajectory of educational outcomes. 
Journal: Education Economics 
Pages: 411-431 
Issue: 4 
Volume: 16 
Year: 2008 
Keywords: GCSE scores, track taken at age 16, 'A'-level scores, multi-level models, linear regression, multinomial logit, 
X-DOI: 10.1080/09645290802024744 
File-URL: http://www.tandfonline.com/10.1080/09645290802024744 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:4:p:411-431




Template-Type: ReDIF-Article 1.0
Author-Name: Clive Belfield 
Author-X-Name-First: Clive 
Author-X-Name-Last: Belfield 
Author-Name: Monazza Aslam 
Author-X-Name-First: Monazza 
Author-X-Name-Last: Aslam 
Author-Name: Francesco Pastore 
Author-X-Name-First: Francesco 
Author-X-Name-Last: Pastore 
Title: Book reviews 
Abstract:
Journal: Education Economics 
Pages: 435-440 
Issue: 4 
Volume: 16 
Year: 2008 
X-DOI: 10.1080/09645290802511112 
File-URL: http://www.tandfonline.com/10.1080/09645290802511112 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:16:y:2008:i:4:p:435-440




Template-Type: ReDIF-Article 1.0
Author-Name: Geoff Mason 
Author-X-Name-First: Geoff 
Author-X-Name-Last: Mason 
Author-Name: Gareth Williams 
Author-X-Name-First: Gareth 
Author-X-Name-Last: Williams 
Author-Name: Sue Cranmer 
Author-X-Name-First: Sue 
Author-X-Name-Last: Cranmer 
Title: Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes? 
Abstract:
  The present paper makes use of detailed information gathered at
 university department level, combined with graduate survey data, to assess
 the impact of different kinds of employability skills initiative on
 graduate labour market performance. We find that structured work
 experience and employer involvement in degree course design and delivery
 have clear positive effects on the ability of graduates to secure
 employment in 'graduate-level' jobs. However, a measure of departmental
 involvement in explicit teaching and assessment of employability skills is
 not significantly related to labour market performance. 
Journal: Education Economics 
Pages: 1-30 
Issue: 1 
Volume: 17 
Year: 2009 
Keywords: graduate, employability skills, labour markets, 
X-DOI: 10.1080/09645290802028315 
File-URL: http://www.tandfonline.com/10.1080/09645290802028315 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:1:p:1-30




Template-Type: ReDIF-Article 1.0
Author-Name: Malcolm Abbott 
Author-X-Name-First: Malcolm 
Author-X-Name-Last: Abbott 
Author-Name: Chris Doucouliagos 
Author-X-Name-First: Chris 
Author-X-Name-Last: Doucouliagos 
Title: Competition and efficiency: overseas students and technical efficiency in Australian and New Zealand universities 
Abstract:
  Economic theory suggests that competitive pressures will impact on
 organisational efficiency. In recent years, universities in Australia and
 New Zealand have faced increased competition for students. The aim of this
 paper is to explore the efficiency of Australian and New Zealand public
 universities and to investigate the impact of competition for students
 from overseas on efficiency. Output distance functions are estimated using
 panel data for the period 1995-2002 for Australia and 1997-2003 for New
 Zealand. The results show that competition for overseas students has led
 to increased efficiency in Australian universities. However, competition
 for overseas students appears to have had no effect on efficiency in New
 Zealand. 
Journal: Education Economics 
Pages: 31-57 
Issue: 1 
Volume: 17 
Year: 2009 
Keywords: efficiency, competition, overseas students, output distance education, 
X-DOI: 10.1080/09645290701773433 
File-URL: http://www.tandfonline.com/10.1080/09645290701773433 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:1:p:31-57




Template-Type: ReDIF-Article 1.0
Author-Name: Tommaso Agasisti 
Author-X-Name-First: Tommaso 
Author-X-Name-Last: Agasisti 
Author-Name: Geraint Johnes 
Author-X-Name-First: Geraint 
Author-X-Name-Last: Johnes 
Title: Beyond frontiers: comparing the efficiency of higher education decision-making units across more than one country 
Abstract:
  We employ Data Envelopment Analysis to compute the technical efficiency
 of Italian and English higher education institutions. Our results show
 that, in relation to the country-specific frontier, institutions in both
 countries are typically very efficient. However, institutions in England
 are more efficient than those in Italy when we compare jointly their
 performances. We also look at the evolution of technical efficiency scores
 over a four-year period, and find that, in line with an error-correction
 hypothesis, Italian universities are improving their technical efficiency
 while English universities are obtaining stable scores. Policy
 implications are addressed. 
Journal: Education Economics 
Pages: 59-79 
Issue: 1 
Volume: 17 
Year: 2009 
Keywords: higher education, efficiency, data envelopment analysis, malmquist indices, 
X-DOI: 10.1080/09645290701523291 
File-URL: http://www.tandfonline.com/10.1080/09645290701523291 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:1:p:59-79




Template-Type: ReDIF-Article 1.0
Author-Name: Murat Cokgezen 
Author-X-Name-First: Murat 
Author-X-Name-Last: Cokgezen 
Title: Technical efficiencies of faculties of economics in Turkey 
Abstract:
  This is the first study of technical efficiencies of higher education
 institutions and the first study evaluating performance at faculty level
 in Turkey. The study also compares technical efficiencies of private and
 public institutions. Estimation shows low overall efficiency with high
 variations across the faculties of economics. The results also demonstrate
 that average efficiency of public institutions is higher if the quality of
 data is not considered. However, when qualities of the outputs are taken
 into account, average efficiencies of public and private institutions
 converge. 
Journal: Education Economics 
Pages: 81-94 
Issue: 1 
Volume: 17 
Year: 2009 
Keywords: higher education, faculty of economics, technical efficiency, data envelopment analysis, 
X-DOI: 10.1080/09645290701761354 
File-URL: http://www.tandfonline.com/10.1080/09645290701761354 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:1:p:81-94




Template-Type: ReDIF-Article 1.0
Author-Name: David Weerts 
Author-X-Name-First: David 
Author-X-Name-Last: Weerts 
Author-Name: Justin Ronca 
Author-X-Name-First: Justin 
Author-X-Name-Last: Ronca 
Title: Using classification trees to predict alumni giving for higher education 
Abstract:
  As the relative level of public support for higher education declines,
 colleges and universities aim to maximize alumni-giving to keep their
 programs competitive. Anchored in a utility maximization framework, this
 study employs the classification and regression tree methodology to
 examine characteristics of alumni donors and non-donors at a
 research-extensive university in the United States. The study suggests
 that levels of giving relates to household income, religious background,
 degree and venue in which the alum keeps in touch with the campus, alumni
 beliefs about institutional needs, and the number of institutions
 competing for alumni gift dollars. Implications for future research and
 practice are discussed. 
Journal: Education Economics 
Pages: 95-122 
Issue: 1 
Volume: 17 
Year: 2009 
Keywords: alumni, philanthrophy, methodology, 
X-DOI: 10.1080/09645290801976985 
File-URL: http://www.tandfonline.com/10.1080/09645290801976985 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:1:p:95-122




Template-Type: ReDIF-Article 1.0
Author-Name: David Hedrick 
Author-X-Name-First: David 
Author-X-Name-Last: Hedrick 
Author-Name: Charles Wassell 
Author-X-Name-First: Charles 
Author-X-Name-Last: Wassell 
Author-Name: Steven Henson 
Author-X-Name-First: Steven 
Author-X-Name-Last: Henson 
Title: Administrative costs in higher education: how fast are they really growing? 
Abstract:
  It is widely believed that administrative expenditures in US higher
 education are growing too rapidly, particularly in relation to
 expenditures that are directly related to instruction, and that this
 so-called 'administrative bloat' is a major factor in the rising cost of
 higher education. We argue that this perception of rapid growth is
 exaggerated, and that it results from focusing on simple expenditure
 aggregates that obscure important variation across institutions. A more
 careful analysis using panel-data methods supports a more benign
 conclusion that administrative expenditures, and their ratio to
 instructional expenditures, are stationary over time. This conclusion is
 supported by panel unit-root tests. This suggests that some of the concern
 about the role of administrative expenditures in rising higher-education
 costs may be misdirected. 
Journal: Education Economics 
Pages: 123-137 
Issue: 1 
Volume: 17 
Year: 2009 
X-DOI: 10.1080/09645290701523184 
File-URL: http://www.tandfonline.com/10.1080/09645290701523184 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:1:p:123-137




Template-Type: ReDIF-Article 1.0
Author-Name: Clive Belfield 
Author-X-Name-First: Clive 
Author-X-Name-Last: Belfield 
Author-Name: Caroline Elliott 
Author-X-Name-First: Caroline 
Author-X-Name-Last: Elliott 
Author-Name: Tommaso Agasisti 
Author-X-Name-First: Tommaso 
Author-X-Name-Last: Agasisti 
Title: Book reviews 
Abstract:
Journal: Education Economics 
Pages: 139-145 
Issue: 1 
Volume: 17 
Year: 2009 
X-DOI: 10.1080/09645290902764595 
File-URL: http://www.tandfonline.com/10.1080/09645290902764595 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:1:p:139-145




Template-Type: ReDIF-Article 1.0
Author-Name: Cynthia Hill 
Author-X-Name-First: Cynthia 
Author-X-Name-Last: Hill 
Author-Name: David Welsch 
Author-X-Name-First: David 
Author-X-Name-Last: Welsch 
Title: For-profit versus not-for-profit charter schools: an examination of Michigan student test scores 
Abstract:
  The role of for-profit educational organizations in the predominantly
 public and not-for-profit K-12 US schooling system is being fiercely
 debated across our nation. Little empirical research is available to help
 policy-makers develop informed decisions regarding the educational value
 that for-profit schools provide to our students. This paper fills in part,
 for the first time in detail, this void. This paper uses a four-year panel
 of charter schools from the state of Michigan to estimate a school-level
 education production function and employ a random effects model that
 controls for student and district characteristics. The results find no
 evidence of a change in efficiency when a charter school is run by a
 for-profit company (versus a not-for-profit company). The analysis
 developed in this paper takes the debate one step further as well, and
 examines the role that the size of for-profit firms plays in the
 associated outcomes. There is some evidence that small for-profit
 companies are either less efficient or enroll a different type of cohort
 of students than not-for-profit schools. 
Journal: Education Economics 
Pages: 147-166 
Issue: 2 
Volume: 17 
Year: 2009 
Keywords: profit, for-profit, not-for-profit, non-profit, charter schools, random effects, education, education production function, 
X-DOI: 10.1080/09645290801977017 
File-URL: http://www.tandfonline.com/10.1080/09645290801977017 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:2:p:147-166




Template-Type: ReDIF-Article 1.0
Author-Name: Seamus McGuinness 
Author-X-Name-First: Seamus 
Author-X-Name-Last: McGuinness 
Author-Name: Jessica Bennett 
Author-X-Name-First: Jessica 
Author-X-Name-Last: Bennett 
Title: Changes in the returns to schooling 1991-2002: evidence from the British Household Panel Survey 
Abstract:
  The present paper uses British Household Panel Survey data from 1991 to
 2002 to assess the extent to which labour market returns have been
 influenced by changes in the nature of educational supply. We find that
 whilst there have been substantial shifts in the returns to schooling over
 the period, these effects are much more pronounced for younger workers.
 The most notable change was the complete elimination of the premium for
 GCSE's over no qualifications for both males and females under 30 years
 old and the fall in the returns to vocational degrees for young males. The
 disappearance of the GCSE premium, which, it is argued, is linked to a
 rising demand for low-qualified workers, was found to temper the rise in
 inequality, while the rise in educational participation was found to
 substantially increase male graduate wage dispersion. 
Journal: Education Economics 
Pages: 167-184 
Issue: 2 
Volume: 17 
Year: 2009 
Keywords: returns to education, wage inequality, cohort effects, 
X-DOI: 10.1080/09645290802133198 
File-URL: http://www.tandfonline.com/10.1080/09645290802133198 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:2:p:167-184




Template-Type: ReDIF-Article 1.0
Author-Name: Brahim Boudarbat 
Author-X-Name-First: Brahim 
Author-X-Name-Last: Boudarbat 
Author-Name: Claude Montmarquette 
Author-X-Name-First: Claude 
Author-X-Name-Last: Montmarquette 
Title: Choice of fields of study of university Canadian graduates: the role of gender and their parents' education 
Abstract:
  This paper examines the determinants of the choice of field of study by
 university students using data from the Canadian National Graduate Survey.
 The sample of 18,708 graduates holding a Bachelor degree is interesting in
 itself, knowing that these students completed their study and thus
 represent a pool of high-quality individuals. What impact do expected
 post-graduation lifetime earnings have in choosing their field of study
 respectively to their non-pecuniary preferences? Are these individuals
 less or more influenced by monetary incentives on their decision than was
 found in previous literature with samples of university students not all
 completing their studies successfully? Unlike existing studies, we account
 for the probability that students will be able to find employment related
 to their field of study when evaluating lifetime earnings after
 graduation. The parameters that drive students' choices of fields of study
 are estimated using a mixed multinomial logit model applied to seven
 broadly defined fields. Results indicate that the weight put by a student
 on initial earnings and earnings' rate of growth earnings depends upon the
 education level of the parent of the same gender. Surprisingly, lifetime
 earnings have no statistically significant impact when the parent of the
 same gender as the student has a university education. Results show that
 men are, in general, more sensitive than women to initial income
 variations, whilst women are more sensitive than men to the earnings' rate
 of growth variations. Marital status, enrolment status and the vocation
 identified with each field of study are influential factors in students'
 choices. Finally, substantial increases in lifetime earnings would be
 necessary to draw students into fields of study they are not inclined to
 choose initially. 
Journal: Education Economics 
Pages: 185-213 
Issue: 2 
Volume: 17 
Year: 2009 
Keywords: university fields of study, expected lifetime earnings, mixed multinomial logit model, parents' education, 
X-DOI: 10.1080/09645290802133032 
File-URL: http://www.tandfonline.com/10.1080/09645290802133032 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:17:y:2009:i:2:p:185-213




Template-Type: ReDIF-Article 1.0
Author-Name: Kausik Chaudhuri 
Author-X-Name-First: Kausik 
Author-X-Name-Last: Chaudhuri 
Author-Name: Susmita Roy 
Author-X-Name-First: Susmita 
Author-X-Name-Last: Roy 
Title: Gender gap in educational attainment: evidence from rural India 
Abstract:
  Using a probit and censored ordered probit model of school completion we
 identify some state-specific factors influencing primary and middle school
 graduation probabilities of male and female children in two north-Indian
 states: Uttar Pradesh and Bihar. We find that education of the parents,
 economic and social status of the household and the village-level factors
 affect the graduation probabilities differently in Uttar Pradesh and
 Bihar. Both states exhibit a common feature: females are less likely to
 graduate primary school and middle school, compared with the boys. We
 decompose the gap between male and female graduation probabilities into
 coefficient and characteristic effects. In both the states, the education
 of the parents and development of village infrastructure seem to be the
 most important channel of narrowing the schooling gap. 
Journal: Education Economics 
Pages: 215-238 
Issue: 2 
Volume: 17 
Year: 2009 
Keywords: gender difference, grade attainment, India, 
X-DOI: 10.1080/09645290802472380 
File-URL: http://www.tandfonline.com/10.1080/09645290802472380 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:2:p:215-238




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew Leigh 
Author-X-Name-First: Andrew 
Author-X-Name-Last: Leigh 
Author-Name: Xiaodong Gong 
Author-X-Name-First: Xiaodong 
Author-X-Name-Last: Gong 
Title: Estimating cognitive gaps between Indigenous and non-Indigenous Australians 
Abstract:
  Improving cognitive skills of young children has been suggested as a
 possible strategy for equalising opportunities across racial groups. Using
 data on four and five year olds in the Longitudinal Survey of Australian
 Children, we focus on two cognitive tests: the Peabody Picture Vocabulary
 Test, and the 'Who Am I?' test. We estimate the test score gap between
 Indigenous and non-Indigenous children to be about 0.3-0.4 standard
 deviations, suggesting that the typical Indigenous five year old has a
 similar test score to the typical non-Indigenous four year old. Between
 one-third and two-thirds of the Indigenous/non-Indigenous test score gap
 appears to be due to socio-economic differences, such as income and
 parental education. We review the literature on test score differences in
 Australia, and observe that our estimated gaps are lower than most of
 those found in the literature. This implies that the test score gap
 between Indigenous and non-Indigenous children may widen during school
 years, a finding that has implications for policies aimed at improving
 educational opportunities for Indigenous children. 
Journal: Education Economics 
Pages: 239-261 
Issue: 2 
Volume: 17 
Year: 2009 
Keywords: cognitive ability, racial differentials, early childhood, 
X-DOI: 10.1080/09645290802069418 
File-URL: http://www.tandfonline.com/10.1080/09645290802069418 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:2:p:239-261




Template-Type: ReDIF-Article 1.0
Author-Name: Pilar Gonzalez 
Author-X-Name-First: Pilar 
Author-X-Name-Last: Gonzalez 
Author-Name: Luis Delfim Santos 
Author-X-Name-First: Luis Delfim 
Author-X-Name-Last: Santos 
Author-Name: Maria Clementina Santos 
Author-X-Name-First: Maria Clementina 
Author-X-Name-Last: Santos 
Title: Education and gender wage differentials in Portugal: what can we learn from an age cohort analysis? 
Abstract:
  Important changes characterize the recent evolution of the schooling of
 workers in Portugal. The purpose of this paper is to investigate the
 consequences of those changes in the gender wage gap. In particular, we
 analyze and compare the way that this process has evolved in the groups of
 young workers and older workers. Our findings suggest that the major part
 of the pay gap refers to employer discrimination practices for both age
 group cohorts: in the case of the younger workers, discrimination plays an
 increasing role in explaining the wage gap; whereas for the older workers,
 discrimination remains stable over time. 
Journal: Education Economics 
Pages: 263-278 
Issue: 2 
Volume: 17 
Year: 2009 
Keywords: labor market, discrimination, salary wage differentials, 
X-DOI: 10.1080/09645290802628437 
File-URL: http://www.tandfonline.com/10.1080/09645290802628437 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:2:p:263-278




Template-Type: ReDIF-Article 1.0
Author-Name: Francesco Pastore 
Author-X-Name-First: Francesco 
Author-X-Name-Last: Pastore 
Title: Young workers in the global economy 
Abstract:
Journal: Education Economics 
Pages: 279-282 
Issue: 2 
Volume: 17 
Year: 2009 
X-DOI: 10.1080/09645290902907202 
File-URL: http://www.tandfonline.com/10.1080/09645290902907202 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:2:p:279-282




Template-Type: ReDIF-Article 1.0
Author-Name: Tommaso Agasisti 
Author-X-Name-First: Tommaso 
Author-X-Name-Last: Agasisti 
Title: Microfinance and public policy. Outreach, performance and efficiency 
Abstract:
Journal: Education Economics 
Pages: 282-284 
Issue: 2 
Volume: 17 
Year: 2009 
X-DOI: 10.1080/09645290902907228 
File-URL: http://www.tandfonline.com/10.1080/09645290902907228 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:2:p:282-284




Template-Type: ReDIF-Article 1.0
Author-Name: Kwok Tong Soo 
Author-X-Name-First: Kwok Tong 
Author-X-Name-Last: Soo 
Title: Handbook of development economics. Volume 4 
Abstract:
Journal: Education Economics 
Pages: 284-285 
Issue: 2 
Volume: 17 
Year: 2009 
X-DOI: 10.1080/09645290902907251 
File-URL: http://www.tandfonline.com/10.1080/09645290902907251 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:2:p:284-285




Template-Type: ReDIF-Article 1.0
Author-Name: Geeta Kingdon 
Author-X-Name-First: Geeta 
Author-X-Name-Last: Kingdon 
Author-Name: Michelle Riboud 
Author-X-Name-First: Michelle 
Author-X-Name-Last: Riboud 
Title: Special Issue on Quality Education for All in South Asia 
Abstract:
Journal: Education Economics 
Pages: 287-289 
Issue: 3 
Volume: 17 
Year: 2009 
X-DOI: 10.1080/09645290903157468 
File-URL: http://www.tandfonline.com/10.1080/09645290903157468 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:3:p:287-289




Template-Type: ReDIF-Article 1.0
Author-Name: Eric Hanushek 
Author-X-Name-First: Eric 
Author-X-Name-Last: Hanushek 
Title: School policy: implications of recent research for human capital investments in South Asia and other developing countries 
Abstract:
  Concentration on school attainment goals without close attention to
 school quality has hurt developing countries. Recent evidence shows that
 individual incomes, the distribution of income, and economic growth rates
 are all closely related to the cognitive skills of the population. While
 direct evidence from developing countries is thin, the evidence from
 developed countries points to the central importance of improving teacher
 quality in any reform strategies. 
Journal: Education Economics 
Pages: 291-313 
Issue: 3 
Volume: 17 
Year: 2009 
Keywords: economic growth, school quality, cognitive skills, teacher quality, 
X-DOI: 10.1080/09645290903142585 
File-URL: http://www.tandfonline.com/10.1080/09645290903142585 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:3:p:291-313




Template-Type: ReDIF-Article 1.0
Author-Name: Sangeeta Goyal 
Author-X-Name-First: Sangeeta 
Author-X-Name-Last: Goyal 
Title: Inside the house of learning: the relative performance of public and private schools in Orissa 
Abstract:
  Empirical evidence shows that the quality of learning in public schools
 is very low in India. There is also a robust belief that private schools
 offer better-quality learning at a lower cost and are a cost-effective
 alternative to public schools. Most of the evidence on which this latter
 claim is based does not correct for selection bias - students who go to
 private schools may differ systematically from students who go to public
 schools on observable and unobservable characteristics. In this context,
 it is entirely plausible that public schools may be no worse or even
 better than private schools although the latter may still be more
 cost-effective. In this paper, we use a strategy suggested by Altonji,
 Elder, and Taber to estimate selection bias in the positive private school
 effect on test scores. We use test scores data on Grade Four students
 attending public and private schools in the eastern state of Orissa in
 India. Our findings suggest that there is a true private school effect as
 only 12-13% of the adjusted test score difference is due to selection on
 unobserved factors. 
Journal: Education Economics 
Pages: 315-327 
Issue: 3 
Volume: 17 
Year: 2009 
Keywords: primary education, India, education quality, sorting, 
X-DOI: 10.1080/09645290903142577 
File-URL: http://www.tandfonline.com/10.1080/09645290903142577 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:3:p:315-327




Template-Type: ReDIF-Article 1.0
Author-Name: Monazza Aslam 
Author-X-Name-First: Monazza 
Author-X-Name-Last: Aslam 
Title: The relative effectiveness of government and private schools in Pakistan: are girls worse off? 
Abstract:
  Recent evidence from Pakistan points to significant pro-male bias within
 households in the allocation of education expenditures. This raises two
 important questions. Is less spent on enrolled girls than boys through
 differential school-type choice for the two sexes; for example, through a
 greater likelihood of sending boys to fee-charging private schools? And,
 if indeed this is the case, are girls thereby condemned to lower quality
 schooling, on average, than boys? By asking these questions, this paper
 makes three contributions to the literature. Firstly, this is one of a
 very few studies in Pakistan to explore the question of the relative
 effectiveness of public and private schools despite there being an
 unpreedeconnted expansion of fee-charging private schools in the past two
 decades. Secondly, unlike existing papers that focus on primary schooling,
 this study looks at potential learning gaps by school type for students in
 their last year of middle school (Grade Eight), very near their transition
 to secondary schooling. Thirdly, it exploits unique, purposively-collected
 data from government and private school students, and thus, in estimating
 achievement production functions, is able to control for a number of
 variables typically 'unobserved' by researchers. The findings reveal that
 boys are indeed more likely to be sent to private schools than girls
 within the household, so that differential school-type choice is an
 important channel of differential treatment against girls. Private schools
 are also found to be of better quality - they are more effective than
 government schools in imparting mathematics and literacy skills. Girls
 lose out vis-a-vis boys in terms not only of lower within-household
 educational expenditures, but also in terms of the quality of schooling
 accessed. 
Journal: Education Economics 
Pages: 329-354 
Issue: 3 
Volume: 17 
Year: 2009 
Keywords: privatisation, school choice, gender bias, Pakistan, 
X-DOI: 10.1080/09645290903142635 
File-URL: http://www.tandfonline.com/10.1080/09645290903142635 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:3:p:329-354




Template-Type: ReDIF-Article 1.0
Author-Name: Priyanka Pandey 
Author-X-Name-First: Priyanka 
Author-X-Name-Last: Pandey 
Author-Name: Sangeeta Goyal 
Author-X-Name-First: Sangeeta 
Author-X-Name-Last: Goyal 
Author-Name: Venkatesh Sundararaman 
Author-X-Name-First: Venkatesh 
Author-X-Name-Last: Sundararaman 
Title: Community participation in public schools: impact of information campaigns in three Indian states 
Abstract:
  This study evaluates the impact of a community-based information campaign
 on school performance from a cluster randomized control trial in 610
 villages. The campaign consisted of eight or nine public meetings in each
 of 340 treatment villages across three Indian states to disseminate
 information to the community about its state-mandated roles and
 responsibilities in school management. No intervention took place in
 control villages. At baseline there are no significant differences in
 school outcomes. This paper reports on the first follow up survey that
 took place two to four months after the intervention. We find that
 providing information through a structured campaign to communities had a
 positive impact in all three states. However, there are differences across
 states in where the impact occurs. The most notable impacts occurred on
 teacher effort, while impacts on learning were more modest. Some
 improvements also occurred in the delivery of benefits entitled to
 students (stipend, uniform and mid-day meal) and in process variables such
 as community participation in each of the three states. Future research
 needs to examine whether there is a systematic increase in learning when
 the impact is measured over a longer time period and whether a campaign
 sustained over longer duration generates greater impact on school
 outcomes. 
Journal: Education Economics 
Pages: 355-375 
Issue: 3 
Volume: 17 
Year: 2009 
Keywords: basic education, service delivery, accountability, 
X-DOI: 10.1080/09645290903157484 
File-URL: http://www.tandfonline.com/10.1080/09645290903157484 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:3:p:355-375




Template-Type: ReDIF-Article 1.0
Author-Name: Mohammad Niaz Asadullah 
Author-X-Name-First: Mohammad Niaz 
Author-X-Name-Last: Asadullah 
Author-Name: Nazmul Chaudhury 
Author-X-Name-First: Nazmul 
Author-X-Name-Last: Chaudhury 
Title: Holy alliances: public subsidies, Islamic high schools, and female schooling in Bangladesh 
Abstract:
  This paper documents the experience of incentive-based reforms in the
 secondary Islamic/madrasa education sector in Bangladesh within the
 context of the broader debate over modernization of religious school
 systems in South Asia. Key features of the reform are changes of the
 curriculum and policy regarding admission of female students. In return to
 formal registration and curriculum modernization, madrasas receive
 financial aid from the government towards teacher salary. Using a
 cross-sectional census data-set (containing current and retrospective
 information) on formal secondary schools and madrasas, we first point out
 that a significant fraction of the existing post-primary registered
 madrasas today comprises of 'converts'; that is, formerly all-male,
 unregistered religious schools that previously offered traditional,
 religious education. Furthermore, these madrasas have embraced female
 students in recent years following the introduction of yet another
 incentive scheme, namely a conditional cash transfer scheme for secondary
 girls. Drawing upon school enrolment data aggregated at the region level,
 we show that regions that had more (modernized) madrasas were more likely
 to achieve gender parity in secondary enrolment during 1999-2003, holding
 the number of secular secondary schools constant. This finding highlights
 the previously undocumented role played by religious schools in removing
 gender disparity in rural Bangladesh. 
Journal: Education Economics 
Pages: 377-394 
Issue: 3 
Volume: 17 
Year: 2009 
Keywords: female education, educational subsidy, madrasa reform, religious education, South Asia, 
X-DOI: 10.1080/09645290903142593 
File-URL: http://www.tandfonline.com/10.1080/09645290903142593 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:3:p:377-394




Template-Type: ReDIF-Article 1.0
Author-Name: Kin Bing Wu 
Author-X-Name-First: Kin Bing 
Author-X-Name-Last: Wu 
Author-Name: Pete Goldschmidt 
Author-X-Name-First: Pete 
Author-X-Name-Last: Goldschmidt 
Author-Name: Christy Kim Boscardin 
Author-X-Name-First: Christy Kim 
Author-X-Name-Last: Boscardin 
Author-Name: Deepa Sankar 
Author-X-Name-First: Deepa 
Author-X-Name-Last: Sankar 
Title: International benchmarking and determinants of mathematics achievement in two Indian states 
Abstract:
  Evidence from cross-country studies suggests that the sustainability of
 India's rapid economic growth will be conditioned by the quality of its
 education. This paper analyzed a 2005 World Bank-sponsored survey of Grade
 Nine students in the states of Rajasthan and Orissa. The survey used
 internationally comparable items from the 1999 Trends of Mathematics Study
 to provide the first international benchmark for education quality in
 India for three decades. The study finds that only 15% and 25% of students
 in Rajasthan and Orissa, respectively, have achieved the expected
 international average of these items. The study further shows that
 increasing students' opportunity to learn through better pedagogical
 practices and enhanced schooling experience can increase performance,
 while mitigating between-school inequality, and reducing the achievement
 gap between boys and girls, holding other factors constant. 
Journal: Education Economics 
Pages: 395-411 
Issue: 3 
Volume: 17 
Year: 2009 
Keywords: student achievement, international comparison, school quality, 
X-DOI: 10.1080/09645290903142627 
File-URL: http://www.tandfonline.com/10.1080/09645290903142627 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:3:p:395-411




Template-Type: ReDIF-Article 1.0
Author-Name: Tommaso Agasisti 
Author-X-Name-First: Tommaso 
Author-X-Name-Last: Agasisti 
Title: Universities and strategic knowledge creation 
Abstract:
Journal: Education Economics 
Pages: 415-417 
Issue: 3 
Volume: 17 
Year: 2009 
X-DOI: 10.1080/09645290903142650 
File-URL: http://www.tandfonline.com/10.1080/09645290903142650 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:3:p:415-417




Template-Type: ReDIF-Article 1.0
Author-Name: Martina Viarengo 
Author-X-Name-First: Martina 
Author-X-Name-Last: Viarengo 
Title: Schools and the equal opportunity problem 
Abstract:
Journal: Education Economics 
Pages: 417-419 
Issue: 3 
Volume: 17 
Year: 2009 
X-DOI: 10.1080/09645290903157179 
File-URL: http://www.tandfonline.com/10.1080/09645290903157179 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:3:p:417-419




Template-Type: ReDIF-Article 1.0
Author-Name: Matthew Springer 
Author-X-Name-First: Matthew 
Author-X-Name-Last: Springer 
Author-Name: Keke Liu 
Author-X-Name-First: Keke 
Author-X-Name-Last: Liu 
Author-Name: James Guthrie 
Author-X-Name-First: James 
Author-X-Name-Last: Guthrie 
Title: The impact of school finance litigation on resource distribution: a comparison of court-mandated equity and adequacy reforms 
Abstract:
  While there is a wealth of research on school finance equity and
 adequacy, and school finance theory clearly documents differences between
 the two concepts, no study has examined whether the reforms engendered by
 each approach actually differ in terms of resource distribution. The
 present study examines the issues using district-level data on expenditure
 by function from two, large national data-sets: the US Census of
 Governments School System Finance File F-33 (1972-2002) and the National
 Center for Education Statistics' Longitudinal School District
 Fiscal-Nonfiscal File (1990-2000). A difference-in-differences estimator
 with state and year fixed effects indicates that both court-mandated
 equity and adequacy reforms decrease resource inequities. However,
 estimates based on data from the F-33 file show negligible differences
 between equity and adequacy reforms, while estimates based on data from
 the Fiscal-Nonfiscal File indicate adequacy reform does not decrease
 horizontal inequities as much as court-mandated equity reform. To explore
 these contradictory findings, we implement a two-stage regression approach
 that examines whether court-mandated adequacy reform is associated with a
 state funding mechanism accounting for certain educational needs of
 students. Court-mandated adequacy reform does not result in the allocation
 of additional resources to low-income districts when compared with states
 under court-mandated equity reform. We conclude that, contrary to school
 finance theory, resource distribution patterns following court-mandated
 equity and adequacy reforms are not statistically different. 
Journal: Education Economics 
Pages: 421-444 
Issue: 4 
Volume: 17 
Year: 2009 
Keywords: education finance, school finance litigation, equity, adequacy, resource distribution, 
X-DOI: 10.1080/09645290802069269 
File-URL: http://www.tandfonline.com/10.1080/09645290802069269 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:4:p:421-444




Template-Type: ReDIF-Article 1.0
Author-Name: Dawood Mamoon 
Author-X-Name-First: Dawood 
Author-X-Name-Last: Mamoon 
Author-Name: S. Mansoob Murshed 
Author-X-Name-First: S. Mansoob 
Author-X-Name-Last: Murshed 
Title: Want economic growth with good quality institutions? Spend on education 
Abstract:
  The purpose of this paper is to compare the role of human capital
 accumulation measured by number of years of schooling with the relative
 contribution of institutional capacity to prosperity. We employ several
 concepts of institutional quality prevalent in the literature. We discover
 that developing human capital is as important as superior institutional
 functioning for economic well-being. Indeed, the accumulation of human
 capital stocks via increased education might lead to improved
 institutional functioning, and the utilisation of policies like trade
 liberalisation. 
Journal: Education Economics 
Pages: 445-468 
Issue: 4 
Volume: 17 
Year: 2009 
Keywords: growth, institutions, human capital, 
X-DOI: 10.1080/09645290801931782 
File-URL: http://www.tandfonline.com/10.1080/09645290801931782 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:4:p:445-468




Template-Type: ReDIF-Article 1.0
Author-Name: Lei Zhang 
Author-X-Name-First: Lei 
Author-X-Name-Last: Zhang 
Title: A value-added estimate of higher education quality of US states 
Abstract:
  States differ substantially in higher education policies. Little is known
 about the effects of state policies on the performance of public colleges
 and universities, largely because no clear measures of college quality
 exist. In this paper, I estimate the average quality of public colleges of
 US states based on the value-added to individuals' early career earnings.
 I explicitly deal with the problem of self-selection in both where to go
 to college and where to work. I find considerable variation in the quality
 of states' public college systems. Using this quality measure, I then
 explore how various aspects of state higher education policy are
 associated with college outcomes. I find that states with better faculty
 quality and with more diversity among public colleges tend to have higher
 value-added to student earnings. 
Journal: Education Economics 
Pages: 469-489 
Issue: 4 
Volume: 17 
Year: 2009 
Keywords: college quality, value-added, individual earnings, self-selection, state higher education policies, 
X-DOI: 10.1080/09645290701838079 
File-URL: http://www.tandfonline.com/10.1080/09645290701838079 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:4:p:469-489




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Baumann 
Author-X-Name-First: Robert 
Author-X-Name-Last: Baumann 
Author-Name: David Chu 
Author-X-Name-First: David 
Author-X-Name-Last: Chu 
Author-Name: Charles Anderton 
Author-X-Name-First: Charles 
Author-X-Name-Last: Anderton 
Title: Religious penalty in the U.S. News & World Report college rankings 
Abstract:
  Since its debut in 1983, the U.S. News & World Report College Guide has
 become the premier 'consumer report' of higher education. We find that
 peer assessment, which is the largest component of the U.S. News & World
 Report ranking function, contains a penalty for religiously affiliated
 schools that is independent of the other U.S. News & World Report
 variables and several proxies for quality. Possible explanations of the
 religious penalty include taste-based discrimination, perceived
 differences in the quality of the curriculum, and strategic voting by
 college administrators. 
Journal: Education Economics 
Pages: 491-504 
Issue: 4 
Volume: 17 
Year: 2009 
Keywords: educational economics, efficiency, expenditures, demand for schooling, 
X-DOI: 10.1080/09645290701843699 
File-URL: http://www.tandfonline.com/10.1080/09645290701843699 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:4:p:491-504




Template-Type: ReDIF-Article 1.0
Author-Name: Benoit Lorel 
Author-X-Name-First: Benoit 
Author-X-Name-Last: Lorel 
Title: Higher education system, skill premium and welfare 
Abstract:
  Our paper contributes to explore differences in high-education systems,
 and to highlight the role of competition among tertiary education
 providers and more generally of tertiary education systems viewed from a
 general equilibrium perspective to explain changes in returns to skill,
 wage inequalities and output. An objective function is introduced for
 universities who seek to maximize their reputations and face a trade-off
 between research and teaching activities. We propose an explanation to the
 stratification of higher education providers engaged in a competition
 process, which preserves the positive competitive effect of admission
 requirement, both on the size of the students' body and on the quality of
 the research. We show that competition among higher education providers
 may have strong benefits on economic activities and output in particular. 
Journal: Education Economics 
Pages: 505-522 
Issue: 4 
Volume: 17 
Year: 2009 
Keywords: tertiary education, access threshold, student effort, competition among universities, general equilibrium model, 
X-DOI: 10.1080/09645290903368073 
File-URL: http://www.tandfonline.com/10.1080/09645290903368073 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:4:p:505-522




Template-Type: ReDIF-Article 1.0
Author-Name: Winai Wongsurawat 
Author-X-Name-First: Winai 
Author-X-Name-Last: Wongsurawat 
Title: Does grade inflation affect the credibility of grades? Evidence from US law school admissions 
Abstract:
  While the nature and causes of university grade inflation have been
 extensively studied, little empirical research on the consequence of this
 phenomenon is currently available. The present study uses data for 48 US
 law schools to analyze admission decisions in 1995, 2000, and 2007, a
 period during which university grade inflation appears to have been
 prevalent. Controlling for a number of admissions characteristics, the
 analysis suggests that higher rates of grade inflation were associated
 with greater increases in emphasis on standardized test scores between
 1995 and 2000. On the contrary, although grade inflation continued between
 2000 and 2007, law schools appeared to have reduced the importance of both
 grades and test scores as admissions factors. The implication of such
 behavior on minority representation in these institutions is also
 discussed. 
Journal: Education Economics 
Pages: 523-534 
Issue: 4 
Volume: 17 
Year: 2009 
Keywords: grade inflation, signaling, graduate school admissions, standardized test scores, US law schools, 
X-DOI: 10.1080/09645290802470061 
File-URL: http://www.tandfonline.com/10.1080/09645290802470061 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:17:y:2009:i:4:p:523-534




Template-Type: ReDIF-Article 1.0
Author-Name: di Floro Ernesto Caroleo 
Author-X-Name-First: di Floro Ernesto 
Author-X-Name-Last: Caroleo 
Author-Name: Francesco Pastore 
Author-X-Name-First: Francesco 
Author-X-Name-Last: Pastore 
Title: Book reviews 
Abstract:
Journal: Education Economics 
Pages: 537-539 
Issue: 4 
Volume: 17 
Year: 2009 
X-DOI: 10.1080/09645290903364478 
File-URL: http://www.tandfonline.com/10.1080/09645290903364478 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:4:p:537-539




Template-Type: ReDIF-Article 1.0
Author-Name: Ting-Hong Wong 
Author-X-Name-First: Ting-Hong 
Author-X-Name-Last: Wong 
Title: Book reviews 
Abstract:
Journal: Education Economics 
Pages: 539-541 
Issue: 4 
Volume: 17 
Year: 2009 
X-DOI: 10.1080/09645290903364502 
File-URL: http://www.tandfonline.com/10.1080/09645290903364502 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:17:y:2009:i:4:p:539-541




Template-Type: ReDIF-Article 1.0
Author-Name: Maresa Sprietsma 
Author-X-Name-First: Maresa 
Author-X-Name-Last: Sprietsma 
Title: Effect of relative age in the first grade of primary school on long-term scholastic results: international comparative evidence using PISA 2003 
Abstract:
  In this paper, we estimate the effect of pupil's relative age within the
 first grade of primary school on mathematics and reading test scores at
 age 15. The main objective is to evaluate the long-term causal effect of
 relative age in the first grades of primary school on pupil's test in 16
 different countries. We use the national rule for admission to primary
 school to construct the predicted relative age of each pupil. We find that
 relative age at the start of primary school has a significant positive
 effect on test scores in about one-half of the considered countries and
 regions. Moreover, we identify some of the channels through which the
 effect occurs. 
Journal: Education Economics 
Pages: 1-32 
Issue: 1 
Volume: 18 
Year: 2010 
Keywords: pupil performance, relative age, international comparison, 
X-DOI: 10.1080/09645290802201961 
File-URL: http://www.tandfonline.com/10.1080/09645290802201961 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:18:y:2010:i:1:p:1-32




Template-Type: ReDIF-Article 1.0
Author-Name: Nikos Benos 
Author-X-Name-First: Nikos 
Author-X-Name-Last: Benos 
Title: Education policy, growth and welfare 
Abstract:
  The present paper studies the general equilibrium implications of two
 types of education policy in an overlapping generations model. We examine
 education transfers, which augment inherited private education spending,
 and public investment on economy-wide human capital, which provides
 externalities to individual human capital accumulation. The government
 determines jointly the tax rate and the allocation of tax revenues among
 the two types of education policy. The optimal division of public spending
 between the education policy instruments and the associated tax rate
 depend on the elasticities of human capital accumulation with regard to
 education transfers and public investment on economy-wide human capital. 
Journal: Education Economics 
Pages: 33-47 
Issue: 1 
Volume: 18 
Year: 2010 
Keywords: national government expenditures and education, educational finance, economic development, 
X-DOI: 10.1080/09645290802500263 
File-URL: http://www.tandfonline.com/10.1080/09645290802500263 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:18:y:2010:i:1:p:33-47




Template-Type: ReDIF-Article 1.0
Author-Name: Erik Canton 
Author-X-Name-First: Erik 
Author-X-Name-Last: Canton 
Author-Name: Andreas Blom 
Author-X-Name-First: Andreas 
Author-X-Name-Last: Blom 
Title: Student support and academic performance: experiences at private universities in Mexico 
Abstract:
  Financial aid to students in tertiary education can contribute to human
 capital accumulation through two channels: increased enrollment and
 improved student performance. We pay particular attention to the latter
 channel, and study its quantitative importance in the context of a student
 support program from the Sociedad de Fomento a la Educacion Superior
 (Society for the Promotion of Higher Education) (SOFES) implemented at
 private universities in Mexico. Administrative data provided by SOFES are
 analyzed using a regression-discontinuity design. The advantage of the
 regression-discontinuity method is that it represents a natural experiment
 with randomly assigned treatment so that selection issues are minimized.
 The empirical results suggest that this financial aid package (loans and
 scholarships) contributes to better academic performance. 
Journal: Education Economics 
Pages: 49-65 
Issue: 1 
Volume: 18 
Year: 2010 
Keywords: higher education, financial aid, academic performance, 
X-DOI: 10.1080/09645290801931766 
File-URL: http://www.tandfonline.com/10.1080/09645290801931766 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:1:p:49-65




Template-Type: ReDIF-Article 1.0
Author-Name: Theodore Breton 
Author-X-Name-First: Theodore 
Author-X-Name-Last: Breton 
Title: Schooling and national income: how large are the externalities? 
Abstract:
  This paper uses a new data-set for cumulative national investment in
 formal schooling and a new instrument for schooling to estimate the
 national return on investment in 61 countries. These estimates are
 combined with data on the private rate of return on investment in
 schooling to estimate the external rate of return. In 1990 the external
 rate of return ranged from 10% in high-income countries to over 50% in the
 lowest-income countries. The external benefits of schooling are about
 equal to the private benefits in high-income countries and three times the
 private benefits in the lowest-income countries. 
Journal: Education Economics 
Pages: 67-92 
Issue: 1 
Volume: 18 
Year: 2010 
Keywords: human capital, education, schooling, economic growth, external benefits, 
X-DOI: 10.1080/09645290801939645 
File-URL: http://www.tandfonline.com/10.1080/09645290801939645 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:18:y:2010:i:1:p:67-92




Template-Type: ReDIF-Article 1.0
Author-Name: Toni Mora 
Author-X-Name-First: Toni 
Author-X-Name-Last: Mora 
Title: Why do higher graduates regret their field of studies? Some evidence from Catalonia, Spain 
Abstract:
  The present paper focuses on transitions from school to work for recent
 higher education graduates in Catalonia, Spain. In particular, we
 concentrate on the relationship between mismatch and disappointment with
 the chosen university career. For that purpose, we employ cross-sectional
 survey data provided by The Quality Assurance Agency for the University
 System in Catalonia, covering a sample of individuals who graduated in the
 1997/98 academic year from one of the seven public Catalan universities.
 The results show that regretting the chosen field of education turns out
 to be associated with mismatch as well as other factors: personality,
 ageing, educational characteristics (such as final university grades or
 the specific field of study) and regretting the attended institution. 
Journal: Education Economics 
Pages: 93-109 
Issue: 1 
Volume: 18 
Year: 2010 
Keywords: over-education, regret, higher education, 
X-DOI: 10.1080/09645290802018001 
File-URL: http://www.tandfonline.com/10.1080/09645290802018001 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:1:p:93-109




Template-Type: ReDIF-Article 1.0
Author-Name: Dolores Messer 
Author-X-Name-First: Dolores 
Author-X-Name-Last: Messer 
Author-Name: Stefan Wolter 
Author-X-Name-First: Stefan 
Author-X-Name-Last: Wolter 
Title: Time-to-degree and the business cycle 
Abstract:
  This paper presents the results of an empirical investigation trying to
 explain individual time-to-degree variances with business cycle
 fluctuations. Assuming that students determine the optimum study length at
 university weighing up the cost of an additional semester against the
 consumption benefit of studying and not yet working, the general economic
 environment during the study period should, in turn, influence the
 individual time-to-degree through changes in the cost level and the
 consumption benefit of an additional semester. The investigation, using a
 representative data-set based on Swiss university graduates from 1981 to
 2001, shows that changes in the unemployment rate have a significant
 impact on individual time-to-degree. 
Journal: Education Economics 
Pages: 111-123 
Issue: 1 
Volume: 18 
Year: 2010 
Keywords: time-to-degree, business cycle, consumption benefit, 
X-DOI: 10.1080/09645290903102860 
File-URL: http://www.tandfonline.com/10.1080/09645290903102860 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:18:y:2010:i:1:p:111-123




Template-Type: ReDIF-Article 1.0
Author-Name: Hilary Ingham 
Author-X-Name-First: Hilary 
Author-X-Name-Last: Ingham 
Title: A future of good jobs? America's challenge in the global economy 
Abstract:
Journal: Education Economics 
Pages: 125-127 
Issue: 1 
Volume: 18 
Year: 2010 
X-DOI: 10.1080/09645290903478088 
File-URL: http://www.tandfonline.com/10.1080/09645290903478088 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:1:p:125-127




Template-Type: ReDIF-Article 1.0
Author-Name: Tommaso Agasisti 
Author-X-Name-First: Tommaso 
Author-X-Name-Last: Agasisti 
Title: European universities in transition: issues, models and cases 
Abstract:
Journal: Education Economics 
Pages: 127-130 
Issue: 1 
Volume: 18 
Year: 2010 
X-DOI: 10.1080/09645290903478096 
File-URL: http://www.tandfonline.com/10.1080/09645290903478096 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:18:y:2010:i:1:p:127-130




Template-Type: ReDIF-Article 1.0
Author-Name: Mary Silles 
Author-X-Name-First: Mary 
Author-X-Name-Last: Silles 
Title: Personality, education and earnings 
Abstract:
  Economists are only beginning to understand the relationship between
 personality traits and economic outcomes. This paper examines the
 influence of childhood social maladjustment on cognitive development,
 labor market earnings and career progression using longitudinal data drawn
 from the National Child Development Study. Net of differences in family
 background and early cognitive ability, compelling evidence is presented
 that demonstrates social maladjustment scores are strongly associated with
 success and failure in education and the labor market. 
Journal: Education Economics 
Pages: 131-151 
Issue: 2 
Volume: 18 
Year: 2010 
Keywords: education, earnings, personality, 
X-DOI: 10.1080/09645290903021433 
File-URL: http://www.tandfonline.com/10.1080/09645290903021433 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:2:p:131-151




Template-Type: ReDIF-Article 1.0
Author-Name: Orhan Kara 
Author-X-Name-First: Orhan 
Author-X-Name-Last: Kara 
Title: Comparing two approaches to the rate of return to investment in education 
Abstract:
  The economic value of investment in education has typically been measured
 by its rate of return, frequently estimated by the internal rate of return
 or the earning function approach. Given the importance of the rate of
 return estimates for individuals and countries, especially developing
 countries, in making decision on educational investment, we need to know
 how these methods compare as empirical researchers have used only one
 method, mainly due to data constraints. This study presents and compares
 the rate of return estimates obtained from these two methods using
 household data-sets that have been typically employed in such studies. The
 results of the study confirm the previously established stylized facts
 about the rate of return to education. In addition, the internal rate of
 return approach exhibits 'diminishing returns' to schooling, reflecting
 ever rising cost of higher increments of schooling, while the earning
 function approach yields the opposite pattern, reflecting the greater
 relative increase associated in earnings with additional schooling.
 Moreover, the rate of return is greater using the internal rate of return
 approach than the earning function approach. Finally, the internal rate of
 return approach reveals a more accurate estimate of the earning return to
 the actual amount invested in schooling, whereas the earning function
 approach is more thorough in measuring earning differences associated with
 additional schooling. 
Journal: Education Economics 
Pages: 153-165 
Issue: 2 
Volume: 18 
Year: 2010 
Keywords: cost of education, economics of education, investment in human capital, rate of return, Turkey, 
X-DOI: 10.1080/09645290802416486 
File-URL: http://www.tandfonline.com/10.1080/09645290802416486 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:18:y:2010:i:2:p:153-165




Template-Type: ReDIF-Article 1.0
Author-Name: Steven Hemelt 
Author-X-Name-First: Steven 
Author-X-Name-Last: Hemelt 
Title: The college double major and subsequent earnings 
Abstract:
  In this study I examine the relationship between graduating from college
 with two majors rather than one and labor market earnings using the 2003
 National Survey of College Graduates. Because institutions are
 heterogeneous both in terms of overall quality and in the availability of
 opportunities to double major, I attempt to control for such overarching
 institutional differences and explore their effects on premiums to
 completing a double major. On average, I find a double major to earn 3.2%
 more than his/her single major counterpart. I also find evidence that
 premiums to double majoring differ across types of institutions: ranging
 from a near 4% premium at Research and Comprehensive universities to no
 effect at Liberal Arts colleges. Finally, I investigate the degree to
 which choices of first and second major academic disciplines affect
 earnings premiums. 
Journal: Education Economics 
Pages: 167-189 
Issue: 2 
Volume: 18 
Year: 2010 
Keywords: double major, earnings return, 
X-DOI: 10.1080/09645290802469931 
File-URL: http://www.tandfonline.com/10.1080/09645290802469931 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:18:y:2010:i:2:p:167-189




Template-Type: ReDIF-Article 1.0
Author-Name: Donald Lien 
Author-X-Name-First: Donald 
Author-X-Name-Last: Lien 
Author-Name: Yaqin Wang 
Author-X-Name-First: Yaqin 
Author-X-Name-Last: Wang 
Title: Optimal design for study-abroad scholarship: the effect of payback policy 
Abstract:
  This paper examines the optimal design for a study-abroad scholarship. A
 student is awarded a fixed-amount scholarship to participate in the
 program but will have to pay back the scholarship if his/her performance
 fails to meet a target level. When the program is highly productive, the
 scholarship is low and the target performance is high. The opposite case
 prevails if the disutility from studying is high. A higher program cost
 leads to a higher target performance and a cost sharing between the
 university and the students. When the uncertainty regarding performance
 evaluation in the program increases, the target performance decreases
 while the scholarship amount is higher. 
Journal: Education Economics 
Pages: 191-205 
Issue: 2 
Volume: 18 
Year: 2010 
Keywords: study-abroad scholarship, optimal payback policy, 
X-DOI: 10.1080/09645290902796373 
File-URL: http://www.tandfonline.com/10.1080/09645290902796373 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:18:y:2010:i:2:p:191-205




Template-Type: ReDIF-Article 1.0
Author-Name: Jaekyung Lee 
Author-X-Name-First: Jaekyung 
Author-X-Name-Last: Lee 
Title: Dual standards of school performance and funding? Empirical searches of school funding adequacy in Kentucky and Maine 
Abstract:
  This study examines potential consequences of the discrepancies between
 national and state performance standards for school funding in Kentucky
 and Maine. Applying the successful schools observation method and cost
 function analysis method to integrated data-sets that match schools'
 eight-grade mathematics test performance measures to district funding,
 this study conducts empirical searches for adequate instructional
 expenditures per pupil to meet desired proficiency targets on national
 versus state assessments. While Kentucky (high-stakes testing state) had a
 lower performance standard than Maine (low-stakes testing state), this
 study reveals a relatively lower level of school funding adequacy and a
 weaker relationship between school expenditures and performance for
 Kentucky than for Maine. The study suggests that state educational
 accountability systems and policies may influence the level of state
 performance standards and the proficiency gaps between national and state
 assessments, which in turn lead to potential gaps in school funding.
 Implications for policy and research are discussed to address problems
 with dual standards of school performance and to improve school funding
 adequacy and efficiency. 
Journal: Education Economics 
Pages: 207-228 
Issue: 2 
Volume: 18 
Year: 2010 
Keywords: accountability, adequacy, school funding, performance standards, high-stakes testing, 
X-DOI: 10.1080/09645290902796415 
File-URL: http://www.tandfonline.com/10.1080/09645290902796415 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:2:p:207-228




Template-Type: ReDIF-Article 1.0
Author-Name: Takashi Oshio 
Author-X-Name-First: Takashi 
Author-X-Name-Last: Oshio 
Author-Name: Shinpei Sano 
Author-X-Name-First: Shinpei 
Author-X-Name-Last: Sano 
Author-Name: Yuko Ueno 
Author-X-Name-First: Yuko 
Author-X-Name-Last: Ueno 
Author-Name: Kouichiro Mino 
Author-X-Name-First: Kouichiro 
Author-X-Name-Last: Mino 
Title: Evaluations by parents of education reforms: evidence from a parent survey in Japan 
Abstract:
  We examine how Japanese parents evaluate the current education system and
 assess possible reforms, based on a nationwide parent survey. Parents who
 have higher educational background, occupational status, and household
 income and expect higher education attainment from their children tend to
 be less satisfied with the current system and more in favor of school
 choice and voucher programs. They are also more willing to pay for
 additional education provided by public schools. These findings point to
 the possibility of student sorting caused by the different responses of
 parents to market-oriented reforms, even if overall efficiency in
 education can be improved. 
Journal: Education Economics 
Pages: 229-246 
Issue: 2 
Volume: 18 
Year: 2010 
Keywords: school choice, school voucher, willingness to pay, 
X-DOI: 10.1080/09645290902796399 
File-URL: http://www.tandfonline.com/10.1080/09645290902796399 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:2:p:229-246




Template-Type: ReDIF-Article 1.0
Author-Name: Tommaso Agasisti 
Author-X-Name-First: Tommaso 
Author-X-Name-Last: Agasisti 
Title: Stratification in higher education: a comparative study 
Abstract:
Journal: Education Economics 
Pages: 249-251 
Issue: 2 
Volume: 18 
Year: 2010 
X-DOI: 10.1080/09645292.2010.488410 
File-URL: http://www.tandfonline.com/10.1080/09645292.2010.488410 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:2:p:249-251




Template-Type: ReDIF-Article 1.0
Author-Name: Hans Bonesr&#xf8;nning 
Author-X-Name-First: Hans 
Author-X-Name-Last: Bonesr&#xf8;nning 
Title: Are parental effort allocations biased by gender? 
Abstract:
  It is well established that girls outperform boys in schools, but the
 available empirical evidence suggests that the determinants of the gender
 achievement gap are poorly understood. The present paper looks inside
 families for explanations. Rich data for families with children in the
 lower secondary school in Norway are used to investigate whether parents'
 allocations of educational efforts are biased by gender. It is shown that
 parents allocate more efforts to girls than to boys, and also, that there
 is a negative correlation between parental efforts and prior achievements.
 The compensating resource allocations are more evident for boys than for
 girls. 
Journal: Education Economics 
Pages: 253-268 
Issue: 3 
Volume: 18 
Year: 2010 
Keywords: human capital, gender differences, parental effort, 
X-DOI: 10.1080/09645290902843514 
File-URL: http://www.tandfonline.com/10.1080/09645290902843514 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:3:p:253-268




Template-Type: ReDIF-Article 1.0
Author-Name: Beatrice Schindler Rangvid 
Author-X-Name-First: Beatrice Schindler 
Author-X-Name-Last: Rangvid 
Title: Source country differences in test score gaps: evidence from Denmark 
Abstract:
  We combine data from three studies for Denmark in the PISA 2000 framework
 to investigate differences in the native-immigrant test score gap by
 country of origin. In addition to the controls available from PISA data
 sources, we use student-level data on home background and individual
 migration histories linked from administrative registers. We find that
 second-generation students from Lebanon and Pakistan increase their
 reading scores substantially compared with the first generation, while
 there is no improvement for students from Turkey, the single largest
 immigrant group. Native-immigrant gaps in mathematics are generally
 smaller than in reading skills, suggesting that part of the
 native-immigrant gap is due to lower language proficiency of immigrant
 students. 
Journal: Education Economics 
Pages: 269-295 
Issue: 3 
Volume: 18 
Year: 2010 
Keywords: immigrants, PISA, country of origin, native-immigrant gap, 
X-DOI: 10.1080/09645290903094117 
File-URL: http://www.tandfonline.com/10.1080/09645290903094117 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:3:p:269-295




Template-Type: ReDIF-Article 1.0
Author-Name: Jonathan Sandy 
Author-X-Name-First: Jonathan 
Author-X-Name-Last: Sandy 
Author-Name: Kevin Duncan 
Author-X-Name-First: Kevin 
Author-X-Name-Last: Duncan 
Title: Examining the achievement test score gap between urban and suburban students 
Abstract:
  Data from the National Longitudinal Survey of Labor Market Experience for
 Youth (1997 cohort) are used to examine the urban school achievement gap.
 Specifically, we use the Blinder-Oaxaca technique to decompose differences
 in Armed Services Vocational Aptitude Battery scores for students who
 attended urban and suburban schools. We find that approximately 75% of the
 gap in this achievement measure is explained by the high concentration of
 disadvantaged students in urban schools. Broken down further, 36% of the
 gap can be attributed to differences in family background. The lower
 income of urban families alone explains 25% of the gap. Differences in
 measures of school quality, such as small classes, large schools, and
 private school attendance, explain very little of the gap. While current
 policy focuses on schools and school reform, our results are a reminder
 that meaningful efforts to improve performance in urban schools must
 address socioeconomic conditions in urban areas. 
Journal: Education Economics 
Pages: 297-315 
Issue: 3 
Volume: 18 
Year: 2010 
Keywords: test score gap, urban students, decomposition, 
X-DOI: 10.1080/09645290903465713 
File-URL: http://www.tandfonline.com/10.1080/09645290903465713 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:3:p:297-315




Template-Type: ReDIF-Article 1.0
Author-Name: Horacio Matos-Diaz 
Author-X-Name-First: Horacio 
Author-X-Name-Last: Matos-Diaz 
Author-Name: James Ragan 
Author-X-Name-First: James 
Author-X-Name-Last: Ragan 
Title: Do student evaluations of teaching depend on the distribution of expected grade? 
Abstract:
  Prior research suggests that student evaluations of teaching may depend
 on the average grade expected in a class. We hypothesize that, because of
 risk aversion, student ratings also depend on the distribution of expected
 grades. As predicted, student ratings at the University of Puerto Rico at
 Bayamon are significantly and negatively related to the variance of
 expected grades, implying that faculty may be able to boost their student
 evaluations of teaching ratings by narrowing the grade distribution.
 Findings are also consistent with the hypothesis that weak students place
 the highest value on a tight distribution of expected grades. 
Journal: Education Economics 
Pages: 317-330 
Issue: 3 
Volume: 18 
Year: 2010 
Keywords: student evaluations, expected grade, grade distribution, risk aversion, 
X-DOI: 10.1080/09645290903109444 
File-URL: http://www.tandfonline.com/10.1080/09645290903109444 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:3:p:317-330




Template-Type: ReDIF-Article 1.0
Author-Name: Rhonya Adli 
Author-X-Name-First: Rhonya 
Author-X-Name-Last: Adli 
Author-Name: Ahmed Louichi 
Author-X-Name-First: Ahmed 
Author-X-Name-Last: Louichi 
Author-Name: Nadia Tamouh 
Author-X-Name-First: Nadia 
Author-X-Name-Last: Tamouh 
Title: The sibling size impact on the educational achievement in France 
Abstract:
  We examine the impact of sibling size on children's education. The
 theoretical framework shows an opposite relationship between the number of
 children within family and their school performance. Empirical works
 diverge between those corroborating this theory and those leading to
 ambiguous results such a positive correlation or the absence of any
 correlation. An econometric study based on national survey data, 'Efforts
 of Education of families in France (1991-1992)', reveals that this
 relation is much more complex. On the one hand, this correlation can be
 positive, negative, or absent according to the various modalities taken
 into account. On the other hand, we will show the influence of other
 factors that exert a stronger effect on the educational achievement. 
Journal: Education Economics 
Pages: 331-348 
Issue: 3 
Volume: 18 
Year: 2010 
Keywords: family, sibling, education, multinomial logit, 
X-DOI: 10.1080/09645290902815066 
File-URL: http://www.tandfonline.com/10.1080/09645290902815066 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:3:p:331-348




Template-Type: ReDIF-Article 1.0
Author-Name: Stephanie Martin 
Author-X-Name-First: Stephanie 
Author-X-Name-Last: Martin 
Title: Are public school teacher salaries paid compensating wage differentials for student racial and ethnic characteristics? 
Abstract:
  The present paper examines the relationship between public school teacher
 salaries and the racial concentration and segregation of students in the
 district. A particularly rich set of control variables is included to
 better measure the effect of racial characteristics. Additional analyses
 included Metropolitan Statistical Area fixed effects and longitudinal
 teacher salary data. The results are generally consistent with a positive
 compensating wage differential for working in districts with a higher
 percentage of Black and Latino students. The longitudinal results also
 suggest that more segregated districts may pay lower salaries. 
Journal: Education Economics 
Pages: 349-370 
Issue: 3 
Volume: 18 
Year: 2010 
Keywords: teacher salaries, segregation, minority, compensating wage differentials, 
X-DOI: 10.1080/09645290802470228 
File-URL: http://www.tandfonline.com/10.1080/09645290802470228 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:3:p:349-370




Template-Type: ReDIF-Article 1.0
Author-Name: Changhui Kang 
Author-X-Name-First: Changhui 
Author-X-Name-Last: Kang 
Title: Confronting the shadow education system: what government policies for what private tutoring? 
Abstract:
Journal: Education Economics 
Pages: 373-375 
Issue: 3 
Volume: 18 
Year: 2010 
X-DOI: 10.1080/09645292.2010.507493 
File-URL: http://www.tandfonline.com/10.1080/09645292.2010.507493 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:3:p:373-375




Template-Type: ReDIF-Article 1.0
Author-Name: John Mangan 
Author-X-Name-First: John 
Author-X-Name-Last: Mangan 
Author-Name: Bernard Trendle 
Author-X-Name-First: Bernard 
Author-X-Name-Last: Trendle 
Title: Cancellation of indigenous Australians from the apprenticeship training contract 
Abstract:
  The vocational education and training (VET) sector is a major pathway to
 post-school education for indigenous students, yet questions are being
 raised about the capacity of the VET system to provide successful outcomes
 for the indigenous apprentices and trainees it attracts. Within a system
 plagued by high cancellation rates in general, indigenous apprentices
 appear to do particularly badly. This paper combines data from an
 administrative database on apprenticeship with income data from the 2001
 Census of Population and Housing to provide an analysis of attrition rates
 for apprenticeship training contracts in Queensland, asking: Are
 cancellation rates for indigenous students significantly higher than those
 for non-indigenous students, and, if so, what factors are responsible for
 this? 
Journal: Education Economics 
Pages: 377-394 
Issue: 4 
Volume: 18 
Year: 2010 
Keywords: indigenous, vocational education, pathways, cancellation rates, duration analysis, 
X-DOI: 10.1080/09645290903546587 
File-URL: http://www.tandfonline.com/10.1080/09645290903546587 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:4:p:377-394




Template-Type: ReDIF-Article 1.0
Author-Name: John Swinton 
Author-X-Name-First: John 
Author-X-Name-Last: Swinton 
Author-Name: Thomas De Berry 
Author-X-Name-First: Thomas 
Author-X-Name-Last: De Berry 
Author-Name: Benjamin Scafidi 
Author-X-Name-First: Benjamin 
Author-X-Name-Last: Scafidi 
Author-Name: Howard Woodard 
Author-X-Name-First: Howard 
Author-X-Name-Last: Woodard 
Title: Does in-service professional learning for high school economics teachers improve student achievement? 
Abstract:
  Education policy analysts and professional educators have called for more
 and better professional learning opportunities for in-service teachers,
 and for at least 30 years economists called for more content training for
 high school economics teachers. Using new data from all Georgia high
 school economics students, we assess the impact of in-service teacher
 workshops on the performance of students on a high-stakes end-of-course
 economics exam. Controlling for student characteristics and teacher fixed
 effects, we find a positive and significant impact of teacher workshop
 attendance - once teachers have attended three workshops - on student test
 scores. Furthermore, the results suggest that in-service workshops for
 economics teachers offer a cost-effective way to provide content training. 
Journal: Education Economics 
Pages: 395-405 
Issue: 4 
Volume: 18 
Year: 2010 
Keywords: in-service teacher training, student achievement, 
X-DOI: 10.1080/09645290802470434 
File-URL: http://www.tandfonline.com/10.1080/09645290802470434 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:4:p:395-405




Template-Type: ReDIF-Article 1.0
Author-Name: John Robst 
Author-X-Name-First: John 
Author-X-Name-Last: Robst 
Title: Childhood sexual victimization, educational attainment, and the returns to schooling 
Abstract:
  Numerous studies show that survivors of childhood sexual abuse suffer as
 adults from depression, post-traumatic stress disorder, alcohol and drug
 abuse, and other mental illnesses. As such, the effect of experiencing
 traumatic events during childhood including sexual abuse can have lasting
 implications. The purpose of this paper is to examine whether a history of
 childhood sexual abuse is related to women's educational attainment and
 returns to schooling, and to examine whether such effects are a function
 of the severity of abuse. 
Journal: Education Economics 
Pages: 407-421 
Issue: 4 
Volume: 18 
Year: 2010 
Keywords: women's education, child sexual abuse, 
X-DOI: 10.1080/09645290903102837 
File-URL: http://www.tandfonline.com/10.1080/09645290903102837 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:4:p:407-421




Template-Type: ReDIF-Article 1.0
Author-Name: Kris Ewing 
Author-X-Name-First: Kris 
Author-X-Name-Last: Ewing 
Author-Name: Kim Beckert 
Author-X-Name-First: Kim 
Author-X-Name-Last: Beckert 
Author-Name: Bradley Ewing 
Author-X-Name-First: Bradley 
Author-X-Name-Last: Ewing 
Title: The response of US college enrollment to unexpected changes in macroeconomic activity 
Abstract:
  This paper estimates the extent and magnitude of US college and
 university enrollment responses to unanticipated changes in macroeconomic
 activity. In particular, we consider the relationship between enrollment,
 economic growth, and inflation. A time series analysis known as a vector
 autoregression is estimated and impulse response functions are calculated
 to measure the enrollment response to these economic shocks. The results
 suggest that enrollment patterns differ by gender and are consistent with
 economic theory. 
Journal: Education Economics 
Pages: 423-434 
Issue: 4 
Volume: 18 
Year: 2010 
Keywords: college enrollment, macroeconomics, time series, economic growth, inflation, 
X-DOI: 10.1080/09645290903465739 
File-URL: http://www.tandfonline.com/10.1080/09645290903465739 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:18:y:2010:i:4:p:423-434




Template-Type: ReDIF-Article 1.0
Author-Name: Angela Dills 
Author-X-Name-First: Angela 
Author-X-Name-Last: Dills 
Author-Name: Sean Mulholland 
Author-X-Name-First: Sean 
Author-X-Name-Last: Mulholland 
Title: A comparative look at private and public schools' class size determinants 
Abstract:
  This paper tests three theories of class size determination: that schools
 assign better-behaved students, higher quality teachers, or
 higher-achieving students into larger classes. Furthermore, we estimate
 how these methodologies differ between public and private schools. Using a
 nationally representative sample from the USA, we show that, within public
 schools, third-grade class size is correlated with first-grade ability
 and, to a lesser extent, first-grade behavior. Private schools, however,
 appear to assign teachers reporting greater control over school policy to
 larger classes and teachers with more experience to smaller classes. Class
 size determination is due to uniquely different processes within public
 and private schools. 
Journal: Education Economics 
Pages: 435-454 
Issue: 4 
Volume: 18 
Year: 2010 
Keywords: class size, private schools, 
X-DOI: 10.1080/09645290903546397 
File-URL: http://www.tandfonline.com/10.1080/09645290903546397 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:4:p:435-454




Template-Type: ReDIF-Article 1.0
Author-Name: Theodore Breton 
Author-X-Name-First: Theodore 
Author-X-Name-Last: Breton 
Title: Schooling and national income: how large are the externalities? Corrected estimates 
Abstract:
Journal: Education Economics 
Pages: 455-456 
Issue: 4 
Volume: 18 
Year: 2010 
X-DOI: 10.1080/09645292.2010.524430 
File-URL: http://www.tandfonline.com/10.1080/09645292.2010.524430 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:4:p:455-456




Template-Type: ReDIF-Article 1.0
Author-Name: Clive Belfield 
Author-X-Name-First: Clive 
Author-X-Name-Last: Belfield 
Title: Schoolhouses, courthouses, and statehouses: solving the funding-achievement puzzle in America's public schools 
Abstract:
Journal: Education Economics 
Pages: 459-460 
Issue: 4 
Volume: 18 
Year: 2010 
X-DOI: 10.1080/09645292.2010.524429 
File-URL: http://www.tandfonline.com/10.1080/09645292.2010.524429 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:4:p:459-460




Template-Type: ReDIF-Article 1.0
Author-Name: Aradhna Aggarwal 
Author-X-Name-First: Aradhna 
Author-X-Name-Last: Aggarwal 
Title: Universalisation of education in India: concerns, conflicts and cohesions 
Abstract:
Journal: Education Economics 
Pages: 460-464 
Issue: 4 
Volume: 18 
Year: 2010 
X-DOI: 10.1080/09645292.2010.524427 
File-URL: http://www.tandfonline.com/10.1080/09645292.2010.524427 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:18:y:2010:i:4:p:460-464




Template-Type: ReDIF-Article 1.0
Author-Name: Hans Heijke 
Author-X-Name-First: Hans 
Author-X-Name-Last: Heijke 
Author-Name: Christoph Meng 
Author-X-Name-First: Christoph 
Author-X-Name-Last: Meng 
Title: The effects of higher education programme characteristics on the allocation and performance of the graduates 
Abstract:
  Using a unique European data-set, we investigated the significance of
 five higher education programme characteristics for the labour market
 position of the graduates: the academic versus discipline-specific
 character of the competencies generated; the standardization of these
 competencies; the combination of working and learning; the
 internationalization; and the exclusive entrance to particular
 occupations. Our results reveal the importance of the competence
 orientation. Graduates are allocated in such a manner that the competence
 orientation of the programme is in congruence with the competence
 orientation of the occupation. We will also show that the standardization
 of the programme allows for higher earnings. 
Journal: Education Economics 
Pages: 1-27 
Issue: 1 
Volume: 19 
Year: 2011 
Keywords: higher education, education programme characteristics, labour market position, competencies, 
X-DOI: 10.1080/09645290903094133 
File-URL: http://www.tandfonline.com/10.1080/09645290903094133 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:19:y:2011:i:1:p:1-27




Template-Type: ReDIF-Article 1.0
Author-Name: Sergio Perelman 
Author-X-Name-First: Sergio 
Author-X-Name-Last: Perelman 
Author-Name: Daniel Santin 
Author-X-Name-First: Daniel 
Author-X-Name-Last: Santin 
Title: Measuring educational efficiency at student level with parametric stochastic distance functions: an application to Spanish PISA results 
Abstract:
  The aim of the present paper is to examine the observed differences in
 Students' test performance across public and private-voucher schools in
 Spain. For this purpose, we explicitly consider that education is a
 multi-input multi-output production process subject to inefficient
 behaviors, which can be identified at student level using a parametric
 stochastic distance function approach. The empirical application of this
 model, based on Spanish data from the Programme for International Student
 Assessment implemented by the Organization for Economic Co-operation and
 Development in 2003, allows us to identify different aspects of the
 underlying educational technology. Among other things, the results provide
 insights into how student background, peer group, school characteristics
 and personal circumstances interact with educational outputs. Moreover,
 our findings suggest that, once educational inputs and potential bias due
 to school choice endogeneity are taken into account, no further
 unexplained difference remains between students' efficiency levels across
 public and private-voucher schools. 
Journal: Education Economics 
Pages: 29-49 
Issue: 1 
Volume: 19 
Year: 2011 
Keywords: public schools, educational efficiency, stochastic frontier, distance function, 
X-DOI: 10.1080/09645290802470475 
File-URL: http://www.tandfonline.com/10.1080/09645290802470475 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:1:p:29-49




Template-Type: ReDIF-Article 1.0
Author-Name: Nicolas Gury 
Author-X-Name-First: Nicolas 
Author-X-Name-Last: Gury 
Title: Dropping out of higher education in France: a micro-economic approach using survival analysis 
Abstract:
  Through the use of event-history techniques, we will show that a duration
 framework is adapted to the analysis of higher education attrition. Our
 dropout model allows for estimates to vary over time. While some factors
 exhibit constant effects, like high school characteristics, other effects
 do vary from the first year to the fourth. Men and women do not generally
 exhibit the same dropout behaviour. Socio-economic background, and
 especially the parents' level of education, would appear to be influential
 only at the beginning of the university period. Results suggest that only
 well-targeted actions considering both the 'early leavers' and 'late
 leavers' could serve to increase the internal efficiency of French
 universities. 
Journal: Education Economics 
Pages: 51-64 
Issue: 1 
Volume: 19 
Year: 2011 
Keywords: dropout, event-history analysis, time-varying effects, graduation, 
X-DOI: 10.1080/09645290902796357 
File-URL: http://www.tandfonline.com/10.1080/09645290902796357 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:1:p:51-64




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew Nutting 
Author-X-Name-First: Andrew 
Author-X-Name-Last: Nutting 
Title: Community college transfer students' probabilities of baccalaureate receipt as a function of their prevalence in four-year colleges and departments 
Abstract:
  The present paper determines whether community college transfer students
 have higher baccalaureate rates when they enroll in four-year colleges and
 departments that have larger shares of transfer students. Transfers
 attending non-technical campuses with larger shares of transfers have
 higher eight-year baccalaureate rates, but within-campus increases in
 share transfers do not increase transfer graduation rates. Transfers in
 departments with large shares of transfer students have significantly
 lower graduation rates, but natives in such departments do not.
 Within-department increases in transfer student presence are positively
 correlated with transfer eight-year graduation rates and negatively
 correlated with native eight-year graduation rates, indicating an
 opportunity for efficiency gains if influxes of transfers are separated
 from natives. 
Journal: Education Economics 
Pages: 65-87 
Issue: 1 
Volume: 19 
Year: 2011 
Keywords: peer effects, transfer education, community colleges, human capital, 
X-DOI: 10.1080/09645290802500560 
File-URL: http://www.tandfonline.com/10.1080/09645290802500560 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:1:p:65-87




Template-Type: ReDIF-Article 1.0
Author-Name: Rosa Duarte 
Author-X-Name-First: Rosa 
Author-X-Name-Last: Duarte 
Author-Name: Jose-Julian Escario 
Author-X-Name-First: Jose-Julian 
Author-X-Name-Last: Escario 
Author-Name: Jose-Alberto Molina 
Author-X-Name-First: Jose-Alberto 
Author-X-Name-Last: Molina 
Title: 'Me, my classmates and my buddies': analysing peer group effects on student marijuana consumption 
Abstract:
  The aim of this paper is to explore the influence of peer behaviour on
 student marijuana consumption. Our hypothesis is that, in contrast to the
 traditional measures of peer group effects carried out at class or school
 level, the use of a closer peer group, which we relate to the group of
 friends, is more relevant in the explanation of marijuana consumption. On
 the basis of the data provided by the 2004 Spanish Survey on Drug Use in
 the School Population, we estimate a probit model in which two alternative
 peer variables are introduced. The results show that, once the effect of
 the closer peer group is controlled for, the effect of classmates'
 behaviour on the student is insignificant. Moreover, the closer peer group
 effects are asymmetric in their magnitude. 
Journal: Education Economics 
Pages: 89-105 
Issue: 1 
Volume: 19 
Year: 2011 
Keywords: students, peer effects, drug consumption, 
X-DOI: 10.1080/09645290902796332 
File-URL: http://www.tandfonline.com/10.1080/09645290902796332 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:1:p:89-105




Template-Type: ReDIF-Article 1.0
Author-Name: Martin Schlotter 
Author-X-Name-First: Martin 
Author-X-Name-Last: Schlotter 
Author-Name: Guido Schwerdt 
Author-X-Name-First: Guido 
Author-X-Name-Last: Schwerdt 
Author-Name: Ludger Woessmann 
Author-X-Name-First: Ludger 
Author-X-Name-Last: Woessmann 
Title: Econometric methods for causal evaluation of education policies and practices: a non-technical guide 
Abstract:
  Education policy-makers and practitioners want to know which policies and
 practices can best achieve their goals. But research that can inform
 evidence-based policy often requires complex methods to distinguish
 causation from accidental association. Avoiding econometric jargon and
 technical detail, this paper explains the main idea and intuition of
 leading empirical strategies devised to identify causal impacts and
 illustrates their use with real-world examples. It covers six evaluation
 methods: controlled experiments, lotteries of oversubscribed programs,
 instrumental variables, regression discontinuities,
 differences-in-differences approach, and panel data techniques.
 Illustrating applications include evaluations of early childhood
 interventions, voucher lotteries, funding programs for disadvantaged
 students, and compulsory school and tracking reforms. 
Journal: Education Economics 
Pages: 109-137 
Issue: 2 
Volume: 19 
Year: 2011 
Keywords: causal effects, education, policy evaluation, non-technical guide, 
X-DOI: 10.1080/09645292.2010.511821 
File-URL: http://www.tandfonline.com/10.1080/09645292.2010.511821 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:2:p:109-137




Template-Type: ReDIF-Article 1.0
Author-Name: Stefano Iacus 
Author-X-Name-First: Stefano 
Author-X-Name-Last: Iacus 
Author-Name: Giuseppe Porro 
Author-X-Name-First: Giuseppe 
Author-X-Name-Last: Porro 
Title: Teachers' evaluations and students' achievement: a 'deviation from the reference' analysis 
Abstract:
  Several studies show that teachers make use of grading practices to
 affect students' effort and achievement. Generally linearity is assumed in
 the grading equation, while it is everyone's experience that grading
 practices are frequently non-linear. Representing grading practices as
 linear can be misleading both from a descriptive and a prescriptive
 viewpoint. Here we propose to identify grading practices as 'deviations
 from a reference', which is a fully non-parametric criterion, and measure
 their effects on achievement based on this classification. To show the
 effectiveness of our approach, we apply the methodology to a data-set on
 Italian lower secondary school. 
Journal: Education Economics 
Pages: 139-159 
Issue: 2 
Volume: 19 
Year: 2011 
Keywords: evaluation, grading practice, students' achievement, classification techniques, 
X-DOI: 10.1080/09645290903105277 
File-URL: http://www.tandfonline.com/10.1080/09645290903105277 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:2:p:139-159




Template-Type: ReDIF-Article 1.0
Author-Name: Emanuela Di Gropello 
Author-X-Name-First: Emanuela 
Author-X-Name-Last: Di Gropello 
Author-Name: Jeffery Marshall 
Author-X-Name-First: Jeffery 
Author-X-Name-Last: Marshall 
Title: Decentralization and educational performance: evidence from the PROHECO Community School Program in rural Honduras 
Abstract:
  We analyze the effectiveness of the Programa Hondureno de Educacion
 Comunitaria (PROHECO) community school program in rural Honduras. The data
 include standardized tests and extensive information on school, teacher,
 classroom and community features for 120 rural schools drawn from 15
 states. Using academic achievement decompositions we find that PROHECO
 schools do a better job of maximizing teacher effort and involving parents
 in the school, both of which translate into higher levels of achievement.
 But these efficiency advantages are offset (to some degree) by lower
 levels of teacher experience, training, parental education, as well as a
 reliance on smaller class sizes. The results help extend the community
 school and school based management (SBM) literatures by identifying
 plausible mechanisms in the chain linking increased community involvement
 with better student outcomes, while also highlighting the importance of
 local capacity. 
Journal: Education Economics 
Pages: 161-180 
Issue: 2 
Volume: 19 
Year: 2011 
Keywords: School based management, school and teacher quality, academic achievement, decomposition analysis, 
X-DOI: 10.1080/09645290902992816 
File-URL: http://www.tandfonline.com/10.1080/09645290902992816 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:2:p:161-180




Template-Type: ReDIF-Article 1.0
Author-Name: Alex van der Merwe 
Author-X-Name-First: Alex 
Author-X-Name-Last: van der Merwe 
Title: Earnings expectations of typical South African university of technology first-year students 
Abstract:
  Human capital theory holds that a higher education will be pursued to the
 extent that its pecuniary rewards outstrip its costs. This notion is
 founded on the neoclassical economic assumption that expected earnings
 conditional on educational investment are accurately anticipated by those
 considering such investments. However, the evidence in support of this
 thesis is slim and, in the case of South Africa in particular, remains
 largely untested. This paper - the product of a qualitative study -
 reports the expected earnings data of Durban University of Technology
 first-year students who, on the whole, are evidently able to relatively
 accurately predict their commencing and medium- to long-term earnings.
 This merited the computation and analysis of expected private rates of
 return to educational investments which were found to be significantly
 related to study field and parents' educational attainment, useful
 knowledge in any description of higher education demand. More importantly,
 though, the paper argues, possibly somewhat controversially, that human
 capital theory may offer a more plausible explanation of individual higher
 education choice if it is unconstrained by its neoclassical economic
 framework. 
Journal: Education Economics 
Pages: 181-198 
Issue: 2 
Volume: 19 
Year: 2011 
Keywords: human capital theory, earnings expectations, expected rate of return, higher education demand, educational investment, 
X-DOI: 10.1080/09645290903546462 
File-URL: http://www.tandfonline.com/10.1080/09645290903546462 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:2:p:181-198




Template-Type: ReDIF-Article 1.0
Author-Name: Tommaso Agasisti 
Author-X-Name-First: Tommaso 
Author-X-Name-Last: Agasisti 
Title: Performances and spending efficiency in higher education: a European comparison through non-parametric approaches 
Abstract:
  The objective of this paper is an efficiency analysis concerning higher
 education systems in European countries. Data have been extracted from
 OECD data-sets (Education at a Glance, several years), using a
 non-parametric technique - data envelopment analysis - to calculate
 efficiency scores. This paper represents the first attempt to conduct such
 an efficiency analysis at a system-level in a cross-country comparison,
 while focusing only on tertiary education. The role of the public sector
 has also been analysed, by looking at the percentage of public spending
 devoted to higher education, and the way the public funds are used
 (channelled through private subsidies or directly assigned to
 institutions). It has been found that there is a small core of efficient
 units (e.g. Switzerland, United Kingdom), and that the influence of the
 public sector seems to play a role in determining efficiency scores. Many
 elements, related to critical policies, have also been analysed adopting a
 semi-parametric approach, to better explain the performances and
 efficiency differentials. Some key-policy implications have been derived. 
Journal: Education Economics 
Pages: 199-224 
Issue: 2 
Volume: 19 
Year: 2011 
Keywords: efficiency analysis, higher education, public spending, data envelopment analysis, 
X-DOI: 10.1080/09645290903094174 
File-URL: http://www.tandfonline.com/10.1080/09645290903094174 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:2:p:199-224




Template-Type: ReDIF-Article 1.0
Author-Name: Colin Green 
Author-X-Name-First: Colin 
Author-X-Name-Last: Green 
Author-Name: Giuseppe Migali 
Author-X-Name-First: Giuseppe 
Author-X-Name-Last: Migali 
Title: EDITORIAL 
Abstract:
Journal: Education Economics 
Pages: 227-228 
Issue: 3 
Volume: 19 
Year: 2011 
X-DOI: 10.1080/09645292.2011.605267 
File-URL: http://www.tandfonline.com/10.1080/09645292.2011.605267 
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Handle: RePEc:taf:edecon:v:19:y:2011:i:3:p:227-228




Template-Type: ReDIF-Article 1.0
Author-Name: Weili Ding 
Author-X-Name-First: Weili 
Author-X-Name-Last: Ding 
Author-Name: Steven Lehrer 
Author-X-Name-First: Steven 
Author-X-Name-Last: Lehrer 
Title: Experimental estimates of the impacts of class size on test scores: robustness and heterogeneity 
Abstract:
  Proponents of class size reductions (CSRs) draw heavily on the results
 from Project Student/Teacher Achievement Ratio to support their
 initiatives. Adding to the political appeal of these initiative are
 reports that minority and economically disadvantaged students received the
 largest benefits from smaller classes. We extend this research in two
 directions. First, to address correlated outcomes from the same class size
 treatment, we account for the over-rejection of the Null hypotheses by
 using multiple inference procedures. Second, we conduct a more detailed
 examination of the heterogeneous impacts of CSRs on measures of cognitive
 and non-cognitive achievement using more flexible models. We find that
 students with higher test scores received greater benefits from CSRs.
 Furthermore, we present evidence that the main effects of the small class
 treatment are robust to corrections for the multiple hypotheses being
 tested. However, these same corrections lead the differential impacts of
 smaller classes by race and free-lunch status to become statistically
 insignificant. 
Journal: Education Economics 
Pages: 229-252 
Issue: 3 
Volume: 19 
Year: 2011 
X-DOI: 10.1080/09645292.2011.589142 
File-URL: http://www.tandfonline.com/10.1080/09645292.2011.589142 
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Handle: RePEc:taf:edecon:v:19:y:2011:i:3:p:229-252




Template-Type: ReDIF-Article 1.0
Author-Name: Keith Bender 
Author-X-Name-First: Keith 
Author-X-Name-Last: Bender 
Author-Name: John Heywood 
Author-X-Name-First: John 
Author-X-Name-Last: Heywood 
Title: Educational mismatch and the careers of scientists 
Abstract:
  Previous research confirms that many employees work in jobs not well
 matched to their skills and education, resulting in lower pay and job
 satisfaction. While this literature typically uses cross-sectional data,
 we examine the evolution of mismatch and its consequences over a career,
 by using a panel data set of scientists in the USA. The results show that
 both the incidence of mismatch and its negative consequences appear
 concentrated among those late in careers. This suggests that past studies
 of mismatch may exaggerate the degree of inefficiency in labor market
 matching. 
Journal: Education Economics 
Pages: 253-274 
Issue: 3 
Volume: 19 
Year: 2011 
Keywords: educational mismatch, panel data, science and engineering careers, 
X-DOI: 10.1080/09645292.2011.577555 
File-URL: http://www.tandfonline.com/10.1080/09645292.2011.577555 
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Handle: RePEc:taf:edecon:v:19:y:2011:i:3:p:253-274




Template-Type: ReDIF-Article 1.0
Author-Name: Massimiliano Bratti 
Author-X-Name-First: Massimiliano 
Author-X-Name-Last: Bratti 
Author-Name: Daniele Checchi 
Author-X-Name-First: Daniele 
Author-X-Name-Last: Checchi 
Author-Name: Antonio Filippin 
Author-X-Name-First: Antonio 
Author-X-Name-Last: Filippin 
Title: Should you compete or cooperate with your schoolmates? 
Abstract:
  This paper presents empirical evidence from the Programme for
 International Student Assessment 2003 survey on the role of students'
 attitudes towards competition and cooperation in mathematical literacy
 achievement. While individual competitive attitudes are positively
 correlated with test scores, the reverse occurs when considering the
 aggregation of individual attitudes. Similarly, while individual
 cooperative attitudes exhibit a negative correlation with test scores, the
 opposite is true in the aggregate. We provide an interpretation of this
 'fallacy of composition' based on public good production and incentives to
 free riding, which is prevented by social norms held valid in a small or
 homogenous group. 
Journal: Education Economics 
Pages: 275-289 
Issue: 3 
Volume: 19 
Year: 2011 
Keywords: cooperation, competition, PISA, student attitudes, 
X-DOI: 10.1080/09645292.2011.585021 
File-URL: http://www.tandfonline.com/10.1080/09645292.2011.585021 
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Handle: RePEc:taf:edecon:v:19:y:2011:i:3:p:275-289




Template-Type: ReDIF-Article 1.0
Author-Name: Barbara Grave 
Author-X-Name-First: Barbara 
Author-X-Name-Last: Grave 
Title: The effect of student time allocation on academic achievement 
Abstract:
  There is a large literature on the influence of institutional
 characteristics on student academic achievement. In contrast, relatively
 little research focusses on student time allocation and its effects on
 student performance. This paper contributes to the literature by
 investigating the effect of student time allocation on the average grade
 of undergraduate students, by gender, ability, and field of study. The
 results suggest that the time spent on attending courses is positively
 associated with grades for females, high-ability students, and students of
 Social Sciences and Sciences/Engineering. Spending time on self-study, on
 other study-related activities, or on working as a student assistant or
 tutor is positively correlated with grades for almost all students.
 Devoting time for attending tutorials or student work groups is negatively
 correlated with grades if the ability of students is below average or if
 they study Sciences/Engineering. Using a translog production function, the
 results indicate that spending time on courses, on self-study, and on
 other study-related activities are substitutes. However, time spent on
 courses and time spent on working as a student assistant or tutor are
 complements. 
Journal: Education Economics 
Pages: 291-310 
Issue: 3 
Volume: 19 
Year: 2011 
Keywords: student time allocation, student performance, educational production function, 
X-DOI: 10.1080/09645292.2011.585794 
File-URL: http://www.tandfonline.com/10.1080/09645292.2011.585794 
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Handle: RePEc:taf:edecon:v:19:y:2011:i:3:p:291-310




Template-Type: ReDIF-Article 1.0
Author-Name: Carmen Aina 
Author-X-Name-First: Carmen 
Author-X-Name-Last: Aina 
Author-Name: Eliana Baici 
Author-X-Name-First: Eliana 
Author-X-Name-Last: Baici 
Author-Name: Giorgia Casalone 
Author-X-Name-First: Giorgia 
Author-X-Name-Last: Casalone 
Title: Time to degree: students' abilities, university characteristics or something else? Evidence from Italy 
Abstract:
  We use a representative sample of Italian graduates drawn from the
 Consorzio AlmaLaurea to assess the impact of individual and family
 characteristics, university inputs and the labour market on the time taken
 to attain a degree. Our estimates highlight that all these dimensions
 drive the outcome analysed. Weak labour market prospects contribute
 particularly to length time to degree. Our results suggest that a
 comprehensive policy intervention is needed to increase the number of
 students graduating within the minimum period. 
Journal: Education Economics 
Pages: 311-325 
Issue: 3 
Volume: 19 
Year: 2011 
Keywords: tertiary education, time to degree, labour market, 
X-DOI: 10.1080/09645292.2011.585016 
File-URL: http://www.tandfonline.com/10.1080/09645292.2011.585016 
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Handle: RePEc:taf:edecon:v:19:y:2011:i:3:p:311-325




Template-Type: ReDIF-Article 1.0
Author-Name: Gerald Eisenkopf 
Author-X-Name-First: Gerald 
Author-X-Name-Last: Eisenkopf 
Title: Paying for better test scores 
Abstract:
  The paper investigates if the provision of financial incentives has an
 impact on the performance of students in educational tests. The analysis
 is based on data from an experiment with high school students who answered
 multiple-choice items from the Third International Mathematics and Science
 Study (TIMSS). As in TIMSS, the setup did not discourage students from
 guessing. Students with a salary based on individual performance did not
 score significantly better than students with a fixed payout or a payout
 based on the performance of the entire group. However, incentives have an
 impact. The group with individualized payments showed significantly more
 guessing activities than the others. 
Journal: Education Economics 
Pages: 329-339 
Issue: 4 
Volume: 19 
Year: 2011 
Month: 12 
X-DOI: 10.1080/09645290903546330 
File-URL: http://hdl.handle.net/10.1080/09645290903546330 
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Handle: RePEc:taf:edecon:v:19:y:2011:i:4:p:329-339




Template-Type: ReDIF-Article 1.0
Author-Name: Iris BenDavid-Hadar 
Author-X-Name-First: Iris 
Author-X-Name-Last: BenDavid-Hadar 
Author-Name: Adrian Ziderman 
Author-X-Name-First: Adrian 
Author-X-Name-Last: Ziderman 
Title: A new model for equitable and efficient resource allocation to schools: the Israeli case 
Abstract:
  This paper sets out a new budget allocation formula for schools, designed
 to achieve a more equitable distribution of educational achievement. In
 addition to needs-based elements, the suggested composite allocation
 formula includes an improvement component, whereby schools receive
 budgetary allocations based on a new incentive measure developed in this
 paper: Improvement in the Educational Achievement Distribution. The
 development of the budget allocation formula is demonstrated utilizing
 Israeli data. Large-scale, nationwide datasets relating students&#x2019;
 academic achievement to student background variables, teacher profiles,
 and school characteristics were analyzed to identify appropriate
 needs-based formula components and to estimate their weights. The results
 are compared with the funding formulas currently used in Israel. 
Journal: Education Economics 
Pages: 341-362 
Issue: 4 
Volume: 19 
Year: 2011 
Month: 3 
X-DOI: 10.1080/09645291003726467 
File-URL: http://hdl.handle.net/10.1080/09645291003726467 
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Handle: RePEc:taf:edecon:v:19:y:2011:i:4:p:341-362




Template-Type: ReDIF-Article 1.0
Author-Name: Peter Glick 
Author-X-Name-First: Peter 
Author-X-Name-Last: Glick 
Author-Name: Jean   Claude Randrianarisoa 
Author-X-Name-First: Jean   Claude 
Author-X-Name-Last: Randrianarisoa 
Author-Name: David E. Sahn 
Author-X-Name-First: David E. 
Author-X-Name-Last: Sahn 
Title: Family background, school characteristics, and children's cognitive achievement in Madagascar 
Abstract:
  This paper uses linked household, school, and test score data from
 Madagascar to investigate the relation of household characteristics and
 school factors to the cognitive skills of children ages 8--10 and 14--16.
 In contrast to most achievement test studies in developing countries, the
 study uses representative rather than school-based samples of children and
 combines detailed information on school and family background. Schooling
 of mothers matters far more for learning than schooling of fathers,
 perhaps reflecting differences in parental time spent with children on
 schoolwork. Even these effects, however, are significantly attenuated when
 controlling for choice of residence or school. Skills are also affected by
 aspects of primary schools, including teacher experience and
 infrastructure. 
Journal: Education Economics 
Pages: 363-396 
Issue: 4 
Volume: 19 
Year: 2011 
Month: 2 
X-DOI: 10.1080/09645292.2010.488476 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.488476 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:19:y:2011:i:4:p:363-396




Template-Type: ReDIF-Article 1.0
Author-Name: Blane   D. Lewis 
Author-X-Name-First: Blane   D. 
Author-X-Name-Last: Lewis 
Author-Name: Daan Pattinasarany 
Author-X-Name-First: Daan 
Author-X-Name-Last: Pattinasarany 
Author-Name: David E. Sahn 
Author-X-Name-First: David E. 
Author-X-Name-Last: Sahn 
Title: The cost of public primary education in Indonesia: do schools need more money? 
Abstract:
  In the international context, the quality of public primary education in
 Indonesia is sub-standard. The assumption of officials at all levels of
 government is that a significant increase in funding will be required to
 improve education performance. The analysis in this paper shows that money
 does indeed matter for the attainment of primary education goals, although
 probably not as much as many observers might think. The examination also
 demonstrates that local public primary education is delivered very
 inefficiently in Indonesia. The evidence suggests that schools might be
 able to reach significantly improved education outcomes and simultaneously
 decrease total spending by a non-negligible amount. Overall, the analysis
 does not offer much support for government&#x2019;s apparent view that
 large and rapid increases in funding are the sine qua non of improving
 education sector performance. 
Journal: Education Economics 
Pages: 397-410 
Issue: 4 
Volume: 19 
Year: 2011 
Month: 9 
X-DOI: 10.1080/09645290903358397 
File-URL: http://hdl.handle.net/10.1080/09645290903358397 
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Handle: RePEc:taf:edecon:v:19:y:2011:i:4:p:397-410




Template-Type: ReDIF-Article 1.0
Author-Name: Ilias Livanos 
Author-X-Name-First: Ilias 
Author-X-Name-Last: Livanos 
Author-Name: Konstantinos Pouliakas 
Author-X-Name-First: Konstantinos 
Author-X-Name-Last: Pouliakas 
Title: Wage returns to university disciplines in Greece: are Greek higher education degrees Trojan Horses? 
Abstract:
  This paper examines the wage returns to qualifications and academic
 disciplines in the Greek labour market. Exploring wage responsiveness
 across various degree subjects in Greece is interesting, as it is
 characterised by high levels of graduate unemployment, which vary
 considerably with the field of study, and relatively low levels of wage
 flexibility. Using micro-data from recently available waves (2002--2003)
 of the Greek Labour Force Survey, the returns to academic disciplines are
 estimated by gender and public/private sector. Quantile regressions and
 cohort interactions are also used to capture the heterogeneity in wage
 returns across the various disciplines. The results show considerable
 variation in wage premiums across the fields of study, with lower returns
 for those that have a marginal role to play in an economy with a rising
 services/shrinking public sector. Educational reforms that pay closer
 attention to the future prospects of university disciplines are advocated. 
Journal: Education Economics 
Pages: 411-445 
Issue: 4 
Volume: 19 
Year: 2011 
Month: 12 
X-DOI: 10.1080/09645290903546363 
File-URL: http://hdl.handle.net/10.1080/09645290903546363 
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Handle: RePEc:taf:edecon:v:19:y:2011:i:4:p:411-445




Template-Type: ReDIF-Article 1.0
Author-Name: Augustin de Coulon 
Author-X-Name-First: Augustin 
Author-X-Name-Last: de Coulon 
Author-Name: Elena Meschi 
Author-X-Name-First: Elena 
Author-X-Name-Last: Meschi 
Author-Name: Anna Vignoles 
Author-X-Name-First: Anna 
Author-X-Name-Last: Vignoles 
Title: Parents' skills and children's cognitive and non-cognitive outcomes 
Abstract:
  Previous research has suggested a positive intergenerational relationship
 between a parent's childhood cognitive skill level and their own
 children's skill levels. Yet we also know that individuals' skill levels
 change during childhood and into adulthood, not least as a result of their
 education, training and work experience. Thus parents' adult skill levels
 are potentially as important in predicting the cognitive and non-cognitive
 skills of their children. The aims of this paper are two fold. Firstly, to
 assess the strength of the intergenerational correlation between parental
 skill in adulthood, specifically literacy and numeracy skills, and their
 children's early skills. The second aim is to assess whether, from a
 policy perspective, identifying adults with poor basic skills in literacy
 and numeracy is helpful in devising policies to target children at risk of
 having poor cognitive and non-cognitive skills. The data used are from the
 British Cohort Study (BCS), which in 2004 assessed cohort members' adult
 literacy and numeracy skills and, for a subset of the cohort, the
 cognitive and non-cognitive skills of their children. We find strong
 evidence that parents with better numeracy and literacy in adulthood have
 children who perform better in early cognitive and non-cognitive tests.
 This finding is not simply due to the positive correlation between
 parents' early cognitive skills and their adult cognitive skills. Rather,
 parents' adult skill levels provide additional useful information to help
 explain their children's early skills in regressions that also control for
 parents' own early cognitive skills as measured at age five. This paper
 provides clear support for the notion that identifying parents with poor
 literacy and numeracy skills can help us predict which children are most
 at risk of having poor skills themselves. 
Journal: Education Economics 
Pages: 451-474 
Issue: 5 
Volume: 19 
Year: 2011 
Month: 7 
X-DOI: 10.1080/09645292.2010.511829 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.511829 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:19:y:2011:i:5:p:451-474




Template-Type: ReDIF-Article 1.0
Author-Name: Valentino Dardanoni 
Author-X-Name-First: Valentino 
Author-X-Name-Last: Dardanoni 
Author-Name: Salvatore Modica 
Author-X-Name-First: Salvatore 
Author-X-Name-Last: Modica 
Author-Name: Aline Pennisi 
Author-X-Name-First: Aline 
Author-X-Name-Last: Pennisi 
Title: School grading and institutional contexts 
Abstract:
  We study how the relationship between students' cognitive ability and
 their school grades depends on institutional contexts. In a simple
 abstract model, we show that unless competence standards are set at
 above-school level or the variation of competence across schools is low,
 students' competence valuation will be heterogeneous, with weaker schools
 inflating grades or flattening their dependence on competence, therefore
 reducing the information content and comparability of school grades. Using
 data from the OECD-PISA 2003 Survey, the model is applied to a sample of
 four countries, namely Australia, Germany, Italy, and the Netherlands. We
 find that in Australia, schools' heterogeneity does not affect grading
 practices; in the other countries, grades are inflated in weaker schools,
 uniformly in Germany and the Netherlands, to a larger extent for weaker
 students in Italy. 
Journal: Education Economics 
Pages: 475-486 
Issue: 5 
Volume: 19 
Year: 2011 
Month: 1 
X-DOI: 10.1080/09645292.2010.488482 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.488482 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:19:y:2011:i:5:p:475-486




Template-Type: ReDIF-Article 1.0
Author-Name: Geraint Johnes 
Author-X-Name-First: Geraint 
Author-X-Name-Last: Johnes 
Author-Name: Astrid Schwarzenberger 
Author-X-Name-First: Astrid 
Author-X-Name-Last: Schwarzenberger 
Title: Differences in cost structure and the evaluation of efficiency: the case of German universities 
Abstract:
  A multiproduct cost function is estimated for German higher education
 institutions using a panel of data from recent years. The use of panel
 data allows a random parameter stochastic frontier model to be estimated,
 and this delivers new insights on the extent to which differences in costs
 between institutions producing similar vectors of outputs may be due to
 different cost structures, on the one hand, and efficiency, on the other.
 The approach used here therefore resembles in some respects the
 non&#x2010;parametric methods of efficiency evaluation, since different
 loss functions attach to different universities. We report also on
 measures of average incremental cost of provision and on returns to scale
 and scope. 
Journal: Education Economics 
Pages: 487-499 
Issue: 5 
Volume: 19 
Year: 2011  
Month: 1 
X-DOI: 10.1080/09645291003726442 
File-URL: http://hdl.handle.net/10.1080/09645291003726442 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:5:p:487-499




Template-Type: ReDIF-Article 1.0
Author-Name: Mark Musumba 
Author-X-Name-First: Mark 
Author-X-Name-Last: Musumba 
Author-Name: Yanhong   H. Jin 
Author-X-Name-First: Yanhong   H. 
Author-X-Name-Last: Jin 
Author-Name: James   W. Mjelde 
Author-X-Name-First: James   W. 
Author-X-Name-Last: Mjelde 
Title: Factors influencing career location preferences of international graduate students in the United States 
Abstract:
  Using primary survey data, factors influencing preferences of
 international graduate students in the United States as to whether they
 prefer to stay in the United States or go back to their home country to
 start their careers are examined employing discrete choice analysis.
 Career opportunities and social climate are critical factors. Students
 prefer to start their careers in the country where they have more and
 better career opportunities, receive higher salaries, and have increased
 civil liberties. Differences between students who are sure and those who
 are not sure as to where they prefer to start their career are noted. 
Journal: Education Economics 
Pages: 501-517 
Issue: 5 
Volume: 19 
Year: 2011 
Month: 6 
X-DOI: 10.1080/09645290903102902 
File-URL: http://hdl.handle.net/10.1080/09645290903102902 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:19:y:2011:i:5:p:501-517




Template-Type: ReDIF-Article 1.0
Author-Name: Regula Geel 
Author-X-Name-First: Regula 
Author-X-Name-Last: Geel 
Author-Name: Johannes Mure 
Author-X-Name-First: Johannes 
Author-X-Name-Last: Mure 
Author-Name: Uschi Backes-Gellner 
Author-X-Name-First: Uschi 
Author-X-Name-Last: Backes-Gellner 
Title: Specificity of occupational training and occupational mobility: an empirical study based on Lazear&#x2019;s skill-weights approach 
Abstract:
  According to standard human capital theory, firm-financed training cannot
 be explained if the skills obtained are general in nature. Nevertheless,
 in German-speaking countries, firms invest heavily in apprenticeship
 training although the skills are assumed to be general. In our paper, we
 study the extent to which apprenticeship training is general at all and
 how specificity of training may be defined based on Lazear&#x2019;s
 skill-weights approach. We build occupation-specific skill-weights and
 find that the more specific the skill portfolio in an occupation, the
 higher the net costs firms have to bear for these apprenticeship training
 occupations and, at the same time, the smaller the probability of an
 occupational change during an employee&#x2019;s entire career. Due to the
 new definition of occupational specificity, we thus find that
 apprenticeship training -- previously assessed as general training -- is
 very heterogeneous in its specificity. 
Journal: Education Economics 
Pages: 519-535 
Issue: 5 
Volume: 19 
Year: 2011 
Month: 1 
X-DOI: 10.1080/09645291003726483 
File-URL: http://hdl.handle.net/10.1080/09645291003726483 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:5:p:519-535




Template-Type: ReDIF-Article 1.0
Author-Name: P�ter F�ldv�ri 
Author-X-Name-First: P�ter 
Author-X-Name-Last: F�ldv�ri 
Author-Name: Bas van Leeuwen 
Author-X-Name-First: Bas 
Author-X-Name-Last: van Leeuwen 
Title: Should less inequality in education lead to a more equal income distribution? 
Abstract:
  In this paper, we revisit the question whether inequality in education
 and human capital is closely related to income inequality. Using the most
 popular functional forms describing the relationship between, first,
 output and human capital and, second, education and human capital, we find
 that the effect of inequality in schooling on income inequality is very
 low, even insignificant in an economic sense. This is confirmed by our
 empirical analysis, since we find that the Gini coefficient of education
 yields an insignificant coefficient. If we take care of the possible
 simultaneity using a two-stage least-squares (2SLS) analysis, we find that
 there is no relationship in the case of non-OECD countries, but a positive
 relationship is found in the case of OECD countries. Also, we cannot
 confirm that a more equal distribution of education leads to higher income
 per capita, even though this result is sensitive to the choice of data. 
Journal: Education Economics 
Pages: 537-554 
Issue: 5 
Volume: 19 
Year: 2011 
Month: 2 
X-DOI: 10.1080/09645292.2010.488472 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.488472 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:19:y:2011:i:5:p:537-554




Template-Type: ReDIF-Article 1.0
Author-Name: Lorenzo Cappellari 
Author-X-Name-First: Lorenzo 
Author-X-Name-Last: Cappellari 
Author-Name: Claudio Lucifora 
Author-X-Name-First: Claudio 
Author-X-Name-Last: Lucifora 
Author-Name: Dario Pozzoli 
Author-X-Name-First: Dario 
Author-X-Name-Last: Pozzoli 
Title: Determinants of grades in maths for students in economics 
Abstract:
  This paper investigates the determinants of grades achieved in maths by
 first-year students in economics. We use individual administrative data
 from 1993 to 2005 to fit an educational production function. Our main
 findings suggest that good secondary school achievements and the type of
 school attended are significantly associated with maths grades.
 <italic>Ceteris paribus</italic>, females typically do better than males.
 Since students can postpone the exam or repeat it when they fail, we also
 analyze the determinants of the elapsed time to pass the exam using a
 survival analysis. Modeling simultaneously maths grades and the hazard of
 passing the exam, we find that the overall hazard rate of passing the exam
 is higher for those students who get the higher grades. The longer the
 students wait to take the exam, the less likely they are to obtain high
 grades. 
Journal: Education Economics 
Pages: 1-17 
Issue: 1 
Volume: 20 
Year: 2012  
Month: 2 
X-DOI: 10.1080/09645291003718340 
File-URL: http://hdl.handle.net/10.1080/09645291003718340 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:20:y:2012:i:1:p:1-17




Template-Type: ReDIF-Article 1.0
Author-Name: Maresa Sprietsma 
Author-X-Name-First: Maresa 
Author-X-Name-Last: Sprietsma 
Title: Computers as pedagogical tools in Brazil: a pseudo-panel analysis 
Abstract:
  The number of schools that have access to computers and the Internet has
 increased rapidly since the beginning of the 1990s. However, evidence of
 their effectiveness as pedagogical tools to acquire reading and math
 skills is still the object of debate. We use repeated cross-section data
 from Brazil to evaluate the effect of the availability of a computer lab
 and the use of computers and the Internet by teachers on pupils' math and
 reading test scores at age 15. 
Journal: Education Economics 
Pages: 19-32 
Issue: 1 
Volume: 20 
Year: 2012 
Month: 11 
X-DOI: 10.1080/09645290903546496 
File-URL: http://hdl.handle.net/10.1080/09645290903546496 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:20:y:2012:i:1:p:19-32




Template-Type: ReDIF-Article 1.0
Author-Name: Mustafa   C. Karakus 
Author-X-Name-First: Mustafa   C. 
Author-X-Name-Last: Karakus 
Author-Name: David   S. Salkever 
Author-X-Name-First: David   S. 
Author-X-Name-Last: Salkever 
Author-Name: Eric   P. Slade 
Author-X-Name-First: Eric   P. 
Author-X-Name-Last: Slade 
Author-Name: Nicholas Ialongo 
Author-X-Name-First: Nicholas 
Author-X-Name-Last: Ialongo 
Author-Name: Elizabeth Stuart 
Author-X-Name-First: Elizabeth 
Author-X-Name-Last: Stuart 
Title: Implications of middle school behavior problems for high school graduation and employment outcomes of young adults: estimation of a recursive model 
Abstract:
  The potentially serious adverse impacts of behavior problems during
 adolescence on employment outcomes in adulthood provide a key economic
 rationale for early intervention programs. However, the extent to which
 lower educational attainment accounts for the total impact of adolescent
 behavior problems on later employment remains unclear. As an initial step
 in exploring this issue, we specify and estimate a recursive bivariate
 probit model that (1) relates middle school behavior problems to high
 school graduation and (2) models later employment in young adulthood as a
 function of these behavior problems and of high school graduation. Our
 model thus allows for both a direct effect of behavior problems on later
 employment as well as an indirect effect that operates via graduation from
 high school. Our empirical results, based on analysis of data from the
 National Educational Longitudinal Study, suggest that the direct effects
 of externalizing behavior problems on later employment are not significant
 but that these problems have important indirect effects operating through
 high school graduation. 
Journal: Education Economics 
Pages: 33-52 
Issue: 1 
Volume: 20 
Year: 2012 
Month: 4 
X-DOI: 10.1080/09645292.2010.511816 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.511816 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:20:y:2012:i:1:p:33-52




Template-Type: ReDIF-Article 1.0
Author-Name: Ashraf Eid 
Author-X-Name-First: Ashraf 
Author-X-Name-Last: Eid 
Title: Higher education R&D and productivity growth: an empirical study on high-income OECD countries 
Abstract:
  This paper is a macro study on higher education R&D and its impact on
 productivity growth. I measure the social rate of return on higher
 education R&D in 17 high-income OECD countries using country level data on
 the percentage of gross expenditure on R&D performed by higher education,
 business, and government sectors over the period 1981--2006. Empirical
 results suggest that lagged R&D performed by higher education is
 positively affecting productivity growth in all specifications. The
 long-run propensity of productivity growth to R&D performed by the higher
 education sector is also found to be positive and significant while it is
 found be insignificant to business R&D. 
Journal: Education Economics 
Pages: 53-68 
Issue: 1 
Volume: 20 
Year: 2012 
Month: 12 
X-DOI: 10.1080/09645291003726855 
File-URL: http://hdl.handle.net/10.1080/09645291003726855 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:20:y:2012:i:1:p:53-68




Template-Type: ReDIF-Article 1.0
Author-Name: Phuong Nguyen-Hoang 
Author-X-Name-First: Phuong 
Author-X-Name-Last: Nguyen-Hoang 
Title: Cost function and its use for intergovernmental educational transfers in Vietnam 
Abstract:
  The purpose of this paper is twofold. First, although many cost function
 studies have been done in developed countries, there has been no such
 study for the developing countries such as Vietnam. This paper will make
 the first attempt at conducting a cost function analysis for Vietnam.
 Second, it also demonstrates how the results of the cost function analysis
 can be used to potentially address two weaknesses of the current norms for
 intergovernmental educational transfers in Vietnam. These norms neither
 are relevant for output-based budgeting purposes nor fully account for
 factors influencing provinces' cost of delivering education. The cost
 function results can be used for a more output-oriented and more adequate,
 thus more equitable, distribution of educational transfers. 
Journal: Education Economics 
Pages: 69-91 
Issue: 1 
Volume: 20 
Year: 2012 
Month: 6 
X-DOI: 10.1080/09645290903313087 
File-URL: http://hdl.handle.net/10.1080/09645290903313087 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:1:p:69-91




Template-Type: ReDIF-Article 1.0
Author-Name: Sheng-Tung Chen 
Author-X-Name-First: Sheng-Tung 
Author-X-Name-Last: Chen 
Author-Name: Hsiao-I. Kuo 
Author-X-Name-First: Hsiao-I. 
Author-X-Name-Last: Kuo 
Author-Name: Chi-Chung Chen 
Author-X-Name-First: Chi-Chung 
Author-X-Name-Last: Chen 
Title: Estimating the extreme behaviors of students performance using quantile regression -- evidences from Taiwan 
Abstract:
  The two-stage least squares approach together with quantile regression
 analysis is adopted here to estimate the educational production function.
 Such a methodology is able to capture the extreme behaviors of the two
 tails of students' performance and the estimation outcomes have important
 policy implications. Our empirical study is applied to the case of
 students' scores in the Basic Competence Test in Taiwan. The empirical
 estimation outcomes between traditional OLS and quantile regression on
 peer-group effects, school characteristics, and family characteristics are
 diverse and depend on students' ability. Such findings have important
 implications for parents as well as for government. 
Journal: Education Economics 
Pages: 93-113 
Issue: 1 
Volume: 20 
Year: 2012 
Month: 12 
X-DOI: 10.1080/09645292.2010.545517 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.545517 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:20:y:2012:i:1:p:93-113




Template-Type: ReDIF-Article 1.0
Author-Name: Giorgio Brunello 
Author-X-Name-First: Giorgio 
Author-X-Name-Last: Brunello 
Author-Name: Lorenzo Rocco 
Author-X-Name-First: Lorenzo 
Author-X-Name-Last: Rocco 
Author-Name: Kenn Ariga 
Author-X-Name-First: Kenn 
Author-X-Name-Last: Ariga 
Author-Name: Roki Iwahashi 
Author-X-Name-First: Roki 
Author-X-Name-Last: Iwahashi 
Title: On the efficiency costs of de-tracking secondary schools in Europe 
Abstract:
  Many European countries have delayed the time when school tracking starts
 in order to pursue equality of opportunity. What are the efficiency costs
 of de-tracking secondary schools? This paper builds a stylized model of
 the optimal time of tracking, estimates the relevant parameters using
 micro data for 11 European countries and computes the efficiency loss of
 tracking earlier or later than the efficient time. We find that this loss
 is moderate, and equal on average to half percent of GDP. 
Journal: Education Economics 
Pages: 117-138 
Issue: 2 
Volume: 20 
Year: 2012 
Month: 11 
X-DOI: 10.1080/09645291003726426 
File-URL: http://hdl.handle.net/10.1080/09645291003726426 
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Handle: RePEc:taf:edecon:v:20:y:2012:i:2:p:117-138




Template-Type: ReDIF-Article 1.0
Author-Name: Monazza Aslam 
Author-X-Name-First: Monazza 
Author-X-Name-Last: Aslam 
Author-Name: Faisal Bari 
Author-X-Name-First: Faisal 
Author-X-Name-Last: Bari 
Author-Name: Geeta Kingdon 
Author-X-Name-First: Geeta 
Author-X-Name-Last: Kingdon 
Title: Returns to schooling, ability and cognitive skills in Pakistan 
Abstract:
  This study investigates the economic outcomes of education for wage
 earners in Pakistan. This is done by analysing the relationship between
 schooling, cognitive skills and ability, on the one hand, and economic
 activity, occupation, sectoral choice and earnings, on the other. In
 Pakistan, an important question remains largely unaddressed: what does the
 coefficient on &#x2018;schooling&#x2019; in conventional earning function
 estimates measure? Whereas human capital theory holds that the economic
 return to an extra year of schooling measures productivity gains acquired
 through additional schooling, the credentialist view argues that it
 represents a return to acquired qualifications and credentials, and a
 third view, the signalling hypothesis, suggests that it captures a return
 to native ability. This paper seeks to adjudicate between these theories
 using data from a unique purpose-designed survey of more than 1000
 households in Pakistan, collected in 2007. The paper also examines the
 shape of the education--earnings relationship in Pakistan as a way of
 testing the poverty-reducing potential of education in Pakistan. 
Journal: Education Economics 
Pages: 139-173 
Issue: 2 
Volume: 20 
Year: 2012 
Month: 5 
X-DOI: 10.1080/09645292.2010.488470 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.488470 
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Handle: RePEc:taf:edecon:v:20:y:2012:i:2:p:139-173




Template-Type: ReDIF-Article 1.0
Author-Name: Kitae Sohn 
Author-X-Name-First: Kitae 
Author-X-Name-Last: Sohn 
Title: The dynamics of the evolution of the Black--White test score gap 
Abstract:
  We apply a quantile version of the Oaxaca-Blinder decomposition to
 estimate the counterfactual distribution of the test scores of Black
 students. In the Early Childhood Longitudinal Study, Kindergarten Class of
 1998--1999 (ECLS-K), we find that the gap initially appears only at the
 top of the distribution of test scores. As children age, however, the gap
 at the top shrinks whereas the gap in the middle part of the distribution
 grows. Moreover, the gap due to differences in the effect, rather than
 amount, of characteristics becomes important. 
Journal: Education Economics 
Pages: 175-188 
Issue: 2 
Volume: 20 
Year: 2012 
Month: 4 
X-DOI: 10.1080/09645292.2010.488487 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.488487 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:20:y:2012:i:2:p:175-188




Template-Type: ReDIF-Article 1.0
Author-Name: Sauro Mocetti 
Author-X-Name-First: Sauro 
Author-X-Name-Last: Mocetti 
Title: Educational choices and the selection process: before and after compulsory schooling 
Abstract:
  The aim of this paper is to analyze the selection process at work before
 and after compulsory schooling by assessing the determinants of school
 failures, dropouts, and upper secondary school decisions of young
 Italians. The data-set is built combining individual data by the Labor
 Force Survey and aggregate data on local labor markets and school supply
 by the Italian National Statistic Institute and the Minister of Public
 Education, respectively. Our results show that school failure (i.e.,
 repetition of a year) is highly correlated with the family background, and
 it strongly affects later choices. Early school leaving and the upper
 secondary school choice are mainly a reflection of the parents'
 socioeconomic status. The effectiveness of the educational system when
 narrowing the failure risk and the scholastic outflow relies on the
 widespread adoption of full-time attendance in compulsory school, the
 quality of the school infrastructures, and the fewer teachers with
 temporary contracts. 
Journal: Education Economics 
Pages: 189-209 
Issue: 2 
Volume: 20 
Year: 2012 
Month: 2 
X-DOI: 10.1080/09645291003726434 
File-URL: http://hdl.handle.net/10.1080/09645291003726434 
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Handle: RePEc:taf:edecon:v:20:y:2012:i:2:p:189-209




Template-Type: ReDIF-Article 1.0
Author-Name: Shamsul   Arifeen Khan Mamun 
Author-X-Name-First: Shamsul   Arifeen Khan 
Author-X-Name-Last: Mamun 
Title: Stochastic estimation of cost frontier: evidence from Bangladesh 
Abstract:
  In the literature of higher education cost function study, enough
 knowledge is created in the area of economy scale in the context of
 developed countries but the knowledge of input demand is lacking. On the
 other hand, empirical knowledge in the context of developing countries is
 very meagre. The paper fills up the knowledge gap, estimating a quadratic
 cost frontier for the public universities in Bangladesh and thereby
 analysing economies of scale, economies of scope and input demand choice.
 The study is based on the panel data for Year 2002--2007. Findings show
 that there are economies of scale up to 350% of the mean output level in
 the public university, and the critical value of cost-minimizing demand
 for factor input labour is 48%. The paper shows that an economy of scale
 has relative advantage over cost-minimizing input choice in minimizing
 average production cost in the public university. 
Journal: Education Economics 
Pages: 211-227 
Issue: 2 
Volume: 20 
Year: 2012 
Month: 5 
X-DOI: 10.1080/09645292.2010.494836 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.494836 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:2:p:211-227




Template-Type: ReDIF-Article 1.0
Author-Name: Colin Green 
Author-X-Name-First: Colin 
Author-X-Name-Last: Green 
Title: Editorial 
Journal: Education Economics 
Pages: 231-232 
Issue: 3 
Volume: 20 
Year: 2012 
Month: 7 
X-DOI: 10.1080/09645292.2012.682829 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.682829 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:20:y:2012:i:3:p:231-232




Template-Type: ReDIF-Article 1.0
Author-Name: Jere   R. Behrman 
Author-X-Name-First: Jere   R. 
Author-X-Name-Last: Behrman 
Author-Name: Jorge Gallardo-Garc�a 
Author-X-Name-First: Jorge 
Author-X-Name-Last: Gallardo-Garc�a 
Author-Name: Susan   W. Parker 
Author-X-Name-First: Susan   W. 
Author-X-Name-Last: Parker 
Author-Name: Petra   E. Todd 
Author-X-Name-First: Petra   E. 
Author-X-Name-Last: Todd 
Author-Name: Viviana V�lez-Grajales 
Author-X-Name-First: Viviana 
Author-X-Name-Last: V�lez-Grajales 
Title: Are conditional cash transfers effective in urban areas? Evidence from Mexico 
Abstract:
  Conditional cash transfer (CCT) programs have spread worldwide as a new
 form of social assistance for the poor. Previous evaluations of CCT
 programs focus mainly on rural settings, and little is known about their
 effects in urban areas. This paper studies the short-term (1- and 2-year)
 effects of the Mexican <italic>Oportunidades</italic> CCT program on urban
 children/youth. The program provides financial incentives for
 children/youth to attend school and for family members to visit health
 clinics. To participate, families had to sign up for the program and be
 deemed eligible. Difference-in-difference propensity score-matching
 estimates indicate that the program is successful in increasing school
 enrollment, schooling attainment and time devoted to homework for girls
 and boys and in decreasing working rates of boys. 
Journal: Education Economics 
Pages: 233-259 
Issue: 3 
Volume: 20 
Year: 2012 
Month: 2 
X-DOI: 10.1080/09645292.2012.672792 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.672792 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:3:p:233-259




Template-Type: ReDIF-Article 1.0
Author-Name: Maite Bl&#xE1;zquez 
Author-X-Name-First: Maite 
Author-X-Name-Last: Bl&#xE1;zquez 
Author-Name: Santiago Budr�a 
Author-X-Name-First: Santiago 
Author-X-Name-Last: Budr�a 
Title: Overeducation dynamics and personality 
Abstract:
  In this paper, we use the 2000--2008 waves of the German Socioeconomic
 Panel to examine overeducation transitions. The results are based on a
 first-order Markov model that allows us to account for both the initial
 conditions problem and potential endogeneity in attrition. We found that
 overeducation dynamics, especially the probability of entering
 overeducation, is significantly influenced by personality. Notwithstanding
 these differences associated with individual heterogeneity, there still
 appears to be considerable overeducation persistence. Almost 18% of the
 overeducation risk is due to individual state dependence, that is, the
 fact of having been overeducated in the previous year. 
Journal: Education Economics 
Pages: 260-283 
Issue: 3 
Volume: 20 
Year: 2012 
Month: 3 
X-DOI: 10.1080/09645292.2012.679338 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.679338 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:3:p:260-283




Template-Type: ReDIF-Article 1.0
Author-Name: Barbara   S. Grave 
Author-X-Name-First: Barbara   S. 
Author-X-Name-Last: Grave 
Author-Name: Katja Goerlitz 
Author-X-Name-First: Katja 
Author-X-Name-Last: Goerlitz 
Title: Wage differentials by field of study -- the case of German university graduates 
Abstract:
  Using data on German university graduates, this paper analyzes wage
 differentials by field of study at labor market entry and five to six
 years later. At both points of time, graduates from arts/humanities have
 lower average monthly wages compared to other fields. Blinder--Oaxaca
 decompositions show that these wage differentials can be explained largely
 by different job and firm characteristics rather than by individual or
 study-related characteristics. We also find evidence that the less
 favorable job and firm characteristics of arts/humanities graduates at
 labor market entry will persist for (at least) the next five to six years. 
Journal: Education Economics 
Pages: 284-302 
Issue: 3 
Volume: 20 
Year: 2012 
Month: 3 
X-DOI: 10.1080/09645292.2012.680549 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.680549 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:3:p:284-302




Template-Type: ReDIF-Article 1.0
Author-Name: Kostas Mavromaras 
Author-X-Name-First: Kostas 
Author-X-Name-Last: Mavromaras 
Author-Name: Peter Sloane 
Author-X-Name-First: Peter 
Author-X-Name-Last: Sloane 
Author-Name: Zhang Wei 
Author-X-Name-First: Zhang 
Author-X-Name-Last: Wei 
Title: The role of education pathways in the relationship between job mismatch, wages and job satisfaction: a panel estimation approach 
Abstract:
  This paper examines the outcome of over-skilling and over-education on
 wages and job satisfaction of full-time employees in Australia between
 2001 and 2008. We employ a random effects probit model with Mundlak
 corrections. We find differences by type of mismatch, education pathway,
 and gender. We categorise reported mismatches as genuine mismatches, weak
 mismatches, and no evidence of a mismatch. There is evidence of unobserved
 individual heterogeneity as in some cases wage and job satisfaction become
 insignificant using panel estimation as opposed to pooled ordinary least
 squares or probit analysis. Furthermore, genuine mismatch derives more
 from over-skilling than from over-education. 
Journal: Education Economics 
Pages: 303-321 
Issue: 3 
Volume: 20 
Year: 2012 
Month: 2 
X-DOI: 10.1080/09645292.2012.672556 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.672556 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:3:p:303-321




Template-Type: ReDIF-Article 1.0
Author-Name: Steve Bradley 
Author-X-Name-First: Steve 
Author-X-Name-Last: Bradley 
Author-Name: Giuseppe Migali 
Author-X-Name-First: Giuseppe 
Author-X-Name-Last: Migali 
Title: The joint evaluation of multiple educational policies: the case of specialist schools and Excellence in Cities policies in Britain 
Abstract:
  Governments frequently introduce education policy reforms to improve the
 educational outcomes of pupils. These often have simultaneous effects on
 pupils because they are implemented in the same schools and at the same
 time. In this paper, we evaluate the relative and multiple overlapping
 effects of two flagship British educational policies -- the Excellence in
 Cities initiative and the specialist schools policy. We compare the
 estimates from multi-level cross-sectional and difference-in-differences
 (DID) matching models. The policy impacts estimated from cross-sectional
 models are typically positive, quite large and rise over time. The
 specialist schools policy had a much greater impact on test scores.
 However, DID matching estimates of the overlapping policies show an
 increase in GCSE test scores by only 0.5--1 point. We interpret this
 result as a small causal effect arising from complementarities between the
 two policies. 
Journal: Education Economics 
Pages: 322-342 
Issue: 3 
Volume: 20 
Year: 2012 
Month: 3 
X-DOI: 10.1080/09645292.2012.678715 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.678715 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:3:p:322-342




Template-Type: ReDIF-Article 1.0
Author-Name: Tanja Kirjavainen 
Author-X-Name-First: Tanja 
Author-X-Name-Last: Kirjavainen 
Title: Efficiency of Finnish general upper secondary schools: an application of stochastic frontier analysis with panel data 
Abstract:
  Different stochastic frontier models for panel data are used to estimate
 education production functions and the efficiency of Finnish general upper
 secondary schools. Grades in the matriculation examination are used as an
 output and explained with the comprehensive school grade point average,
 parental socio-economic background, school resources, the length of
 studies and the decentralization of test-taking. Heterogeneity across
 schools is allowed for by estimating true random effect (TRE), random
 parameter (RP) and true fixed effect (TFE) models. The results show that
 inefficiency and rankings of schools based on their inefficiency scores
 vary considerably depending on the type of stochastic frontier model
 applied. The lowest estimates for inefficiency are obtained with TRE, RP
 and TFE models, which separate time-constant random or fixed effects from
 inefficiency. The length of studies and the decentralization of
 test-taking negatively affect student achievement. 
Journal: Education Economics 
Pages: 343-364 
Issue: 4 
Volume: 20 
Year: 2012 
Month: 4 
X-DOI: 10.1080/09645292.2010.510862 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.510862 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:4:p:343-364




Template-Type: ReDIF-Article 1.0
Author-Name: Getinet Haile 
Author-X-Name-First: Getinet 
Author-X-Name-Last: Haile 
Author-Name: Beliyou Haile 
Author-X-Name-First: Beliyou 
Author-X-Name-Last: Haile 
Title: Child labour and child schooling in rural Ethiopia: nature and trade-off 
Abstract:
  We examine work participation and schooling for children aged 7--15 using
 survey data from rural Ethiopia. Bivariate probit and age-adjusted
 educational attainment equations have been estimated. Male children are
 found to be more likely to attend school than their female counterparts.
 &#x2018;Specialization&#x2019; in child labour is also found, with females
 more likely to participate in domestic chores while males participate in
 market work. The likelihood of combining schooling with work is found to
 increase with family size and ownership of livestock. Importantly, child
 labour reduces educational attainment of children. Interventions aimed at
 increasing educational opportunities, reducing poverty, and family
 planning may be vital in raising educational attainment of children. 
Journal: Education Economics 
Pages: 365-385 
Issue: 4 
Volume: 20 
Year: 2012 
Month: 9 
X-DOI: 10.1080/09645292.2011.623376 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.623376 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:4:p:365-385




Template-Type: ReDIF-Article 1.0
Author-Name: Donald Lien 
Author-X-Name-First: Donald 
Author-X-Name-Last: Lien 
Author-Name: Yaqin Wang 
Author-X-Name-First: Yaqin 
Author-X-Name-Last: Wang 
Title: The effects of a branch campus 
Abstract:
  We examine the effects of a branch campus on the social welfare of the
 host country and the foreign university. Overall, we find that a branch
 campus increases both the domestic social welfare (measured by the
 aggregate student utility) and the tuition revenue of the foreign
 university. The effect of a branch campus on the brain drain is determined
 by the quality of the branch campus. A larger increase in labor emigration
 is observed when the quality of the branch campus improves. However, if
 the quality of the branch campus is sufficiently high, then fewer students
 will choose to study abroad and the brain drain problem is alleviated. The
 choice of the quality of the branch campus, therefore, has important
 policy implications. 
Journal: Education Economics 
Pages: 386-401 
Issue: 4 
Volume: 20 
Year: 2012 
Month: 3 
X-DOI: 10.1080/09645292.2010.488488 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.488488 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:4:p:386-401




Template-Type: ReDIF-Article 1.0
Author-Name: Pierre Courtioux 
Author-X-Name-First: Pierre 
Author-X-Name-Last: Courtioux 
Title: How income contingent loans could affect the returns to higher education: a microsimulation of the French case 
Abstract:
  We assess the implementation of income contingent loan (ICL) schemes for
 higher education in a context characterized by two main features: a
 formerly tuition-free system and a great heterogeneity in the quality and
 cost of higher education. In that case, ICL implementation leads to a
 trade-off between increasing &#x2018;career&#x2019; equity in terms of
 collective public spending versus individual gains and widening low
 education traps by reducing the incentives to pursue higher education. We
 rely on a dynamic microsimulation model to evaluate the degree to which
 low education traps are enlarged by the implementation of ICLs in France.
 We conclude that the risk of such traps getting larger is very low. 
Journal: Education Economics 
Pages: 402-429 
Issue: 4 
Volume: 20 
Year: 2012 
Month: 11 
X-DOI: 10.1080/09645290903546538 
File-URL: http://hdl.handle.net/10.1080/09645290903546538 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:20:y:2012:i:4:p:402-429




Template-Type: ReDIF-Article 1.0
Author-Name: John Marangos 
Author-X-Name-First: John 
Author-X-Name-Last: Marangos 
Title: The &#x2018;discouraged-business-major&#x2019; hypothesis: policy implications 
Abstract:
  This paper uses a relatively large dataset of the stated academic major
 preferences of economics majors at a relatively large, not highly
 selective, public university in the USA to identify the
 &#x2018;discouraged-business-majors&#x2019; (DBMs). The DBM hypothesis
 addresses the phenomenon where students who are screened out of the
 business curriculum often choose an economics major as their alternative.
 This paper explains how DBMs were identified as a subset of economics
 majors and then examines how the presence of DBMs affects the quality of
 students in the economics program. In addition, potential changes
 affecting the number of economics majors are investigated such as the
 economics department joining the business school, raising the minimum
 entry Grade Point Average (GPA), or raising calculus or introductory
 microeconomics course minimum grade requirements. The dataset was compiled
 from the transcripts of all economics majors who graduated between Spring
 1999 and Spring 2005, that is 436 students over 19 terms. DBMs constituted
 42% of economics majors and, on average, underperformed relative to
 non-DBMs academically. Of the policy changes considered, joining the
 business school would have the greatest impact, reducing the number of
 economics majors by 83%, but raising the average GPA of majors from 2.70
 to 3.43. Requiring a B-- or greater in introductory microeconomics would
 reduce majors by 32.8% and raise the GPA from 2.70 to 2.82. 
Journal: Education Economics 
Pages: 430-446 
Issue: 4 
Volume: 20 
Year: 2012 
Month: 9 
X-DOI: 10.1080/09645292.2010.511820 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.511820 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:4:p:430-446




Template-Type: ReDIF-Article 1.0
Author-Name: Christian   N. Brinch 
Author-X-Name-First: Christian   N. 
Author-X-Name-Last: Brinch 
Author-Name: Bernt Bratsberg 
Author-X-Name-First: Bernt 
Author-X-Name-Last: Bratsberg 
Author-Name: Oddbj&#xF8;rn Raaum 
Author-X-Name-First: Oddbj&#xF8;rn 
Author-X-Name-Last: Raaum 
Title: The effects of an upper secondary education reform on the attainment of immigrant youth 
Abstract:
  The national Norwegian school reform of 1994, which gave students
 statutory rights to at least 3 years of upper secondary education, had a
 significant impact on educational attainment among immigrant youth. In
 particular, we find that the immigrant transition rate from compulsory
 schooling to completion of the first year of upper secondary education
 improved significantly from the pre- to the post-reform period. We present
 evidence suggesting that this improvement can be attributed to a reduction
 in school capacity constraints rather than to cohort heterogeneity. An
 important implication is that nontargeted educational reforms can have
 large effects on the educational attainment of disadvantaged groups in
 general and ethnic minority youth in particular. 
Journal: Education Economics 
Pages: 447-473 
Issue: 5 
Volume: 20 
Year: 2012 
Month: 1 
X-DOI: 10.1080/09645292.2012.664700 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.664700 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2012:i:5:p:447-473




Template-Type: ReDIF-Article 1.0
Author-Name: William Sander 
Author-X-Name-First: William 
Author-X-Name-Last: Sander 
Author-Name: Danny Cohen-Zada 
Author-X-Name-First: Danny 
Author-X-Name-Last: Cohen-Zada 
Title: Religiosity and parochial school choice: cause or effect? 
Abstract:
  In this study, we examine the effect of religiosity as measured by
 attendance at religious services on religious school choice. Particular
 attention is given to the possibly endogenous relationship between school
 choice and religiosity. We find that religiosity has an important causal
 effect on the demand for parochial schools. It is also shown that
 religiosity is substantially biased downward in OLS and probit estimates
 of parochial school choice. Finally, we discuss the implications of our
 findings for estimating the treatment effect of private school attendance
 on student outcomes. 
Journal: Education Economics 
Pages: 474-483 
Issue: 5 
Volume: 20 
Year: 2010 
Month: 11 
X-DOI: 10.1080/09645292.2010.541683 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.541683 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:20:y:2010:i:5:p:474-483




Template-Type: ReDIF-Article 1.0
Author-Name: Katherine Baird 
Author-X-Name-First: Katherine 
Author-X-Name-Last: Baird 
Title: Class in the classroom: the relationship between school resources and math performance among low socioeconomic status students in 19 rich countries 
Abstract:
  This paper investigates achievement gaps between low and high
 socioeconomic students in 19 high-income countries. On average, math
 scores of students with indicators of high socioeconomic status (SES) are
 over one standard deviation above those with low SES indicators. The paper
 estimates the extent to which these achievement gaps can be attributed to
 differences in classroom- and school-level resources available to students
 from different SES backgrounds. In some countries, achievement gaps can be
 largely explained by differences in the characteristics of schools
 attended. However, in many other countries, the gap appears more closely
 related to differences in the characteristics of the students. The results
 point to the importance of institutional difference among countries in
 explaining international differences in the quality of education received
 by different groups within a nation. 
Journal: Education Economics 
Pages: 484-509 
Issue: 5 
Volume: 20 
Year: 2010 
Month: 5 
X-DOI: 10.1080/09645292.2010.511848 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.511848 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2010:i:5:p:484-509




Template-Type: ReDIF-Article 1.0
Author-Name: Elena Del Rey 
Author-X-Name-First: Elena 
Author-X-Name-Last: Del Rey 
Title: Deferring higher education fees without relying on contributions from non-students 
Abstract:
  The benefits of deferring the payment of higher-education costs are
 increasingly acknowledged as a way to overcome student-borrowing
 constraints. Since higher education is a risky investment and students are
 generally risk averse, the repayment arrangements proposed in the
 literature frequently include some insurance. In a competitive
 environment, preventing adverse selection may require coercion to join the
 scheme or the use of public funds (i.e. contributions from non-students)
 to make the scheme attractive to all students. Alternatively, when the
 number of higher-ability students is low, students can be given the option
 to choose among arrangements that include different degrees of insurance. 
Journal: Education Economics 
Pages: 510-521 
Issue: 5 
Volume: 20 
Year: 2011 
Month: 5 
X-DOI: 10.1080/09645292.2011.592361 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.592361 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2011:i:5:p:510-521




Template-Type: ReDIF-Article 1.0
Author-Name: Constantinos Tsamadias 
Author-X-Name-First: Constantinos 
Author-X-Name-Last: Tsamadias 
Author-Name: Panagiotis Prontzas 
Author-X-Name-First: Panagiotis 
Author-X-Name-Last: Prontzas 
Title: The effect of education on economic growth in Greece over the 1960--2000 period 
Abstract:
  This paper examines the impact of education on economic growth in Greece
 over the period 1960--2000 by applying the model introduced by Mankiw,
 Romer, and Weil. The findings of the empirical analysis reveal that
 education had a positive and statistically significant effect on economic
 growth in Greece over the period 1960--2000. The econometric model
 explained up to 66% of the variation of the economic growth rate through
 the variation of the independent variables (physical capital, human
 capital, and labor). More specifically, when the coefficient of education
 is estimated using time lags, the contribution of the annual differences
 of human capital growth to the annual differences of GDP growth has been
 estimated from an annual 0.64% up to 0.81%. 
Journal: Education Economics 
Pages: 522-537 
Issue: 5 
Volume: 20 
Year: 2010 
Month: 8 
X-DOI: 10.1080/09645292.2011.557906 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.557906 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2010:i:5:p:522-537




Template-Type: ReDIF-Article 1.0
Author-Name: Linda Holmlund 
Author-X-Name-First: Linda 
Author-X-Name-Last: Holmlund 
Author-Name: H&#xE2;kan Regn�r 
Author-X-Name-First: H&#xE2;kan 
Author-X-Name-Last: Regn�r 
Title: Earnings of students who change universities 
Abstract:
  Using data on Swedish university entrants, this study finds that earnings
 are significantly lower for students who change universities compared to
 students who do not change. Earnings differences decrease over time and
 over the earnings distribution. The pattern in the estimates seems
 consistent with non-transfer students having higher earnings because of
 their earlier labor market entry and transfer students catching up because
 of their additional human-capital investments. But by changing
 universities, individuals signal that they are more likely to jump between
 jobs, and some employers account for these factors when screening job
 applicants. 
Journal: Education Economics 
Pages: 538-548 
Issue: 5 
Volume: 20 
Year: 2011 
Month: 2 
X-DOI: 10.1080/09645292.2011.561625 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.561625 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:20:y:2011:i:5:p:538-548




Template-Type: ReDIF-Article 1.0
Author-Name: Steve Bradley 
Author-X-Name-First: Steve 
Author-X-Name-Last: Bradley 
Author-Name: Colin Green 
Author-X-Name-First: Colin 
Author-X-Name-Last: Green 
Title: Editors' report and acknowledgement of referees 
Journal: Education Economics 
Pages: 1-1 
Issue: 1 
Volume: 21 
Year: 2013 
Month: 2 
X-DOI: 10.1080/09645292.2013.748301 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.748301 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:1:p:1-1




Template-Type: ReDIF-Article 1.0
Author-Name: Harsha Aturupane 
Author-X-Name-First: Harsha 
Author-X-Name-Last: Aturupane 
Author-Name: Paul Glewwe 
Author-X-Name-First: Paul 
Author-X-Name-Last: Glewwe 
Author-Name: Suzanne Wisniewski 
Author-X-Name-First: Suzanne 
Author-X-Name-Last: Wisniewski 
Title: The impact of school quality, socioeconomic factors, and child health on students&#x2019; academic performance: evidence from Sri Lankan primary schools 
Abstract:
  One of the eight Millennium Development Goals is that all children in
 developing countries should complete primary education. Much progress has
 been made toward this goal, but completing primary school does not ensure
 that students attain basic literacy and numeracy skills. Indeed, there is
 ample evidence that many children in developing countries are not learning
 these basic skills. This raises the question: What can schools and
 communities do to increase the learning that takes place in schools? Sri
 Lanka exemplifies these issues. It has achieved universal primary
 completion, but many Sri Lankan primary school students perform poorly on
 academic tests. This paper uses unusually rich data from Sri Lanka to
 investigate the determinants of academic performance, as measured by
 achievement tests, of Grade 4 students. At the child and household level,
 educated parents, better nutrition, high daily attendance, enrollment in
 private tutoring classes, exercise books, electric lighting, and
 children&#x2019;s books at home all appear to increase learning, while
 hearing problems have a strong negative effect. Among school variables,
 principals&#x2019; and teachers&#x2019; years of experience, collaborating
 with other schools in a &#x2018;school family,&#x2019; and meetings
 between parents and teachers all appear to have positive impacts on
 students&#x2019; scores. Estimates that exclude some of the variables
 available in the unusually rich data yield different results, which
 suggests that results based on less complete data are likely to suffer
 from omitted variable bias. A final section provides recommendations for
 education policies in Sri Lanka. 
Journal: Education Economics 
Pages: 2-37 
Issue: 1 
Volume: 21 
Year: 2013 
Month: 2 
X-DOI: 10.1080/09645292.2010.511852 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.511852 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:1:p:2-37




Template-Type: ReDIF-Article 1.0
Author-Name: Juliana Guimar&#xE3;es 
Author-X-Name-First: Juliana 
Author-X-Name-Last: Guimar&#xE3;es 
Author-Name: Breno Sampaio 
Author-X-Name-First: Breno 
Author-X-Name-Last: Sampaio 
Title: Family background and students&#x2019; achievement on a university entrance exam in Brazil 
Abstract:
  This paper examines the determinants of students&#x2019; performance on
 the entrance test at Universidade Federal de Pernambuco, Brazil.
 Particular attention is paid to the importance of family background
 variables, such as parents&#x2019; education and family income, on
 students&#x2019; performance and how they relate to the probability of
 attending public schools and private tutoring classes. Results suggest
 that parents&#x2019; education and study environment are key determinants
 of students&#x2019; achievements. Also, they are positively related to the
 probability of attending private schools and private tutoring classes,
 which are both estimated to have a positive effect on test scores.
 Finally, the quantile regression estimation shows that the effect of
 parents&#x2019; education and family income varies across the conditional
 score distribution. These results highlight the need for developing
 policies that seek to improve the equality of opportunities in access to
 higher education. They are of special importance for a developing country
 like Brazil, in which not only the level of inequality is among the
 highest in the world but also the level of social intergenerational
 mobility is among the lowest compared to international standards. 
Journal: Education Economics 
Pages: 38-59 
Issue: 1 
Volume: 21 
Year: 2013 
Month: 2 
X-DOI: 10.1080/09645292.2010.545528 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.545528 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:1:p:38-59




Template-Type: ReDIF-Article 1.0
Author-Name: John   A. Karikari 
Author-X-Name-First: John   A. 
Author-X-Name-Last: Karikari 
Author-Name: Hashem Dezhbakhsh 
Author-X-Name-First: Hashem 
Author-X-Name-Last: Dezhbakhsh 
Title: Are selective private and public colleges affordable? 
Abstract:
  We examine college affordability under the existing pricing and financial
 aid system that awards both non need-based and need-based aid. Using data
 of freshmen attending a large number of selective private and public
 colleges in the USA, we find that the prices students actually pay for
 college have increased over time. Need-based grant aid has not kept pace
 with the substantial increases in non need-based aid. Most importantly,
 although low-income students received more subsidies than higher-income
 students, the existing financial aid system does not provide enough
 affordability to needy students. Nonetheless, the deficiency cannot be
 attributed to the increases in non need-based aid. 
Journal: Education Economics 
Pages: 60-78 
Issue: 1 
Volume: 21 
Year: 2013 
Month: 2 
X-DOI: 10.1080/09645292.2010.545195 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.545195 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:1:p:60-78




Template-Type: ReDIF-Article 1.0
Author-Name: Pataporn Sukontamarn 
Author-X-Name-First: Pataporn 
Author-X-Name-Last: Sukontamarn 
Title: Bangladesh&#x2019;s food for education program: the effects on two groups of targeted households 
Abstract:
  Using nationally representative data from Bangladesh, the paper
 investigates the effects of the food for education program on primary
 enrollment of all children, and in particular children from two groups of
 targeted households. For all children, exposure to the program shows
 positive effects on the enrollment of boys. However, only small effects
 are found in the case of girls. For rural landless households, the results
 suggest that the program mainly contributed to the increase in the
 enrollment of boys. On the other hand, for rural female-headed households,
 the effects of the program are seen mainly in the case of girls. 
Journal: Education Economics 
Pages: 79-91 
Issue: 1 
Volume: 21 
Year: 2013 
Month: 2 
X-DOI: 10.1080/09645292.2010.521659 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.521659 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:1:p:79-91




Template-Type: ReDIF-Article 1.0
Author-Name: Nicholas Biddle 
Author-X-Name-First: Nicholas 
Author-X-Name-Last: Biddle 
Title: Necessary but not sufficient? Youth responses to localised returns to education in Australia 
Abstract:
  In this paper, the 2001 Australian Census is used to estimate predicted
 net benefits of education at a small geographic level. These are then
 linked to youth in the areas to test the associations with high school
 participation. This is done separately for Indigenous youth, a population
 sub-group with historically low levels of education participation. The
 results confirm that, in general, localised predicted benefits of
 education do have a significant association with participation. For the
 Indigenous population, however, there is no significant association
 between the predicted income benefits of education and participation and
 only a weak association with the employment benefits. 
Journal: Education Economics 
Pages: 92-104 
Issue: 1 
Volume: 21 
Year: 2013 
Month: 2 
X-DOI: 10.1080/09645292.2010.511843 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.511843 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:1:p:92-104




Template-Type: ReDIF-Article 1.0
Author-Name: Muriel Meunier 
Author-X-Name-First: Muriel 
Author-X-Name-Last: Meunier 
Author-Name: Augustin de Coulon 
Author-X-Name-First: Augustin 
Author-X-Name-Last: de Coulon 
Author-Name: Oscar Marcenaro-Gutierrez 
Author-X-Name-First: Oscar 
Author-X-Name-Last: Marcenaro-Gutierrez 
Author-Name: Anna Vignoles 
Author-X-Name-First: Anna 
Author-X-Name-Last: Vignoles 
Title: A longitudinal analysis of UK second-generation disadvantaged immigrants 
Abstract:
  We consider the relative academic achievement in primary school of
 second-generation immigrant children in the UK. The education progress of
 these groups of children is of historical interest and is also relevant to
 the policy debate today, since ethnic minority students in England
 continue to have lower levels of achievement in primary school, though
 they go on to catch up with their white counterparts in secondary school.
 We use rich data for a cohort born in 1970 and find that children born to
 South Asian or Afro-Caribbean parents have significantly lower levels of
 cognitive achievement in both mathematics and language in primary school.
 Our analysis also reveals that the negative impact from being born to
 South Asian parents decreases during primary school, while the negative
 effect from being born to Afro-Caribbean parents remains approximately
 stable. Hence, our evidence shows that even as long ago as the late 1970s,
 while most ethnic minority groups had lower academic achievement in
 primary school, some groups of ethnic minority pupils, namely those from
 South Asia, were showing signs of &#x2018;catch-up&#x2019;. 
Journal: Education Economics 
Pages: 105-134 
Issue: 2 
Volume: 21 
Year: 2013 
Month: 3 
X-DOI: 10.1080/09645292.2011.568605 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.568605 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:2:p:105-134




Template-Type: ReDIF-Article 1.0
Author-Name: Maria De Paola 
Author-X-Name-First: Maria 
Author-X-Name-Last: De Paola 
Author-Name: Michela Ponzo 
Author-X-Name-First: Michela 
Author-X-Name-Last: Ponzo 
Author-Name: Vincenzo Scoppa 
Author-X-Name-First: Vincenzo 
Author-X-Name-Last: Scoppa 
Title: Class size effects on student achievement: heterogeneity across abilities and fields 
Abstract:
  In this paper, we analyze class size effects on college students
 exploiting data from a project offering special remedial courses in
 mathematics and language skills to freshmen enrolled at an Italian
 medium-sized public university. To estimate the effects of class size, we
 exploit the fact that students and teachers are virtually randomly
 assigned to teaching classes of different sizes. From our analysis, it
 emerges that controlling for a number of individual characteristics,
 larger classes determine a significant and sizeable negative effect on
 student performance in mathematics. Importantly, this negative effect is
 significantly larger for low-ability students and negligible for
 high-ability ones. On the other hand, class size effects do not appear to
 be relevant for student achievement in language skills. 
Journal: Education Economics 
Pages: 135-153 
Issue: 2 
Volume: 21 
Year: 2013
Month: 3 
X-DOI: 10.1080/09645292.2010.511811 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.511811 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:2:p:135-153




Template-Type: ReDIF-Article 1.0
Author-Name: Lei Zhang 
Author-X-Name-First: Lei 
Author-X-Name-Last: Zhang 
Title: Effects of college educational debt on graduate school attendance and early career and lifestyle choices 
Abstract:
  This paper examines how college educational debt affects various
 post-baccalaureate decisions of bachelor&#x2019;s degree recipients. I
 employ the Baccalaureate and Beyond 93/97 survey data. Using college-aid
 policies as instrumental variables to correct for the endogeneity of
 student college debt level, I find that for public college graduates,
 college debt has a negative and significant effect on graduate school
 attendance. This negative effect is concentrated on more costly programs
 associated with doctoral, MBA, and first professional (FP) degrees, and
 debt has no effect on the choice of a master&#x2019;s program. For private
 college students, debt does not have an effect on the overall graduate
 school attendance, but this absence of effect conceals the differential
 effects of debt on different graduate programs -- debt has a positive and
 significant effect on the choice of an MBA or an FP program, and a zero
 effect on other programs. For both public and private college students,
 debt has no effects on early career choices such as salary, sector of
 occupation, marital status, and homeownership. 
Journal: Education Economics 
Pages: 154-175 
Issue: 2 
Volume: 21 
Year: 2013
Month: 3 
X-DOI: 10.1080/09645292.2010.545204 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.545204 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:2:p:154-175




Template-Type: ReDIF-Article 1.0
Author-Name: Kwok Tong Soo 
Author-X-Name-First: Kwok Tong 
Author-X-Name-Last: Soo 
Title: Does anyone use information from university rankings? 
Abstract:
  This paper estimates the effect that the league table published in the
 Sunday Times University Guide has on perceptions of the quality of
 universities by head teachers and academics, and on Home, EU and Overseas
 student applications, using data from 2005 to 2009 and a System GMM model
 for dynamic panel data. Our main result is that university rankings
 influence the perceptions of head teachers and academics, but have no
 statistically significant impact on student applications. There is
 evidence of persistence in perceptions and applications, suggesting the
 importance of reputational factors. Perceptions of head teachers and
 academics of pre-92 and post-92 universities are influenced by different
 criteria. 
Journal: Education Economics 
Pages: 176-190 
Issue: 2 
Volume: 21 
Year: 2013 
Month: 3 
X-DOI: 10.1080/09645292.2011.561626 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.561626 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:2:p:176-190




Template-Type: ReDIF-Article 1.0
Author-Name: David Flacher 
Author-X-Name-First: David 
Author-X-Name-Last: Flacher 
Author-Name: Hugo Harari-Kermadec 
Author-X-Name-First: Hugo 
Author-X-Name-Last: Harari-Kermadec 
Title: Tuition fees, self-esteem and social heterogeneity 
Abstract:
  Modelling students' behaviour in relation to tuition fees is a complex
 task since students' &#x2018;talent&#x2019; is not common knowledge.
 Students observe a private noisy signal of their abilities, while
 university receives noisy information based on the quantitative and
 qualitative data provided by university applicants. In this article, we
 add the heterogeneity of the population to this model: we assume that this
 heterogeneity means that the perception of skills among a part of the
 population is biased and underestimates the capabilities of its members to
 succeed in the higher education system. Our conclusions differ from those
 derived in the literature and show in particular that the optimal tuition
 fees for a given number of students are lower than those obtained for a
 homogeneous population. 
Journal: Education Economics 
Pages: 191-210 
Issue: 2 
Volume: 21 
Year: 2013 
Month: 3 
X-DOI: 10.1080/09645292.2011.561630 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.561630 
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Handle: RePEc:taf:edecon:v:21:y:2013:i:2:p:191-210




Template-Type: ReDIF-Article 1.0
Author-Name: Colin Green 
Author-X-Name-First: Colin 
Author-X-Name-Last: Green 
Author-Name: Giuseppe Migali 
Author-X-Name-First: Giuseppe 
Author-X-Name-Last: Migali 
Title: Editorial 
Journal: Education Economics 
Pages: 211-212 
Issue: 3 
Volume: 21 
Year: 2013 
Month: 7 
X-DOI: 10.1080/09645292.2013.804338 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.804338 
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Handle: RePEc:taf:edecon:v:21:y:2013:i:3:p:211-212




Template-Type: ReDIF-Article 1.0
Author-Name: Anders Hoest 
Author-X-Name-First: Anders 
Author-X-Name-Last: Hoest 
Author-Name: Vibeke Myrup Jensen 
Author-X-Name-First: Vibeke Myrup 
Author-X-Name-Last: Jensen 
Author-Name: Lisbeth Palmhoej Nielsen 
Author-X-Name-First: Lisbeth Palmhoej 
Author-X-Name-Last: Nielsen 
Title: Increasing the admission rate to upper secondary school: the case of lower secondary school student career guidance 
Abstract:
	      Although several studies investigate the effects of school
 resources on student performance, these studies tend to focus more on
 intervention effect sizes than on their cost-effectiveness. Exploiting
 policy-induced variation in Denmark and using high-quality administrative
 data, we investigate the effects of a school intervention that introduces
 structured student career guidance in lower secondary school on upper
 secondary school admission. Disregarding the sunk-cost of implementation,
 the reform was cost-neutral. In a difference-in-difference framework, we
 find that the reform increases admission to upper secondary school between
 4.0 and 6.3 percentage points for immigrants, but shows at best small
 improvements for the native students.		
Journal: Education Economics 
Pages: 213-229 
Issue: 3 
Volume: 21 
Year: 2013 
Month: 7 
X-DOI: 10.1080/09645292.2013.789825 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.789825 
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Handle: RePEc:taf:edecon:v:21:y:2013:i:3:p:213-229




Template-Type: ReDIF-Article 1.0
Author-Name: Cain Polidano 
Author-X-Name-First: Cain 
Author-X-Name-Last: Polidano 
Author-Name: Barbara Hanel 
Author-X-Name-First: Barbara 
Author-X-Name-Last: Hanel 
Author-Name: Hielke Buddelmeyer 
Author-X-Name-First: Hielke 
Author-X-Name-Last: Buddelmeyer 
Title: Explaining the socio-economic status school completion gap 
Abstract:
	      Relatively low rates of school completion among students from
 low socio-economic backgrounds is a key driver of intergenerational
 inequality. Linking data from the Programme for International Student
 Assessment with data from the Longitudinal Survey of Australian Youth, we
 use a decomposition framework to explain the gap in school completion
 rates by socio-economic status (SES). The two most important contributing
 factors are found to be lower educational aspirations of low SES students
 and their parents and lower numeracy and reading test scores at age 15.
 Differences in school characteristics by SES are estimated to be
 relatively unimportant.	  
Journal: Education Economics 
Pages: 230-247 
Issue: 3 
Volume: 21 
Year: 2013 
Month: 7 
X-DOI: 10.1080/09645292.2013.789482 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.789482 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:21:y:2013:i:3:p:230-247




Template-Type: ReDIF-Article 1.0
Author-Name: Niklas Jakobsson 
Author-X-Name-First: Niklas 
Author-X-Name-Last: Jakobsson 
Author-Name: Mattias Persson 
Author-X-Name-First: Mattias 
Author-X-Name-Last: Persson 
Author-Name: Mikael Svensson 
Author-X-Name-First: Mikael 
Author-X-Name-Last: Svensson 
Title: Class-size effects on adolescents' mental health and well-being in Swedish schools 
Abstract:
	      This paper analyzes whether class size has an effect on the
 prevalence of mental health problems and well-being among adolescents in
 Swedish schools. We use cross-sectional data collected in year 2008
 covering 2755 Swedish adolescents in ninth grade from 40 schools and 159
 classes. We utilize different econometric approaches to address potential
 between- and within-school endogeneity including school-fixed effects and
 regression discontinuity approaches. Our results indicate no robust
 effects of class size on the prevalence of mental health problems and
 well-being, and we cannot reject the hypothesis that class size has no
 effect on mental health and well-being at all. 	 
Journal: Education Economics 
Pages: 248-263 
Issue: 3 
Volume: 21 
Year: 2013 
Month: 7 
X-DOI: 10.1080/09645292.2013.789826 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.789826 
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Handle: RePEc:taf:edecon:v:21:y:2013:i:3:p:248-263




Template-Type: ReDIF-Article 1.0
Author-Name: Jon Marius Vaag Iversen 
Author-X-Name-First: Jon Marius Vaag 
Author-X-Name-Last: Iversen 
Title: School accountability reforms and the use of special education 
Abstract:
	      This paper analyses the relationship between Norwegian school
 reform implementation and the use of special education. After the
 introduction of the national reform programme called the
 &#x2018;Kunnskapsl&#xF8;ftet&#x2019; (&#x2018;Knowledge promotion&#x2019;)
 in 2006, the use of special education has increased dramatically in
 Norway. As part of the national reform, municipalities were encouraged to
 implement accountability elements in their governing systems. There is
 evidence that the municipalities have implemented the reform to varying
 degrees and at different points in time. I exploit these variations in
 timing to investigate whether the growth in the use of special education
 reflects the degree of reform implementation in these municipalities. The
 variation in the timing of reform implementation is exploited by means of
 the application of a Jacobsen, Lalonde, and Sullivan [1993.
 &#x201C;Earning Losses of Displaced Workers.&#x201D; <italic>The American
 Economic Review</italic> 83 (4): 685--709] strategy. I find that increases
 in the proportion of special-education placements are significantly
 smaller in municipalities with a high degree of reform implementation.     
Journal: Education Economics 
Pages: 264-280 
Issue: 3 
Volume: 21 
Year: 2013 
Month: 7 
X-DOI: 10.1080/09645292.2013.796911 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.796911 
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Handle: RePEc:taf:edecon:v:21:y:2013:i:3:p:264-280




Template-Type: ReDIF-Article 1.0
Author-Name: Kostas Mavromaras 
Author-X-Name-First: Kostas 
Author-X-Name-Last: Mavromaras 
Author-Name: St�phane Mahuteau 
Author-X-Name-First: St�phane 
Author-X-Name-Last: Mahuteau 
Author-Name: Peter Sloane 
Author-X-Name-First: Peter 
Author-X-Name-Last: Sloane 
Author-Name: Zhang Wei 
Author-X-Name-First: Zhang 
Author-X-Name-Last: Wei 
Title: The effect of overskilling dynamics on wages 
Abstract:
	      We use a random-effects dynamic probit model to estimate the
 effect of overskilling dynamics on wages. We find that overskilling
 mismatch is common and more likely among those who have been overskilled
 in the past. It is also highly persistent, in a manner that is inversely
 related to educational level. Yet, the wages of university graduates are
 reduced more by past overskilling than for any other education level. A
 possible reason for this wage effect is that graduates tend to be in
 better-paid jobs and therefore there is more at stake for them if they get
 it wrong.	    
Journal: Education Economics 
Pages: 281-303 
Issue: 3 
Volume: 21 
Year: 2013 
Month: 7 
X-DOI: 10.1080/09645292.2013.797382 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.797382 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:21:y:2013:i:3:p:281-303




Template-Type: ReDIF-Article 1.0
Author-Name: Jon Marius Vaag Iversen 
Author-X-Name-First: Jon Marius 
Author-X-Name-Last: Vaag Iversen 
Author-Name: Hans Bonesr�nning 
Author-X-Name-First: Hans 
Author-X-Name-Last: Bonesr�nning 
Title: Disadvantaged students in the early grades: will smaller classes help them? 
Abstract:
	      This paper uses data from the Norwegian elementary school to
 test whether students from disadvantaged backgrounds benefit from smaller
 classes. The data cover one cohort of fourth graders who have been treated
 in small versus large classes for a period of three years. The Norwegian
 class size rule of maximum 28 students is used to generate credible
 exogenous class size variation. We find significant class size effects for
 the subgroup of students with parents who are educated at or below the
 upper secondary school level, and for the subgroup of students from
 dissolved families. The estimated effects for the former subgroup are
 smaller than those reported from STAR, while the effects for the latter
 subgroup are within the range reported from the STAR-studies.		
Journal: Education Economics 
Pages: 305-324 
Issue: 4 
Volume: 21 
Year: 2013 
Month: 9 
X-DOI: 10.1080/09645292.2011.623380 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.623380 
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Handle: RePEc:taf:edecon:v:21:y:2013:i:4:p:305-324




Template-Type: ReDIF-Article 1.0
Author-Name: Stijn Broecke 
Author-X-Name-First: Stijn 
Author-X-Name-Last: Broecke 
Title: Does offering more science at school increase the supply of scientists? 
Abstract:
	      This paper estimates the effects of an education policy
 (Triple Science) in England aimed at increasing the take-up and attainment
 of young people in science subjects. The effect of the policy is
 identified by comparing two adjacent cohorts of pupils in schools that
 offer Triple Science to one cohort, but not to the other. The results
 suggest some large and significant effects on later subject choice and
 attainment, and these appear to be particularly strong for boys and pupils
 from more deprived backgrounds.	  
Journal: Education Economics 
Pages: 325-342 
Issue: 4 
Volume: 21 
Year: 2013 
Month: 9 
X-DOI: 10.1080/09645292.2011.585044 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.585044 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:21:y:2013:i:4:p:325-342




Template-Type: ReDIF-Article 1.0
Author-Name: M. Najeeb Shafiq 
Author-X-Name-First: M. Najeeb 
Author-X-Name-Last: Shafiq 
Title: Gender gaps in mathematics, science and reading achievements in Muslim countries: a quantile regression approach 
Abstract:
	      Using quantile regression analyses, this study examines
 gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia,
 Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15-year-old
 students. The analyses show that girls in Azerbaijan achieve as well as
 boys in mathematics and science and overachieve in reading. In Jordan,
 girls achieve as well as boys in all subjects. In Qatar and Turkey, girls
 underachieve in mathematics, achieve as well as boys in science and
 overachieve in reading. In Indonesia, the Kyrgyz Republic, and Tunisia,
 girls underachieve in mathematics and science but overachieve in reading.
 On the basis of the analyses, two generalizations can be made. First, key
 country-level economic and social characteristics appear unrelated to
 achievement gender gaps. Second, the overachievement of girls in reading
 and underachievement in mathematics and science are similar to findings
 from non-Muslim industrialized countries.	    
Journal: Education Economics 
Pages: 343-359 
Issue: 4 
Volume: 21 
Year: 2013 
Month: 9 
X-DOI: 10.1080/09645292.2011.568694 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.568694 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:21:y:2013:i:4:p:343-359




Template-Type: ReDIF-Article 1.0
Author-Name: Nadeem A. Burney 
Author-X-Name-First: Nadeem A. 
Author-X-Name-Last: Burney 
Author-Name: Jill Johnes 
Author-X-Name-First: Jill 
Author-X-Name-Last: Johnes 
Author-Name: Mohammed Al-Enezi 
Author-X-Name-First: Mohammed 
Author-X-Name-Last: Al-Enezi 
Author-Name: Marwa Al-Musallam 
Author-X-Name-First: Marwa 
Author-X-Name-Last: Al-Musallam 
Title: The efficiency of public schools: the case of Kuwait 
Abstract:
	      This paper investigates the technical, and allocative
 efficiencies of public schools in Kuwait over four levels of schooling
 (kindergartens, primary, intermediate and secondary) and two periods
 (1999/2000 and 2004/2005) using data envelopment analysis. Mean pure
 technical efficiency varies between 0.695 and 0.852 across all levels of
 education; the majority of schools at kindergarten, primary and
 intermediate levels are operating at a point where returns to scale are
 increasing, and there are considerable cost efficiencies to be gained. In
 a second-stage analysis of the determinants of efficiency, teacher salary
 and the proportion of teaching staff who are Kuwaiti are highly
 significant in explaining school efficiency at all levels. The former has
 a positive effect and the latter a negative effect. All-girls schools have
 significantly higher efficiency than all-boys schools. There is limited
 evidence that geographical location affects efficiency, and this may be a
 consequence of differences between regions in terms of affluence or
 density of population. 	 
Journal: Education Economics 
Pages: 360-379 
Issue: 4 
Volume: 21 
Year: 2013 
Month: 9 
X-DOI: 10.1080/09645292.2011.595580 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.595580 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:21:y:2013:i:4:p:360-379




Template-Type: ReDIF-Article 1.0
Author-Name: Donald Lien 
Author-X-Name-First: Donald 
Author-X-Name-Last: Lien 
Author-Name: Yaqin Wang 
Author-X-Name-First: Yaqin 
Author-X-Name-Last: Wang 
Title: An economic analysis of instructional language 
Abstract:
	      This paper constructs a simple two-tier education framework
 to analyze the effectiveness of multiple language instruction. Suppose
 that the government attempts to maximize the average post-education
 productivity. It is shown that the optimal education policy requires
 different languages of instruction be adopted in the education system. The
 impacts of the total budget and the program effectiveness on the optimal
 budget allocation are characterized.	       
Journal: Education Economics 
Pages: 380-391 
Issue: 4 
Volume: 21 
Year: 2013 
Month: 9 
X-DOI: 10.1080/09645292.2011.623383 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.623383 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:21:y:2013:i:4:p:380-391




Template-Type: ReDIF-Article 1.0
Author-Name: Harry Anthony Patrinos 
Author-X-Name-First: Harry Anthony 
Author-X-Name-Last: Patrinos 
Title: Private education provision and public finance: the Netherlands 
Abstract:
	      One of the key features of the Dutch education system is
 freedom of education -- freedom to establish schools and organize
 teaching. Almost 70% of schools in the Netherlands are administered by
 private school boards, and all schools are government funded equally. This
 allows school choice. Using an instrument to identify private school
 attendance, it is shown that the Dutch system promotes academic
 performance. The instrumental variable results show that private school
 attendance is associated with higher test scores. Private school size
 effects on math, reading, and science achievement are 0.19, 0.31, and
 0.21, respectively.	      
Journal: Education Economics 
Pages: 392-414 
Issue: 4 
Volume: 21 
Year: 2013 
Month: 9 
X-DOI: 10.1080/09645292.2011.568696 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.568696 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:4:p:392-414




Template-Type: ReDIF-Article 1.0
Author-Name: Klaus Beckmann 
Author-X-Name-First: Klaus 
Author-X-Name-Last: Beckmann 
Author-Name: Andrea Schneider 
Author-X-Name-First: Andrea 
Author-X-Name-Last: Schneider 
Title: The interaction of publications and appointments: new evidence on academic economists in Germany 
Abstract:
	      Using a new panel data set comprising publication and
 appointment data for 889 German academic economists over a quarter of a
 century, we confirm the familiar hypothesis that publications are
 important for professorial appointments, but find only a small negative
 effect of appointments on subsequent research productivity, in particular
 if one controls for the presence of top researchers
 (&#x2018;stars&#x2019;). Surprisingly, the research output of stars drops
 significantly more than the average in the aftermath of an appointment. We
 also provide some evidence of the effects of the fundamental reform of
 economics in Germany and of affirmative action procedures.	     
Journal: Education Economics 
Pages: 415-430 
Issue: 4 
Volume: 21 
Year: 2013 
Month: 9 
X-DOI: 10.1080/09645292.2011.577996 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.577996 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:4:p:415-430




Template-Type: ReDIF-Article 1.0
Author-Name: Rebecca Allen 
Author-X-Name-First: Rebecca 
Author-X-Name-Last: Allen 
Title: Measuring foundation school effectiveness using English administrative data, survey data and a regression discontinuity design 
Abstract:
	      Apparently sophisticated school performance measures have
 been used to claim that giving schools autonomy from local government
 control improves pupil exam performance. This paper explores the extent to
 which inferring causality between autonomy and pupil achievement is
 reasonable given that pupils are not randomly assigned to schools and
 schools do not randomly acquire autonomous status. Rich administrative
 data and the Longitudinal Survey of Young People in England are used to
 evaluate whether school performance measures are confounded by pupil
 characteristics that explain both the chances of attending an autonomous
 school and academic achievement. The assignment of grant-maintained (and
 thus now foundation) status through a vote of parents is used to compare
 school that just did, and just did not, gain autonomy over a decade ago.
 These alternative estimation strategies suggest there is little evidence
 that foundation status casually yields superior school performance.	    
Journal: Education Economics 
Pages: 431-446 
Issue: 5 
Volume: 21 
Year: 2013 
Month: 12 
X-DOI: 10.1080/09645292.2012.687197 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.687197 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:5:p:431-446




Template-Type: ReDIF-Article 1.0
Author-Name: David Kiss 
Author-X-Name-First: David 
Author-X-Name-Last: Kiss 
Title: Are immigrants and girls graded worse? Results of a matching approach 
Abstract:
	      Using Progress in International Reading Literacy Study 2001
 and Programme for International Student Assessment 2003 data for Germany,
 this paper examines whether second-generation immigrants and girls are
 graded worse in math than comparable natives and boys, respectively. Once
 all grading-relevant characteristics, namely math skills and oral
 participation, are accounted for, pupils should obtain same school grades.
 Results of a matching approach and class fixed effects regressions suggest
 that second-generation immigrants have grade disadvantages in primary
 education which could bias their secondary school track choice. Regarding
 secondary school, most immigrants are not affected by grade discrimination
 and girls enrolled in upper-secondary school are systematically graded
 better.	  
Journal: Education Economics 
Pages: 447-463 
Issue: 5 
Volume: 21 
Year: 2013 
Month: 12 
X-DOI: 10.1080/09645292.2011.585019 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.585019 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:5:p:447-463




Template-Type: ReDIF-Article 1.0
Author-Name: Sangeeta Goyal 
Author-X-Name-First: Sangeeta 
Author-X-Name-Last: Goyal 
Author-Name: Priyanka Pandey 
Author-X-Name-First: Priyanka 
Author-X-Name-Last: Pandey 
Title: Contract teachers in India 
Abstract:
	      In this paper, we use non-experimental data from government
 schools in Uttar Pradesh and Madhya Pradesh, two of the largest Indian
 states, to present average school outcomes by contract status of teachers.
 We find that contract teachers are associated with higher effort than
 civil service teachers with permanent tenures, before as well as after
 controlling for school fixed effects. And higher teacher effort is
 associated with better student performance after controlling for other
 school inputs and student characteristics. Given that salaries earned by
 contract teachers are one-fourth or less of civil service teachers,
 contract teachers may be a more cost-effective resource. However,
 contracts &#x2018;as they are&#x2019; appear weak. Not only do contract
 teachers have fairly low average effort in absolute terms, but those who
 have been on the job for at least one full tenure have lower effort than
 others who are in the first contract period.	       
Journal: Education Economics 
Pages: 464-484 
Issue: 5 
Volume: 21 
Year: 2013 
Month: 12 
X-DOI: 10.1080/09645292.2010.511854 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.511854 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:5:p:464-484




Template-Type: ReDIF-Article 1.0
Author-Name: Ather H. Akbari 
Author-X-Name-First: Ather H. 
Author-X-Name-Last: Akbari 
Author-Name: Yigit Aydede 
Author-X-Name-First: Yigit 
Author-X-Name-Last: Aydede 
Title: Are the educational credentials of immigrant and native-born workers perfect substitutes in Canadian labour markets? A production function analysis 
Abstract:
	      For the past two decades, most immigrants who arrived in the
 advanced nations of the western world originated in less advanced
 countries of the third world. One of the main barriers to their economic
 integration, as viewed in the public circles of host nations, is the lack
 of recognition of their educational credentials based on which the
 suitability of using education as a signal of labour market success of
 immigrants can be questioned. Canada is a major immigrant-receiving
 country whose reliance on immigration to meet shortages of skilled labour
 has increased, especially in its smaller provinces and rural areas. Using
 a production function approach, this study explores the degree of
 substitutability of educational credentials of immigrant and native-born
 labour. It analyses customized data, based on 2001 Canadian census, for
 256 census divisions. While immigrant workers in all educational groups
 are imperfect substitutes for native-born, those with a university degree
 are the weakest substitutes. However, the value of elasticity of
 substitution between immigrant and native-born workers is high in all
 cases, indicating that immigrants are easy to absorb in Canadian labour
 force regardless of their educational attainment.	    
Journal: Education Economics 
Pages: 485-502 
Issue: 5 
Volume: 21 
Year: 2013 
Month: 12 
X-DOI: 10.1080/09645292.2011.568700 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.568700 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:21:y:2013:i:5:p:485-502




Template-Type: ReDIF-Article 1.0
Author-Name: Young-Joo Kim 
Author-X-Name-First: Young-Joo 
Author-X-Name-Last: Kim 
Title: Head Start, 4 years after completing the program 
Abstract:
	      This paper studies the effect of the Head Start program on
 children's achievements in reading and math tests during their first 4
 years of schooling after completing the program. Using nationally
 representative data from the Early Childhood Longitudinal Study, I found
 large measurement error in the parental reports of Head Start attendance,
 which is new in the literature. Further I found that after accounting for
 measurement error and potential selection bias, black Head Start children
 make significant progress toward third grade, whereas white and Hispanic
 children reap little gain from the program relative to their peers who
 were exposed to other types of programs and care.	    
Journal: Education Economics 
Pages: 503-519 
Issue: 5 
Volume: 21 
Year: 2013 
Month: 12 
X-DOI: 10.1080/09645292.2011.607556 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.607556 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:21:y:2013:i:5:p:503-519




Template-Type: ReDIF-Article 1.0
Author-Name: Tommaso Agasisti 
Author-X-Name-First: Tommaso 
Author-X-Name-Last: Agasisti 
Title: The efficiency of Italian secondary schools and the potential role of competition: a data envelopment analysis using OECD-PISA2006 data 
Abstract:
	      In this study, data envelopment analysis (DEA) is used to
 compute efficiency scores for a sample of Italian schools by employing
 OECD-PISA2006 data aggregated at school level. Efficiency has been defined
 as the ability to transform inputs (resources, student background, etc.)
 into outputs (student achievement). Different versions of the DEA models
 were estimated to test result robustness, including a DEA bootstrapping
 procedure. In a second-stage analysis, the factors affecting school
 efficiency are investigated through a Tobit regression. Among these
 factors, alternative indicators of competition were included. The results
 show that at least one indicator of competition is statistically
 associated with higher performances of schools, suggesting that there is a
 potential role for improving school results by increasing the number of
 schools competing each other. These findings are consistent with a
 previous analysis conducted on the same dataset by estimating an
 educational production function. Policy implications are presented in the
 last part of the study.	  
Journal: Education Economics 
Pages: 520-544 
Issue: 5 
Volume: 21 
Year: 2013 
Month: 12 
X-DOI: 10.1080/09645292.2010.511840 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.511840 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:21:y:2013:i:5:p:520-544




Template-Type: ReDIF-Article 1.0
Author-Name: Steve Bradley 
Author-X-Name-First: Steve 
Author-X-Name-Last: Bradley 
Author-Name: Colin Green 
Author-X-Name-First: Colin 
Author-X-Name-Last: Green 
Title: Editorial 
Journal: Education Economics 
Pages: 1-2 
Issue: 1 
Volume: 22 
Year: 2014 
Month: 2 
X-DOI: 10.1080/09645292.2013.854466 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.854466 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:1:p:1-2




Template-Type: ReDIF-Article 1.0
Author-Name: Kristof De Witte 
Author-X-Name-First: Kristof 
Author-X-Name-Last: De Witte 
Author-Name: Chris Van Klaveren 
Author-X-Name-First: Chris 
Author-X-Name-Last: Van Klaveren 
Title: How are teachers teaching? A nonparametric approach 
Abstract:
				 This paper examines which configuration of
 teaching activities maximizes student performance. For this purpose a
 nonparametric efficiency model is formulated that accounts for (1)
 self-selection of students and teachers in better schools and (2)
 complementary teaching activities. The analysis distinguishes both
 individual teaching (i.e., a personal teaching style adapted to the
 individual needs of the student) and collective teaching (i.e., a similar
 style for all students in a class). Moreover, we examine to which group of
 students the teacher is adapting his/her teaching style. The model is
 applied on the Trends in International Mathematics and Science Study 2003
 data. The main results show that high test scores are associated with
 teaching styles that emphasize problem solving and homework. In addition,
 teachers seem to adapt their optimal teaching style to the 70% least
 performing students.			  
Journal: Education Economics 
Pages: 3-23 
Issue: 1 
Volume: 22 
Year: 2014 
Month: 2 
X-DOI: 10.1080/09645292.2011.560448 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.560448 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:1:p:3-23




Template-Type: ReDIF-Article 1.0
Author-Name: Li Feng 
Author-X-Name-First: Li 
Author-X-Name-Last: Feng 
Title: Teacher placement, mobility, and occupational choices after teaching 
Abstract:
				 Teachers' initial placement has important
 implications for student achievement and the distribution of teachers
 among schools. This paper combines data from a US Baccalaureate and Beyond
 longitudinal study with school and school district information from the
 Common Core of Data to study the effects of initial school placement on
 teacher mobility. Multinomial logit hazard analysis shows that higher
 salaries may help retain teachers in the field and improved working
 conditions may help reduce teacher mobility within the profession.
 Teachers who change careers do not necessarily earn higher salaries; the
 occupation choice affects earnings in the new job.			
Journal: Education Economics 
Pages: 24-47 
Issue: 1 
Volume: 22 
Year: 2014 
Month: 2 
X-DOI: 10.1080/09645292.2010.511841 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.511841 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:1:p:24-47




Template-Type: ReDIF-Article 1.0
Author-Name: In�s Hardoy 
Author-X-Name-First: In�s 
Author-X-Name-Last: Hardoy 
Author-Name: P�l Sch�ne 
Author-X-Name-First: P�l 
Author-X-Name-Last: Sch�ne 
Title: Returns to pre-immigration education for non-western immigrants: why so low? 
Abstract:
				 The main purpose of this paper is to
 analyse the return to pre-immigration education for non-western
 immigrants, and explain why it is so low. Returns to one extra year of
 education is three times higher for ethnic Norwegians than for non-western
 immigrants. Using the method 'Over-Required-Under' (ORU) education
 approach, we reveal that this is because non-western immigrants have lower
 returns to overeducation and required education, and they also have lower
 penalties associated with undereducation. These factors together explain
 more than 60% all of the difference in returns to education between native
 born and non-western immigrants. Based on different results in this paper,
 we argue that both quality of education from the country of birth and lack
 of transferable skills may be important components.			
Journal: Education Economics 
Pages: 48-72 
Issue: 1 
Volume: 22 
Year: 2014 
Month: 2 
X-DOI: 10.1080/09645292.2010.511846 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.511846 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014:i:1:p:48-72




Template-Type: ReDIF-Article 1.0
Author-Name: Mich�le Belot 
Author-X-Name-First: Mich�le 
Author-X-Name-Last: Belot 
Author-Name: Vincent Vandenberghe 
Author-X-Name-First: Vincent 
Author-X-Name-Last: Vandenberghe 
Title: Evaluating the 'threat' effects of grade repetition: exploiting the 2001 reform by the French-Speaking Community of Belgium 
Abstract:
				 Like active labour market programmes,
 grade repetition could generate two types of effects: better/worse
 outcomes due to programme participation (i.e. the fact that pupils repeat
 a particular grade). This is what the existing literature on grade
 repetition has focused on. Another potential outcome is the 'threat'
 effect of grade repetition. Pupils and/or their family could make
 significant efforts to avoid grade repetition and its important
 opportunity cost. Learning effort by pupils could be a function of the
 risk of grade repetition. This paper attempts to assess that relationship
 by exploiting a reform introduced in 2001 in the French-Speaking Community
 of Belgium, synonymous with a reinforced overall threat of grade
 repetition. The possibility to impose grade repetition sanctions and the
 end of grades 8--12 has always existed, but in year 2001, policy makers
 reinstated the possibility to repeat grade 7, putting an end to the regime
 of 'social promotion' applicable to that grade since 1995. We use data
 from two waves of the Programme for International Student Assessment study
 (corresponding to periods before and after the reform) to evaluate the
 medium-term effects of this reform. The first measure of performance we
 consider is the position in the curriculum (or grade) reached at the age
 of 15, and we show that it deteriorated after 2001. We also consider the
 reform's impact on test scores. Focusing on grade 10, we fail to verify
 the necessary condition for grade repetition threat to lead to higher test
 scores. The tentative conclusion is that an enhanced threat of grade
 retention after 2001 did not lead to better medium-term outcomes, even
 among the segments of the population the most at risk of grade repetition. 
Journal: Education Economics 
Pages: 73-89 
Issue: 1 
Volume: 22 
Year: 2014 
Month: 2 
X-DOI: 10.1080/09645292.2011.607266 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.607266 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:1:p:73-89




Template-Type: ReDIF-Article 1.0
Author-Name: Mar�a Jes&uacute;s Manceb�n-Torrubia 
Author-X-Name-First: Mar�a Jes&uacute;s 
Author-X-Name-Last: Manceb�n-Torrubia 
Author-Name: Domingo P�rez Xim�nez-de-Emb&uacute;n 
Author-X-Name-First: Domingo P�rez 
Author-X-Name-Last: Xim�nez-de-Emb&uacute;n 
Title: Equality of school choice: a study applied to the Spanish region of Arag�n 
Abstract:
				 The aim of this paper is to test whether
 the distribution of students by social, cultural and racial
 characteristics is homogeneous between Spanish public schools (PS) and
 publicly subsidised private schools (PSPS) or whether segregation exists
 between the profile of pupils attending each type of school. The
 theoretical framework is based on the contributions of researchers into
 school choice policies, while the empirical application uses a 2005
 questionnaire answered by the final year secondary school students of the
 Spanish region of Arag�n. We quantify the degree of internal segregation
 within each sector (PS and PSPS) and estimate a probit model in order to
 discover which factors determine the choice of a PSPS. We conclude that
 the distribution of pupils between PS and PSPS follows a clear
 socioeconomic pattern which favours privately owned schools. Our study
 offers an additional result, namely, that cream-skimming processes are
 more recurrent within the publicly subsidised sector, which is shown to be
 far more selective than the public sector in its distribution of pupils.
 Finally, it is found that the higher the socioeconomic status, the higher
 the probability of choosing PSPS, suggesting that the segregation found in
 this paper may be caused partly by the choice patterns of Spanish
 families.			   
Journal: Education Economics 
Pages: 90-111 
Issue: 1 
Volume: 22 
Year: 2014 
Month: 2 
X-DOI: 10.1080/09645292.2010.545197 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.545197 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:1:p:90-111




Template-Type: ReDIF-Article 1.0
Author-Name: Katja Coneus 
Author-X-Name-First: Katja 
Author-X-Name-Last: Coneus 
Author-Name: Manfred Laucht 
Author-X-Name-First: Manfred 
Author-X-Name-Last: Laucht 
Title: The effect of early noncognitive skills on social outcomes in adolescence 
Abstract:
				 This paper investigates the impact of
 early noncognitive skills on social outcomes in adolescence. The child's
 attention span, approach, prevailing mood and distractibility in early
 childhood may be crucial predictors for school achievements, health risk
 behavior, delinquency and autonomy as adolescent. We investigate this
 issue using a longitudinal epidemiological cohort study of 384 children at
 risk from the Rhine--Neckar region in Germany. Our results indicate that
 noncognitive skills in early childhood are important predictors of
 educational success, tobacco and alcohol use, delinquency and autonomy in
 adolescence. In particular, the attention span has emerged as a dominant
 factor among noncognitive skills regarding educational performance, health
 behavior and delinquency in our study. Further, we find that boys with low
 noncognitive skills have significantly lower social outcomes compared with
 girls. 		 
Journal: Education Economics 
Pages: 112-140 
Issue: 2 
Volume: 22 
Year: 2014 
Month: 4 
X-DOI: 10.1080/09645292.2010.547720 
File-URL: http://hdl.handle.net/10.1080/09645292.2010.547720 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:2:p:112-140




Template-Type: ReDIF-Article 1.0
Author-Name: Ryan Bosworth 
Author-X-Name-First: Ryan 
Author-X-Name-Last: Bosworth 
Title: Class size, class composition, and the distribution of student achievement 
Abstract:
				 Using richly detailed data on fourth-and
 fifth-grade students in the North Carolina public school system, I find
 evidence that students are assigned to classrooms in a non-random manner
 based on observable characteristics for a substantial portion of
 classrooms. Moreover, I find that this non-random assignment is
 statistically related to class size for a number of student
 characteristics and that failure to control for classroom composition can
 severely bias traditionally estimated class size effects. Teacher-fixed
 effects and classroom composition controls appear to be effective at
 addressing selection related to classroom composition. I find
 heterogeneity in class size effects by student characteristics -- students
 who struggle in school appear to benefit more from class size reductions
 than students in the top of the achievement distribution. I find that
 smaller classes have smaller achievement gaps on average and that class
 size reductions may be relatively more effective at closing achievement
 gaps than raising average achievement; however, class size effects on both
 average achievement and achievement gaps are small.			
Journal: Education Economics 
Pages: 141-165 
Issue: 2 
Volume: 22 
Year: 2014 
Month: 4 
X-DOI: 10.1080/09645292.2011.568698 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.568698 
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Handle: RePEc:taf:edecon:v:22:y:2014edeconi:2:p:141-165




Template-Type: ReDIF-Article 1.0
Author-Name: Leonid V. Azarnert 
Author-X-Name-First: Leonid V. 
Author-X-Name-Last: Azarnert 
Title: Integrated public education, fertility and human capital 
Abstract:
				 This paper analyzes the consequences of
 integration in public education. I show that the flight from the
 integrated multicultural public schools to private education increases
 private educational expenditures and, as a result, decreases fertility
 among more affluent parents whose children flee. In contrast, among less
 prosperous parents integration in public education decreases their
 children's human-capital levels. I demonstrate that the poor, who cannot
 opt out, incur greater costs than the rich, who can resort to private
 education. I also analyze the overall society-wide effect of the
 integration policy and derive a condition that determines precisely
 whether this policy increases or decreases the average level of human
 capital in society.			    
Journal: Education Economics 
Pages: 166-180 
Issue: 2 
Volume: 22 
Year: 2014 
Month: 4 
X-DOI: 10.1080/09645292.2011.601931 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.601931 
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Handle: RePEc:taf:edecon:v:22:y:2014edeconi:2:p:166-180




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Rubb 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Rubb 
Title: Factors influencing the likelihood of overeducation: a bivariate probit with sample selection framework 
Abstract:
				 Contrary to expectations, the likelihood
 of overeducation is shown to be inversely related to unemployment rates
 when not control for selectivity. Furthermore, incidence data show that
 overeducation is more common among men than women and among Whites than
 Blacks. At issue is selectivity: employment must be selected for
 overeducation to occur. When using bivariate probit with sample selection
 models, the likelihood of overeducation is found to be positively related
 to local unemployment rates, higher for women than men, higher for mothers
 of young children than other women, and lower for fathers than other
 males. Race, not speaking English very well, and having a disability are
 found to have a greater impact on the likelihood of overeducation than
 incidence data suggest.		   
Journal: Education Economics 
Pages: 181-208 
Issue: 2 
Volume: 22 
Year: 2014 
Month: 4 
X-DOI: 10.1080/09645292.2011.555971 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.555971 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014edeconi:2:p:181-208




Template-Type: ReDIF-Article 1.0
Author-Name: Niels-Hugo Blunch 
Author-X-Name-First: Niels-Hugo 
Author-X-Name-Last: Blunch 
Title: Literacy and numeracy skills and education sector reform: evidence from Ghana 
Abstract:
				 Several African countries instituted
 education reforms in the 1980s and 1990s. Yet, there is only little
 evidence on the effectiveness of these programs. Additionally, most
 previous studies of the determinants of literacy and numeracy have
 considered the proficiency in only one language and, possibly, numeracy.
 This paper examines both of these issues for the case of Ghana, analyzing
 the trends in and determinants of four different literacy skills and
 numeracy. A comparison of outcomes before and after the 1987 Education
 Sector Reform indicates that literacy and numeracy skills levels increased
 following the Reform, and more so for English literacy skills than for
 Ghanaian literacy skills, thus confirming prior expectations. The results
 from linear probability models of literacy and numeracy outcomes indicate
 that, consistent with the objective of the Reform, the productivity of
 primary education in terms of literacy and numeracy increased, while the
 productivity of other levels of education remained constant or decreased.
 Additionally, the results highlight the importance of school quality and
 other community level factors in the creation of literacy and numeracy and
 therefore also the importance of incorporating these factors in empirical
 analyses. The results indicate that the focus of the 1987 Education Sector
 Reform might have been too narrow, so that future education policy in
 Ghana may want to focus on strengthening the quality of education above
 the primary level, also.		   
Journal: Education Economics 
Pages: 209-235 
Issue: 2 
Volume: 22 
Year: 2014 
Month: 4 
X-DOI: 10.1080/09645292.2011.597954 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.597954 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:2:p:209-235




Template-Type: ReDIF-Article 1.0
Author-Name: Cory Koedel 
Author-X-Name-First: Cory 
Author-X-Name-Last: Koedel 
Title: Higher education structure and education outcomes: evidence from the USA 
Abstract:
 This paper documents substantial differences across states in their higher
 education (HE) structures and highlights several empirical relationships
 between these structures and individuals' HE outcomes. Not surprisingly,
 individuals who are exposed to more-fractionalized HE structures are more
 likely to attend small public universities and less likely to attend large
 public universities. Exposure to more-fractionalized structures is also
 associated with increased degree attainment and increased exits from the
 in-state public-university system (to private and out-of-state public
 universities). These findings highlight potentially important tradeoffs
 related to state policy on HE structure.
Journal: Education Economics 
Pages: 237-256 
Issue: 3 
Volume: 22 
Year: 2014 
Month: 6 
X-DOI: 10.1080/09645292.2011.616714 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.616714 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014:i:3:p:237-256




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Rubb 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Rubb 
Title: Overeducation and earnings within an occupation: controlling for occupational heterogeneity of nurses 
Abstract:
 Using data from the 2004 National Sample Survey of Registered Nurses, the
 role of occupational heterogeneity in the standard
 overeducation-required-undereducation (ORU) earnings function introduced
 by Duncan and Hoffman [1981. The incidence and wage effects of
 overeducation. <italic>Economics of Education Review</italic> 1, no. 1:
 75-86] is examined. The occupational category of nursing is subdivided
 into numerous (as many as 267) minor occupational categories in estimating
 the level of required education. If occupation heterogeneity impacts the
 ORU earnings function, the effects are likely small as estimates of the
 ORU earnings functions of nurses are similar to estimates found in other
 standard multi-occupation studies. Subdividing nursing into minor
 occupational categories has a tremendous impact on the measured incidences
 of overeducation, particularly as the number of occupational categories
 increases from 17 to 39. The results are analogous to findings in the
 literature which show that varying the measurement of required education
 has a sizeable impact on incidence levels and little impact on the ORU
 earnings functions.
Journal: Education Economics 
Pages: 257-269 
Issue: 3 
Volume: 22 
Year: 2014 
Month: 6  
X-DOI: 10.1080/09645292.2011.631416 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.631416 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014:i:3:p:257-269




Template-Type: ReDIF-Article 1.0
Author-Name: Julia Horstschr�er 
Author-X-Name-First: Julia 
Author-X-Name-Last: Horstschr�er 
Author-Name: Grit Muehler 
Author-X-Name-First: Grit 
Author-X-Name-Last: Muehler 
Title: School entrance recommendation: a question of age or development? 
Abstract:
 Fixed cutoff dates regulating school entry create disadvantages for
 children who are young relative to their classmates. Early and late school
 enrollment, though, might mitigate these disadvantages. In this paper, we
 analyze in a first step which factors determine school entry, if entrance
 screenings allow for early and late enrollment. Second, we study whether
 children benefit from a delayed school entry. Using data on a compulsory
 school entrance screening of a German federal state, we show that children
 with impairments in cognitive, socio-emotional, and motor development as
 well as health but also young children are less likely to be recommended
 to start school. Delaying school entry allows the delayed children to
 improve, although their developmental status remains below average. School
 entrance screenings, thus, induce more flexible school entry rules that
 attenuate performance differences within a class and, as a result,
 mitigate disadvantages for children being young compared with their
 classmates.
Journal: Education Economics 
Pages: 270-292 
Issue: 3 
Volume: 22 
Year: 2014 
Month: 6 
X-DOI: 10.1080/09645292.2011.645126 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.645126 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014:i:3:p:270-292




Template-Type: ReDIF-Article 1.0
Author-Name: Christen Lara 
Author-X-Name-First: Christen 
Author-X-Name-Last: Lara 
Author-Name: Daniel Johnson 
Author-X-Name-First: Daniel 
Author-X-Name-Last: Johnson 
Title: The anatomy of a likely donor: econometric evidence on philanthropy to higher education 
Abstract:
 In 2011, philanthropic giving to higher education institutions totaled
 $30.3 billion, an 8.2% increase over the previous year. Roughly, 26% of
 those funds came from alumni donations. This article builds upon existing
 economic models to create an econometric model to explain and predict the
 pattern of alumni giving. We test the model using data from over 27,000
 alumni at a private liberal arts college, and report on the probable
 profiles for annual fund donors.
Journal: Education Economics 
Pages: 293-304 
Issue: 3 
Volume: 22 
Year: 2014 
Month: 6 
X-DOI: 10.1080/09645292.2013.766672 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.766672 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014:i:3:p:293-304




Template-Type: ReDIF-Article 1.0
Author-Name: Yanhong H. Jin 
Author-X-Name-First: Yanhong H. 
Author-X-Name-Last: Jin 
Author-Name: James W. Mjelde 
Author-X-Name-First: James W. 
Author-X-Name-Last: Mjelde 
Author-Name: Kerry K. Litzenberg 
Author-X-Name-First: Kerry K. 
Author-X-Name-Last: Litzenberg 
Title: Economic analysis of job-related attributes in undergraduate students' initial job selection 
Abstract:
 Economic tradeoffs students place on location, salary, distances to
 natural resource amenities, size of the city where the job is located, and
 commuting times for their first college graduate job are estimated using a
 mixed logit model for a sample of Texas A&M University students. The
 Midwest is the least preferred area having a mean salary premium of
 $15,230 necessary to locate in this area relative to a job in Texas.
 States bordering Texas had the smallest salary premium at $6388. Students
 also value shorter commute times and shorter distances to natural resource
 amenities. Job recruiters and students can use knowledge of the magnitude
 of these economic premiums associated with these job attributes as the
 basis for employment negotiations. Further, companies may consider
 including descriptions of the area's opportunities in commuting time and
 distance to natural resource amenities in their interactions with
 potential new hires.
Journal: Education Economics 
Pages: 305-327 
Issue: 3 
Volume: 22 
Year: 2014 
Month: 6 
X-DOI: 10.1080/09645292.2011.620849 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.620849 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014:i:3:p:305-327




Template-Type: ReDIF-Article 1.0
Author-Name: Andr�s Felipe Garc�a-Suaza 
Author-X-Name-First: Andr�s Felipe 
Author-X-Name-Last: Garc�a-Suaza 
Author-Name: Juan Carlos Guataqu� 
Author-X-Name-First: Juan Carlos 
Author-X-Name-Last: Guataqu� 
Author-Name: Jos� Alberto Guerra 
Author-X-Name-First: Jos� Alberto 
Author-X-Name-Last: Guerra 
Author-Name: Dar�o Maldonado 
Author-X-Name-First: Dar�o 
Author-X-Name-Last: Maldonado 
Title: Beyond the Mincer equation: the internal rate of return to higher education in Colombia 
Abstract:
 In order to present an estimation of the internal rate of return (IRR) to
 higher education in Colombia, we take advantage of recent updates on the
 methodological approach towards earnings equations. In order to overcome
 the criticism that surrounds interpretations of the education coefficient
 of Mincer equations as being the rate of return to investments in
 education we develop a more structured approach of estimation, which
 includes more accurate measures of labor income and the role of education
 costs and income taxes. Our results imply a lower rate of return than the
 ones found in the Colombian literature, obtained through conventional
 estimation of Mincer equations, and show that the IRR for higher education
 in Colombia lies somewhere between 0.074 and 0.128. The results vary
 according to the year analyzed and the individual's gender.
Journal: Education Economics 
Pages: 328-344 
Issue: 3 
Volume: 22 
Year: 2014 
Month: 6 
X-DOI: 10.1080/09645292.2011.595579 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.595579 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014:i:3:p:328-344




Template-Type: ReDIF-Article 1.0
Author-Name: Colin Green 
Author-X-Name-First: Colin 
Author-X-Name-Last: Green 
Author-Name: Giuseppe Migali 
Author-X-Name-First: Giuseppe 
Author-X-Name-Last: Migali 
Title: Editorial 
Journal: Education Economics 
Pages: 345-346 
Issue: 4 
Volume: 22 
Year: 2014 
Month: 8 
X-DOI: 10.1080/09645292.2014.924751 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.924751 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:22:y:2014:i:4:p:345-346




Template-Type: ReDIF-Article 1.0
Author-Name: Stefanie Hof 
Author-X-Name-First: Stefanie 
Author-X-Name-Last: Hof 
Title: Does private tutoring work? The effectiveness of private tutoring: a nonparametric bounds analysis 
Abstract:
 Private tutoring has become popular throughout the world. However,
 evidence for the effect of private tutoring on students' academic outcome
 is inconclusive; therefore, this paper presents an alternative framework:
 a nonparametric bounds method. The present examination uses, for the first
 time, a large representative data-set in a European setting to identify
 the causal effect of self-initiated private tutoring. Under relatively
 weak assumptions, I find some evidence that private tutoring improves
 students' outcome in reading. However, the results indicate a
 heterogeneous and nonlinear effect of private tutoring, e.g. a threshold
 may exist after which private tutoring becomes ineffective or even
 detrimental.
Journal: Education Economics 
Pages: 347-366 
Issue: 4 
Volume: 22 
Year: 2014 
Month: 8 
X-DOI: 10.1080/09645292.2014.908165 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.908165 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:4:p:347-366




Template-Type: ReDIF-Article 1.0
Author-Name: Marco Paccagnella 
Author-X-Name-First: Marco 
Author-X-Name-Last: Paccagnella 
Author-Name: Paolo Sestito 
Author-X-Name-First: Paolo 
Author-X-Name-Last: Sestito 
Title: School cheating and social capital 
Abstract:
 In this paper we investigate the relationship between social capital and
 cheating behaviour in standardized tests. Given the low-stakes nature of
 these tests, we interpret the widespread presence of cheating as a signal
 of low trust towards central education authorities and as lack of respect
 for the rule of law. We find that cheating is negatively correlated to
 several social capital proxies in the local environment where a school is
 located. We also distinguish between different dimensions of social
 capital: contrasting <italic>universalistic</italic> and
 <italic>particularistic</italic> social values, cheating appears to be
 negatively correlated only to measures of universalistic social values.
Journal: Education Economics 
Pages: 367-388 
Issue: 4 
Volume: 22 
Year: 2014 
Month: 8 
X-DOI: 10.1080/09645292.2014.904277 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.904277 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:4:p:367-388




Template-Type: ReDIF-Article 1.0
Author-Name: S. Mahuteau 
Author-X-Name-First: S. 
Author-X-Name-Last: Mahuteau 
Author-Name: K. Mavromaras 
Author-X-Name-First: K. 
Author-X-Name-Last: Mavromaras 
Title: An analysis of the impact of socio-economic disadvantage and school quality on the probability of school dropout 
Abstract:
 This paper combines the Australian Programme for International Student
 Assessment (PISA) micro-level data with its longitudinal continuation, the
 Longitudinal Survey of Australian Youth data, to measure the association
 between individual PISA scores and early school dropouts. We use
 multilevel modelling to distinguish between student and school factors
 when estimating school dropout propensity for 15-18-year olds. We model
 attrition and deal with the possibility that PISA scores are endogenous in
 the dropout decision. We find that PISA scores predict well early dropout,
 especially so for bottom achievers, and that individual and social
 disadvantage plays a crucial role in this relationship, both directly and
 indirectly.
Journal: Education Economics 
Pages: 389-411 
Issue: 4 
Volume: 22 
Year: 2014 
Month: 8 
X-DOI: 10.1080/09645292.2014.918586 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.918586 
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Template-Type: ReDIF-Article 1.0
Author-Name: Karl Fritjof Krassel 
Author-X-Name-First: Karl Fritjof 
Author-X-Name-Last: Krassel 
Author-Name: Eskil Heinesen 
Author-X-Name-First: Eskil 
Author-X-Name-Last: Heinesen 
Title: Class-size effects in secondary school 
Abstract:
 We analyze class-size effects on academic achievement in secondary school
 in Denmark exploiting an institutional setting where pupils cannot predict
 class size prior to enrollment, and where post-enrollment responses aimed
 at affecting realized class size are unlikely. We identify class-size
 effects combining a regression discontinuity design with control for
 lagged achievement and school fixed effects. Using administrative registry
 data, we find statistically significant negative effects of class size on
 academic achievement.
Journal: Education Economics 
Pages: 412-426 
Issue: 4 
Volume: 22 
Year: 2014 
Month: 8 
X-DOI: 10.1080/09645292.2014.902428 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.902428 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:4:p:412-426




Template-Type: ReDIF-Article 1.0
Author-Name: Paul W. Miller 
Author-X-Name-First: Paul W. 
Author-X-Name-Last: Miller 
Author-Name: Derby Voon 
Author-X-Name-First: Derby 
Author-X-Name-Last: Voon 
Title: School outcomes in New South Wales and Queensland: a regression discontinuity approach 
Abstract:
 This paper examines the differences in school (NAPLAN) outcomes between
 New South Wales and Queensland. It shows that there are pronounced
 differences in Year 3 NAPLAN results between these states, though these
 dissipate when later class years are considered. The reasons for these
 state effects in school outcomes are explored using an empirical framework
 grounded in the regression discontinuity literature. There is no
 systematic evidence of school-specific unobservables that are linearly
 related to the distance of schools from the New South Wales-Queensland
 border that account for this state effect. In other words, the lower
 outcomes of schools in Queensland relative to schools in New South Wales
 appear to be a pure institutional phenomenon. This conclusion carries over
 to the various sensitivity tests undertaken based on the partition of the
 sample by school sector and by distance from the border. Accordingly, the
 border effects are expected to be eroded by the recent reforms to the
 school starting age in Queensland and by the national curriculum currently
 proposed for implementation in Australia.
Journal: Education Economics 
Pages: 427-448 
Issue: 5 
Volume: 22 
Year: 2014 
Month: 10 
X-DOI: 10.1080/09645292.2011.595571 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.595571 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:5:p:427-448




Template-Type: ReDIF-Article 1.0
Author-Name: Gareth D. Leeves 
Author-X-Name-First: Gareth D. 
Author-X-Name-Last: Leeves 
Title: Increasing returns to education and the impact on social capital 
Abstract:
 The returns to education have been increasing. It is suggested that
 high-skilled workers' social capital investment has been adversely
 affected by the increasing incentives to devote human capital to career
 development. Lower social capital is linked to reduced economic growth and
 innovation and higher transaction costs and is detrimental to individual
 well-being. We find evidence to suggest there is an increasing opportunity
 cost associated with greater levels of social capital investment for
 high-skilled workers, especially those with more demands on their time.
 These results provide support for increased availability of work
 flexibility policies that can improve the work-life balance.
Journal: Education Economics 
Pages: 449-470 
Issue: 5 
Volume: 22 
Year: 2014 
Month: 10 
X-DOI: 10.1080/09645292.2012.660133 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.660133 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:5:p:449-470




Template-Type: ReDIF-Article 1.0
Author-Name: Joop Hartog 
Author-X-Name-First: Joop 
Author-X-Name-Last: Hartog 
Author-Name: Xiaohao Ding 
Author-X-Name-First: Xiaohao 
Author-X-Name-Last: Ding 
Author-Name: Juan Liao 
Author-X-Name-First: Juan 
Author-X-Name-Last: Liao 
Title: Is earnings uncertainty relevant for educational choice? An empirical analysis for China 
Abstract:
 We use the method of Dominitz and Manski [1996. Eliciting student
 expectations of the return to schooling. <italic>Journal of Human
 Resources</italic> 31, no. 1: 1-26] to solicit anticipated wage
 distributions for continuing to a master degree or going to work after
 completing the bachelor degree. The means of the distributions have an
 effect on intention to continue as predicted by theory. The dispersions in
 these individual distributions have no effect on intention to continue,
 suggesting that anticipated earnings risk does not play a role in the
 decision.
Journal: Education Economics 
Pages: 471-483 
Issue: 5 
Volume: 22 
Year: 2014 
Month: 10 
X-DOI: 10.1080/09645292.2012.688580 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.688580 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:5:p:471-483




Template-Type: ReDIF-Article 1.0
Author-Name: Anu Rammohan 
Author-X-Name-First: Anu 
Author-X-Name-Last: Rammohan 
Title: The trade-off between child labour and schooling in India 
Abstract:
 In this paper, using the <italic>2005-2006 National Family Health
 Survey</italic> dataset from India, we study the likelihood of a
 school-age child working, combining work with schooling or being idle,
 rather than attending school full time. Our analysis finds that with the
 inclusion of household chores in the child labour definition, boys are
 significantly more likely than girls to be full-time students and
 significantly less likely to be working, being idle or combining school
 and work. There are also significant regional differences, with children
 from the north-eastern states significantly more likely to be in the idle
 category rather than in school. The likelihood of being in the idle
 category is also significantly higher for older children, children with
 pre-school age siblings, urban children, Muslims and children from
 Scheduled Tribes. Finally, parental education, household wealth and land
 ownership are significantly and negatively correlated with the likelihood
 that the child is working, but land ownership does increase the risk of a
 child combining work and schooling.
Journal: Education Economics 
Pages: 484-510 
Issue: 5 
Volume: 22 
Year: 2014 
Month: 10 
X-DOI: 10.1080/09645292.2011.641271 
File-URL: http://hdl.handle.net/10.1080/09645292.2011.641271 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:5:p:484-510




Template-Type: ReDIF-Article 1.0
Author-Name: Rong Zhu 
Author-X-Name-First: Rong 
Author-X-Name-Last: Zhu 
Title: The impact of major-job mismatch on college graduates' early career earnings: evidence from China 
Abstract:
 This paper assesses the impact of the mismatch between a college major and
 job on college graduates' early career earnings using a sample from China.
 On average, a major-job mismatched college graduate is found to suffer
 from an income loss that is much lower than the penalty documented in
 previous studies. The income losses are also found to be heterogeneous and
 about one-third of the mismatched college graduates earn more than those
 matched ones.
Journal: Education Economics 
Pages: 511-528 
Issue: 5 
Volume: 22 
Year: 2014 
Month: 10 
X-DOI: 10.1080/09645292.2012.659009 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.659009 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:5:p:511-528




Template-Type: ReDIF-Article 1.0
Author-Name: Irene Ferrari 
Author-X-Name-First: Irene 
Author-X-Name-Last: Ferrari 
Author-Name: Alberto Zanardi 
Author-X-Name-First: Alberto 
Author-X-Name-Last: Zanardi 
Title: Decentralisation and interregional redistribution in the Italian education system 
Abstract:
 The aim of this paper is to evaluate the potential impact of the reform
 designed to decentralise public education in Italy, currently under
 discussion, on interregional redistribution. The central government has
 always played a prominent financial and administrative role in the
 provision of compulsory education in Italy. This has had a strong
 redistributive effect on <italic>per-capita</italic> GDP across the
 regions of the country. The current fiscal decentralisation reform may
 well involve the education sector, as regional and local authorities are
 granted greater autonomy with regard to the provision and funding of
 educational services. Starting from certain plausible assumptions
 regarding the forthcoming fiscal powers, decentralisation and the
 expenditure levels set by the central government, this paper evaluates how
 these changes may affect the degree of interregional redistribution
 accomplished by the education system.
Journal: Education Economics 
Pages: 529-548 
Issue: 5 
Volume: 22 
Year: 2014 
Month: 10 
X-DOI: 10.1080/09645292.2012.709371 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.709371 
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Template-Type: ReDIF-Article 1.0
Author-Name: Kristof De Witte 
Author-X-Name-First: Kristof 
Author-X-Name-Last: De Witte 
Author-Name: Marton Csillag 
Author-X-Name-First: Marton 
Author-X-Name-Last: Csillag 
Title: Does anybody notice? On the impact of improved truancy reporting on school dropout 
Abstract:
 Various policy measures have been taken in industrialized countries to
 reduce school dropout rates. This paper first examines the relationship
 between truancy and school dropout. Using fixed effects regressions and
 controlling for truancy peer group effects, we observe that truancy
 (measured as both a discrete dummy variable and a continuous count
 measure) positively correlates to early school leaving. A truant has a 3.4
 percentage points higher risk of leaving school without a qualification.
 Second, we exploit the introduction of truancy reporting in a
 quasi-experimental identification strategy. In essence, the idea is
 straightforward: if students are better monitored with respect to truancy,
 schools can identify more easily students at risk. The results indicate
 that improved truancy reporting significantly reduces school dropout by 5
 percentage points.
Journal: Education Economics 
Pages: 549-568 
Issue: 6 
Volume: 22 
Year: 2014 
Month: 12 
X-DOI: 10.1080/09645292.2012.672555 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.672555 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:6:p:549-568




Template-Type: ReDIF-Article 1.0
Author-Name: Bruce Chapman 
Author-X-Name-First: Bruce 
Author-X-Name-Last: Chapman 
Author-Name: Mathias Sinning 
Author-X-Name-First: Mathias 
Author-X-Name-Last: Sinning 
Title: Student loan reforms for German higher education: financing tuition fees 
Abstract:
 It is generally agreed that the funding base for German universities is
 inadequate and perhaps the time has come for serious consideration of the
 imposition of nontrivial tuition charges. This article compares
 conventional and income contingent loans (ICLs) for financing tuition fees
 at German universities. Two aspects are considered: the size of repayment
 burdens associated with mortgage-style loans, and the time structure of
 revenue to the government from a hypothetical ICL. We find that tuition
 fees could increase considerably with the use of an ICL system similar to
 policy approaches used in Australia, England and New Zealand.
Journal: Education Economics 
Pages: 569-588 
Issue: 6 
Volume: 22 
Year: 2014 
Month: 12 
X-DOI: 10.1080/09645292.2012.729327 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.729327 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014:i:6:p:569-588




Template-Type: ReDIF-Article 1.0
Author-Name: Katharina Best 
Author-X-Name-First: Katharina 
Author-X-Name-Last: Best 
Author-Name: Jussi Keppo 
Author-X-Name-First: Jussi 
Author-X-Name-Last: Keppo 
Title: The credits that count: how credit growth and financial aid affect college tuition and fees 
Abstract:
 Using a two-stage least squares model, we build a macroeconomic model of
 supply and demand for US higher education as measured by enrollment. We
 find that college education benefits (e.g. relative earnings and
 employment level), credit factors (e.g. student loan amounts and household
 debt), and financial aid shift demand. Higher tuition prices increase the
 appeal of higher education for students but credit constraints put a
 barrier on demand growth. Tuition prices and debt levels are highly
 correlated, suggesting that students respond to higher tuition prices by
 borrowing. School's operating costs as well as tuition and non-tuition
 revenue drive supply. Schools can use tuition prices to signal quality,
 and relative demand-side price-in-elasticity allows them to raise prices.
 For the private institution sector alone, we see a higher level of
 consumer price sensitivity, with schools determining enrollment levels and
 adjusting tuition price accordingly.
Journal: Education Economics 
Pages: 589-613 
Issue: 6 
Volume: 22 
Year: 2014 
Month: 12 
X-DOI: 10.1080/09645292.2012.687102 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.687102 
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Handle: RePEc:taf:edecon:v:22:y:2014:i:6:p:589-613




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew W. Nutting 
Author-X-Name-First: Andrew W. 
Author-X-Name-Last: Nutting 
Title: Tuition and the outcomes of community college attendance: simulations for academic-program and occupational-program students 
Abstract:
 I estimate the impacts of higher 2-year and 4-year tuition on the outcomes
 of community college attendance. Higher 2-year tuition is associated with
 higher dropout rates in both academic and occupational programs and lower
 rates of terminal degree receipt in occupational programs. Dropout
 increases are especially large in late semesters and are stronger among
 men than women. Higher 4-year tuition reduces dropout rates in the early
 semesters of both academic and occupational programs. Much of the effects
 of tuition on academic-program enrollment disappear when including campus
 fixed effects.
Journal: Education Economics 
Pages: 614-634 
Issue: 6 
Volume: 22 
Year: 2014 
Month: 12 
X-DOI: 10.1080/09645292.2012.754404 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.754404 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014:i:6:p:614-634




Template-Type: ReDIF-Article 1.0
Author-Name: Jang C. Jin 
Author-X-Name-First: Jang C. 
Author-X-Name-Last: Jin 
Author-Name: Lawrence Jin 
Author-X-Name-First: Lawrence 
Author-X-Name-Last: Jin 
Title: On the relationship between university education and economic growth: the role of professors' publication 
Abstract:
 This paper examines the effect of university education on economic growth
 across 34 developed countries. Professors' research output is used as a
 proxy for the quality of education at the university level. To allow for
 some degree of difficulties in learning English across countries, an
 English weight has been constructed. We found that disparities in English
 proficiency across countries no longer matter in academic publications.
 The research outputs in science and engineering appear to have a positive
 and significant effect on economic growth. Economics and business
 researches also have immediate growth effects, although these effects are
 a bit smaller. The results are, in general, consistent with the findings
 of Aghion et al. (2005) and Vandenbussche et al. (2006), although their
 quality measure of tertiary education is different from the one used here.
Journal: Education Economics 
Pages: 635-651 
Issue: 6 
Volume: 22 
Year: 2014 
Month: 12 
X-DOI: 10.1080/09645292.2012.697646 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.697646 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014:i:6:p:635-651




Template-Type: ReDIF-Article 1.0
Author-Name: Joe Kerkvliet 
Author-X-Name-First: Joe 
Author-X-Name-Last: Kerkvliet 
Author-Name: Clifford Nowell 
Author-X-Name-First: Clifford 
Author-X-Name-Last: Nowell 
Title: Public subsidies, tuition, and public universities' choices of undergraduate acceptance and retention rates in the USA 
Abstract:
 We model how public undergraduate universities alter acceptance and
 retention rates due to changes in tuition and enrollment-based subsidies.
 Per student subsidies differ for senior and freshman students, as is true
 in most states. The university accepts students from an applicant pool
 which is influenced by quality of education and the probability of
 completion, both of which are influenced by retention rates. The model
 predicts that changes in admission and retention rates depend on how the
 applicant pool changes with retention, whether or not net revenue from
 undergraduate education is positive, and differences between marginal
 revenue and marginal cost for senior students.
Journal: Education Economics 
Pages: 652-666 
Issue: 6 
Volume: 22 
Year: 2014 
Month: 12 
X-DOI: 10.1080/09645292.2012.659010 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.659010 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:22:y:2014:i:6:p:652-666




Template-Type: ReDIF-Article 1.0
Author-Name: Veruska Oppedisano 
Author-X-Name-First: Veruska 
Author-X-Name-Last: Oppedisano 
Author-Name: Gilberto Turati 
Author-X-Name-First: Gilberto 
Author-X-Name-Last: Turati 
Title: What are the causes of educational inequality and of its evolution over time in Europe? Evidence from PISA 
Abstract:
 This paper provides evidence on the sources of differences in inequality
 in educational scores and their evolution over time in four European
 countries. Using Programme for International Student Assessment data from
 the 2000 and the 2006 waves, the paper shows that inequality decreased in
 Germany and Spain (two 'decentralised' schooling systems), whilst it
 increased in France and Italy (two 'centralised' systems). The
 decomposition exercise shows that educational inequality not only does
 reflect the background related inequality, but also schools'
 characteristics especially. These characteristics are responsible for the
 observed evolution over time of inequality.
Journal: Education Economics 
Pages: 3-24 
Issue: 1 
Volume: 23 
Year: 2015 
Month: 2 
X-DOI: 10.1080/09645292.2012.736475 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.736475 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:1:p:3-24




Template-Type: ReDIF-Article 1.0
Author-Name: Giuseppe Croce 
Author-X-Name-First: Giuseppe 
Author-X-Name-Last: Croce 
Author-Name: Emanuela Ghignoni 
Author-X-Name-First: Emanuela 
Author-X-Name-Last: Ghignoni 
Title: Educational mismatch and spatial flexibility in Italian local labour markets 
Abstract:
 According to recent literature, this paper highlights the relevance of
 spatial mobility as an explanatory factor of the individual risk of
 job-education mismatch. To investigate this causal link, we use individual
 information about daily home-to-work commuting time and choices to
 relocate in a different local area to get a job. Our model takes into
 account relevant local labour market features. We control for selective
 access to employment and test for endogeneity of spatial mobility. Results
 show a negative impact of commuting time on educational mismatch for
 upper-secondary graduates, as well as a negative impact of
 migration/migration distance for university graduates.
Journal: Education Economics 
Pages: 25-46 
Issue: 1 
Volume: 23 
Year: 2015 
Month: 2 
X-DOI: 10.1080/09645292.2012.754121 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.754121 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:1:p:25-46




Template-Type: ReDIF-Article 1.0
Author-Name: Amrit Thapa 
Author-X-Name-First: Amrit 
Author-X-Name-Last: Thapa 
Title: Public and private school performance in Nepal: an analysis using the SLC examination 
Abstract:
 Using data from the survey of the Ministry of Education, Nepal-2005 for
 School Leaving Certificate Exam, this paper analyzes public and private
 school performance in Nepal. The ordinary least square estimates suggest
 that private school students perform better than public school students.
 However, the problem of self-selection bias arises, as private school
 students can fundamentally differ from public school students. This study
 adopts the propensity score matching technique to account for this
 problem. The results, even after using the propensity score matching
 technique, suggest a positive private school effect for the data used in
 this study.
Journal: Education Economics 
Pages: 47-62 
Issue: 1 
Volume: 23 
Year: 2015 
Month: 2 
X-DOI: 10.1080/09645292.2012.738809 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.738809 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:1:p:47-62




Template-Type: ReDIF-Article 1.0
Author-Name: Ian W. Li 
Author-X-Name-First: Ian W. 
Author-X-Name-Last: Li 
Author-Name: Paul W. Miller 
Author-X-Name-First: Paul W. 
Author-X-Name-Last: Miller 
Title: Overeducation and earnings in the Australian graduate labour market: an application of the Vahey model 
Abstract:
 This study explores the effects on earnings of overeducation, required
 education, and undereducation (ORU) in the Australian graduate labour
 market, using data from the 1999-2009 Graduate Destination Surveys. The
 Vahey [2000. "The Great Canadian Training Robbery: Evidence on the Returns
 to Educational Mismatch." <italic>Economics of Education Review</italic>
 19 (2): 219-227] dummy variable specification, which permits an assessment
 of ORU earnings effects at different extents of educational mismatch, is
 adopted in the analysis. The findings reveal that while ORU earnings
 effects vary considerably across different extents of mismatch, earnings
 penalties were especially large in lower job categories. There is a strong
 tendency for earnings to follow jobs and for the distinction among types
 of university qualifications to lessen the more extensive the
 overeducation.
Journal: Education Economics 
Pages: 63-83 
Issue: 1 
Volume: 23 
Year: 2015 
Month: 2 
X-DOI: 10.1080/09645292.2013.772954 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.772954 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:1:p:63-83




Template-Type: ReDIF-Article 1.0
Author-Name: Nicolas H�rault 
Author-X-Name-First: Nicolas 
Author-X-Name-Last: H�rault 
Author-Name: Rezida Zakirova 
Author-X-Name-First: Rezida 
Author-X-Name-Last: Zakirova 
Title: Returns to education: accounting for enrolment and completion effects 
Abstract:
 This paper contributes to the literature by separately analysing the
 course enrolment and completion effects of vocational education and
 training (VET) as well as higher education. Moreover, we investigate the
 persistence of these wage effects over time while controlling for two
 potential selection biases. We take advantage of the Longitudinal Surveys
 of Australian Youth, which contains comprehensive information about
 completed and uncompleted courses and subsequent labour market outcomes.
 We find evidence of positive enrolment and completion effects for VET and
 university courses with important differences by type of course.
Journal: Education Economics 
Pages: 84-100 
Issue: 1 
Volume: 23 
Year: 2015 
Month: 2 
X-DOI: 10.1080/09645292.2013.805184 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.805184 
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Template-Type: ReDIF-Article 1.0
Author-Name: Christine Neill 
Author-X-Name-First: Christine 
Author-X-Name-Last: Neill 
Title: Rising student employment: the role of tuition fees 
Abstract:
 In 1979, less than 30% of full-time university students in Canada worked
 for pay during the academic year. By the mid-2000s, this had risen to 45%.
 This trend to increasing work among full-time students is also evident in
 other countries, and may be a concern if it reduces students' investment
 in human capital during their studies. I find that, controlling for the
 demographic characteristics of the student population, the only economic
 variable that explains a substantial portion of the increase in students'
 work is higher tuition fees.
Journal: Education Economics 
Pages: 101-121 
Issue: 1 
Volume: 23 
Year: 2015 
Month: 2 
X-DOI: 10.1080/09645292.2013.818104 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.818104 
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Template-Type: ReDIF-Article 1.0
Author-Name: Harry Anthony Patrinos 
Author-X-Name-First: Harry Anthony 
Author-X-Name-Last: Patrinos 
Author-Name: Chris Sakellariou 
Author-X-Name-First: Chris 
Author-X-Name-Last: Sakellariou 
Title: Adult literacy, heterogeneity and returns to schooling in Chile<xref ref-type="fn" rid="FN0001"/> 
Abstract:
 We examine the importance of adult functional literacy skills for
 individuals using a quantile regression methodology. The inclusion of the
 direct measure of basic skills reduces the return to schooling by 27%,
 equivalent to two additional years of schooling, while a one standard
 deviation increase in the score increases earnings by 20%. For those who
 are less skilled, more education contributes little to earnings; rather
 skills are the key to higher earnings. The nonschooling component of skill
 is a significant contributor to earnings, but not the component associated
 with years of schooling.
Journal: Education Economics 
Pages: 122-136 
Issue: 1 
Volume: 23 
Year: 2015 
Month: 2 
X-DOI: 10.1080/09645292.2013.824951 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.824951 
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Template-Type: ReDIF-Article 1.0
Author-Name: Stijn Broecke 
Author-X-Name-First: Stijn 
Author-X-Name-Last: Broecke 
Title: University rankings: do they matter in the UK? 
Abstract:
 This paper offers the first comprehensive analysis of the effect of
 changes in university rankings on applicant and institution behaviour in
 the UK. When their rank worsens, universities are found to experience
 small but statistically significant reductions in the number of
 applications received as well as in the average tariff score of applicants
 and accepted applicants. Although the effects found are stronger for
 certain types of students and institutions, they tend to be modest
 overall, and suggest that other factors play a more important role in
 attracting applicants to universities.
Journal: Education Economics 
Pages: 137-161 
Issue: 2 
Volume: 23 
Year: 2015 
Month: 4 
X-DOI: 10.1080/09645292.2012.729328 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.729328 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:2:p:137-161




Template-Type: ReDIF-Article 1.0
Author-Name: John Jerrim 
Author-X-Name-First: John 
Author-X-Name-Last: Jerrim 
Title: Do college students make better predictions of their future income than young adults in the labor force? 
Abstract:
 Several studies have considered whether American college students' hold
 'realistic' wage expectations. The consensus is that they do not -
 overestimation of future earnings is in the region of 40-50%. But is it
 just college students who overestimate the success they will have in the
 labor market, or is this something common to all young adults? In this
 paper, I analyze National Educational Longitudinal Study (1988) data to
 consider whether 20-year-old college men are more realistic about their
 future income than their peers (of the same age) who are already in the
 labor force. My findings suggest that young people in employment actually
 make <italic>worse</italic> predictions of their future income (on
 average) than certain student groups, so long as the latter successfully
 obtain a university degree.
Journal: Education Economics 
Pages: 162-179 
Issue: 2 
Volume: 23 
Year: 2015 
Month: 4 
X-DOI: 10.1080/09645292.2013.769045 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.769045 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:2:p:162-179




Template-Type: ReDIF-Article 1.0
Author-Name: Daniel Suryadarma 
Author-X-Name-First: Daniel 
Author-X-Name-Last: Suryadarma 
Title: Gender differences in numeracy in Indonesia: evidence from a longitudinal dataset 
Abstract:
 This paper uses a rich longitudinal dataset to measure the evolution of
 the gender differences in numeracy among school-age children in Indonesia.
 Girls outperformed boys by 0.08 standard deviations when the sample was
 around 11 years old. Seven years later, the gap has widened to 0.19
 standard deviations, equivalent to around 18 months of schooling. I find
 no evidence that households invest more resources in girls relative to
 boys. However, there is suggestive evidence that schools play a role in
 fostering the gender gap in numeracy. Given the importance of numeracy in
 later life, there may be some scope for public policies to address the
 widening numeracy gap between genders.
Journal: Education Economics 
Pages: 180-198 
Issue: 2 
Volume: 23 
Year: 2015 
Month: 4 
X-DOI: 10.1080/09645292.2013.819415 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.819415 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:2:p:180-198




Template-Type: ReDIF-Article 1.0
Author-Name: Belayet Hossain 
Author-X-Name-First: Belayet 
Author-X-Name-Last: Hossain 
Author-Name: Panagiotis Tsigaris 
Author-X-Name-First: Panagiotis 
Author-X-Name-Last: Tsigaris 
Title: Are grade expectations rational? A classroom experiment 
Abstract:
 This study examines students' expectations about their final grade. An
 attempt is made to determine whether students form expectations
 rationally. Expectations in economics, rational or otherwise, carry
 valuable information and have important implications in terms of both
 teaching effectiveness and the role of grades as an incentive structure
 for students. This study focuses on the predictors of the students' final
 grade as they relate to their expectations. Our findings indicate that on
 average, the rational expectations (REs) framework does not accurately
 describe students' grade expectations. Expectations, although sluggish,
 improve as students gather information on their actual performance during
 the semester. Even though overconfidence is the norm, there could be some
 students who follow closely the REs hypothesis.
Journal: Education Economics 
Pages: 199-212 
Issue: 2 
Volume: 23 
Year: 2015 
Month: 4 
X-DOI: 10.1080/09645292.2012.735073 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.735073 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:2:p:199-212




Template-Type: ReDIF-Article 1.0
Author-Name: Patrizia Ordine 
Author-X-Name-First: Patrizia 
Author-X-Name-Last: Ordine 
Author-Name: Giuseppe Rose 
Author-X-Name-First: Giuseppe 
Author-X-Name-Last: Rose 
Title: The effect of family background, university quality and educational mismatch on wage: an analysis using a young cohort of Italian graduates 
Abstract:
 This paper analyzes the impact of university quality, family background
 and mismatch on the wages of young Italian graduates. An empirical
 analysis is undertaken using a representative sample of graduates merged
 with a dataset containing information on the characteristics of
 universities. By utilizing quantile regression techniques, some evidence
 of the impact of factors that may explain the differentials of earnings
 among individuals with a similar educational attainment is reported.
 Significant differences in the impact of explanatory variables across the
 quantiles of wage distribution are found and the role played by
 educational quality, family background and educational mismatch is
 stressed. These findings are consistent with a polarized view of the labor
 market where some educated workers earn a wage premium deriving from their
 specific educational choices, while others are confined to occupations at
 the bottom end of the wage distribution.
Journal: Education Economics 
Pages: 213-237 
Issue: 2 
Volume: 23 
Year: 2015 
Month: 4 
X-DOI: 10.1080/09645292.2012.735074 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.735074 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:2:p:213-237




Template-Type: ReDIF-Article 1.0
Author-Name: Zeynep Hansen 
Author-X-Name-First: Zeynep 
Author-X-Name-Last: Hansen 
Author-Name: Hideo Owan 
Author-X-Name-First: Hideo 
Author-X-Name-Last: Owan 
Author-Name: Jie Pan 
Author-X-Name-First: Jie 
Author-X-Name-Last: Pan 
Title: The impact of group diversity on class performance: evidence from college classrooms 
Abstract:
 We combine class performance data from an undergraduate management course
 with students' personal records to examine how group diversity affects
 group work performance and individual learning. Students are exogenously
 assigned to groups. We find that, on average, male-dominant groups
 performed worse in their group work and learned less (based on their
 grades in individually taken exams). This gender effect is highly
 significant in individual learning outcomes providing evidence that gender
 diversity is influential in the level and nature of knowledge transfers
 within groups. The results are robust to controlling for the team
 governance form, a unique feature in our study. Finally, racial diversity
 had no significant effect on group or individual performances.
Journal: Education Economics 
Pages: 238-258 
Issue: 2 
Volume: 23 
Year: 2015 
Month: 4 
X-DOI: 10.1080/09645292.2013.813908 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.813908 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:2:p:238-258




Template-Type: ReDIF-Article 1.0
Author-Name: Paul Clarke 
Author-X-Name-First: Paul 
Author-X-Name-Last: Clarke 
Author-Name: Claire Crawford 
Author-X-Name-First: Claire 
Author-X-Name-Last: Crawford 
Author-Name: Fiona Steele 
Author-X-Name-First: Fiona 
Author-X-Name-Last: Steele 
Author-Name: Anna Vignoles 
Author-X-Name-First: Anna 
Author-X-Name-Last: Vignoles 
Title: Revisiting fixed- and random-effects models: some considerations for policy-relevant education research 
Abstract:
 The use of fixed (FE) and random effects (RE) in two-level hierarchical
 linear regression is discussed in the context of education research. We
 compare the robustness of FE models with the modelling flexibility and
 potential efficiency of those from RE models. We argue that the two should
 be seen as complementary approaches. We then compare both modelling
 approaches in our empirical examples. Results suggest a negative effect of
 special educational needs (SEN) status on educational attainment, with
 selection into SEN status largely driven by pupil level rather than
 school-level factors.
Journal: Education Economics 
Pages: 259-277 
Issue: 3 
Volume: 23 
Year: 2015 
Month: 6 
X-DOI: 10.1080/09645292.2013.855705 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.855705 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:3:p:259-277




Template-Type: ReDIF-Article 1.0
Author-Name: Joseph Palardy 
Author-X-Name-First: Joseph 
Author-X-Name-Last: Palardy 
Author-Name: Todd M. Nesbit 
Author-X-Name-First: Todd M. 
Author-X-Name-Last: Nesbit 
Author-Name: Kerry A. Adzima 
Author-X-Name-First: Kerry A. 
Author-X-Name-Last: Adzima 
Title: Charter versus traditional public schools: a panel study of the technical efficiency in Ohio 
Abstract:
 This paper builds upon prior research attempting to answer the question
 'Does money matter?' in public education by offering some insight into the
 potential advantages of charter schools over their district counterparts.
 In order to develop an accurate model of the true relationship between
 resources and performance, Adkins and Moomaw [(2003). "The Impact of Local
 Funding on the Technical Efficiency of Oklahoma School." <italic>Economics
 Letters</italic> 81(1): 31-37] suggest the use of a technical inefficiency
 model. Along these lines, we employ panel data of Ohio public schools to
 measure the potential technical efficiency gains of charter schools over
 traditional public schools using a stochastic frontier production model.
Journal: Education Economics 
Pages: 278-295 
Issue: 3 
Volume: 23 
Year: 2015 
Month: 6 
X-DOI: 10.1080/09645292.2012.748014 
File-URL: http://hdl.handle.net/10.1080/09645292.2012.748014 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:3:p:278-295




Template-Type: ReDIF-Article 1.0
Author-Name: Julia Horstschr�er 
Author-X-Name-First: Julia 
Author-X-Name-Last: Horstschr�er 
Author-Name: Maresa Sprietsma 
Author-X-Name-First: Maresa 
Author-X-Name-Last: Sprietsma 
Title: The effects of the introduction of Bachelor degrees on college enrollment and dropout rates 
Abstract:
 We estimate the short-term effects of the introduction of the Bachelor
 degree system in Germany, a change in degree regulations such that
 students need less time to earn a first degree, on college enrollment and
 dropout rates. We use variation in the timing of the reform at the
 university department level to identify the effects of the reform based on
 longitudinal administrative student data. Results differ between subjects,
 but for most subjects we find no significant effects on college enrollment
 or dropout rates.
Journal: Education Economics 
Pages: 296-317 
Issue: 3 
Volume: 23 
Year: 2015 
Month: 6 
X-DOI: 10.1080/09645292.2013.823908 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.823908 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:3:p:296-317




Template-Type: ReDIF-Article 1.0
Author-Name: Liam C. Malloy 
Author-X-Name-First: Liam C. 
Author-X-Name-Last: Malloy 
Title: Loss aversion, education, and intergenerational mobility 
Abstract:
 Existing empirical work looking at the effects of parental income on IQ,
 schooling, wealth, race, and personality is only able to explain about
 half of the observed intergenerational income elasticity. This paper
 provides a possible behavioral explanation for this elasticity in which
 heterogeneous agents in sequential generations choose their education
 levels in the face of loss-averse preferences and weak borrowing
 constraints. These borrowing-constrained agents make education investment
 choices in part to avoid consumption losses rather than to maximize
 lifetime resources. The model generates a positive intergenerational
 income elasticity even when there are functioning capital markets to
 finance education investments. I find empirical support for the J-shape
 education decision rule generated by the model and show that it is mostly
 successful in matching the asymmetric intergenerational transition rates
 between income quintiles of white families.
Journal: Education Economics 
Pages: 318-337 
Issue: 3 
Volume: 23 
Year: 2015 
Month: 6 
X-DOI: 10.1080/09645292.2013.823909 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.823909 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:3:p:318-337




Template-Type: ReDIF-Article 1.0
Author-Name: Dorothy A. Cheng 
Author-X-Name-First: Dorothy A. 
Author-X-Name-Last: Cheng 
Title: Effects of professorial tenure on undergraduate ratings of teaching performance 
Abstract:
 This study estimates the effect of professorial tenure on undergraduate
 ratings of learning, instructor quality, and course quality at the
 University of California, San Diego from Summer 2004 to Spring 2012.
 During this eight-year period, 120 assistant professors received tenure
 and 83 associate professors attained full rank. A
 differences-in-differences model controlling for teaching experience,
 study hours, response rate, and unobserved heterogeneity among terms,
 courses, and professors suggests that for a given professor, tenure does
 not have a significant impact on student ratings of teaching performance,
 at least in the immediate years after advancement. The results are similar
 for the promotion from associate to full professor.
Journal: Education Economics 
Pages: 338-357 
Issue: 3 
Volume: 23 
Year: 2015 
Month: 6 
X-DOI: 10.1080/09645292.2013.826632 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.826632 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:3:p:338-357




Template-Type: ReDIF-Article 1.0
Author-Name: Cain Polidano 
Author-X-Name-First: Cain 
Author-X-Name-Last: Polidano 
Author-Name: Domenico Tabasso 
Author-X-Name-First: Domenico 
Author-X-Name-Last: Tabasso 
Author-Name: Yi-Ping Tseng 
Author-X-Name-First: Yi-Ping 
Author-X-Name-Last: Tseng 
Title: A second chance at education for early school leavers 
Abstract:
 The objective of this paper is to better understand the factors that
 affect the chances of re-engaging early school leavers in education, with
 a particular focus on the importance of time out from school (duration
 dependence) and school-related factors. Using data from three cohorts of
 the Longitudinal Survey of Australian Youth and duration models that
 control for unobserved heterogeneity, our results suggest that programmes
 that encourage an early return to study and those that develop post-school
 career plans may be more effective than programmes that concentrate on
 improving numeracy and literacy scores.
Journal: Education Economics 
Pages: 358-375 
Issue: 3 
Volume: 23 
Year: 2015 
Month: 6 
X-DOI: 10.1080/09645292.2013.834294 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.834294 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:3:p:358-375




Template-Type: ReDIF-Article 1.0
Author-Name: Deborah A. Cobb-Clark 
Author-X-Name-First: Deborah A. 
Author-X-Name-Last: Cobb-Clark 
Author-Name: Sonja C. Kassenboehmer 
Author-X-Name-First: Sonja C. 
Author-X-Name-Last: Kassenboehmer 
Author-Name: Trinh Le 
Author-X-Name-First: Trinh 
Author-X-Name-Last: Le 
Author-Name: Duncan McVicar 
Author-X-Name-First: Duncan 
Author-X-Name-Last: McVicar 
Author-Name: Rong Zhang 
Author-X-Name-First: Rong 
Author-X-Name-Last: Zhang 
Title: Is there an educational penalty for being suspended from school? 
Abstract:
 Suspension from school is a commonly used, yet controversial, school
 disciplinary measure. This paper uses unique survey data to estimate the
 impact of suspension on the educational outcomes of those suspended. It
 finds that while suspension is strongly associated with educational
 outcomes, the relationship is unlikely to be causal, but rather likely
 stems from differences in the characteristics of those suspended compared
 to those not suspended. Moreover, there is no evidence that suspension is
 associated with larger educational penalties for young people from
 disadvantaged family backgrounds compared to those from more advantaged
 family backgrounds. These results hold regardless of whether self-reported
 suspension or mother-reported suspension is considered. The absence of a
 clear negative causal impact of suspension on educational outcomes
 suggests that suspension may continue to play a role in school discipline
 without harming the educational prospects of those sanctioned.
Journal: Education Economics 
Pages: 376-395 
Issue: 4 
Volume: 23 
Year: 2015 
Month: 8 
X-DOI: 10.1080/09645292.2014.980398 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.980398 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:4:p:376-395




Template-Type: ReDIF-Article 1.0
Author-Name: Thomas Bolli 
Author-X-Name-First: Thomas 
Author-X-Name-Last: Bolli 
Author-Name: Tommaso Agasisti 
Author-X-Name-First: Tommaso 
Author-X-Name-Last: Agasisti 
Author-Name: Geraint Johnes 
Author-X-Name-First: Geraint 
Author-X-Name-Last: Johnes 
Title: The impact of institutional student support on graduation rates in US Ph.D. programmes 
Abstract:
 Using National Research Council data, we investigate the determinants of
 graduation rates in US Ph.D. programmes. We emphasise the impact that
 support and facilities offered to doctoral students have on completion
 rates. Significant, strong and positive effects are found for the
 provision of on-site graduate conferences and dedicated workspace, though
 there are differences across disciplines in the impact that these have on
 completion. Other facilities have more limited impact, though results from
 a quantile regression analysis suggest that some support measures -
 including student appraisal - may have a stronger positive impact at the
 bottom end of the distribution.
Journal: Education Economics 
Pages: 396-418 
Issue: 4 
Volume: 23 
Year: 2015 
Month: 8 
X-DOI: 10.1080/09645292.2013.842541 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.842541 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:4:p:396-418




Template-Type: ReDIF-Article 1.0
Author-Name: Nuria S�nchez-S�nchez 
Author-X-Name-First: Nuria 
Author-X-Name-Last: S�nchez-S�nchez 
Author-Name: Seamus McGuinness 
Author-X-Name-First: Seamus 
Author-X-Name-Last: McGuinness 
Title: Decomposing the impacts of overeducation and overskilling on earnings and job satisfaction: an analysis using REFLEX data 
Abstract:
 This article assesses the extent to which the impact of overeducation and
 overskilling on labour market outcomes such as earnings and job
 satisfaction relate to mismatches in particular competency areas. The
 analysis uses REFLEX data, which collects information about 19 key
 competence areas related to job performance. We find that the penalties to
 both forms of mismatch are insensitive to the inclusion of controls for
 overskilling in a wide range of job-specific competencies. The research
 suggests that the problem of mismatch relates to an inability to fully
 utilise general or innate ability as opposed to specific areas of acquired
 learning. We conclude that the problem of mismatch can only be effectively
 addressed by raising general levels of job quality within developed labour
 markets.
Journal: Education Economics 
Pages: 419-432 
Issue: 4 
Volume: 23 
Year: 2015 
Month: 8 
X-DOI: 10.1080/09645292.2013.846297 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.846297 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:4:p:419-432




Template-Type: ReDIF-Article 1.0
Author-Name: Philip S.J. Leonard 
Author-X-Name-First: Philip S.J. 
Author-X-Name-Last: Leonard 
Title: Choice of Ontario high schools and its impact on university applications 
Abstract:
 The extent to which increasing students' ability to choose between schools
 can impact their educational outcomes continues to generate significant
 research interest. I take advantage of the unique context in the province
 of Ontario, where two publicly funded school systems operate in parallel.
 I find a small positive impact of school choice on student applications to
 university. However, most of the impact is in terms of 'cross-effects';
 the most robust finding is that the more Catholic high schools accessible
 from a neighbourhood, the better the public high schools perform. This is
 suggestive that one mechanism through which choice affects school outcomes
 is through competition between public and Catholic school boards.
Journal: Education Economics 
Pages: 433-454 
Issue: 4 
Volume: 23 
Year: 2015 
Month: 8 
X-DOI: 10.1080/09645292.2013.856869 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.856869 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:4:p:433-454




Template-Type: ReDIF-Article 1.0
Author-Name: Mary A. Silles 
Author-X-Name-First: Mary A. 
Author-X-Name-Last: Silles 
Title: The intergenerational effect of parental education on child health: evidence from the UK 
Abstract:
 While many earlier studies have shown a positive correlation between
 parents' education and children health, little attempt has been made to
 address the possibility that unobserved characteristics underlie this
 intergenerational relationship. This paper explores the effect of
 additional schooling induced through compulsory schooling laws in Great
 Britain and Northern Ireland on child health as measured by long-term
 illness. Despite statistically significant ordinary least squares
 estimates, the instrumental variable estimates reveal little if any causal
 relationship between parental education and long-term illness in children.
 This is true for both two-parent and single-parent families.
Journal: Education Economics 
Pages: 455-469 
Issue: 4 
Volume: 23 
Year: 2015 
Month: 8 
X-DOI: 10.1080/09645292.2013.858660 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.858660 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:4:p:455-469




Template-Type: ReDIF-Article 1.0
Author-Name: Daniel H. Bowen 
Author-X-Name-First: Daniel H. 
Author-X-Name-Last: Bowen 
Author-Name: Stuart Buck 
Author-X-Name-First: Stuart 
Author-X-Name-Last: Buck 
Author-Name: Cary Deck 
Author-X-Name-First: Cary 
Author-X-Name-Last: Deck 
Author-Name: Jonathan N. Mills 
Author-X-Name-First: Jonathan N. 
Author-X-Name-Last: Mills 
Author-Name: James V. Shuls 
Author-X-Name-First: James V. 
Author-X-Name-Last: Shuls 
Title: Risky business: an analysis of teacher risk preferences 
Abstract:
 A range of proposals aim to reform teacher compensation, recruitment, and
 retention. Teachers have generally not embraced these policies. One
 potential explanation for their objections is that teachers are relatively
 risk averse. We examine this hypothesis using a risk-elicitation task
 common to experimental economics. By comparing preferences of new teachers
 with those entering other professions, we find that individuals choosing
 to teach are significantly more risk averse. This suggests that the
 teaching profession may attract individuals who are less amenable to
 certain reforms. Policy-makers should take into account teacher risk
 characteristics when considering reforms that may clash with preferences.
Journal: Education Economics 
Pages: 470-480 
Issue: 4 
Volume: 23 
Year: 2015 
Month: 8 
X-DOI: 10.1080/09645292.2014.966062 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.966062 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:4:p:470-480




Template-Type: ReDIF-Article 1.0
Author-Name: Laura Leker 
Author-X-Name-First: Laura 
Author-X-Name-Last: Leker 
Author-Name: Gregory Ponthiere 
Author-X-Name-First: Gregory 
Author-X-Name-Last: Ponthiere 
Title: Education, life expectancy and family bargaining: the Ben-Porath effect revisited 
Abstract:
 Following Ben-Porath [1967. "The Production of Human Capital and the
 Life-Cycle of Earnings." <italic>Journal of Political Economy</italic> 75
 (3): 352-365], the influence of life expectancy on education and on human
 capital has attracted much attention among growth theorists. Whereas
 existing growth models rely on an education decision made either by the
 child or by his parent, we revisit the Ben-Porath effect by modelling
 education as the outcome of bargaining between the parent and the child.
 We develop a three-period overlapping generations (OLG) model, where human
 capital increases life expectancy and shows that as a result of the
 unequal remaining lifetimes faced by parents and children, the form of the
 Ben-Porath effect depends on how bargaining power is distributed within
 the family, which in turn affects long-run economic dynamics. Using data
 on 16 OECD countries (1940-1980), we show that introducing family
 bargaining helps to rationalize the observed education patterns across
 countries.
Journal: Education Economics 
Pages: 481-513 
Issue: 4 
Volume: 23 
Year: 2015 
Month: 8 
X-DOI: 10.1080/09645292.2013.869557 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.869557 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:4:p:481-513




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew E. Clark 
Author-X-Name-First: Andrew E. 
Author-X-Name-Last: Clark 
Author-Name: Akiko Kamesaka 
Author-X-Name-First: Akiko 
Author-X-Name-Last: Kamesaka 
Author-Name: Teruyuki Tamura 
Author-X-Name-First: Teruyuki 
Author-X-Name-Last: Tamura 
Title: Rising aspirations dampen satisfaction 
Abstract:
 It is commonly believed that education is a good thing for individuals.
 Yet, its correlation with subjective well-being is most often only weakly
 positive, or even negative, despite the many associated better
 individual-level outcomes. We here square the circle using novel Japanese
 data on happiness aspirations. If reported happiness comes from a
 comparison of outcomes to aspirations, then any phenomenon raising both at
 the same time will have only a muted effect on reported well-being. We
 find that around half of the happiness effect of education is cancelled
 out by higher aspirations, and suggest a similar dampening effect for
 income.
Journal: Education Economics 
Pages: 515-531 
Issue: 5 
Volume: 23 
Year: 2015 
Month: 10 
X-DOI: 10.1080/09645292.2015.1042960 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1042960 
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Template-Type: ReDIF-Article 1.0
Author-Name: Koen Declercq 
Author-X-Name-First: Koen 
Author-X-Name-Last: Declercq 
Author-Name: Frank Verboven 
Author-X-Name-First: Frank 
Author-X-Name-Last: Verboven 
Title: Socio-economic status and enrollment in higher education: do costs matter? 
Abstract:
 We study the impact of socio-economic status on enrollment and study
 decisions in higher education. We use a discrete choice approach to
 distinguish between three channels. First, students from disadvantaged
 backgrounds may be more sensitive to the costs of education. Second, they
 may have lower preferences for education. Third, they may have developed
 less academic ability during previous schooling and are therefore less
 likely to participate. We apply our analysis to Flanders, where tuition
 fees are low and all high school graduates have access to higher
 education. We control for unobserved heterogeneity and find that
 preferences and (acquired) ability are more important than cost
 sensitivity in explaining the lower enrollment of disadvantaged students.
 Finally, we use the cost sensitivity channel to simulate the impact of
 tuition fee increases. We find that a uniform tuition fee increase has a
 fairly small impact on total enrollment, but it especially reduces
 enrollment of socially disadvantaged students. An alternative
 discriminatory policy, which combines a higher tuition fee increase for
 advantaged students with a lower tuition fee increase for disadvantaged
 students, can be superior: it generates the same budgetary savings, has a
 lower impact on total enrollment and reduces the participation gap of
 disadvantaged students.
Journal: Education Economics 
Pages: 532-556 
Issue: 5 
Volume: 23 
Year: 2015 
Month: 10 
X-DOI: 10.1080/09645292.2015.1047822 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1047822 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:5:p:532-556




Template-Type: ReDIF-Article 1.0
Author-Name: Lant Pritchett 
Author-X-Name-First: Lant 
Author-X-Name-Last: Pritchett 
Author-Name: Martina Viarengo 
Author-X-Name-First: Martina 
Author-X-Name-Last: Viarengo 
Title: Does public sector control reduce variance in school quality? 
Abstract:
 Does the government control of school systems facilitate equality in
 school quality? Whether centralized or localized control produces more
 equality depends not only on what 'could' happen in principle, but also on
 what does happen in practice. We use the Programme for International
 Student Assessment (PISA) database to examine the association between
 school sector and the variance in school fixed effects. We find, on
 average, the same inequality in adjusted learning achievement across the
 private and public schools. However, in some countries, such as Denmark,
 there is more equality across the public sector schools, while in others,
 such as Mexico, there is more equality across the private schools. Among
 the 18 non-OECD countries, the standard deviation across schools in
 adjusted quality is, on average, 36% higher in government schools. Our
 findings suggest that top-down educational systems in weak states can be
 lose-lose relative to localized systems relying on bottom-up control,
 producing both <italic>worse</italic> average performance and
 <italic>higher</italic> inequality.
Journal: Education Economics 
Pages: 557-576 
Issue: 5 
Volume: 23 
Year: 2015 
Month: 10 
X-DOI: 10.1080/09645292.2015.1012152 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1012152 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:5:p:557-576




Template-Type: ReDIF-Article 1.0
Author-Name: Chris Van Klaveren 
Author-X-Name-First: Chris 
Author-X-Name-Last: Van Klaveren 
Author-Name: Kristof De Witte 
Author-X-Name-First: Kristof 
Author-X-Name-Last: De Witte 
Title: Football to improve math and reading performance 
Abstract:
 Schools frequently increase the instructional time to improve primary
 school children's math and reading skills. There is, however, little
 evidence that math and reading skills are effectively improved by these
 instruction-time increases. This study evaluates 'Playing for Success'
 (PfS), an extended school day program for underachieving pupils that uses
 the football environment as a motivating force. Primary school pupils with
 low motivation and self-esteem are offered practical and sports-related
 teaching content for 30 additional hours. The evaluation results of a
 randomized experiment suggest that PfS does not significantly improve math
 and reading performance of primary school students.
Journal: Education Economics 
Pages: 577-595 
Issue: 5 
Volume: 23 
Year: 2015 
Month: 10 
X-DOI: 10.1080/09645292.2014.882293 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.882293 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:5:p:577-595




Template-Type: ReDIF-Article 1.0
Author-Name: Christos Koutsampelas 
Author-X-Name-First: Christos 
Author-X-Name-Last: Koutsampelas 
Author-Name: Panos Tsakloglou 
Author-X-Name-First: Panos 
Author-X-Name-Last: Tsakloglou 
Title: The progressivity of public education in Greece: empirical findings and policy implications 
Abstract:
 This paper examines the short-run distributional effects of publicly
 provided education services in Greece using static incidence analysis.
 Public education is found to be inequality-reducing but the progressivity
 of the system withers away as we move up to higher educational levels. We
 employ a framework of both relative and absolute inequality measurement
 and discuss the merits of the latter. Under this alternative setting,
 primary education transfers retain their progressivity, the progressivity
 of secondary education transfers diminishes and tertiary education becomes
 clearly regressive. Lastly, we simulate the first-round fiscal and
 distributional effects of a hypothetical graduate tax imposed on current
 graduates.
Journal: Education Economics 
Pages: 596-611 
Issue: 5 
Volume: 23 
Year: 2015 
Month: 10 
X-DOI: 10.1080/09645292.2014.884999 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.884999 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:5:p:596-611




Template-Type: ReDIF-Article 1.0
Author-Name: Marina Murat 
Author-X-Name-First: Marina 
Author-X-Name-Last: Murat 
Author-Name: Patrizio Frederic 
Author-X-Name-First: Patrizio 
Author-X-Name-Last: Frederic 
Title: Institutions, culture and background: the school performance of immigrant students 
Abstract:
 Programme for International Student Assessment data from 29 countries was
 used to measure immigrant school gaps (differences in scores between
 immigrants and natives) in relation to various potentially correlated
 factors. Results show that negative gaps are concentrated in the European
 Union; in the South, they are mainly correlated with school types -
 academic, intermediate or vocational - and country of origin; and in the
 North, they remain negative in all model specifications. This suggests a
 lack of assimilation, in some cases reinforced by educational
 institutions. Gaps are generally small in English-speaking countries; in
 the USA and GBR they are influenced by background.
Journal: Education Economics 
Pages: 612-630 
Issue: 5 
Volume: 23 
Year: 2015 
Month: 10 
X-DOI: 10.1080/09645292.2014.894497 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.894497 
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Handle: RePEc:taf:edecon:v:23:y:2015:i:5:p:612-630




Template-Type: ReDIF-Article 1.0
Author-Name: David Carroll 
Author-X-Name-First: David 
Author-X-Name-Last: Carroll 
Author-Name: Massimiliano Tani 
Author-X-Name-First: Massimiliano 
Author-X-Name-Last: Tani 
Title: Job search as a determinant of graduate over-education: evidence from Australia 
Abstract:
 We analyse the relationship between job search and over-education for
 recent Australian bachelor degree graduates using data from the 2011
 Beyond Graduation Survey. Results from panel estimation suggest that jobs
 found through university careers offices are associated with lower
 probability of over-education relative to jobs found through
 advertisements and personal contacts. This result arises regardless of
 gender and age. In contrast, direct employer contact is only beneficial to
 older males. The role of university careers offices and fairs in matching
 the skills of graduates with the needs of employers appears more effective
 than other forms of job search.
Journal: Education Economics 
Pages: 631-644 
Issue: 5 
Volume: 23 
Year: 2015 
Month: 10 
X-DOI: 10.1080/09645292.2014.908164 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.908164 
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Template-Type: ReDIF-Article 1.0
Author-Name: Jeremiah Richey 
Author-X-Name-First: Jeremiah 
Author-X-Name-Last: Richey 
Title: Heterogeneous trends in U.S. teacher quality 1980-2010 
Abstract:
 This paper documents changes in the entire ability distribution of
 individuals entering the teaching profession using the 1979 and 1997
 cohorts of the National Longitudinal Survey of Youth and a constructed
 Armed Force Qualifying Test score that allows direct comparison of ability
 between cohorts. Such direct comparison between cohorts was previously not
 possible due to a lack of directly comparable measures of ability. I find
 there are minimal differences in the ability distribution between cohorts.
 However, this similarity masks vast differences within specific
 demographics. I then also decompose these changes into cohort-wide shifts
 and within-cohort shifts of teachers.
Journal: Education Economics 
Pages: 645-659 
Issue: 6 
Volume: 23 
Year: 2015 
Month: 12 
X-DOI: 10.1080/09645292.2014.996120 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.996120 
File-Format: text/html
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Template-Type: ReDIF-Article 1.0
Author-Name: Bjorn Tyrefors Hinnerich 
Author-X-Name-First: Bjorn Tyrefors 
Author-X-Name-Last: Hinnerich 
Author-Name: Erik H�glin 
Author-X-Name-First: Erik 
Author-X-Name-Last: H�glin 
Author-Name: Magnus Johannesson 
Author-X-Name-First: Magnus 
Author-X-Name-Last: Johannesson 
Title: Discrimination against students with foreign backgrounds: evidence from grading in Swedish public high schools 
Abstract:
 We rigorously test for discrimination against students with foreign
 backgrounds in high school grading in Sweden. We analyse a random sample
 of national tests in the Swedish language graded both non-blindly by the
 student's own teacher and blindly without any identifying information. The
 increase in the test score due to non-blind grading is significantly
 higher for students with a Swedish background. This discrimination effect
 is sizeable, about 10% of the mean or 20% of the standard deviation of the
 blind test score.
Journal: Education Economics 
Pages: 660-676 
Issue: 6 
Volume: 23 
Year: 2015 
Month: 12  
X-DOI: 10.1080/09645292.2014.899562 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.899562 
File-Format: text/html
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Template-Type: ReDIF-Article 1.0
Author-Name: Alan Piper 
Author-X-Name-First: Alan 
Author-X-Name-Last: Piper 
Title: Heaven knows I'm miserable now: overeducation and reduced life satisfaction 
Abstract:
 Recently the supply of young graduates entering the UK labour market has
 undergone a sharp increase. A possible consequence of this is an increase
 in the number of individuals who are overeducated for the jobs that they
 do subsequent to participating in higher education. Using British panel
 data and dynamic panel analysis, I demonstrate that overeducation amongst
 the young has increased, and that the overeducated are less satisfied with
 life than their peers who are not overeducated. This result appears to
 fade over time, with more recently overeducated individuals being both
 more common and less dissatisfied with life, consistent with the notion
 that relative effects and comparisons are important for life satisfaction.
Journal: Education Economics 
Pages: 677-692 
Issue: 6 
Volume: 23 
Year: 2015 
Month: 12 
X-DOI: 10.1080/09645292.2013.870981 
File-URL: http://hdl.handle.net/10.1080/09645292.2013.870981 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:6:p:677-692




Template-Type: ReDIF-Article 1.0
Author-Name: Oliver Masakure 
Author-X-Name-First: Oliver 
Author-X-Name-Last: Masakure 
Title: Education and entrepreneurship in Canada: evidence from (repeated) cross-sectional data 
Abstract:
 This paper estimates the causal effect of education on entrepreneurship
 choice in Canada taking into account the endogeneity of education. The
 data come from the General and Social Surveys (2000-2009). We consider the
 effect of two extreme education levels: university and some/no education.
 Regressions are based on fixed effects with two-stage least squares. We
 find that university education positively impacts entrepreneurship but
 some/no education reduces self-employment propensity. Implications for
 entrepreneurship are discussed.
Journal: Education Economics 
Pages: 693-712 
Issue: 6 
Volume: 23 
Year: 2015 
Month: 12 
X-DOI: 10.1080/09645292.2014.891003 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.891003 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:6:p:693-712




Template-Type: ReDIF-Article 1.0
Author-Name: Weslynne Ashton 
Author-X-Name-First: Weslynne 
Author-X-Name-Last: Ashton 
Author-Name: Liad Wagman 
Author-X-Name-First: Liad 
Author-X-Name-Last: Wagman 
Title: Marketing educational improvements via international partnerships under brain drain constraints 
Abstract:
 We study the dynamics in an educational partnership between a university
 and a developing region. We examine how the university achieves its goals
 to improve and advertise its offerings while recruiting a cohort of
 students from the developing region and maintaining a sustainable
 relationship with the region and its students. We show that mutually
 beneficial partnerships can arise, particularly when both the university
 and the region exhibit strong preferences toward cohort students returning
 to work at home. We further show that such partnerships can induce
 developing regions to invest in domestic opportunities for returning
 students.
Journal: Education Economics 
Pages: 713-734 
Issue: 6 
Volume: 23 
Year: 2015 
Month: 12 
X-DOI: 10.1080/09645292.2014.944100 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.944100 
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Template-Type: ReDIF-Article 1.0
Author-Name: Pinka Chatterji 
Author-X-Name-First: Pinka 
Author-X-Name-Last: Chatterji 
Author-Name: Heesoo Joo 
Author-X-Name-First: Heesoo 
Author-X-Name-Last: Joo 
Author-Name: Kajal Lahiri 
Author-X-Name-First: Kajal 
Author-X-Name-Last: Lahiri 
Title: Examining the education gradient in chronic illness 
Abstract:
 We examine the education gradient in diabetes, hypertension, and high
 cholesterol. We take into account diagnosed as well as undiagnosed cases
 and use methods accounting for the possibility of unmeasured factors that
 are correlated with education and drive both the likelihood of having
 illness and the propensity to be diagnosed. Data come from the National
 Health and Nutrition Examination Survey 1999-2012. The education gradient
 in chronic disease varies by whether self-reported or objective disease
 measures are used. Education is negatively associated with having
 undiagnosed disease in some cases, but findings vary by how we define
 undiagnosed disease.
Journal: Education Economics 
Pages: 735-750 
Issue: 6 
Volume: 23 
Year: 2015 
Month: 12 
X-DOI: 10.1080/09645292.2014.944858 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.944858 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:23:y:2015:i:6:p:735-750




Template-Type: ReDIF-Article 1.0
Author-Name: Anita Alves Pena 
Author-X-Name-First: Anita Alves 
Author-X-Name-Last: Pena 
Title: The effect of continuing education participation on outcomes of male and female agricultural workers in the USA 
Abstract:
 Job training and employment assistance programs aim to assist migrant and
 seasonal farmworkers and their dependents locate steady employment and
 develop job skills. This study investigates effects of educational
 programs on wages, annual time allocations, and poverty of male and female
 farmworkers and their families using regression analysis in comparison to
 propensity score matching. Continuing education participation is found to
 be associated with higher wages, though variation across program types is
 large and magnitudes across genders matter. Program participation is
 positively related to work weeks, and negatively related to weeks abroad
 and to poverty incidence.
Journal: Education Economics 
Pages: 751-776 
Issue: 6 
Volume: 23 
Year: 2015 
Month: 12 
X-DOI: 10.1080/09645292.2014.948387 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.948387 
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Template-Type: ReDIF-Article 1.0
Author-Name: Colin Green 
Author-X-Name-First: Colin 
Author-X-Name-Last: Green 
Author-Name: Torberg Falch 
Author-X-Name-First: Torberg 
Author-X-Name-Last: Falch 
Author-Name: John Heywood 
Author-X-Name-First: John 
Author-X-Name-Last: Heywood 
Title: Editorial 
Journal: Education Economics 
Pages: 1-2 
Issue: 1 
Volume: 24 
Year: 2016 
Month: 2 
X-DOI: 10.1080/09645292.2015.1121010 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1121010 
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Handle: RePEc:taf:edecon:v:24:y:2016:i:1:p:1-2




Template-Type: ReDIF-Article 1.0
Author-Name: Ludger Woessmann 
Author-X-Name-First: Ludger 
Author-X-Name-Last: Woessmann 
Title: The economic case for education<xref ref-type="fn" rid="FN0001"/> 
Abstract:
 The case for education can be made from many perspectives. This paper
 makes the case for education based on economic outcomes. Surveying the
 most recent empirical evidence, it shows the crucial role of education for
 individual and societal prosperity. Education is a leading determinant of
 economic growth, employment, and earnings in modern knowledge-based
 economies. Ignoring the economic dimension of education would endanger the
 prosperity of future generations, with widespread repercussions for
 poverty, social exclusion, and sustainability of social security systems.
 Policy-makers interested in advancing future prosperity should
 particularly focus on educational outcomes, rather than inputs or
 attainment.
Journal: Education Economics 
Pages: 3-32 
Issue: 1 
Volume: 24 
Year: 2016 
Month: 2 
X-DOI: 10.1080/09645292.2015.1059801 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1059801 
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Template-Type: ReDIF-Article 1.0
Author-Name: Regina T. Riphahn 
Author-X-Name-First: Regina T. 
Author-X-Name-Last: Riphahn 
Author-Name: Michael Zibrowius 
Author-X-Name-First: Michael 
Author-X-Name-Last: Zibrowius 
Title: Apprenticeship, vocational training, and early labor market outcomes -- evidence from East and West Germany 
Abstract:
 We study the returns to apprenticeship and vocational training for three
 early labor market outcomes all measured at age 25 for East and West
 German youths: non-employment (i.e. unemployment or out of the labor
 force), permanent fulltime employment, and wages. We find strong positive
 effects of apprenticeship and vocational training. There are no
 significant differences for different types of vocational training, minor
 differences between East and West Germany and males and females, and no
 significant changes in the returns over time. Instrumental variable
 estimations confirm the regression results. The positive returns hold up
 even in poor labor market situations.
Journal: Education Economics 
Pages: 33-57 
Issue: 1 
Volume: 24 
Year: 2016 
Month: 2 
X-DOI: 10.1080/09645292.2015.1027759 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1027759 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:24:y:2016:i:1:p:33-57




Template-Type: ReDIF-Article 1.0
Author-Name: Kristof De Witte 
Author-X-Name-First: Kristof 
Author-X-Name-Last: De Witte 
Author-Name: Nicky Rogge 
Author-X-Name-First: Nicky 
Author-X-Name-Last: Rogge 
Title: Problem-based learning in secondary education: evaluation by an experiment 
Abstract:
 The effectiveness of problem-based learning (PBL) in terms of increasing
 students&#x2019; educational attainments has been extensively studied for
 higher education students and in nonexperimental settings. This paper
 tests the effectiveness of PBL as an alternative instruction method in
 secondary education. In a controlled experiment at the class level, we
 estimate its effect on tested student attainments, on perceived student
 attainments, on autonomous and controlled motivation, and on class
 atmosphere. The outcomes indicate a significant positive effect on student
 achievements, a significant positive effect on motivation, and a
 significant positive effect on class atmosphere.
Journal: Education Economics 
Pages: 58-82 
Issue: 1 
Volume: 24 
Year: 2016 
Month: 2 
X-DOI: 10.1080/09645292.2014.966061 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.966061 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:24:y:2016:i:1:p:58-82




Template-Type: ReDIF-Article 1.0
Author-Name: Anne Brink Nandrup 
Author-X-Name-First: Anne Brink 
Author-X-Name-Last: Nandrup 
Title: Do class size effects differ across grades? 
Abstract:
 This paper contributes to the class size literature by analysing whether
 short-run class size effects are constant across grade levels in
 compulsory school. Results are based on administrative data on all pupils
 enrolled in Danish public schools. Identification is based on a
 government-imposed class size cap that creates exogenous variation in
 class sizes. Significant (albeit modest) negative effects of class size
 increases are found for children at primary school levels. The effects on
 math achievement are statistically different across grade levels. Larger
 classes do not affect girls, non-Western immigrants and socioeconomically
 disadvantaged pupils more adversely than other pupils.
Journal: Education Economics 
Pages: 83-95 
Issue: 1 
Volume: 24 
Year: 2016 
Month: 2 
X-DOI: 10.1080/09645292.2015.1099616 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1099616 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:24:y:2016:i:1:p:83-95




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Hak Kan Tang 
Author-X-Name-First: Sam Hak Kan 
Author-X-Name-Last: Tang 
Author-Name: Linda Chor Wing Yung 
Author-X-Name-First: Linda Chor Wing 
Author-X-Name-Last: Yung 
Title: Maids or mentors? The effects of live-in foreign domestic workers on children's educational achievement in Hong Kong 
Abstract:
 This paper studies the effects of live-in foreign domestic workers (FDWs)
 on school children's educational outcomes using samples from two
 population censuses and a survey data set. The evidence consistently
 points to Filipino FDWs improving the educational outcomes of school
 children by decreasing their probability of late schooling or increasing
 their scores of core academic subjects. English-speaking ability and
 maturity are shown to be the most important assets of the Filipino FDW in
 improving children's educational outcomes. These findings suggest that
 FDWs provide an important childrearing service.
Journal: Education Economics 
Pages: 96-120 
Issue: 1 
Volume: 24 
Year: 2016 
Month: 2 
X-DOI: 10.1080/09645292.2014.977847 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.977847 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:1:p:96-120




Template-Type: ReDIF-Article 1.0
Author-Name: G&#xe9;rard Lassibille 
Author-X-Name-First: G&#xe9;rard 
Author-X-Name-Last: Lassibille 
Title: Improving the management style of school principals: results from a randomized trial 
Abstract:
 Using information from a randomized experiment carried out over the course
 of two school years in Madagascar, this paper evaluates the impact of
 specific actions designed to streamline and tighten the work processes of
 public primary school directors. The results show that interventions at
 the school level, reinforced by interventions at the district and
 subdistrict levels, succeeded overall in changing school heads' behavior
 toward better management. However, the average impact hides important
 heterogeneity. The impact of the intervention was significantly larger
 among school heads who had a nonpermanent contract and among school
 principals who were responsible for a monograde school. Interventions
 limited to the district and subdistrict levels proved to be largely
 ineffective on average, and the estimates do not show detectable
 differences in impact across principal and school characteristics. The
 results also show that direct and intensive interventions were more
 effective than interventions targeting only the district and subdistrict
 administrators.
Journal: Education Economics 
Pages: 121-141 
Issue: 2 
Volume: 24 
Year: 2016 
Month: 4 
X-DOI: 10.1080/09645292.2014.985288 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.985288 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:24:y:2016:i:2:p:121-141




Template-Type: ReDIF-Article 1.0
Author-Name: Aydogan Ulker 
Author-X-Name-First: Aydogan 
Author-X-Name-Last: Ulker 
Title: Body size at birth, physical development and cognitive outcomes in early childhood: evidence from the Longitudinal Survey of Australian Children 
Abstract:
 Using a rich sample created from the Longitudinal Survey of Australian
 Children, we investigate the extent to which the relationship between body
 size at birth and early childhood cognitive skills is mediated by physical
 development indicators. Consistent with existing evidence from other
 countries, we find a significant relationship between body size at birth
 and future development among Australian children as well, in terms of both
 weight and length. Accounting for progressive measures of physical
 developments and other confounding factors, however, indicates that only a
 small proportion of this association works through these pathways, while
 most of it remains persistent.
Journal: Education Economics 
Pages: 142-166 
Issue: 2 
Volume: 24 
Year: 2016 
Month: 4 
X-DOI: 10.1080/09645292.2014.986434 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.986434 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:24:y:2016:i:2:p:142-166




Template-Type: ReDIF-Article 1.0
Author-Name: Ousman Gajigo 
Author-X-Name-First: Ousman 
Author-X-Name-Last: Gajigo 
Title: Closing the education gender gap: estimating the impact of girls' scholarship program in The Gambia 
Abstract:
 This paper estimates the impact of a school fee elimination program for
 female secondary students in The Gambia to reduce gender disparity in
 education. To assess the impact of the program, two nationally
 representative household surveys were used (1998 and 2002/2003). By
 2002/2003, about half of the districts in the country had benefited from
 the program. We found that the program increased enrollment for secondary
 school female students by 5 percentage points. The effects for female
 primary school students were similarly significant. The program had no
 significant impact on enrollment for male students at any level.
Journal: Education Economics 
Pages: 167-188 
Issue: 2 
Volume: 24 
Year: 2016 
Month: 4 
X-DOI: 10.1080/09645292.2014.985287 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.985287 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:24:y:2016:i:2:p:167-188




Template-Type: ReDIF-Article 1.0
Author-Name: Andreas Behr 
Author-X-Name-First: Andreas 
Author-X-Name-Last: Behr 
Author-Name: Katja Theune 
Author-X-Name-First: Katja 
Author-X-Name-Last: Theune 
Title: The causal effect of off-campus work on time to degree 
Abstract:
 In this paper we analyze the effect of outside university work on time to
 first degree at German universities. The database is the
 &#x2018;Absolventenpanel' 2001, a panel study conducted by the
 &#x2018;Hochschul-Informations-System'. Aiming to estimate the causal
 effect correctly, we apply a matching strategy based on the approach put
 forward by Rosenbaum and Rubin [(1983) &#x201c;The Central Role of
 Propensity Score in Observational Studies for Causal Effects.&#x201d;
 <italic>Biometrika</italic> 70: 41--55]. The results of the matching
 approach reveal that simple prima facie results are upward biased but
 confirm that off-campus work has a prolonging effect on study duration.
Journal: Education Economics 
Pages: 189-209 
Issue: 2 
Volume: 24 
Year: 2016 
Month: 4  
X-DOI: 10.1080/09645292.2014.974509 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.974509 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:2:p:189-209




Template-Type: ReDIF-Article 1.0
Author-Name: Julia Muschallik 
Author-X-Name-First: Julia 
Author-X-Name-Last: Muschallik 
Author-Name: Kerstin Pull 
Author-X-Name-First: Kerstin 
Author-X-Name-Last: Pull 
Title: Mentoring in higher education: does it enhance mentees&#x2019; research productivity? 
Abstract:
 Mentoring programs are increasingly widespread in academia. Still,
 comparatively little is known about their effects. With the help of a
 self-collected dataset of 368 researchers in two different fields and
 accounting for self-selection via matching techniques, we find mentees in
 formal mentoring programs to be more productive than comparable
 researchers who do not participate in a formal program -- irrespective of
 whether these instead have an informal mentor or not. Informal mentoring
 relationships, to the contrary, do not positively affect mentees&#x2019;
 research productivity.
Journal: Education Economics 
Pages: 210-223 
Issue: 2 
Volume: 24 
Year: 2016 
Month: 4 
X-DOI: 10.1080/09645292.2014.997676 
File-URL: http://hdl.handle.net/10.1080/09645292.2014.997676 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:2:p:210-223




Template-Type: ReDIF-Article 1.0
Author-Name: Erica Lindahl 
Author-X-Name-First: Erica 
Author-X-Name-Last: Lindahl 
Title: Are teacher assessments biased? -- evidence from Sweden 
Abstract:
 This study investigates if the probability of being graded up in the
 school leaving certificates increases if the teacher is of the same gender
 as the student or if the teacher and the student both have a foreign
 background. The analysis is based on data on grade 9 students in
 Mathematics from Sweden. I find that female students and non-native
 students perform better on national test results if the teacher is of the
 same gender or also is non-native, respectively. The probability of being
 graded up is less likely if the student and the teacher are of the same
 gender.
Journal: Education Economics 
Pages: 224-238 
Issue: 2 
Volume: 24 
Year: 2016 
Month: 4 
X-DOI: 10.1080/09645292.2015.1014882 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1014882 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:2:p:224-238




Template-Type: ReDIF-Article 1.0
Author-Name: Alyssa Schneebaum 
Author-X-Name-First: Alyssa 
Author-X-Name-Last: Schneebaum 
Author-Name: Bernhard Rumplmaier 
Author-X-Name-First: Bernhard 
Author-X-Name-Last: Rumplmaier 
Author-Name: Wilfried Altzinger 
Author-X-Name-First: Wilfried 
Author-X-Name-Last: Altzinger 
Title: Gender and migration background in intergenerational educational mobility 
Abstract:
 We employ 2011 European Union Statistics on Income and Living Conditions
 survey data for Austria to perform uni- and multivariate econometric
 analyses to study the role of gender and migration background (MB) in
 intergenerational educational mobility. We find that there is more
 persistence in the educational attainment of girls relative to their
 parents than there is for boys. Migrant men are the most mobile group, and
 migrant women are the least mobile, showing the importance of conducting
 an analysis which looks at the intersections of MB and gender in social
 and economic outcomes.
Journal: Education Economics 
Pages: 239-260 
Issue: 3 
Volume: 24 
Year: 2016 
Month: 6 
X-DOI: 10.1080/09645292.2015.1006181 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1006181 
File-Format: text/html
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Handle: RePEc:taf:edecon:v:24:y:2016:i:3:p:239-260




Template-Type: ReDIF-Article 1.0
Author-Name: Katja G&#xf6;rlitz 
Author-X-Name-First: Katja 
Author-X-Name-Last: G&#xf6;rlitz 
Author-Name: Marcus Tamm 
Author-X-Name-First: Marcus 
Author-X-Name-Last: Tamm 
Title: Revisiting the complementarity between education and training -- the role of job tasks and firm effects 
Abstract:
 This paper addresses the question to what extent the strong positive
 correlation between education and training can be attributed to
 differences in individual-, job- and firm-specific characteristics. The
 novelty of this paper is to analyze previously unconsidered
 characteristics, in particular, job tasks and firm-fixed effects. The
 results show that once job tasks are controlled for, the difference in
 training participation between educational groups drops considerably. In
 contrast, firm-fixed effects only play a minor role. Moreover, we show
 that workers performing nonroutine tasks are considerably more likely to
 participate in training than workers with routine tasks.
Journal: Education Economics 
Pages: 261-279 
Issue: 3 
Volume: 24 
Year: 2016 
Month: 6 
X-DOI: 10.1080/09645292.2015.1006182 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1006182 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:3:p:261-279




Template-Type: ReDIF-Article 1.0
Author-Name: Oluyemisi Kuku 
Author-X-Name-First: Oluyemisi 
Author-X-Name-Last: Kuku 
Author-Name: Peter F. Orazem 
Author-X-Name-First: Peter F. 
Author-X-Name-Last: Orazem 
Author-Name: Sawkut Rojid 
Author-X-Name-First: Sawkut 
Author-X-Name-Last: Rojid 
Author-Name: Milan Vodopivec 
Author-X-Name-First: Milan 
Author-X-Name-Last: Vodopivec 
Title: Training funds and the incidence of training: the case of Mauritius 
Abstract:
 Training funds are used to incentivize training in developing countries,
 but the funds are based on payroll taxes that lower the return to
 training. In the absence of training funds, larger, high-wage and more
 capital-intensive firms are the most likely to offer training unless they
 are liquidity constrained. If firms are not liquidity constrained, the
 fund could lower training investments. Using an administrative data set on
 the Mauritius training fund, we find that the firms most likely to train
 pay more in taxes than they gain in subsidies. The smallest firms receive
 more benefits than they pay in taxes.
Journal: Education Economics 
Pages: 280-299 
Issue: 3 
Volume: 24 
Year: 2016 
Month: 6 
X-DOI: 10.1080/09645292.2015.1009418 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1009418 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:3:p:280-299




Template-Type: ReDIF-Article 1.0
Author-Name: Rozana Himaz 
Author-X-Name-First: Rozana 
Author-X-Name-Last: Himaz 
Author-Name: Harsha Aturupane 
Author-X-Name-First: Harsha 
Author-X-Name-Last: Aturupane 
Title: Returns to education in Sri Lanka: a pseudo-panel approach 
Abstract:
 This study employs a pseudo-panel approach to estimate the returns to
 education among income earners in Sri Lanka. Pseudo-panel data are
 constructed from nine repeated cross sections of Sri Lanka's Labor Force
 Survey data from 1997 to 2008, for workers born during 1953--1974. The
 results show that for males, one extra year of education increases monthly
 earnings by about 5% using the pseudo-panel estimation rather than 9% as
 in the ordinary least-squares (OLS) estimation. This indicates that not
 controlling for unobservables such as ability and motivation biases the
 OLS estimation of returns upwards by about 4% on average, driven mainly by
 what happens in urban areas. It also suggests that males with higher
 ability seem to be acquiring more years of education. This is contrary to
 what has been observed recently in countries such as Thailand [Warunsiri,
 S., and R. McNown. 2010. &#x201c;The Return to Education in Thailand: A
 Pseudo-Panel Approach.&#x201d; <italic>World Development</italic> 38 (1):
 1616--1625], where the opportunity cost of education seems to be high,
 such that high-ability individuals leave education for the labour market.
Journal: Education Economics 
Pages: 300-311 
Issue: 3 
Volume: 24 
Year: 2016 
Month: 6 
X-DOI: 10.1080/09645292.2015.1005575 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1005575 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:3:p:300-311




Template-Type: ReDIF-Article 1.0
Author-Name: Alessandro Tampieri 
Author-X-Name-First: Alessandro 
Author-X-Name-Last: Tampieri 
Title: Over-education and assortative matching in partnerships: a theoretical analysis 
Abstract:
 This paper argues that assortative matching may explain over-education.
 Education determines individuals&#x2019; income and, due to the presence
 of assortative matching, the quality of partners in personal, social and
 working life. Thus, an individual acquires education to improve the
 expected partners&#x2019; quality. However, since every individual of the
 same level of ability acquires the same level of education, the relative
 levels of education among individuals do not change, the expected
 partners&#x2019; quality does not increase and over-education emerges.
Journal: Education Economics 
Pages: 312-328 
Issue: 3 
Volume: 24 
Year: 2016 
Month: 6 
X-DOI: 10.1080/09645292.2015.1028898 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1028898 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:3:p:312-328




Template-Type: ReDIF-Article 1.0
Author-Name: Tom Coup&#xe9; 
Author-X-Name-First: Tom 
Author-X-Name-Last: Coup&#xe9; 
Author-Name: Anna Olefir 
Author-X-Name-First: Anna 
Author-X-Name-Last: Olefir 
Author-Name: Juan Diego Alonso 
Author-X-Name-First: Juan Diego 
Author-X-Name-Last: Alonso 
Title: Class size, school size and the size of the school network 
Abstract:
 In many transition countries, including Ukraine, decreases in population
 and fertility have led to substantial falls in the number of school-aged
 children. As a consequence, these countries now have school networks that
 consist of many small schools, leading many countries to consider
 reorganizing their networks by closing smaller schools and reallocating
 students. Using a rich data-set of almost the entire population of
 Ukrainian secondary schools, we estimate the effect of school size and
 class size on the performance of secondary schools on Ukraine's External
 Independent Test. We find that larger schools tend to have somewhat better
 performance, both in terms of test scores and in terms of test
 participation. The size of this effect is relatively small, however,
 especially in rural areas for which the estimates are likely to be less
 biased. Class size is found to be insignificant in most specifications
 and, if significant, of negligible size. The importance of this finding
 for the &#x2018;rationalization&#x2019; of the large school networks in
 Eastern Europe is discussed.
Journal: Education Economics 
Pages: 329-351 
Issue: 3 
Volume: 24 
Year: 2016 
Month: 6 
X-DOI: 10.1080/09645292.2015.1015405 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1015405 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:3:p:329-351




Template-Type: ReDIF-Article 1.0
Author-Name: Jane Arnold Lincove 
Author-X-Name-First: Jane Arnold 
Author-X-Name-Last: Lincove 
Author-Name: Adam Parker 
Author-X-Name-First: Adam 
Author-X-Name-Last: Parker 
Title: The influence of conditional cash transfers on eligible children and their siblings 
Abstract:
 Conditional cash transfers (CCTs) are used to reduce poverty while
 incentivizing investments in children. Targeting CCTs to certain groups of
 children can improve efficiency, but positive effects on eligible children
 may be offset by reductions in investments for ineligible siblings. Using
 data from Nicaragua, we estimate program effects on eligible children and
 older siblings who aged out of eligibility. We find that CCTs had the
 largest effects on eligible children, but older brothers also benefited
 through increased schooling and fewer hours worked. These results suggest
 that income effects of CCTs apply to both eligible and ineligible
 children.
Journal: Education Economics 
Pages: 352-373 
Issue: 4 
Volume: 24 
Year: 2016 
Month: 8 
X-DOI: 10.1080/09645292.2015.1019431 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1019431 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:4:p:352-373




Template-Type: ReDIF-Article 1.0
Author-Name: Bernd Frick 
Author-X-Name-First: Bernd 
Author-X-Name-Last: Frick 
Author-Name: Michael Maihaus 
Author-X-Name-First: Michael 
Author-X-Name-Last: Maihaus 
Title: The structure and determinants of expected and actual starting salaries of higher education students in Germany: identical or different? 
Abstract:
 Using two representative samples of some 74,000 students and 11,000
 graduates, respectively, we analyse the accuracy of students&#x2019; wage
 expectations given their individual characteristics. We find that students
 are aware of the effects of most of their own characteristics, as a large
 number of determinants of expected and realised salaries do not differ
 significantly. However, important determinants of graduates&#x2019;
 starting salaries are not consistent with students&#x2019; expectations:
 Students seem to overestimate the presumably negative impact of age at
 graduation on starting salaries while at the same time they seem to
 underestimate the positive effects of grades and internships in renowned
 companies. Moreover, students seem not to be able to anticipate the
 effects of different job characteristics. Analyses of several subsamples
 confirm our main findings. Thus, students seem to focus too much on
 graduating fast while under-investing in more beneficial activities like
 preparing for exams and completing top internships.
Journal: Education Economics 
Pages: 374-392 
Issue: 4 
Volume: 24 
Year: 2016 
Month: 8 
X-DOI: 10.1080/09645292.2015.1110115 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1110115 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:4:p:374-392




Template-Type: ReDIF-Article 1.0
Author-Name: Ryan D. Edwards 
Author-X-Name-First: Ryan D. 
Author-X-Name-Last: Edwards 
Title: Health, SES, and the timing of education among military retirees 
Abstract:
 The timing of education across the life cycle is differentially associated
 with older age health outcomes and socioeconomic status among military
 retirees, a subpopulation with common levels of adolescent health, but
 variation in educational timing. A year of education obtained before
 military service lowers the probability of poor health in retirement by
 2.5 percentage points, while a year obtained after service reduces poor
 health by only 0.6 percentage point. By contrast, education raises income
 and wealth uniformly through vintage. This suggests that education
 improves health through fostering the lifelong accumulation of healthy
 behaviors and habits rather than raising income or wealth.
Journal: Education Economics 
Pages: 393-410 
Issue: 4 
Volume: 24 
Year: 2016 
Month: 8 
X-DOI: 10.1080/09645292.2015.1032891 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1032891 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:4:p:393-410




Template-Type: ReDIF-Article 1.0
Author-Name: Madhu S. Mohanty 
Author-X-Name-First: Madhu S. 
Author-X-Name-Last: Mohanty 
Title: Effect of religious attendance on years of schooling in the USA 
Abstract:
 Using data from the USA, the study demonstrates that an individual's
 completed years of schooling later in life is positively related to
 his/her frequency of religious attendance during youth. Using the
 propensity score matching technique, the study shows that this
 relationship is causal. This conclusion remains valid for youths of
 different religious and demographic groups considered in this study. This
 finding has important policy implications, and thus it calls for attention
 of researchers, educationists and policy-makers.
Journal: Education Economics 
Pages: 411-426 
Issue: 4 
Volume: 24 
Year: 2016 
Month: 8 
X-DOI: 10.1080/09645292.2015.1111866 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1111866 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:4:p:411-426




Template-Type: ReDIF-Article 1.0
Author-Name: Caroline Elliott 
Author-X-Name-First: Caroline 
Author-X-Name-Last: Elliott 
Author-Name: Kwok Tong Soo 
Author-X-Name-First: Kwok Tong 
Author-X-Name-Last: Soo 
Title: The impact of MBA programme attributes on post-MBA salaries<xref ref-type="fn" rid="FN0001"/> 
Abstract:
 This paper explores the impact of various Master of Business
 Administration &#xa0;(MBA) programme attributes on the average post-MBA
 salary of graduates, contributing to the literature on the returns to an
 MBA degree, which to date has instead focused predominantly on the impact
 of individual student traits. The analysis uses a new panel dataset,
 comprising MBA programmes from across the world. Results indicate that
 pre-MBA salary and quality rank of programme are key determinants of
 post-MBA salary.
Journal: Education Economics 
Pages: 427-443 
Issue: 4 
Volume: 24 
Year: 2016 
Month: 8 
X-DOI: 10.1080/09645292.2015.1113233 
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1113233 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:edecon:v:24:y:2016:i:4:p:427-443




Template-Type: ReDIF-Article 1.0
Author-Name: Sharon Walsh
Author-X-Name-First: Sharon
Author-X-Name-Last: Walsh
Author-Name: Darragh Flannery
Author-X-Name-First: Darragh
Author-X-Name-Last: Flannery
Author-Name: John Cullinan
Author-X-Name-First: John
Author-X-Name-Last: Cullinan
Title: Analysing the preferences of prospective students for higher education institution attributes
Abstract: 
 We utilise a dataset of students in their final year of upper secondary education in Ireland to provide a detailed examination of the preferences of prospective students for higher education institutions (HEIs). Our analysis is based upon a discrete choice experiment methodology with willingness to pay estimates derived for specific HEI attributes and compensating surplus estimated for different bundles of attributes. The results suggest that course reputation and work placement are the most valued attributes. We also find strong evidence of preference heterogeneity, with those from lower socio-economic backgrounds more averse to higher levels of fees.
Journal: Education Economics
Pages: 161-178
Issue: 2
Volume: 26
Year: 2018
Month: 3
X-DOI: 10.1080/09645292.2017.1335693
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1335693
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:edecon:v:26:y:2018:i:2:p:161-178




Template-Type: ReDIF-Article 1.0
Author-Name: Hubert János Kiss
Author-X-Name-First: Hubert János
Author-X-Name-Last: Kiss
Author-Name: Adrienn Selei
Author-X-Name-First: Adrienn
Author-X-Name-Last: Selei
Title: Do streaks matter in multiple-choice tests?
Abstract: 
 Success in life is determined to a large extent by school performance, which in turn depends heavily on grades obtained in exams. In this study, we investigate a particular type of exam: multiple-choice tests. More concretely, we study if patterns of correct answers in multiple-choice tests affect performance. We design an experiment to study if students who take a multiple-choice test with streaks of identical answers earn fewer points than students taking a test with a variable pattern of answers, and we study several potential mechanisms. We do not find a clear treatment effect, as multiple-choice test points were not significantly lower in a consistent manner in the treatment groups. We observe that in a streak, the likelihood to choose a different and incorrect answer than the previous ones is higher in the treated group. The number of identical previous answers does not seem to explain these choices of incorrect answers.
Journal: Education Economics
Pages: 179-193
Issue: 2
Volume: 26
Year: 2018
Month: 3
X-DOI: 10.1080/09645292.2017.1382444
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1382444
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Template-Type: ReDIF-Article 1.0
Author-Name: Nabanita Datta Gupta
Author-X-Name-First: Nabanita
Author-X-Name-Last: Datta Gupta
Author-Name: Amaresh Dubey
Author-X-Name-First: Amaresh
Author-X-Name-Last: Dubey
Author-Name: Marianne Simonsen
Author-X-Name-First: Marianne
Author-X-Name-Last: Simonsen
Title: Rising school attendance in rural India: an evaluation of the effects of major educational reforms
Abstract: 
 We evaluate the impact of educational reforms starting from the mid-1990s in India on the school attendance rate of low-income rural children aged 6–14 compared to ineligible rural children, employing NSSO data from 1983 to 2004/2005. We estimate a triple difference model allowing for differential (linear) trends and find a positive causal effect of school reforms on the school attendance rate of rural low-income children, although somewhat stronger for girls than boys. For both girls and boys in these groups, the increase in attendance rate is driven by the 6–11 age category and by children of scheduled tribe or scheduled caste background.
Journal: Education Economics
Pages: 109-128
Issue: 2
Volume: 26
Year: 2018
Month: 3
X-DOI: 10.1080/09645292.2017.1387887
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1387887
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Handle: RePEc:taf:edecon:v:26:y:2018:i:2:p:109-128




Template-Type: ReDIF-Article 1.0
Author-Name: Miroslava Federičová
Author-X-Name-First: Miroslava
Author-X-Name-Last: Federičová
Author-Name: Filip Pertold
Author-X-Name-First: Filip
Author-X-Name-Last: Pertold
Author-Name: Michael L. Smith
Author-X-Name-First: Michael L.
Author-X-Name-Last: Smith
Title: Children left behind: self-confidence of pupils in competitive environments
Abstract: 
 To sort pupils at the end of primary school, some early-tracking systems apply a mechanism that unwittingly divides classes into two groups: students preparing for exams to enter better schools and everyone else, who decide not to compete for selective schools. Utilizing TIMSS data and a follow-up study in the Czech Republic, we show that this environment has a detrimental effect on pupils’ self-confidence in mathematics, particularly among girls, who do not apply for selective schools but have peers in their classroom who do apply. Our results imply that gender gaps in self-confidence can result from school competitive environments.
Journal: Education Economics
Pages: 145-160
Issue: 2
Volume: 26
Year: 2018
Month: 3
X-DOI: 10.1080/09645292.2017.1395811
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1395811
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Template-Type: ReDIF-Article 1.0
Author-Name: Jia Li
Author-X-Name-First: Jia
Author-X-Name-Last: Li
Title: Ethnic favoritism in primary education in Kenya: effects of coethnicity with the president
Abstract: 
 This study measures the effect of ethnic favoritism on primary education using data from the Kenya Demographic and Health Survey. In line with previous studies, this study confirms that having a coethnic president is expected to improve the likelihood of completing primary education. This study demonstrates that ethnic favoritism operates at the district level but not in the ethnic dimension, as only coethnics living in coethnic districts can benefit from it. Ethnic favoritism in the job market influences a demand-side mechanism of education by increasing the expectation of educational returns among coethnics in coethnic districts.
Journal: Education Economics
Pages: 194-212
Issue: 2
Volume: 26
Year: 2018
Month: 3
X-DOI: 10.1080/09645292.2017.1398310
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1398310
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Template-Type: ReDIF-Article 1.0
Author-Name: Kyung-Gon Lee
Author-X-Name-First: Kyung-Gon
Author-X-Name-Last: Lee
Author-Name: Solomon W. Polachek
Author-X-Name-First: Solomon W.
Author-X-Name-Last: Polachek
Title: Do school budgets matter? The effect of budget referenda on student dropout rates
Abstract: 
 This paper analyzes how changes in school expenditures affect dropout rates based on data from 466 school districts in New York during the 2003/04 to the 2007/08 school years. Past traditional regression approaches show mixed results in part because school expenditures are likely endogenous, so that one cannot disentangle cause and effect. The regression discontinuity design used in this study isolates exogenous variation in school expenditures per pupil by comparing school districts where budget referenda passed and failed by narrow margins. The results indicate that increases in school expenditures reduce New York State dropout rates.
Journal: Education Economics
Pages: 129-144
Issue: 2
Volume: 26
Year: 2018
Month: 3
X-DOI: 10.1080/09645292.2017.1404966
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1404966
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Template-Type: ReDIF-Article 1.0
Author-Name: Adam Stevenson
Author-X-Name-First: Adam
Author-X-Name-Last: Stevenson
Title: The returns to quality in graduate education
Abstract: 
 This paper estimates the monetary return to quality in US graduate education, controlling for cognitive ability and self-selection across award level, program quality, and field-of-study. In most program types, I cannot reject the hypothesis of no returns to either degree completion or program quality. Important exceptions include master's programs in health science, where completion substantially increases earnings, and in MBA and professional degree programs, where program quality has a positive influence on earnings. I explore the job characteristics that predict greater earnings among students with tertiary education, and I estimate the returns to quality in terms of non-monetary job benefits.
Journal: Education Economics
Pages: 445-464
Issue: 5
Volume: 24
Year: 2016
Month: 9
X-DOI: 10.1080/09645292.2016.1150418
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1150418
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Template-Type: ReDIF-Article 1.0
Author-Name: Mehtabul Azam
Author-X-Name-First: Mehtabul
Author-X-Name-Last: Azam
Author-Name: Geeta Kingdon
Author-X-Name-First: Geeta
Author-X-Name-Last: Kingdon
Author-Name: Kin Bing Wu
Author-X-Name-First: Kin Bing
Author-X-Name-Last: Wu
Title: Impact of private secondary schooling on cognitive skills: evidence from India
Abstract: 
 We examine the effect of attending private secondary school on educational achievement, as measured by students' scores in a comprehensive standardized math test, in two Indian states: Orissa and Rajasthan. We use propensity score matching (PSM) to control for any systematic differences between students attending private secondary schools and public secondary schools, and assess the sensitivity of our estimates with respect to unobservables using the Rosenbaum bounds. We find that students in private schools in rural (urban) Rajasthan scored about 1.3 (0.4) standard deviation (SD) higher than their counterparts in the public schools. Importantly, the positive private school impact in rural (urban) Rajasthan survives a large (moderate) amount of positive selection on unobservables. We do not find statistically significant difference in urban Orissa, while a positive impact of 0.3 SD in rural Orissa is susceptible to small amount of positive selection on unobservables.
Journal: Education Economics
Pages: 465-480
Issue: 5
Volume: 24
Year: 2016
Month: 9
X-DOI: 10.1080/09645292.2015.1110116
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1110116
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Template-Type: ReDIF-Article 1.0
Author-Name: Chiara Monfardini
Author-X-Name-First: Chiara
Author-X-Name-Last: Monfardini
Author-Name: Sarah Grace See
Author-X-Name-First: Sarah Grace
Author-X-Name-Last: See
Title: Birth order and child cognitive outcomes: an exploration of the parental time mechanism
Abstract: 
 Higher birth order positions are associated with poorer outcomes due to smaller shares of resources received within the household. Using a sample of Panel Study of Income Dynamics-Child Development Supplement children, we investigate if the negative birth order effect we find in cognitive outcomes is due to unequal allocation of mother and father time investments. Exploiting the presence of siblings in the sample, we show that birth order differences in parental time are mostly driven by between-families variation rather than within-family variation. This finding suggests that birth order effects are unlikely to be driven by differences in quality time spent with either parent.
Journal: Education Economics
Pages: 481-495
Issue: 5
Volume: 24
Year: 2016
Month: 9
X-DOI: 10.1080/09645292.2015.1117581
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1117581
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Template-Type: ReDIF-Article 1.0
Author-Name: Alessandro Tampieri
Author-X-Name-First: Alessandro
Author-X-Name-Last: Tampieri
Title: Social background effects on school and job opportunities
Abstract: 
 This paper proposes a theory on how students’ social background affects their school attainment and job opportunities. I study a set-up where students differ in ability and social background, and I analyse the interaction between a school and an employer. Students with disadvantaged background are penalised compared to other students: they receive less teaching and/or are less likely to be hired. A surprising result is that policy aiming to subsidise education for disadvantaged students might in fact decrease their job opportunities.
Journal: Education Economics
Pages: 496-510
Issue: 5
Volume: 24
Year: 2016
Month: 9
X-DOI: 10.1080/09645292.2015.1074983
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1074983
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Template-Type: ReDIF-Article 1.0
Author-Name: Dongshu Ou
Author-X-Name-First: Dongshu
Author-X-Name-Last: Ou
Title: The universal provision of primary education: who benefits?
Abstract: 
 Few studies have investigated the causal spillover effects of compulsory education on children's siblings. Using a regression discontinuity method, I find that Hong Kong's 1971 free compulsory primary education policy reduced the dropout probability for the eldest siblings of full policy beneficiaries, especially for children in low-income families. Having younger brothers who were full policy beneficiaries did not affect the elder child's educational attainment. Having younger sisters who were full policy beneficiaries increased the eldest child's educational attainment, especially for the eldest sister. The results shed light on how sibling sex composition might affect intra-household resource allocation of human capital investment among children.
Journal: Education Economics
Pages: 511-535
Issue: 5
Volume: 24
Year: 2016
Month: 9
X-DOI: 10.1080/09645292.2015.1017447
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1017447
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Template-Type: ReDIF-Article 1.0
Author-Name: Noémi Berlin
Author-X-Name-First: Noémi
Author-X-Name-Last: Berlin
Author-Name: Jean-Louis Tavani
Author-X-Name-First: Jean-Louis
Author-X-Name-Last: Tavani
Author-Name: Maud Beasançon
Author-X-Name-First: Maud
Author-X-Name-Last: Beasançon
Title: An exploratory study of creativity, personality and schooling achievement
Abstract: 
 We investigate the link between schooling achievement and creativity scores, controlling for personality traits and other individual characteristics. Our study is based on field data collected in a secondary school situated in a Parisian suburb. Four scores of creativity were measured on 9th graders. Verbal divergent thinking negatively predicts the grades in most subjects, but graphical integrative thinking is positively correlated with scientific grades. There is no significant correlation with the other measures of creativity, implying a low importance of creativity in school. In line with previous work, we find that conscientiousness and openness are positively associated with grades.
Journal: Education Economics
Pages: 536-556
Issue: 5
Volume: 24
Year: 2016
Month: 9
X-DOI: 10.1080/09645292.2015.1117580
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1117580
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Template-Type: ReDIF-Article 1.0
Author-Name: Eva Deuchert
Author-X-Name-First: Eva
Author-X-Name-Last: Deuchert
Author-Name: Lukas Kauer
Author-X-Name-First: Lukas
Author-X-Name-Last: Kauer
Author-Name: Helge Liebert
Author-X-Name-First: Helge
Author-X-Name-Last: Liebert
Author-Name: Carl Wuppermann
Author-X-Name-First: Carl
Author-X-Name-Last: Wuppermann
Title: Disability discrimination in higher education: analyzing the quality of counseling services
Abstract: 
 We conduct a field experiment to analyze barriers disabled students face when entering higher education institutions. Fictitious high-school graduates request information regarding the admission process and special accommodations to ease studying. Potential applicants randomly reveal one of four impairment types. Response rates are similar for all four conditions. Evaluating response contents reveals differential treatment by impairment type. Students with depression or dyslexia are provided less information and services compared to students with physical impairments or students with no disability. Our results suggest that general information deficits about health conditions exist. Psychological and learning impairments are less often recognized as disabilities.
Journal: Education Economics
Pages: 543-553
Issue: 6
Volume: 25
Year: 2017
Month: 11
X-DOI: 10.1080/09645292.2017.1325838
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1325838
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Handle: RePEc:taf:edecon:v:25:y:2017:i:6:p:543-553




Template-Type: ReDIF-Article 1.0
Author-Name: Ernest Boffy-Ramirez
Author-X-Name-First: Ernest
Author-X-Name-Last: Boffy-Ramirez
Title: The heterogeneous impacts of business cycles on educational attainment
Abstract: 
 This study examines the impact of fluctuations in the unemployment rate before high school graduation on educational attainment measured 30 years later. I find evidence that important heterogeneity is masked by estimating average effects across the ability distribution. Using data from the 1979 National Longitudinal Survey of Youth, this analysis identifies individuals who are on the boundary between pursuing and not pursuing additional education. Exposure to a higher unemployment rate at age 17 is associated with higher educational attainment for men in the 60–80th quintile of the ability distribution. There is no evidence of an effect beyond this quintile.
Journal: Education Economics
Pages: 554-561
Issue: 6
Volume: 25
Year: 2017
Month: 11
X-DOI: 10.1080/09645292.2017.1336511
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1336511
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Handle: RePEc:taf:edecon:v:25:y:2017:i:6:p:554-561




Template-Type: ReDIF-Article 1.0
Author-Name: Youngran Kim
Author-X-Name-First: Youngran
Author-X-Name-Last: Kim
Title: Does autonomy over teacher hiring affect student math and science achievement?
Abstract: 
 This paper examines the causal effects of autonomy over teacher hiring on student math and science achievement using the random student assignment policy implemented in Korea. Under this policy, students were randomly assigned to different schools within their school districts which equalized the compositions of student bodies across schools. Using this random assignment, this paper examines whether students attending schools that have greater autonomy over teacher hiring perform better academically. Analysis of the 1995 TIMSS data finds no evidence that autonomy over teacher hiring decisions has significant impacts on student math and science achievement.
Journal: Education Economics
Pages: 562-574
Issue: 6
Volume: 25
Year: 2017
Month: 11
X-DOI: 10.1080/09645292.2017.1328044
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1328044
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Handle: RePEc:taf:edecon:v:25:y:2017:i:6:p:562-574




Template-Type: ReDIF-Article 1.0
Author-Name: Yajuan Li
Author-X-Name-First: Yajuan
Author-X-Name-Last: Li
Author-Name: Marco A. Palma
Author-X-Name-First: Marco A.
Author-X-Name-Last: Palma
Author-Name: Zhicheng Phil Xu
Author-X-Name-First: Zhicheng Phil
Author-X-Name-Last: Xu
Title: Impacts of playing after school on academic performance: a propensity score matching approach
Abstract: 
 We present a plausible causal analysis of the impact of playing after school on academic performance and investigate parental support as a potential channel. We exploit the data from the 2011 Trends in International Mathematics and Science Survey to evaluate the effects by using a propensity score matching approach. The results show that playing after school increases math and science scores of fourth grade students. We find that White students benefit from playing after school, but non-White students do not. Furthermore, we present evidence that parental support enhances the effects of playing after school.
Journal: Education Economics
Pages: 575-589
Issue: 6
Volume: 25
Year: 2017
Month: 11
X-DOI: 10.1080/09645292.2017.1311301
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1311301
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Handle: RePEc:taf:edecon:v:25:y:2017:i:6:p:575-589




Template-Type: ReDIF-Article 1.0
Author-Name: Prita Nurmalia Kusumawardhani
Author-X-Name-First: Prita Nurmalia
Author-X-Name-Last: Kusumawardhani
Title: Does teacher certification program lead to better quality teachers? Evidence from Indonesia
Abstract: 
 This paper examines the impact of the teacher certification program in Indonesia in 2007 and 2008 on student and teacher outcomes. I create a rule-based instrumental variable from discontinuities arising from the assignment mechanism of teachers into certification program. The thresholds are determined empirically. The study applies a two-sample instrumental variable (TSIV) method to combine information from two different datasets. I find that there is no strong evidence of the effectiveness of certified teachers on student learning outcomes and teacher performance, as measured by student test scores, teacher test scores, teacher attendance, and teacher involvement in non-teaching side jobs.
Journal: Education Economics
Pages: 590-618
Issue: 6
Volume: 25
Year: 2017
Month: 11
X-DOI: 10.1080/09645292.2017.1329405
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1329405
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Handle: RePEc:taf:edecon:v:25:y:2017:i:6:p:590-618




Template-Type: ReDIF-Article 1.0
Author-Name: Xiaodong Gong
Author-X-Name-First: Xiaodong
Author-X-Name-Last: Gong
Title: The dynamics of study-work choice and its effect on intended and actual university attainment
Abstract: 
 We study the dynamics of study-work choices of Australian high school students and how these choices affect intended and actual enrolment in universities when they finish their school education. A dynamic random effect multi-equation model is constructed and estimated. We find that study-work choices are state dependent, driven by student heterogeneity and the school environment they are in. They are also related to behaviours of the fellow students in the same school. We find that study-work choices significantly affect enrolment in universities but they hardly have any effect on students’ preference for university attainment.
Journal: Education Economics
Pages: 619-639
Issue: 6
Volume: 25
Year: 2017
Month: 11
X-DOI: 10.1080/09645292.2017.1335692
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1335692
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Handle: RePEc:taf:edecon:v:25:y:2017:i:6:p:619-639




Template-Type: ReDIF-Article 1.0
Author-Name: Joniada Milla
Author-X-Name-First: Joniada
Author-X-Name-Last: Milla
Title: Updating higher education expectations and choices with learning
Abstract: 
 This paper explores how expectations and post-secondary education (PSE) path disruption decisions are affected by a learning process that students experience once enrolled in a PSE program. An unexpected change in grades, between high school and first year PSE program, serves as an informative signal on how well their academic performance and preferences align with the academic requirements and difficulty of the program that they enrolled. I find that learning about the fit affects students' immediate PSE decisions about dropping out, switching program of study and their expectations about the current educational level. The effects are heterogeneous by parental education.
Journal: Education Economics
Pages: 640-658
Issue: 6
Volume: 25
Year: 2017
Month: 11
X-DOI: 10.1080/09645292.2017.1331204
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1331204
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Handle: RePEc:taf:edecon:v:25:y:2017:i:6:p:640-658




Template-Type: ReDIF-Article 1.0
Author-Name: The Editors
Title: Editorial Board
Journal: Education Economics
Pages: ebi-ebi
Issue: 6
Volume: 25
Year: 2017
Month: 11
X-DOI: 10.1080/09645292.2017.1385146
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1385146
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Template-Type: ReDIF-Article 1.0
Author-Name: Claude Diebolt
Author-X-Name-First: Claude
Author-X-Name-Last: Diebolt
Author-Name: Ralph Hippe
Author-X-Name-First: Ralph
Author-X-Name-Last: Hippe
Title: Remoteness equals backwardness? Human capital and market access in the European regions: insights from the long run
Abstract: 
 In a recent contribution, Redding and Schott [2003. “Distance, Skill Deepening and Development: Will Peripheral Countries Ever Get Rich?” Journal of Development Economics 72 (2): 515–541. doi:10.1016/S0304-3878(03)00118-4] add human capital to a two sector NEG model, highlighting that remoteness represents a penalty that gives disincentives to invest in human capital. But is this hypothesis consistent with long-term evidence? We test the persistence of this effect at the regional level in an historical setting. The results show that market access has a significant positive influence on human capital in OLS, Tobit and IV regression models. Thus, the paper confirms the ‘penalty of remoteness’ hypothesis for Europe in the long run.
Journal: Education Economics
Pages: 285-304
Issue: 3
Volume: 26
Year: 2018
Month: 5
X-DOI: 10.1080/09645292.2017.1401979
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1401979
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Handle: RePEc:taf:edecon:v:26:y:2018:i:3:p:285-304




Template-Type: ReDIF-Article 1.0
Author-Name: Enrico Rettore
Author-X-Name-First: Enrico
Author-X-Name-Last: Rettore
Author-Name: Lorenzo Rocco
Author-X-Name-First: Lorenzo
Author-X-Name-Last: Rocco
Author-Name: Carlo Dal Maso
Author-X-Name-First: Carlo
Author-X-Name-Last: Dal Maso
Title: Procedures vs. incentives: the university promotion system in Italy
Abstract: 
 We evaluate two reforms that modified the procedures of recruitment and promotion in Italian academia to balance the preeminent role of the recruiting school and to counter nepotism. We theoretically derive the decision rule of the evaluation committees and test it against data including information from all selections to associate and full professorship that were initiated by the Italian schools of economics between 2004 and 2011. Empirical results suggest that both reforms fell short of their goals.
Journal: Education Economics
Pages: 213-232
Issue: 3
Volume: 26
Year: 2018
Month: 5
X-DOI: 10.1080/09645292.2017.1406065
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1406065
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Handle: RePEc:taf:edecon:v:26:y:2018:i:3:p:213-232




Template-Type: ReDIF-Article 1.0
Author-Name: Yilan Xu
Author-X-Name-First: Yilan
Author-X-Name-Last: Xu
Author-Name: Linlin Fan
Author-X-Name-First: Linlin
Author-X-Name-Last: Fan
Title: Diverse friendship networks and heterogeneous peer effects on adolescent misbehaviors
Abstract: 
 This study estimates peer effects in diverse friendship networks by friend types. Evidence from friendship networks for 57,351 U.S. high school adolescents demonstrates that adolescents are more likely to make friends with someone of the same immigrant status or ethnicity (‘similar friends’) than those with different backgrounds (‘dissimilar friends’) and they interact more with their similar friends. Both types of friends influence adolescents' misbehaviors of smoking and drinking; yet similar friends have greater influences. Various potential mechanisms are contested, and the results suggest that higher interactions with similar friends can explain the heterogeneous peer effects.
Journal: Education Economics
Pages: 233-252
Issue: 3
Volume: 26
Year: 2018
Month: 5
X-DOI: 10.1080/09645292.2017.1406458
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1406458
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Handle: RePEc:taf:edecon:v:26:y:2018:i:3:p:233-252




Template-Type: ReDIF-Article 1.0
Author-Name: David Kiss
Author-X-Name-First: David
Author-X-Name-Last: Kiss
Title: How do ability peer effects operate? Evidence on one transmission channel
Abstract: 
 Many (quasi-)experimental studies show that students tend to learn more in classes with better peers. However, the (presumably numerous) factors mediating the positive relationship between peer and own achievement have received less attention in the literature. I present evidence on one particular transmission channel: teachers tend to grade tougher in classes with better students, inducing parents to send their children to remedial tutorial lessons which have a positive effect on student outcomes. This study provides an example for negative peer ability externalities that are (over-)compensated by parental educational investments.
Journal: Education Economics
Pages: 253-265
Issue: 3
Volume: 26
Year: 2018
Month: 5
X-DOI: 10.1080/09645292.2017.1418840
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1418840
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Handle: RePEc:taf:edecon:v:26:y:2018:i:3:p:253-265




Template-Type: ReDIF-Article 1.0
Author-Name: Arlette Simo Fotso
Author-X-Name-First: Arlette
Author-X-Name-Last: Simo Fotso
Author-Name: Anne Solaz
Author-X-Name-First: Anne
Author-X-Name-Last: Solaz
Author-Name: Mbaye Diene
Author-X-Name-First: Mbaye
Author-X-Name-Last: Diene
Author-Name: Roger Tsafack Nanfosso
Author-X-Name-First: Roger
Author-X-Name-Last: Tsafack Nanfosso
Title: Human capital accumulation of children in Cameroon: does disability really matter?
Abstract: 
 Although most of the world's disabled people live in developing countries, little is known about the consequences of disability in this part of the world. Using the DHS-MICS 2011 data of Cameroon, this paper contributes to the literature by providing new robust estimates of the effect of child disability on education in a developing country context. It controls for unobserved heterogeneity within the households by using a ‘true’ sibling fixed effect model and also accounts for the severity of disability. The results show that moderate and severe disabilities reduce the probability that a child attends school and diminish school progress.
Journal: Education Economics
Pages: 305-320
Issue: 3
Volume: 26
Year: 2018
Month: 5
X-DOI: 10.1080/09645292.2017.1421619
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1421619
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Handle: RePEc:taf:edecon:v:26:y:2018:i:3:p:305-320




Template-Type: ReDIF-Article 1.0
Author-Name: Katja Görlitz
Author-X-Name-First: Katja
Author-X-Name-Last: Görlitz
Author-Name: Christina Gravert
Author-X-Name-First: Christina
Author-X-Name-Last: Gravert
Title: The effects of a high school curriculum reform on university enrollment and the choice of college major
Abstract: 
 This paper evaluates the effects of a high school curriculum reform on students’ probability to enroll at university and to choose a Science, Technology, Engineering or Mathematics (STEM) major. The reform increased the difficulty of graduating from high school by increasing the instruction time in core subjects and by raising the graduation requirements. Based on administrative data covering all students, the analysis is carried out by applying a difference-in-differences model. The results show that the reform increased university enrollment rates for both genders. With regard to choosing STEM as college major, we find a robust positive effect on males.
Journal: Education Economics
Pages: 321-336
Issue: 3
Volume: 26
Year: 2018
Month: 5
X-DOI: 10.1080/09645292.2018.1426731
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1426731
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Handle: RePEc:taf:edecon:v:26:y:2018:i:3:p:321-336




Template-Type: ReDIF-Article 1.0
Author-Name: Beatrice Schindler Rangvid
Author-X-Name-First: Beatrice Schindler
Author-X-Name-Last: Rangvid
Title: Student engagement in inclusive classrooms
Abstract: 
 Using large scale survey data, I document substantial differences in behavioural engagement (defined as involvement in academic and social activities, cooperative participation in learning, and motivation and effort) and emotional engagement levels (defined as a sense of belonging and well-being at school) between students with and without special needs in regular classes and show that the impact of engagement, in particular motivation and effort and participation in learning activities, on academic achievement is equally important for SEN and non-SEN students. The results highlight the importance of inclusion initiatives aimed at improving the engagement of SEN students included in regular classrooms.
Journal: Education Economics
Pages: 266-284
Issue: 3
Volume: 26
Year: 2018
Month: 5
X-DOI: 10.1080/09645292.2018.1426733
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1426733
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Handle: RePEc:taf:edecon:v:26:y:2018:i:3:p:266-284




Template-Type: ReDIF-Article 1.0
Author-Name: Maria A. Cattaneo
Author-X-Name-First: Maria A.
Author-X-Name-Last: Cattaneo
Author-Name: Chantal Oggenfuss
Author-X-Name-First: Chantal
Author-X-Name-Last: Oggenfuss
Author-Name: Stefan C. Wolter
Author-X-Name-First: Stefan C.
Author-X-Name-Last: Wolter
Title: The more, the better? The impact of instructional time on student performance
Abstract: 
 Building on earlier work that explored within-student variation in hours of instruction across school subjects, we investigate the impact of instruction time on student test scores in Switzerland, as measured by the PISA 2009 test. Our results confirm the results of previous studies of a positive effect of instruction time on student performance. Moreover, we find considerable heterogeneity in the effectiveness of instructional time across ability-related tracks, with the more able students benefitting more. Additional instruction time increases the within-school variance of subject-specific test scores, indicating an increase in educational inequality.
Journal: Education Economics
Pages: 433-445
Issue: 5
Volume: 25
Year: 2017
Month: 9
X-DOI: 10.1080/09645292.2017.1315055
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1315055
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Handle: RePEc:taf:edecon:v:25:y:2017:i:5:p:433-445




Template-Type: ReDIF-Article 1.0
Author-Name: Timothy M. Diette
Author-X-Name-First: Timothy M.
Author-X-Name-Last: Diette
Author-Name: Ruth Uwaifo Oyelere
Author-X-Name-First: Ruth
Author-X-Name-Last: Uwaifo Oyelere
Title: Do limited English students jeopardize the education of other students? Lessons from the North Carolina public school system
Abstract: 
 The significant increase in immigration has altered the ethnic composition of public schools in many states. Given the perceived negative impact of immigrant students by some, we are interested in investigating whether higher concentrations of students with limited English (LE) skills in a school affect the academic performance of native students. To address this question, we analyze education data from North Carolina using LE ability as a proxy for immigrant students who are not native English speakers. Our analysis provides limited evidence of negative peer effects of LE students, though the effects are heterogeneous and the magnitudes are small.
Journal: Education Economics
Pages: 446-461
Issue: 5
Volume: 25
Year: 2017
Month: 9
X-DOI: 10.1080/09645292.2017.1311300
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1311300
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Handle: RePEc:taf:edecon:v:25:y:2017:i:5:p:446-461




Template-Type: ReDIF-Article 1.0
Author-Name: Eleni Kalfa
Author-X-Name-First: Eleni
Author-X-Name-Last: Kalfa
Author-Name: Matloob Piracha
Author-X-Name-First: Matloob
Author-X-Name-Last: Piracha
Title: Immigrants’ educational mismatch and the penalty of over-education
Abstract: 
 This paper analyses immigrants’ educational mismatch and its impact on wages in Spain. The incidence of immigrants’ education–occupation mismatch in the Spanish labour market can largely be explained by the mismatch in the last job held in the home country. The probability of having been over-educated in the home country has a higher effect on the probability of being over-educated in the first job in Spain. Those who were over-educated in their first job are more likely to continue being over-educated in their current job in Spain. Finally, over-educated immigrants earn significantly lower wages compared to their non-over-educated counterparts.
Journal: Education Economics
Pages: 462-481
Issue: 5
Volume: 25
Year: 2017
Month: 9
X-DOI: 10.1080/09645292.2017.1298728
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1298728
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Template-Type: ReDIF-Article 1.0
Author-Name: Jenny Lye
Author-X-Name-First: Jenny
Author-X-Name-Last: Lye
Author-Name: Joe Hirschberg
Author-X-Name-First: Joe
Author-X-Name-Last: Hirschberg
Title: Secondary school fee inflation: an analysis of private high schools in Victoria, Australia
Abstract: 
 The recent growth in privately administered secondary education in many developed countries has been a widely observed phenomenon. The Australian private secondary school sector has grown faster than those in any other OECD nation, even though the average tuition fees charged by these schools have increased at double the nation’s overall rate of inflation. In this paper, we employ a panel data set to estimate a set of hedonic price indices for private secondary schools that cater to different segments of the population in order to determine if and how changes in their characteristics influence the changes in fees.
Journal: Education Economics
Pages: 482-500
Issue: 5
Volume: 25
Year: 2017
Month: 9
X-DOI: 10.1080/09645292.2017.1295024
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1295024
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Handle: RePEc:taf:edecon:v:25:y:2017:i:5:p:482-500




Template-Type: ReDIF-Article 1.0
Author-Name: Brandon Sheridan
Author-X-Name-First: Brandon
Author-X-Name-Last: Sheridan
Author-Name: Ben Smith
Author-X-Name-First: Ben
Author-X-Name-Last: Smith
Author-Name: Erin Pleggenkuhle-Miles
Author-X-Name-First: Erin
Author-X-Name-Last: Pleggenkuhle-Miles
Title: Short vs. long: cognitive load, retention and changing class structures
Abstract: 
 University class structure is changing. To accommodate working students, programmes are increasing their offerings of long night classes – some lasting as long as six hours. While these long classes may be more convenient for students, they have unintended consequences as a result of cognitive load. Using a panel of 124 students (372 observations) and a differencing approach that controls for student characteristics, we show that student exam performance decreases by approximately one-half letter grade on content taught in the second half of a long class (significant at the 5% level).
Journal: Education Economics
Pages: 501-512
Issue: 5
Volume: 25
Year: 2017
Month: 9
X-DOI: 10.1080/09645292.2017.1305099
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1305099
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Template-Type: ReDIF-Article 1.0
Author-Name: Kamila Danilowicz-Gösele
Author-X-Name-First: Kamila
Author-X-Name-Last: Danilowicz-Gösele
Author-Name: Katharina Lerche
Author-X-Name-First: Katharina
Author-X-Name-Last: Lerche
Author-Name: Johannes Meya
Author-X-Name-First: Johannes
Author-X-Name-Last: Meya
Author-Name: Robert Schwager
Author-X-Name-First: Robert
Author-X-Name-Last: Schwager
Title: Determinants of students' success at university
Abstract: 
 This paper studies the determinants of academic success using a unique administrative data set of a German university. We show that high school grades are strongly associated with both graduation probabilities and final grades, whereas variables measuring social origin or income have only a smaller impact. Moreover, the link between high school performance and university success is shown to vary substantially across faculties. In some fields of study, the probability of graduating is rather low, while grades are quite good conditional on high school performance. In others, weaker students have a greater chance of graduating, but grades are more differentiated.
Journal: Education Economics
Pages: 513-532
Issue: 5
Volume: 25
Year: 2017
Month: 9
X-DOI: 10.1080/09645292.2017.1305329
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1305329
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Handle: RePEc:taf:edecon:v:25:y:2017:i:5:p:513-532




Template-Type: ReDIF-Article 1.0
Author-Name: Bilal Barakat
Author-X-Name-First: Bilal
Author-X-Name-Last: Barakat
Author-Name: Jesus Crespo Cuaresma
Author-X-Name-First: Jesus
Author-X-Name-Last: Crespo Cuaresma
Title: Credit where credit is due: an approach to education returns based on Shapley values
Abstract: 
 We propose the use of methods based on the Shapley value to assess the fact that private returns to lower levels of educational attainment should be credited with part of the returns from higher attainment levels, since achieving primary education is a necessary condition to enter secondary and tertiary educational levels. We apply the proposed adjustment to a global dataset of private returns to different educational attainment levels and find that the corrected returns to education imply a large shift of returns from tertiary to primary schooling in countries at all income levels.
Journal: Education Economics
Pages: 533-541
Issue: 5
Volume: 25
Year: 2017
Month: 9
X-DOI: 10.1080/09645292.2017.1343276
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1343276
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Template-Type: ReDIF-Article 1.0
Author-Name: Maciej Jakubowski
Author-X-Name-First: Maciej
Author-X-Name-Last: Jakubowski
Author-Name: Harry Anthony Patrinos
Author-X-Name-First: Harry Anthony
Author-X-Name-Last: Patrinos
Author-Name: Emilio Ernesto Porta
Author-X-Name-First: Emilio Ernesto
Author-X-Name-Last: Porta
Author-Name: Jerzy Wiśniewski
Author-X-Name-First: Jerzy
Author-X-Name-Last: Wiśniewski
Title: The effects of delaying tracking in secondary school: evidence from the 1999 education reform in Poland
Abstract: 
 Delaying tracking, extending students’ exposure to a general academic education and increasing their time on task on basic competences (reading, mathematics) could improve academic outcomes. To test the hypothesis that delayed vocational streaming improves academic outcomes, this paper analyzes Poland's significant improvements in international achievement tests and the restructuring of the system which expanded general schooling. Estimates using propensity-score matching and difference-in-differences estimates show that delaying vocational education and increasing time on task have a positive and significant impact on student performance on the order of a standard deviation.
Journal: Education Economics
Pages: 557-572
Issue: 6
Volume: 24
Year: 2016
Month: 11
X-DOI: 10.1080/09645292.2016.1149548
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1149548
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Template-Type: ReDIF-Article 1.0
Author-Name: Tina Haussen
Author-X-Name-First: Tina
Author-X-Name-Last: Haussen
Author-Name: Silke Uebelmesser
Author-X-Name-First: Silke
Author-X-Name-Last: Uebelmesser
Title: Student and graduate migration and its effect on the financing of higher education
Abstract: 
 In higher education systems that are partly tax funded, a country might not be willing to subsidize the education of international students who might leave after graduation. This paper analyzes how student migration affects governmental decisions regarding the private funding share of higher education for 22 OECD countries for the period of 2000–2011. Based on fixed effects estimations, we find a significant positive correlation. This result is robust to changes in the specification, including estimations for country groups and for an expanded lag structure. The use of an instrumental variable approach supports a causal interpretation.
Journal: Education Economics
Pages: 573-591
Issue: 6
Volume: 24
Year: 2016
Month: 11
X-DOI: 10.1080/09645292.2015.1113234
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1113234
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Template-Type: ReDIF-Article 1.0
Author-Name: Elena Claudia Meroni
Author-X-Name-First: Elena Claudia
Author-X-Name-Last: Meroni
Author-Name: Giovanni Abbiati
Author-X-Name-First: Giovanni
Author-X-Name-Last: Abbiati
Title: How do students react to longer instruction time? Evidence from Italy
Abstract: 
 This paper investigates the effects on achievement, study behaviours and attitudes of an intervention providing extra instruction time in language and in mathematics in lower secondary schools in Southern Italy. We use a difference-in-differences strategy and compare two contiguous cohorts of students enrolled in the same class for two consecutive years. We find that an average increase of $25\%$25% in instruction time leads to an increase in 0.12 sd in mathematics test score for both females and males, while no effect is found on Italian language test scores. Cross-disciplinary effects seem to suggest that extra-classes in mathematics are beneficial for girls also for language scores. The pattern of results found on attitudes and self-reported study behaviours suggests that girls use the extra instruction time as a complement to regular home study, while boys may use it as a substitute.
Journal: Education Economics
Pages: 592-611
Issue: 6
Volume: 24
Year: 2016
Month: 11
X-DOI: 10.1080/09645292.2015.1122742
File-URL: http://hdl.handle.net/10.1080/09645292.2015.1122742
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Handle: RePEc:taf:edecon:v:24:y:2016:i:6:p:592-611




Template-Type: ReDIF-Article 1.0
Author-Name: Timothy M. Diette
Author-X-Name-First: Timothy M.
Author-X-Name-Last: Diette
Author-Name: Manu Raghav
Author-X-Name-First: Manu
Author-X-Name-Last: Raghav
Title: A student's dilemma: is there a trade-off between a higher salary or higher GPA
Abstract: 
 In this paper, we explore whether there is a relationship between average grades earned in a course and the national average salaries of graduates of the major associated with the course. Using student-level data from a selective private liberal arts college, we find an inverse relationship. The result suggests that students face a trade-off between grades earned in college versus higher expected earnings in the future. This relationship is stronger for students with lower math SAT scores but not for those with lower verbal SAT scores. Finally, the female advantage in course grades diminishes significantly in majors with higher salaries.
Journal: Education Economics
Pages: 612-621
Issue: 6
Volume: 24
Year: 2016
Month: 11
X-DOI: 10.1080/09645292.2016.1139690
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1139690
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Handle: RePEc:taf:edecon:v:24:y:2016:i:6:p:612-621




Template-Type: ReDIF-Article 1.0
Author-Name: Devon Gorry
Author-X-Name-First: Devon
Author-X-Name-Last: Gorry
Title: Heterogenous effects of sports participation on education and labor market outcomes
Abstract: 
 This paper analyzes the distribution of education and labor market benefits from sports participation. Results show that effects are similar across gender, but differ on other dimensions. In particular, participants in team sports show greater gains than those in individual sports. Quantile regressions show that educational gains are larger for low performing populations and earnings gains are larger for low earning individuals. Instrumental variable results also show similar effects across gender and larger gains in academic performance for low performers, but these results show insignificant effects of sports participation on labor market outcomes.
Journal: Education Economics
Pages: 622-638
Issue: 6
Volume: 24
Year: 2016
Month: 11
X-DOI: 10.1080/09645292.2016.1143452
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1143452
File-Format: text/html
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Handle: RePEc:taf:edecon:v:24:y:2016:i:6:p:622-638




Template-Type: ReDIF-Article 1.0
Author-Name: Christina Boll
Author-X-Name-First: Christina
Author-X-Name-Last: Boll
Author-Name: Julian Sebastian Leppin
Author-X-Name-First: Julian Sebastian
Author-X-Name-Last: Leppin
Author-Name: Klaus Schömann
Author-X-Name-First: Klaus
Author-X-Name-Last: Schömann
Title: Who is overeducated and why? Probit and dynamic mixed multinomial logit analyses of vertical mismatch in East and West Germany
Abstract: 
 Overeducation potentially signals a productivity loss. With Socio-Economic Panel data from 1984 to 2011 we identify drivers of educational mismatch for East and West medium and highly educated Germans. Addressing measurement error, state dependence and unobserved heterogeneity, we run dynamic mixed multinomial logit models for three different measures of educational mismatch. We find that overeducation is mainly state dependent. Results largely hinge on the selected specification. Yet, robust results are that employment experience decreases and past unemployment increases the mismatch risk. An employer change seldomly serves as a suitable escape strategy, nor does a dual qualification save graduates from entering overeducation.
Journal: Education Economics
Pages: 639-662
Issue: 6
Volume: 24
Year: 2016
Month: 11
X-DOI: 10.1080/09645292.2016.1158787
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1158787
File-Format: text/html
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Handle: RePEc:taf:edecon:v:24:y:2016:i:6:p:639-662




Template-Type: ReDIF-Article 1.0
Author-Name: Daniele Checchi
Author-X-Name-First: Daniele
Author-X-Name-Last: Checchi
Author-Name: Enrico Rettore
Author-X-Name-First: Enrico
Author-X-Name-Last: Rettore
Author-Name: Silvia Girardi
Author-X-Name-First: Silvia
Author-X-Name-Last: Girardi
Title: IC technology and learning: an impact evaluation of Cl@ssi 2.0
Abstract: 
 In this paper We present a pilot study providing ICT resources at some Italian junior high schools. In 2009, 156 classes at 6th grade were endowed with additional resources earmarked for purchasing ICT equipment. By selecting an equivalent number of classes in the same schools, we are able to conduct an evaluation of the causal effect of ICT on student achievements, controlling for their initial level. Despite a significant investment, the impact on literacy and numeracy achievement is negligible: if we take the most encouraging results, the average improvement would be 3 test points, corresponding to 17% of a standard deviation.
Journal: Education Economics
Pages: 241-264
Issue: 3
Volume: 27
Year: 2019
Month: 5
X-DOI: 10.1080/09645292.2018.1549654
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1549654
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Handle: RePEc:taf:edecon:v:27:y:2019:i:3:p:241-264




Template-Type: ReDIF-Article 1.0
Author-Name: Susanne Kuger
Author-X-Name-First: Susanne
Author-X-Name-Last: Kuger
Author-Name: Jan Marcus
Author-X-Name-First: Jan
Author-X-Name-Last: Marcus
Author-Name: C. Katharina Spiess
Author-X-Name-First: C. Katharina
Author-X-Name-Last: Spiess
Title: Day care quality and changes in the home learning environment of children
Abstract: 
 Children's development is fostered by both high quality Early Childhood Education and Care (ECEC) settings and high quality home learning environments. As we know little about the interrelations between these two environments, we examine whether the child's attendance in a high quality ECEC arrangement relates to the quality of her home learning environment. Using rich NICHD Study of Early Child Care and Youth Development data, we show that ECEC quality is associated with the home learning environment, even after taking into account the lagged dependent variable and a rich set of control variables.
Journal: Education Economics
Pages: 265-286
Issue: 3
Volume: 27
Year: 2019
Month: 5
X-DOI: 10.1080/09645292.2019.1565401
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1565401
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Handle: RePEc:taf:edecon:v:27:y:2019:i:3:p:265-286




Template-Type: ReDIF-Article 1.0
Author-Name: Maryam Dilmaghani
Author-X-Name-First: Maryam
Author-X-Name-Last: Dilmaghani
Title: Education and religious decline: evidence from the Canadian compulsory schooling laws
Abstract: 
 The present study assesses how education impacts religiosity. Education is instrumented using the changes in the Canadian school leaving age laws. The data are from the Canadian General Social Surveys collected between 1990 and 2011. The effects of education on both affiliation status and religious attendance are considered. Education is found to cause a higher likelihood of unaffiliation and a considerably lower frequency of religious attendance. The fall in the religious attendance rates is found to be stronger among Roman Catholics. Possible channels of impacts are explored.
Journal: Education Economics
Pages: 287-307
Issue: 3
Volume: 27
Year: 2019
Month: 5
X-DOI: 10.1080/09645292.2019.1580349
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1580349
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Handle: RePEc:taf:edecon:v:27:y:2019:i:3:p:287-307




Template-Type: ReDIF-Article 1.0
Author-Name: John Mangan
Author-X-Name-First: John
Author-X-Name-Last: Mangan
Author-Name: Bernard Trendle
Author-X-Name-First: Bernard
Author-X-Name-Last: Trendle
Title: Evaluating the effectiveness of a mentoring program for Indigenous trainees in Australia using propensity score analysis
Abstract: 
 Traineeships have been shown to be successful in generating improved labour market outcomes and are often recommended as a policy option for disadvantaged youth. Regretfully data indicate that one such target group, Indigenous Australians, continues to have lower traineeship completion rates than the non-Indigenous. To address this issue, a program of mentoring for Indigenous students has been implemented in Australia. This paper provides the first quantitative evaluation of this mentoring program by using propensity score matching techniques. Post-matching analysis indicates the program increased the completion rate of Indigenous trainees by approximately 10%.
Journal: Education Economics
Pages: 308-322
Issue: 3
Volume: 27
Year: 2019
Month: 5
X-DOI: 10.1080/09645292.2019.1583317
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1583317
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Handle: RePEc:taf:edecon:v:27:y:2019:i:3:p:308-322




Template-Type: ReDIF-Article 1.0
Author-Name: Gerhard Riener
Author-X-Name-First: Gerhard
Author-X-Name-Last: Riener
Author-Name: Valentin Wagner
Author-X-Name-First: Valentin
Author-X-Name-Last: Wagner
Title: On the design of non-monetary incentives in schools
Abstract: 
 We analyze the impact of non-monetary incentives on performance in a mathematics test in secondary schools. While we apply predetermined incentives in two treatments, in a third treatment, pupils can choose one from four incentives – a medal, homework voucher, parent letter or surprise. Overall, we find no impact of non-monetary incentives on test scores. Our estimates are small and statistically not distinguishable from zero. However, due to a lack of power we cannot rule out the possibility of effect sizes that would have positive effects on test score if incentives are self-chosen and negative effects if incentives are predetermined. Nevertheless, we find that pupils who could choose their incentive significantly increased their self-reported learning effort.
Journal: Education Economics
Pages: 223-240
Issue: 3
Volume: 27
Year: 2019
Month: 5
X-DOI: 10.1080/09645292.2019.1586835
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1586835
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Handle: RePEc:taf:edecon:v:27:y:2019:i:3:p:223-240




Template-Type: ReDIF-Article 1.0
Author-Name: Muhammad Asali
Author-X-Name-First: Muhammad
Author-X-Name-Last: Asali
Title: A tale of two tracks
Abstract: 
 We provide a simple framework that helps explore the need for contingent (teaching) jobs in academia alongside the usual tenured-professorship positions. It also explains the coexistence of these two types of jobs in research universities as an equilibrium phenomenon. Imprecisions in the academic editorial process, combined with the increasing difficulty of producing academic research, is suggested as a possible explanation for the recent increasing trend in the share of non-tenure-track teaching jobs in academia as well as the widening wage gap between tenured-professors and teaching faculty. Alternative interpretations are explored.
Journal: Education Economics
Pages: 323-337
Issue: 3
Volume: 27
Year: 2019
Month: 5
X-DOI: 10.1080/09645292.2019.1586836
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1586836
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Template-Type: ReDIF-Article 1.0
Author-Name: David M. Welsch
Author-X-Name-First: David M.
Author-X-Name-Last: Welsch
Author-Name: Matthew Winden
Author-X-Name-First: Matthew
Author-X-Name-Last: Winden
Title: Student gender, counselor gender, and college advice
Abstract: 
 A gender gap currently exists in college STEM majors, with a lower percentage of females entering math intensive fields. One possible explanation is the advice students receive in high school. We conduct a survey of high school guidance counselors, soliciting their advice regarding hypothetical high school students&#x2019; college and major choices. We find counselors are more likely to believe outstanding female students will be successful at our selective college than outstanding male students, but are still less likely to recommend math majors to any female students.
Journal: Education Economics
Pages: 112-131
Issue: 2
Volume: 27
Year: 2019
Month: 3
X-DOI: 10.1080/09645292.2018.1517864
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1517864
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Handle: RePEc:taf:edecon:v:27:y:2019:i:2:p:112-131




Template-Type: ReDIF-Article 1.0
Author-Name: Obbey Elamin
Author-X-Name-First: Obbey
Author-X-Name-Last: Elamin
Author-Name: Reham Rizk
Author-X-Name-First: Reham
Author-X-Name-Last: Rizk
Author-Name: John Adams
Author-X-Name-First: John
Author-X-Name-Last: Adams
Title: Private tutoring and parents decision to work more: evidence from Egypt
Abstract: 
 We study the effect of private tutoring (PT) on parents' decision to work more using a sample from the Egypt Labor Market Panel Survey in 2012 and apply a semi-parametric recursive bivariate probit model to control for endogeneity. Our finding shows that PT increases father propensity to work overtime by about 2 percentage points (pp) and a father's propensity to work a secondary job by about 4 pp. The increase in mother propensity to work is significantly high where it reaches 27 pp. In the urban areas, the effect is insignificant for the father but exceeds 37 pp for the mother.
Journal: Education Economics
Pages: 132-154
Issue: 2
Volume: 27
Year: 2019
Month: 3
X-DOI: 10.1080/09645292.2018.1503232
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1503232
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Handle: RePEc:taf:edecon:v:27:y:2019:i:2:p:132-154




Template-Type: ReDIF-Article 1.0
Author-Name: Jo&#xE3;o Ricardo Faria
Author-X-Name-First: Jo&#xE3;o Ricardo
Author-X-Name-Last: Faria
Author-Name: Franklin G. Mixon
Author-X-Name-First: Franklin G.
Author-X-Name-Last: Mixon
Author-Name: Kamal P. Upadhyaya
Author-X-Name-First: Kamal P.
Author-X-Name-Last: Upadhyaya
Title: Alumni donations and university reputation
Abstract: 
 The present study presents a formal model of the dynamics of a university&#x2019;s reputation that points to the existence of a snowball effect where alumni donations raise a university&#x2019;s reputation, which in turn generates additional alumni donations. Given that econometric results presented in this study confirm the model&#x2019;s main findings, supporting a university&#x2019;s financial development arm at optimal levels should receive thorough consideration by the university&#x2019;s administration. Our model and empirical results also suggest that university administration should better assess the reputation-enhancing facets of an institution deemed integral by peer institutions, as these determine the outcome of its fundraising efforts.
Journal: Education Economics
Pages: 155-165
Issue: 2
Volume: 27
Year: 2019
Month: 3
X-DOI: 10.1080/09645292.2018.1527895
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1527895
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Template-Type: ReDIF-Article 1.0
Author-Name: Valeria Ivaniushina
Author-X-Name-First: Valeria
Author-X-Name-Last: Ivaniushina
Author-Name: Anna M. Makles
Author-X-Name-First: Anna M.
Author-X-Name-Last: Makles
Author-Name: Kerstin Schneider
Author-X-Name-First: Kerstin
Author-X-Name-Last: Schneider
Author-Name: Daniil Alexandrov
Author-X-Name-First: Daniil
Author-X-Name-Last: Alexandrov
Title: School segregation in St.&#xA0;Petersburg &#x2013; the role of socioeconomic status
Abstract: 
 This paper uses representative student data from St.&#xA0;Petersburg, Russia to analyze school segregation by parental socioeconomic status and student academic performance. The proposed systematic segregation indices account for ordinal variables and take expected segregation into account. We decompose segregation by school type, school, and classes and compare the results to results obtained from PISA for urban areas in Russia and six European countries. Segregation by socioeconomic status is moderate in St.&#xA0;Petersburg and Russia, as compared to other European countries. Segregation between schools and school types reflects parental choice, whereas within-school segregation along the lines of student performance reflects school policies.
Journal: Education Economics
Pages: 166-185
Issue: 2
Volume: 27
Year: 2019
Month: 3
X-DOI: 10.1080/09645292.2018.1538408
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1538408
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Template-Type: ReDIF-Article 1.0
Author-Name: Erin Velez
Author-X-Name-First: Erin
Author-X-Name-Last: Velez
Author-Name: Melissa Cominole
Author-X-Name-First: Melissa
Author-X-Name-Last: Cominole
Author-Name: Alexander Bentz
Author-X-Name-First: Alexander
Author-X-Name-Last: Bentz
Title: Debt burden after college: the effect of student loan debt on graduates&#x2019; employment, additional schooling, family formation, and home ownership
Abstract: 
 This paper measures the effects of undergraduate student loan debt on graduates&#x2019; post-college outcomes: employment, additional enrollment, family formation, home ownership, and net worth. The analysis uses data from a nationally representative sample of 2007&#x2013;08 bachelor&#x2019;s degree recipients. Because a graduate&#x2019;s debt burden is not randomly assigned, we use an instrumental variable &#x2013; enrollment-weighted average in-state tuition over four years &#x2013; to estimate the effect of debt on post-baccalaureate outcomes while minimizing selection bias. We find that four years after graduating, undergraduate debt is related to borrowers&#x2019; earnings, job choice, decisions to marry and have children, and net worth.
Journal: Education Economics
Pages: 186-206
Issue: 2
Volume: 27
Year: 2019
Month: 3
X-DOI: 10.1080/09645292.2018.1541167
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1541167
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Handle: RePEc:taf:edecon:v:27:y:2019:i:2:p:186-206




Template-Type: ReDIF-Article 1.0
Author-Name: Thang Dang
Author-X-Name-First: Thang
Author-X-Name-Last: Dang
Title: Quasi-experimental evidence on the political impacts of education in Vietnam
Abstract: 
 This paper estimates the causal effects of education on political concern and political participation in Vietnam by employing the 1991 compulsory schooling reform to instrument for plausibly exogenous changes in education. The paper finds that, in general, education does cause favorable impacts on political outcomes. In particular, one more year of schooling, on average, results in increases in the probabilities of political concern and political participation by about 6&#x2013;12 percentage points and 6&#x2013;8 percentage points, respectively. This paper significantly provides suggestive evidence on the role of education in explaining political behaviors using the developing country context.
Journal: Education Economics
Pages: 207-221
Issue: 2
Volume: 27
Year: 2019
Month: 3
X-DOI: 10.1080/09645292.2018.1554101
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1554101
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Handle: RePEc:taf:edecon:v:27:y:2019:i:2:p:207-221




Template-Type: ReDIF-Article 1.0
Author-Name: Colin Green
Author-X-Name-First: Colin
Author-X-Name-Last: Green
Title: Editorial
Journal: Education Economics
Pages: 1-3
Issue: 1
Volume: 26
Year: 2018
Month: 1
X-DOI: 10.1080/09645292.2018.1407396
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1407396
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Template-Type: ReDIF-Article 1.0
Author-Name: Rebecca Allen
Author-X-Name-First: Rebecca
Author-X-Name-Last: Allen
Author-Name: Simon Burgess
Author-X-Name-First: Simon
Author-X-Name-Last: Burgess
Author-Name: Jennifer Mayo
Author-X-Name-First: Jennifer
Author-X-Name-Last: Mayo
Title: The teacher labour market, teacher turnover and disadvantaged schools: new evidence for England
Abstract: 
 We study the market for teachers in England, in particular teacher turnover. We show that there is a positive raw association between the level of school disadvantage and the turnover rate of its teachers. This association diminishes as we control for school, pupil and local teacher labour market characteristics, but is not eliminated. The remaining association is largely accounted for by teacher characteristics, with the poorer schools hiring much younger teachers on average. We interpret this market equilibrium allocation as either deriving from the preferences of young teachers, or as reflecting the low market attractiveness of disadvantaged schools.
Journal: Education Economics
Pages: 4-23
Issue: 1
Volume: 26
Year: 2018
Month: 1
X-DOI: 10.1080/09645292.2017.1366425
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1366425
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Template-Type: ReDIF-Article 1.0
Author-Name: Tobias Meyer
Author-X-Name-First: Tobias
Author-X-Name-Last: Meyer
Author-Name: Stephan L. Thomsen
Author-X-Name-First: Stephan L.
Author-X-Name-Last: Thomsen
Title: The role of high-school duration for university students' motivation, abilities and achievements
Abstract: 
 We study the effects of learning intensity and duration of high school on students' motivation, abilities and achievements at university. The empirical analysis is based on primary panel data from an education reform in the German state of Saxony-Anhalt that reduced university preparatory schooling from 13 to 12 years but left the curriculum unchanged. The estimates show some impacts on students' perceptions of learning abilities, but the probability of university drop-out and the final grade remain unchanged. By and large, the findings indicate that students affected by the reform are similarly motivated and skilled compared to the counterfactual situation.
Journal: Education Economics
Pages: 24-45
Issue: 1
Volume: 26
Year: 2018
Month: 1
X-DOI: 10.1080/09645292.2017.1351525
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1351525
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Template-Type: ReDIF-Article 1.0
Author-Name: C. Jeffrey Waddoups
Author-X-Name-First: C. Jeffrey
Author-X-Name-Last: Waddoups
Title: Has complementarity between employer-sponsored training and education in the U.S. changed during the 2000s?
Abstract: 
 The study reveals that the positive correlation between formal education and job training (complementarity) has weakened during the 2000s. Using U.S. Census Bureau data from the Survey of Income and Program Participation, the study finds that although workers in all categories of educational attainment felt the decline, the effects were strongest among workers in the middle of the educational spectrum. Decomposition analysis indicates that workers’ education profiles in 2009 were more conducive to training than in 2001, which implies that policies focusing on individual characteristics to elicit additional job training will likely not be effective.
Journal: Education Economics
Pages: 46-61
Issue: 1
Volume: 26
Year: 2018
Month: 1
X-DOI: 10.1080/09645292.2017.1367758
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1367758
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Handle: RePEc:taf:edecon:v:26:y:2018:i:1:p:46-61




Template-Type: ReDIF-Article 1.0
Author-Name: Giorgio Di Pietro
Author-X-Name-First: Giorgio
Author-X-Name-Last: Di Pietro
Title: The academic impact of natural disasters: evidence from L’Aquila earthquake
Abstract: 
 This paper uses a standard difference-in-differences approach to examine the effect of the L’Aquila earthquake on the academic performance of the students of the local university. The empirical results indicate that this natural disaster reduced students’ probability of graduating on-time and slightly increased students’ probability of dropping out. While post-disaster measures (e.g. fast re-establishment of education activities in temporary locations) are likely to have mitigated the effects of this event, disruptions in the learning environment and the mental trauma suffered by students in the aftermath of the earthquake may have worsened their academic performance.
Journal: Education Economics
Pages: 62-77
Issue: 1
Volume: 26
Year: 2018
Month: 1
X-DOI: 10.1080/09645292.2017.1394984
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1394984
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Handle: RePEc:taf:edecon:v:26:y:2018:i:1:p:62-77




Template-Type: ReDIF-Article 1.0
Author-Name: Bento J. Lobo
Author-X-Name-First: Bento J.
Author-X-Name-Last: Lobo
Author-Name: Lisa A. Burke-Smalley
Author-X-Name-First: Lisa A.
Author-X-Name-Last: Burke-Smalley
Title: An empirical investigation of the financial value of a college degree
Abstract: 
 We generate selection-adjusted NPV and IRR estimates for a bachelor’s degree in the U.S. which account for time-to-graduation, debt financing and tuition levels. We find that a college degree is generally worthwhile, but the private value of the investment is a declining function of time-to-graduation. Selection-adjustments show that for students at the lower end of the ability distribution and in some areas of study, a college degree may never be a good financial proposition; as such, we provide breakeven thresholds for tuition at which college remains viable. Debt financing generates higher returns but greater risk compared to self-financing.
Journal: Education Economics
Pages: 78-92
Issue: 1
Volume: 26
Year: 2018
Month: 1
X-DOI: 10.1080/09645292.2017.1332167
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1332167
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Handle: RePEc:taf:edecon:v:26:y:2018:i:1:p:78-92




Template-Type: ReDIF-Article 1.0
Author-Name: Masahiro Hori
Author-X-Name-First: Masahiro
Author-X-Name-Last: Hori
Author-Name: Satoshi Shimizutani
Author-X-Name-First: Satoshi
Author-X-Name-Last: Shimizutani
Title: The incidence of the tuition-free high school program in Japan
Abstract: 
 This paper examines the effect of a tuition-free high school program launched in FY2010 in Japan on the high school enrollment rate and household spending. We have some interesting findings. First, the program contributed to improvement in the high school enrollment rate for poorer households. Second, the program stimulated household spending significantly for poorer households relative to richer households. Third, the program altered the composition of household expenditure significantly for richer households with a surge in spending shares in non-tuition education, clothing, and recreational goods.
Journal: Education Economics
Pages: 93-108
Issue: 1
Volume: 26
Year: 2018
Month: 1
X-DOI: 10.1080/09645292.2017.1319912
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1319912
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Handle: RePEc:taf:edecon:v:26:y:2018:i:1:p:93-108




Template-Type: ReDIF-Article 1.0
Author-Name: Ingeborg Foldøy Solli
Author-X-Name-First: Ingeborg Foldøy
Author-X-Name-Last: Solli
Title: Left behind by birth month
Abstract: 
 Utilizing comprehensive administrative data from Norway I investigate long-term birth month effects. I demonstrate that the oldest children in class have a substantially higher GPA than their younger peers. The birth month differences are larger for low-SES children. Furthermore, I find that the youngest children in class are lagging significantly behind their older peers on the educational track, and need more time to reach the same level of earnings.
Journal: Education Economics
Pages: 323-346
Issue: 4
Volume: 25
Year: 2017
Month: 7
X-DOI: 10.1080/09645292.2017.1287881
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1287881
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Handle: RePEc:taf:edecon:v:25:y:2017:i:4:p:323-346




Template-Type: ReDIF-Article 1.0
Author-Name: Keith A. Bender
Author-X-Name-First: Keith A.
Author-X-Name-Last: Bender
Author-Name: John S. Heywood
Author-X-Name-First: John S.
Author-X-Name-Last: Heywood
Title: Educational mismatch and retirement
Abstract: 
 Using a panel data set of scientists in the US, we examine the hypothesis that workers in jobs poorly matched to their education are more likely to retire. In pooled estimates, we confirm that the mismatched are more likely to retire and that among retirees, the mismatched retire at younger ages. Hazard function estimates also support the hypothesis. Workers with longer accumulated periods of mismatch are significantly more likely to retire in discrete-time duration models that account for both reasonable controls and worker heterogeneity. These findings suggest that educational mismatch and its consequences are concentrated among late-career employees.
Journal: Education Economics
Pages: 347-365
Issue: 4
Volume: 25
Year: 2017
Month: 7
X-DOI: 10.1080/09645292.2016.1234586
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1234586
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Handle: RePEc:taf:edecon:v:25:y:2017:i:4:p:347-365




Template-Type: ReDIF-Article 1.0
Author-Name: Martin Humburg
Author-X-Name-First: Martin
Author-X-Name-Last: Humburg
Title: Personality and field of study choice in university
Abstract: 
 This paper demonstrates that the Big five personality traits (openness to experience, conscientiousness, extraversion, agreeableness, and emotional stability) measured at age 14 can be linked to field of study choice in university at around age 19. While personality matters less than cognitive skills, such as math ability and verbal ability, for educational attainment, the influence of personality on field of study choice is comparable to that of cognitive skills.
Journal: Education Economics
Pages: 366-378
Issue: 4
Volume: 25
Year: 2017
Month: 7
X-DOI: 10.1080/09645292.2017.1282426
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1282426
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Handle: RePEc:taf:edecon:v:25:y:2017:i:4:p:366-378




Template-Type: ReDIF-Article 1.0
Author-Name: Jody W. Lipford
Author-X-Name-First: Jody W.
Author-X-Name-Last: Lipford
Author-Name: Jerry K. Slice
Author-X-Name-First: Jerry K.
Author-X-Name-Last: Slice
Title: Cost spreading in college athletic spending in the United States: estimates and implications
Abstract: 
 With rising costs, mounting student debt, and many schools experiencing financial hardship, the higher education industry faces unwanted scrutiny from the popular media and political sector. College athletics too have come under close examination because of rising costs and internal subsidies. In this paper, we provide estimates of the per-student costs of college athletic programs for US colleges and universities by the number of undergraduate students enrolled, National Collegiate Athletic Association division, and whether the institution is public or private. These estimates find significant potential for cost spreading, so that costs per-student fall as the number of students rises.
Journal: Education Economics
Pages: 379-393
Issue: 4
Volume: 25
Year: 2017
Month: 7
X-DOI: 10.1080/09645292.2016.1238445
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1238445
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Handle: RePEc:taf:edecon:v:25:y:2017:i:4:p:379-393




Template-Type: ReDIF-Article 1.0
Author-Name: Wei Yang
Author-X-Name-First: Wei
Author-X-Name-Last: Yang
Title: Does ‘compulsory volunteering’ affect subsequent behavior? Evidence from a natural experiment in Canada
Abstract: 
 This paper estimates the impact of ‘compulsory volunteerism’ for adolescents on subsequent volunteer behavior exploiting the introduction of a mandatory community service program for high school (HS) students in Ontario, Canada. We use difference-in-differences approach with a large longitudinal dataset. Our estimates show that the policy crowded out volunteering of those who were not directly affected by the policy. More importantly, we find no evidence that ‘compulsory volunteerism’ increased altruism: while the policy increased volunteer participation during HS, those mandated by the policy volunteered less than they otherwise would have been expected to after HS completion.
Journal: Education Economics
Pages: 394-405
Issue: 4
Volume: 25
Year: 2017
Month: 7
X-DOI: 10.1080/09645292.2016.1182622
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1182622
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Handle: RePEc:taf:edecon:v:25:y:2017:i:4:p:394-405




Template-Type: ReDIF-Article 1.0
Author-Name: John Mangan
Author-X-Name-First: John
Author-X-Name-Last: Mangan
Author-Name: Bernard Trendle
Author-X-Name-First: Bernard
Author-X-Name-Last: Trendle
Title: Attrition and retention of apprentices: an exploration of event history data using a multi-state modelling framework
Abstract: 
 There is widespread public concern at the high drop-out rates among apprentices in Australia. This paper argues that this concern may be misplaced as it fails to allow for eventual completion over time. We argue that a methodology that concentrates on a single training episode only is less appropriate to evaluating training outcomes in a regime where apprentices routinely record multiple episodes of training. This paper uses a multi-state approach to model the behaviour of a large sample of apprentices over a 60 month period which proves well suited to the episodic nature of cases observed in the data.
Journal: Education Economics
Pages: 406-417
Issue: 4
Volume: 25
Year: 2017
Month: 7
X-DOI: 10.1080/09645292.2016.1213795
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1213795
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Handle: RePEc:taf:edecon:v:25:y:2017:i:4:p:406-417




Template-Type: ReDIF-Article 1.0
Author-Name: Mohamed-Badrane Mahjoub
Author-X-Name-First: Mohamed-Badrane
Author-X-Name-Last: Mahjoub
Title: The treatment effect of grade repetitions
Abstract: 
 This paper estimates the treatment effect of grade repetitions in French junior high schools, using a value-added test score as outcome and quarter of birth as instrument. With linear two-stage least squares, local average treatment effect is estimated at around 1.6 times the standard deviation of the achievement gain. With non-linear full-information maximum likelihood, average treatment on the treated ranges between one and one-quarter of the standard deviation of the outcome. Grade repetition in junior high school is also shown to increase the probability of graduating from junior high school by 2.5 probability points.
Journal: Education Economics
Pages: 418-432
Issue: 4
Volume: 25
Year: 2017
Month: 7
X-DOI: 10.1080/09645292.2017.1283006
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1283006
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Handle: RePEc:taf:edecon:v:25:y:2017:i:4:p:418-432




Template-Type: ReDIF-Article 1.0
Author-Name: Guilherme Hirata
Author-X-Name-First: Guilherme
Author-X-Name-Last: Hirata
Author-Name: P. Rocha e Oliveira
Author-X-Name-First: P.
Author-X-Name-Last: Rocha e Oliveira
Title: Lasting effects of promoting literacy – do when and how to learn matter?
Abstract: 
 This paper analyzes the lasting impacts of a project aimed at teaching children how to read and write at age 6. Using a Difference-in-Differences methodology, the results show that it is not enough to get children literate at age 6 to secure lasting effects; the instruction process is also an important factor: Only pupils exposed to the Phonics method were able to perform better than controls in a Language exam four years later. The results are robust for a large set of time-varying control variables, including the socioeconomic status of the children, the main variable associated with school performance.
Journal: Education Economics
Pages: 339-357
Issue: 4
Volume: 27
Year: 2019
Month: 7
X-DOI: 10.1080/09645292.2019.1597020
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1597020
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Handle: RePEc:taf:edecon:v:27:y:2019:i:4:p:339-357




Template-Type: ReDIF-Article 1.0
Author-Name: P. Wesley Routon
Author-X-Name-First: P.
Author-X-Name-Last: Wesley Routon
Author-Name: Jay K. Walker
Author-X-Name-First: Jay K.
Author-X-Name-Last: Walker
Title: College internships, tenure gaps, and student outcomes: a multiple-treatment matching approach
Abstract: 
 College internships are popular and often promoted. Quantifying their impacts is difficult as students often take time away from classes to participate. We implement multiple-treatment propensity score matching to untangle the simultaneous effects of internships and discontinuous college tenure. Using a sample of over 442,000 students from 619 US institutions, we estimate their on academic performance, human and social capital gains, college satisfaction, and post-graduation goals. Many of the benefits of internships would be underestimated if discontinuous college tenure were unaccounted for. In other words, students completing an internship without a break from classes are more changed by their experience.
Journal: Education Economics
Pages: 383-400
Issue: 4
Volume: 27
Year: 2019
Month: 7
X-DOI: 10.1080/09645292.2019.1598336
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1598336
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Handle: RePEc:taf:edecon:v:27:y:2019:i:4:p:383-400




Template-Type: ReDIF-Article 1.0
Author-Name: Ramaele Moshoeshoe
Author-X-Name-First: Ramaele
Author-X-Name-Last: Moshoeshoe
Title: Birth order effects on educational attainment: evidence from Lesotho
Abstract: 
 This paper examines the effect of birth order on educational attainment in Lesotho. Using family fixed effects models, I find robust negative birth order effects on educational attainment. These results are in sharp contrast with the evidence from many developing countries, but are consistent with that from developed countries. Further, these birth order effects are pronounced in large families, and families with first-born girls, which suggests presence of girls' education bias. Turning to potential pathways of these effects, I find that they are not propagated through family wealth, but mainly through birth-spacing. These results are robust to different sample restrictions.
Journal: Education Economics
Pages: 401-424
Issue: 4
Volume: 27
Year: 2019
Month: 7
X-DOI: 10.1080/09645292.2019.1610157
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1610157
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Handle: RePEc:taf:edecon:v:27:y:2019:i:4:p:401-424




Template-Type: ReDIF-Article 1.0
Author-Name: Audrey Light
Author-X-Name-First: Audrey
Author-X-Name-Last: Light
Author-Name: Apoorva Rama
Author-X-Name-First: Apoorva
Author-X-Name-Last: Rama
Title: Moving beyond the STEM/non-STEM dichotomy: wage benefits to increasing the STEM-intensities of college coursework and occupational requirements
Abstract: 
 Using a sample of college graduates from the NLSY97, we introduce a new approach to assessing wage benefits of STEM training, STEM jobs, and the match between the two: rather than classify individuals dichotomously as STEM or non-STEM, we measure the STEM-intensities of both their college coursework and their occupational requirements. While the orthodox approach simply predicts that ‘STEM pays,’ we find that workers at the top of both gender-specific STEM-intensity distributions are predicted to out-earn their counterparts at the bottom by a substantial margin – even when we condition on their dichotomous STEM classification – but that predicted log-wages do not increase monotonically with STEM-intensity throughout the entire joint distribution.
Journal: Education Economics
Pages: 358-382
Issue: 4
Volume: 27
Year: 2019
Month: 7
X-DOI: 10.1080/09645292.2019.1616078
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1616078
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Handle: RePEc:taf:edecon:v:27:y:2019:i:4:p:358-382




Template-Type: ReDIF-Article 1.0
Author-Name: Sabrina Hahm
Author-X-Name-First: Sabrina
Author-X-Name-Last: Hahm
Author-Name: Jochen Kluve
Author-X-Name-First: Jochen
Author-X-Name-Last: Kluve
Title: Better with Bologna? Tertiary education reform and student outcomes
Abstract: 
 Given the scale of the university reform induced by the Bologna Process, little is known about how the reform impacted those most immediately affected: the students. This paper uses unique micro data from Humboldt-Universität zu Berlin, Germany, to estimate treatment effects on student outcomes. Variation in treatment introduction over time and across subjects generates exogenous assignment of students into treatment (Bachelor) and control groups (Diploma). Results indicate that the Bologna reform led to a significant, sizeable increase in the probability of graduating within planned instructional time; it also decreased standardized study duration and worsened final grades in the treatment group.
Journal: Education Economics
Pages: 425-449
Issue: 4
Volume: 27
Year: 2019
Month: 7
X-DOI: 10.1080/09645292.2019.1616280
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1616280
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Handle: RePEc:taf:edecon:v:27:y:2019:i:4:p:425-449




Template-Type: ReDIF-Article 1.0
Author-Name: Richard W. Patterson
Author-X-Name-First: Richard W.
Author-X-Name-Last: Patterson
Title: Could trends in time children spend with parents help explain the black–white gap in human capital? Evidence from the American Time Use Survey
Abstract: 
 It is widely believed that the time children spend with parents significantly impacts human capital formation. If time varies significantly between black and white children, this may help explain the large racial gap in test scores and wages. In this study, I use data from the American Time Use Survey to examine the patterns in the time black and white children receive from mothers at each age between birth and age 14 years. I relate patterns in parenting time to trends in human capital formation observed in the literature. I observe that black children spend significantly less time with their mothers than white children in the first years of life. However, differences in parenting time rapidly decline with age and there are never significant differences in teaching time after socioeconomic variables are controlled. My findings suggest that the black–white human capital gap is unlikely to be driven by differences in teaching time or differences in parenting time after children enter school.
Journal: Education Economics
Pages: 219-233
Issue: 3
Volume: 25
Year: 2017
Month: 5
X-DOI: 10.1080/09645292.2016.1235137
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1235137
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Handle: RePEc:taf:edecon:v:25:y:2017:i:3:p:219-233




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Bozick
Author-X-Name-First: Robert
Author-X-Name-Last: Bozick
Author-Name: Sinduja Srinivasan
Author-X-Name-First: Sinduja
Author-X-Name-Last: Srinivasan
Author-Name: Michael Gottfried
Author-X-Name-First: Michael
Author-X-Name-Last: Gottfried
Title: Do high school STEM courses prepare non-college bound youth for jobs in the STEM economy?
Abstract: 
 Our study assesses whether high school science, technology, engineering, and mathematics (STEM) courses provide non-college bound youth with the skills and training necessary to successfully transition from high school into the STEM economy. Specifically, our study estimates the effects that advanced math, advanced science, engineering, and computer science courses in high school have on the probability that non-college bound youth will obtain employment in the STEM economy and on wages within two years of graduating from high school. Our findings indicate that STEM coursework is unrelated with the probability of securing a job in the STEM economy and is unrelated with wages two years post high school graduation.
Journal: Education Economics
Pages: 234-250
Issue: 3
Volume: 25
Year: 2017
Month: 5
X-DOI: 10.1080/09645292.2016.1234585
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1234585
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Handle: RePEc:taf:edecon:v:25:y:2017:i:3:p:234-250




Template-Type: ReDIF-Article 1.0
Author-Name: Ben Ost
Author-X-Name-First: Ben
Author-X-Name-Last: Ost
Author-Name: Anuj Gangopadhyaya
Author-X-Name-First: Anuj
Author-X-Name-Last: Gangopadhyaya
Author-Name: Jeffrey C. Schiman
Author-X-Name-First: Jeffrey C.
Author-X-Name-Last: Schiman
Title: Comparing standard deviation effects across contexts
Abstract: 
 Studies using tests scores as the dependent variable often report point estimates in student standard deviation units. We note that a standard deviation is not a standard unit of measurement since the distribution of test scores can vary across contexts. As such, researchers should be cautious when interpreting differences in the numerical size of point estimates when comparing across contexts. We empirically assess the importance of this issue both within the United States and internationally.
Journal: Education Economics
Pages: 251-265
Issue: 3
Volume: 25
Year: 2017
Month: 5
X-DOI: 10.1080/09645292.2016.1203868
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1203868
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Handle: RePEc:taf:edecon:v:25:y:2017:i:3:p:251-265




Template-Type: ReDIF-Article 1.0
Author-Name: Hilary Ingham
Author-X-Name-First: Hilary
Author-X-Name-Last: Ingham
Author-Name: Mike Ingham
Author-X-Name-First: Mike
Author-X-Name-Last: Ingham
Author-Name: José Adelino Afonso
Author-X-Name-First: José Adelino
Author-X-Name-Last: Afonso
Title: Participation in lifelong learning in Portugal and the UK
Abstract: 
 Lifelong learning is a long-standing European Union priority, with an emphasis on the need for it to be pursued by all, but particularly those at the risk of exclusion. This study explores participation in Portugal and the UK, countries at opposite ends of the European adult learning spectrum with markedly different contexts. Analysis reveals that universal penetration remains a challenge in both. Broadly speaking, in Portugal, the learning culture is some way from widespread adoption while, in the UK, predictable and steep educational/occupational hierarchies are evident. More detailed findings in both settings, however, belie some standard stereotypes.
Journal: Education Economics
Pages: 266-289
Issue: 3
Volume: 25
Year: 2017
Month: 5
X-DOI: 10.1080/09645292.2016.1184624
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1184624
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Handle: RePEc:taf:edecon:v:25:y:2017:i:3:p:266-289




Template-Type: ReDIF-Article 1.0
Author-Name: Virginia Maestri
Author-X-Name-First: Virginia
Author-X-Name-Last: Maestri
Title: Can ethnic diversity have a positive effect on school achievement?
Abstract: 
 This study investigates the impact of ethnic diversity on test scores, on top of the effect of the share of non-native pupils. We use a rich survey of Dutch primary school students and exploit variations between subsequent cohorts within the same school as our identification strategy. We find that ethnic diversity has a positive impact on the test scores of minority students, in particular for language skills. We also find some evidence of a negative relationship between ethnic diversity and school social integration. We suggest that ethnic diversity stimulates language proficiency and increases the time students spend studying.
Journal: Education Economics
Pages: 290-303
Issue: 3
Volume: 25
Year: 2017
Month: 5
X-DOI: 10.1080/09645292.2016.1238879
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1238879
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Handle: RePEc:taf:edecon:v:25:y:2017:i:3:p:290-303




Template-Type: ReDIF-Article 1.0
Author-Name: Iulian Gramațki
Author-X-Name-First: Iulian
Author-X-Name-Last: Gramațki
Title: A comparison of financial literacy between native and immigrant school students
Abstract: 
 This paper investigates the gap in Financial Literacy (FL) between native and immigrant 15-year-old school students using data from the 2012 PISA Financial Literacy Assessment. The size of the gap is about 0.15 standard deviations, going up to 0.3 for first-generation immigrants. This is partly because immigrants have poorer economic background, parents that work in lower-skilled jobs, do not speak the test language at home and are placed in later student cohorts. Controlling for this via OLS or matching reduces the unexplained gap, but it still remains significant and displays considerable country-level heterogeneity. It ceases to be significant when the Math score is partialled out.
Journal: Education Economics
Pages: 304-322
Issue: 3
Volume: 25
Year: 2017
Month: 5
X-DOI: 10.1080/09645292.2016.1266301
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1266301
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Handle: RePEc:taf:edecon:v:25:y:2017:i:3:p:304-322




Template-Type: ReDIF-Article 1.0
Author-Name: Georg F. Camehl
Author-X-Name-First: Georg F.
Author-X-Name-Last: Camehl
Author-Name: Pia S. Schober
Author-X-Name-First: Pia S.
Author-X-Name-Last: Schober
Author-Name: C. Katharina Spiess
Author-X-Name-First: C. Katharina
Author-X-Name-Last: Spiess
Title: Information asymmetries between parents and educators in German childcare institutions
Abstract: 
 Economic theory predicts market failure in the market for early childhood education and care (ECEC) due to information asymmetries. We empirically investigate information asymmetries between parents and ECEC professionals in Germany, making use of a unique extension of the Socio-Economic Panel Study (SOEP). We compare quality perceptions by parents and by professionals across 734 institutions. We detect considerable information asymmetries that differ across quality measures but less so by parental socio-economic background or center characteristics. Both similarly contribute to explaining variations in the information gap. We conclude that information is not readily available to parents; an issue that should be addressed by policy-makers.
Journal: Education Economics
Pages: 624-646
Issue: 6
Volume: 26
Year: 2018
Month: 11
X-DOI: 10.1080/09645292.2018.1463358
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1463358
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Handle: RePEc:taf:edecon:v:26:y:2018:i:6:p:624-646




Template-Type: ReDIF-Article 1.0
Author-Name: Matthew A. Lenard
Author-X-Name-First: Matthew A.
Author-X-Name-Last: Lenard
Author-Name: Pablo A. Peña
Author-X-Name-First: Pablo A.
Author-X-Name-Last: Peña
Title: Maturity and minorities: the impact of redshirting on achievement gaps
Abstract: 
 There are sizable and pervasive academic achievement gaps between minority and non-minority students in the United States. Non-minority students – particularly boys – are more likely to enroll in school one year after they become eligible, a practice known as ‘redshirting.’ Consequently, non-minority students are on average more mature than minority students when they take standardized tests. Many studies have documented that differences in maturity at the moment of testing translate into large differences in test scores. Thus, differences in redshirting behavior across minority and non-minority students may be a contributing factor to achievement gaps. This study analyzes the effect of redshirting on achievement gaps using a reform in North Carolina that shifted the cutoff date for school eligibility in 2009 from October 16 to August 31. We use the reform to create an instrumental variable for redshirting behavior. Using data for eight cohorts of 3rd graders in the Wake County Public School System and a difference-in-differences approach, we estimate that redshirting increases the achievement gap by 28%–30% among boys born close to the cutoff date for school eligibility, and 3%–4% among all boys. For girls, the estimates are 8%–11% for those born close to the cutoff and 1% overall, but these estimates lack statistical significance. We discuss some policy implications of shifting the cutoff date for school eligibility – 14 states have done since 2000 – and growing redshirting rates.
Journal: Education Economics
Pages: 593-609
Issue: 6
Volume: 26
Year: 2018
Month: 11
X-DOI: 10.1080/09645292.2018.1468873
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1468873
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Handle: RePEc:taf:edecon:v:26:y:2018:i:6:p:593-609




Template-Type: ReDIF-Article 1.0
Author-Name: Matthias Gnewuch
Author-X-Name-First: Matthias
Author-X-Name-Last: Gnewuch
Author-Name: Klaus Wohlrabe
Author-X-Name-First: Klaus
Author-X-Name-Last: Wohlrabe
Title: Super-efficiency of education institutions: an application to economics departments
Abstract: 
 This paper investigates the efficiency of 188 economics departments around the world using data from RePEc. We go beyond the heavily used data envelopment analysis and utilize partial frontier analysis – specifically order-α and order-m – which addresses some of the drawbacks of the standard efficiency frontier analysis and allows for so-called super-efficient departments. We examine the particularities of these approaches and find that the super-efficient departments are not only the ‘usual suspects’. Furthermore, standard output rankings are not well correlated with our estimated efficiency rankings, which themselves are rather similar.
Journal: Education Economics
Pages: 610-623
Issue: 6
Volume: 26
Year: 2018
Month: 11
X-DOI: 10.1080/09645292.2018.1471663
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1471663
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Handle: RePEc:taf:edecon:v:26:y:2018:i:6:p:610-623




Template-Type: ReDIF-Article 1.0
Author-Name: Mathias Kuépié
Author-X-Name-First: Mathias
Author-X-Name-Last: Kuépié
Title: Child labor in Mali: a consequence of adults’ low returns to education?
Abstract: 
 In this paper, our main objective is to test the hypothesis that child labor can be a rational response to low returns to formal education in Mali. To this end, after a literature review, we build a flexible conceptual model that explicitly links the child labor supply to the comparison of the expected returns to education with child labor. The empirical analyses are performed using the Malian permanent household survey. Estimations suggest that when returns to education are high in local labor markets, or when parents earn more than expected relative to their education level, the probability of child labor falls.
Journal: Education Economics
Pages: 647-661
Issue: 6
Volume: 26
Year: 2018
Month: 11
X-DOI: 10.1080/09645292.2018.1480752
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1480752
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Handle: RePEc:taf:edecon:v:26:y:2018:i:6:p:647-661




Template-Type: ReDIF-Article 1.0
Author-Name: Sangyoon Park
Author-X-Name-First: Sangyoon
Author-X-Name-Last: Park
Title: Coeducation, academic performance, and subject choice: evidence from quasi-random classroom assignments
Abstract: 
 I study the effect of coeducation on academic performance and science course enrollment using student-level data from a South Korean high school that, at the beginning of each academic year, quasi-randomly assigned students to either single-sex or coeducation classrooms. This paper presents two main findings. First, among girls with high achievements in Korean, coeducation increases the Korean exam scores by 0.11 standard deviations. Second, coeducation increases a girl's probability of enrolling in Physics, a math-intensive and boy-dominated science subject, by 71%, and increases a boy's probability of taking Biology by 34%.
Journal: Education Economics
Pages: 574-592
Issue: 6
Volume: 26
Year: 2018
Month: 11
X-DOI: 10.1080/09645292.2018.1515310
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1515310
File-Format: text/html
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Handle: RePEc:taf:edecon:v:26:y:2018:i:6:p:574-592




Template-Type: ReDIF-Article 1.0
Author-Name: Nicolas Fleury
Author-X-Name-First: Nicolas
Author-X-Name-Last: Fleury
Author-Name: Fabrice Gilles
Author-X-Name-First: Fabrice
Author-X-Name-Last: Gilles
Title: The intergenerational transmission of education. A meta-regression analysis
Abstract: 
 In this article, we evaluate the extent of the causal effect of parental education on the education of their children. We review this empirical literature and propose a multivariate meta-regression analysis. Our database is composed of a large set of both published and unpublished papers written in the period 2002–2014. The articles considered differ in the data sources, explanatory variables, econometric strategy applied, and the type of publication. In spite of the large heterogeneity of studies and evidence for publication bias, we find a transmission of education from parents to their children that amounts to 0.15.
Journal: Education Economics
Pages: 557-573
Issue: 6
Volume: 26
Year: 2018
Month: 11
X-DOI: 10.1080/09645292.2018.1517863
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1517863
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:edecon:v:26:y:2018:i:6:p:557-573




Template-Type: ReDIF-Article 1.0
Author-Name: Todd R. Jones
Author-X-Name-First: Todd R.
Author-X-Name-Last: Jones
Author-Name: Ronald G. Ehrenberg
Author-X-Name-First: Ronald G.
Author-X-Name-Last: Ehrenberg
Title: Are high-quality PhD programs at universities associated with more undergraduate students pursuing PhD study?
Abstract: 
 Using restricted-access Survey of Earned Doctorates data, we investigate which attributes of a doctoral institution predict the share of its undergraduate BAs that will earn a PhD. We use truncation-correction to account for PhD receipt post-sample. Across the fields of humanities, physical, natural, and social sciences, PhD production is positively related to the number of an institution’s highly-ranked PhD programs, suggesting such departments may play a role in both producing PhDs and encouraging undergraduates to earn PhDs themselves. It is negatively related to total students and the share of BAs received in the field, and positively related to test scores.
Journal: Education Economics
Pages: 451-471
Issue: 5
Volume: 27
Year: 2019
Month: 9
X-DOI: 10.1080/09645292.2019.1623177
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1623177
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Handle: RePEc:taf:edecon:v:27:y:2019:i:5:p:451-471




Template-Type: ReDIF-Article 1.0
Author-Name: Judith M. Delaney
Author-X-Name-First: Judith M.
Author-X-Name-Last: Delaney
Title: Risk-adjusted returns to education
Abstract: 
 This paper looks at the joint impact of labour market risk and selection into employment on returns to education estimates. The risk-adjusted returns to both high school and college for males are larger than unadjusted returns. For females, risk leads to an increase in returns to high school but to a decrease in the returns to college while correcting for selection into employment has large effects for females. The results suggest that failure to account for risk and selection into employment when calculating returns to education leads to biased estimates.
Journal: Education Economics
Pages: 472-487
Issue: 5
Volume: 27
Year: 2019
Month: 9
X-DOI: 10.1080/09645292.2019.1639625
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1639625
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:edecon:v:27:y:2019:i:5:p:472-487




Template-Type: ReDIF-Article 1.0
Author-Name: Alex Bryson
Author-X-Name-First: Alex
Author-X-Name-Last: Bryson
Author-Name: Lucy Stokes
Author-X-Name-First: Lucy
Author-X-Name-Last: Stokes
Author-Name: David Wilkinson
Author-X-Name-First: David
Author-X-Name-Last: Wilkinson
Title: Who is better off? Wellbeing and commitment among staff in schools and elsewhere
Abstract: 
 Using nationally representative linked employer-employee data for Britain we find school staff are more satisfied with their jobs than employees in other workplaces, but the difference disappears when controlling for perceived non-pecuniary job quality. School employees are more committed to their organization than non-school employees, a difference that remains large and statistically significant having conditioned on job quality and other features of employees’ working environment. Using panel data for workplaces and their employees observed in 2004 and 2011 we find increases in organizational commitment are linked to improvements in workplace performance in schools, but not in other workplaces.
Journal: Education Economics
Pages: 488-506
Issue: 5
Volume: 27
Year: 2019
Month: 9
X-DOI: 10.1080/09645292.2019.1623178
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1623178
File-Format: text/html
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Handle: RePEc:taf:edecon:v:27:y:2019:i:5:p:488-506




Template-Type: ReDIF-Article 1.0
Author-Name: Sowmya Dhanaraj
Author-X-Name-First: Sowmya
Author-X-Name-Last: Dhanaraj
Author-Name: Christy Mariya Paul
Author-X-Name-First: Christy Mariya
Author-X-Name-Last: Paul
Author-Name: Smit Gade
Author-X-Name-First: Smit
Author-X-Name-Last: Gade
Title: Household income dynamics and investment in children: Evidence from India
Abstract: 
 Household income shocks in developing countries are known to have an impact on the education investments for children. In this paper, we explore the effects of various income and expenditure shocks on educational investment and cognitive outcomes of children using three rounds of household-level panel data from Young Lives survey conducted in two southern states of India – Andhra Pradesh and Telangana. We find that idiosyncratic shocks like paternal health shocks and livestock loss translate into lower inputs of children’s education, which reduce their cognitive ability captured through vocabulary and mathematics tests.
Journal: Education Economics
Pages: 507-520
Issue: 5
Volume: 27
Year: 2019
Month: 9
X-DOI: 10.1080/09645292.2019.1599325
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1599325
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Handle: RePEc:taf:edecon:v:27:y:2019:i:5:p:507-520




Template-Type: ReDIF-Article 1.0
Author-Name: Toshiaki Aizawa
Author-X-Name-First: Toshiaki
Author-X-Name-Last: Aizawa
Title: Impacts of the community block grant programme on school resources, environment and management in Indonesia
Abstract: 
 Indonesia launched the large-scale community-based block grant programme, the PNPM Generasi, in 2007 with the intention to improve the health and education of children. This study estimates the impacts of the PNPM Generasi on school resources, classroom environments, and school management. While the PNPM Generasi increased community and parental participation in school management, it did little to improve school resources and classroom learning and teaching environments. The existence of heterogeneous impacts across school types and provinces is confirmed. Compared with the notable improvements in health indicators reported in previous studies, the impacts of the PNPM Generasi on school resources and classroom environments are limited.
Journal: Education Economics
Pages: 521-545
Issue: 5
Volume: 27
Year: 2019
Month: 9
X-DOI: 10.1080/09645292.2019.1641587
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1641587
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Handle: RePEc:taf:edecon:v:27:y:2019:i:5:p:521-545




Template-Type: ReDIF-Article 1.0
Author-Name: Claude Diebolt
Author-X-Name-First: Claude
Author-X-Name-Last: Diebolt
Author-Name: Magali Jaoul-Grammare
Author-X-Name-First: Magali
Author-X-Name-Last: Jaoul-Grammare
Title: An experimental analysis of the cliometric model of glutting
Abstract: 
 This paper investigates how individuals make educational choices in situations where some education sectors present the risk of ending up being overcrowded. We report on an entry-game experiment whose aim is the production of data controlled in order to test the cliometric model of glutting developed by Diebolt [2001. “La théorie de l’engorgement.” Economie Appliquée 54 (4): 7–31], and especially the sensitivity of men and women to expected wages and to the risk as related to a limited number of positions on the labor market.
Journal: Education Economics
Pages: 546-556
Issue: 5
Volume: 27
Year: 2019
Month: 9
X-DOI: 10.1080/09645292.2019.1645095
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1645095
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:edecon:v:27:y:2019:i:5:p:546-556




Template-Type: ReDIF-Article 1.0
Author-Name: Marlies Kornfeld
Author-X-Name-First: Marlies
Author-X-Name-Last: Kornfeld
Author-Name: Carsten Ochsen
Author-X-Name-First: Carsten
Author-X-Name-Last: Ochsen
Title: Student assessment and grade retention: evidence from a natural experiment
Abstract: 
 In several countries, students are tracked into secondary school types. This paper studies whether parents or teachers assess students' potential performance more adequately. We evaluate a reform in the German state of North Rhine-Westphalia in 2006. The reform replaced parents' choice about their children's school type by a binding teacher recommendation. The dependent variable is educational attainment measured by grade retention rates. We find that teacher recommendations cause less grade retentions. The effect is mainly driven by students from better situated districts. This finding may capture that with free parental choice, parents select too demanding tracks for their children.
Journal: Education Economics
Pages: 127-141
Issue: 2
Volume: 25
Year: 2017
Month: 3
X-DOI: 10.1080/09645292.2016.1199660
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1199660
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Template-Type: ReDIF-Article 1.0
Author-Name: Rachel Cole
Author-X-Name-First: Rachel
Author-X-Name-Last: Cole
Title: Estimating the impact of private tutoring on academic performance: primary students in Sri Lanka
Abstract: 
 Worldwide private tutoring is documented extensively, but its impact is unclear. I estimate the impact of tutoring on performance to assess the degree to which tutoring is a vehicle of educational stratification in Sri Lanka. I find that on average, five months of tutoring has no impact on Year 5 students’ exam scores. I produce suggestive evidence impacts vary only slightly with advantage; so its impact on stratification is likely minimal. Policy-makers may want to urge parents to reconsider sending their children to tutoring, and further research should identify stratification mechanisms.
Journal: Education Economics
Pages: 142-157
Issue: 2
Volume: 25
Year: 2017
Month: 3
X-DOI: 10.1080/09645292.2016.1196163
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1196163
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Handle: RePEc:taf:edecon:v:25:y:2017:i:2:p:142-157




Template-Type: ReDIF-Article 1.0
Author-Name: Kyle Koller
Author-X-Name-First: Kyle
Author-X-Name-Last: Koller
Author-Name: David M. Welsch
Author-X-Name-First: David M.
Author-X-Name-Last: Welsch
Title: Location decisions of charter schools: an examination of Michigan
Abstract: 
 Using school level data we examine which factors influence charter school location decisions. We augment previous research by employing a panel dataset, recently developed geographic techniques to measure distances and define areas, and employing a hurdle model to deal with the excess zero problem. The main results of our research indicate that, after controlling for other factors, charters are more likely to locate in areas with higher median income, fewer students who receive a free or reduced lunch, lower reading scores, a larger percentage of black students, and more racial diversity.
Journal: Education Economics
Pages: 158-182
Issue: 2
Volume: 25
Year: 2017
Month: 3
X-DOI: 10.1080/09645292.2016.1203866
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1203866
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Handle: RePEc:taf:edecon:v:25:y:2017:i:2:p:158-182




Template-Type: ReDIF-Article 1.0
Author-Name: Sasiwooth Wongmonta
Author-X-Name-First: Sasiwooth
Author-X-Name-Last: Wongmonta
Author-Name: Paul Glewwe
Author-X-Name-First: Paul
Author-X-Name-Last: Glewwe
Title: An analysis of gender differences in household education expenditure: the case of Thailand
Abstract: 
 This study uses data on educational expenditure, including specific types of educational expenditure, from the 2009 Socioeconomic Survey of Thailand to investigate gender bias in the allocation of educational resources. Empirical Engel’s curves are estimated to test for gender bias. The results show that girls receive more education expenditure than boys. The most likely explanations for this gender bias are: (1) According to the Thai cultural tradition, daughters are expected to be the main caregivers of their elderly parents and (2) wage incomes of daughters are more reliable sources of remittances for parents than the wage incomes of sons.
Journal: Education Economics
Pages: 183-204
Issue: 2
Volume: 25
Year: 2017
Month: 3
X-DOI: 10.1080/09645292.2016.1168363
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1168363
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Handle: RePEc:taf:edecon:v:25:y:2017:i:2:p:183-204




Template-Type: ReDIF-Article 1.0
Author-Name: Junyan Liu
Author-X-Name-First: Junyan
Author-X-Name-Last: Liu
Author-Name: Mark Bray
Author-X-Name-First: Mark
Author-X-Name-Last: Bray
Title: Determinants of demand for private supplementary tutoring in China: findings from a national survey
Abstract: 
 Private tutoring has expanded and intensified in China. However, no government statistical data or other empirical studies fully capture its extent and characteristics. This paper analyses private tutoring received by students in Grades 1–12 as indicated by a nationwide representative survey entitled China Family Panel Studies. The paper employs a Hurdle model to examine determinants of demand for tutoring, focusing on factors related to students and their parents. The first step is concerned with the decision to receive tutoring or not; and the second step explores factors influencing expenditures on tutoring among those who decide to receive it.
Journal: Education Economics
Pages: 205-218
Issue: 2
Volume: 25
Year: 2017
Month: 3
X-DOI: 10.1080/09645292.2016.1182623
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1182623
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Handle: RePEc:taf:edecon:v:25:y:2017:i:2:p:205-218




Template-Type: ReDIF-Article 1.0
Author-Name: Kien Le
Author-X-Name-First: Kien
Author-X-Name-Last: Le
Author-Name: My Nguyen
Author-X-Name-First: My
Author-X-Name-Last: Nguyen
Title: ‘Bad Apple’ peer effects in elementary classrooms: the case of corporal punishment in the home
Abstract: 
 This paper provides the first empirical evidence on the existence of negative spillover effects from children exposed to corporal punishment in the home (CPH). We find that interactions with peers suffering from CPH depress achievement in both math and language among Vietnamese fifth graders. Specifically, a one standard deviation increase in the Peers' Violence Index is associated with a reduction in the math and the language test scores by 0.11 and 0.14 standard deviations, respectively. These adverse impacts could potentially be attributed to the unfavorable changes in student academic aspirations, student actual learning efforts, and the inter-student relationships.
Journal: Education Economics
Pages: 557-572
Issue: 6
Volume: 27
Year: 2019
Month: 11
X-DOI: 10.1080/09645292.2019.1667306
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1667306
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Template-Type: ReDIF-Article 1.0
Author-Name: Hieu Nguyen
Author-X-Name-First: Hieu
Author-X-Name-Last: Nguyen
Title: Free tuition and college enrollment: evidence from New York’s Excelsior program
Abstract: 
 Since the fall of 2017, New York has offered free tuition to eligible residents attending its state-funded two-year and four-year colleges under its unique Excelsior Scholarship program. We use the difference-in-differences and generalized synthetic control estimators to document that institution-level enrollment effects are negligible. Our study provides the first evidence of enrollment responses to a state-wide promise program within the four-year sector and adds new results to the fast-growing free-college literature. We propose competing channels to rationalize the obtained findings and compare Excelsior with other prominent initiatives to shed light on both design and implementation.
Journal: Education Economics
Pages: 573-587
Issue: 6
Volume: 27
Year: 2019
Month: 11
X-DOI: 10.1080/09645292.2019.1652727
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1652727
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Handle: RePEc:taf:edecon:v:27:y:2019:i:6:p:573-587




Template-Type: ReDIF-Article 1.0
Author-Name: Pablo A. Peña
Author-X-Name-First: Pablo A.
Author-X-Name-Last: Peña
Title: Relative age and incarceration: born on the wrong side of the calendar
Abstract: 
 Using public information from birth certificates and prison records from Florida, we adopt a reduced-form approach to estimate the effect of relative age on the probability of incarceration in adulthood (until age 30–40). We use a Regression Discontinuity Design around the cutoff date for Kindergarten enrollment (Sept. 1). We find strong evidence of relative-age effects among black males convicted of drug-trafficking offenses. For that group, being born after Sept. 1 decreases the probability of incarceration by roughly 12–20%. We find weak or no relative-age effects for other groups and types of offenses.
Journal: Education Economics
Pages: 588-607
Issue: 6
Volume: 27
Year: 2019
Month: 11
X-DOI: 10.1080/09645292.2019.1653826
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1653826
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Handle: RePEc:taf:edecon:v:27:y:2019:i:6:p:588-607




Template-Type: ReDIF-Article 1.0
Author-Name: Joyce B. Main
Author-X-Name-First: Joyce B.
Author-X-Name-Last: Main
Author-Name: Amanda L. Griffith
Author-X-Name-First: Amanda L.
Author-X-Name-Last: Griffith
Title: From SIGNALS to success? The effects of an online advising system on course grades
Abstract: 
 Online advising tools have the potential to reach a large number of students with the goal of increasing course performance and learning with relatively modest time investment from the instructor. Course SIGNALS provides students with online, real-time feedback on course performance based on an algorithm using the student’s effort, achievement, academic history, and demographic characteristics. Using roughly 25,000 student-course level observations from a large, research-intensive university in the Midwest, results from fixed effects difference-in-differences models indicate that SIGNALS helps improves grades of lower-achieving students and decreases the probability that students will fail the course.
Journal: Education Economics
Pages: 608-623
Issue: 6
Volume: 27
Year: 2019
Month: 11
X-DOI: 10.1080/09645292.2019.1674248
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1674248
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Handle: RePEc:taf:edecon:v:27:y:2019:i:6:p:608-623




Template-Type: ReDIF-Article 1.0
Author-Name: Annika B. Bergbauer
Author-X-Name-First: Annika B.
Author-X-Name-Last: Bergbauer
Title: How did EU membership of Eastern Europe affect student achievement?
Abstract: 
 The accession of Eastern European countries to the European Union increased family wealth and the returns to schooling. I analyze the change in student achievement due to the EU accession of Eastern Europe building on a panel of six PISA waves covering more than 1 million students in 32 countries. Using a difference-in-differences approach, I find a positive and statistically significant link of EU membership to reading scores by one tenth of a standard deviation. The effect seems robust to including controls from the human capital production function.
Journal: Education Economics
Pages: 624-644
Issue: 6
Volume: 27
Year: 2019
Month: 11
X-DOI: 10.1080/09645292.2019.1673702
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1673702
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Handle: RePEc:taf:edecon:v:27:y:2019:i:6:p:624-644




Template-Type: ReDIF-Article 1.0
Author-Name: Rasyad A. Parinduri
Author-X-Name-First: Rasyad A.
Author-X-Name-Last: Parinduri
Title: Does education increase political participation? Evidence from Indonesia
Abstract: 
 Studies show educated citizens are more likely to vote in elections but few papers look at the relationship in developing countries and even fewer analyze whether the relationship is causal. I examine whether education increases voter turnout and makes better-informed voters in Indonesia using an exogenous variation in education induced by an extension of Indonesia's school term length, which fits a fuzzy regression discontinuity design. The longer school year increases education, but I do not find education increases voter turnout; it does not seem to affect voters’ views of political candidates’ religion, ethnicity, or gender when they vote either.
Journal: Education Economics
Pages: 645-657
Issue: 6
Volume: 27
Year: 2019
Month: 11
X-DOI: 10.1080/09645292.2019.1668914
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1668914
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Handle: RePEc:taf:edecon:v:27:y:2019:i:6:p:645-657




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Rogers
Author-X-Name-First: Robert
Author-X-Name-Last: Rogers
Author-Name: Doan Hai Ma
Author-X-Name-First: Doan Hai
Author-X-Name-Last: Ma
Author-Name: Tra Nguyen
Author-X-Name-First: Tra
Author-X-Name-Last: Nguyen
Author-Name: Ngoc Anh Nguyen
Author-X-Name-First: Ngoc Anh
Author-X-Name-Last: Nguyen
Title: Early childhood education and cognitive outcomes in adolescence: a longitudinal study from Vietnam
Abstract: 
 Previous research shows that Early Childhood Education (ECE) positively impacts cognitive outcomes later in life. Few studies examine the impacts of ECE in developing countries. We use data from the Young Lives project in Vietnam with 2SLS regressions to estimate the impact of years spent in ECE on cognitive outcomes in adolescence. We find that one year in ECE corresponds to 21.8 percentage point (1.25 SD) and 30.8 percentage point (2.78 SD) increases in math and verbal cognition scores, respectively. Our estimates suggest that ECE is highly effective in Vietnam and is a potential strategy for bridging educational outcomes gaps.
Journal: Education Economics
Pages: 658-669
Issue: 6
Volume: 27
Year: 2019
Month: 11
X-DOI: 10.1080/09645292.2019.1657798
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1657798
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Handle: RePEc:taf:edecon:v:27:y:2019:i:6:p:658-669




Template-Type: ReDIF-Article 1.0
Author-Name: Sabine Gralka
Author-X-Name-First: Sabine
Author-X-Name-Last: Gralka
Title: Persistent inefficiency in the higher education sector: evidence from Germany
Abstract: 
 Utilizing panel data and taking heterogeneity and persistent inefficiency into account, we show the limitations of standard efficiency analysis for higher education institutions. It is the first time that the concept of long-term inefficiency is considered in the analysis of traditional universities. This inclusion allows for more accurate estimations and more purposeful policy recommendations. The new specification improves the accuracy of the heterogeneity assumption and exposes inefficiency’s tendency to be persistent. Thus, this paper finds that an efficiency increase can be achieved only if future measures aim at long-term conditions, which are presumably determined outside of individual institutions.
Journal: Education Economics
Pages: 373-392
Issue: 4
Volume: 26
Year: 2018
Month: 7
X-DOI: 10.1080/09645292.2017.1420754
File-URL: http://hdl.handle.net/10.1080/09645292.2017.1420754
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Handle: RePEc:taf:edecon:v:26:y:2018:i:4:p:373-392




Template-Type: ReDIF-Article 1.0
Author-Name: Joshua J. Miller
Author-X-Name-First: Joshua J.
Author-X-Name-Last: Miller
Author-Name: Silda Nikaj
Author-X-Name-First: Silda
Author-X-Name-Last: Nikaj
Title: Student loan debt, educational attainment, and tenure choice
Abstract: 
 Using the Educational Longitudinal Study of 2002 (ELS 2002), a unique survey that tracks High School sophomores to young adulthood, we estimate the relationship between student loan debt, educational attainment, and tenure choice. We improve upon prior studies by matching pre-treatment characteristics through coarsened exact matching (CEM) and jointly modelling the decision to leave the parental home and tenure choice. Our analysis suggests effects are large in magnitude and robust for degree non-completers that incurred student loan debt. Non-completers that incurred student loan debt are nearly 7.8 percentage points less likely to own a home than otherwise similar bachelor degree holders.
Journal: Education Economics
Pages: 393-410
Issue: 4
Volume: 26
Year: 2018
Month: 7
X-DOI: 10.1080/09645292.2018.1430749
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1430749
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Handle: RePEc:taf:edecon:v:26:y:2018:i:4:p:393-410




Template-Type: ReDIF-Article 1.0
Author-Name: Melissa Adelman
Author-X-Name-First: Melissa
Author-X-Name-Last: Adelman
Author-Name: Francisco Haimovich
Author-X-Name-First: Francisco
Author-X-Name-Last: Haimovich
Author-Name: Andres Ham
Author-X-Name-First: Andres
Author-X-Name-Last: Ham
Author-Name: Emmanuel Vazquez
Author-X-Name-First: Emmanuel
Author-X-Name-Last: Vazquez
Title: Predicting school dropout with administrative data: new evidence from Guatemala and Honduras
Abstract: 
 School dropout is a growing concern across Latin America because of its negative social and economic consequences. Identifying who is likely to drop out, and therefore could be targeted for interventions, is a well-studied prediction problem in countries with strong administrative data. In this paper, we use new data in Guatemala and Honduras to estimate some of the first dropout prediction models for lower-middle income countries. These models correctly identify 80% of sixth grade students who will drop out within the next year, performing better than other commonly used targeting approaches and as well as models used in the U.S.
Journal: Education Economics
Pages: 356-372
Issue: 4
Volume: 26
Year: 2018
Month: 7
X-DOI: 10.1080/09645292.2018.1433127
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1433127
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Handle: RePEc:taf:edecon:v:26:y:2018:i:4:p:356-372




Template-Type: ReDIF-Article 1.0
Author-Name: Sylvi Rzepka
Author-X-Name-First: Sylvi
Author-X-Name-Last: Rzepka
Title: Labor market returns to college education with vocational qualifications
Abstract: 
 In this paper, I assess labor market returns of a substantial skill upgrade: college enrollment of the vocationally trained, non-traditional students who do not have the formal entry requirement. Using propensity-score-adjusted regressions and the National Educational Panel Study, I find that these enrollees face high opportunity costs as they forgo earnings during the enrollment period. In the long-run, enrollees tend to obtain higher cumulative earnings than those who continue with a vocational-training-based career, but, there is a large degree of uncertainty. On the positive side, enrollees attain jobs with a higher reputation in society, hinting at sizable non-monetary returns.
Journal: Education Economics
Pages: 411-431
Issue: 4
Volume: 26
Year: 2018
Month: 7
X-DOI: 10.1080/09645292.2018.1440532
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1440532
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Handle: RePEc:taf:edecon:v:26:y:2018:i:4:p:411-431




Template-Type: ReDIF-Article 1.0
Author-Name: Khang Do Ba
Author-X-Name-First: Khang
Author-X-Name-Last: Do Ba
Author-Name: Hoa Quang Duong
Author-X-Name-First: Hoa Quang
Author-X-Name-Last: Duong
Title: Competitive equilibrium and informational asymmetry in the private higher education market
Abstract: 
 We develop two formal competitive models of the private higher education market focusing on quality and tuition where informational asymmetry is present: one consisting of for-profit universities only, and the other including also private non-profit universities. For both models, we characterize the competitive equilibrium to gain insights into the structure of this market. We also establish necessary and sufficient conditions for the equilibrium to exist. The results demonstrate the spillover impact of non-profit universities on the overall market quality through reducing the information gap. The findings offer policy implications to improve the overall quality of this market.
Journal: Education Economics
Pages: 432-443
Issue: 4
Volume: 26
Year: 2018
Month: 7
X-DOI: 10.1080/09645292.2018.1451825
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1451825
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Handle: RePEc:taf:edecon:v:26:y:2018:i:4:p:432-443




Template-Type: ReDIF-Article 1.0
Author-Name: Václav Korbel
Author-X-Name-First: Václav
Author-X-Name-Last: Korbel
Author-Name: Michal Paulus
Author-X-Name-First: Michal
Author-X-Name-Last: Paulus
Title: Do teaching practices impact socio-emotional skills?
Abstract: 
 Recent studies emphasize the importance of socio-emotional skills, but little is known about how everyday classroom practices impact development of these skills. Using data from the Czech Republic, we show that modern practices such as working in small groups improve these skills. Intrinsic motivation and self-confidence are particularly positively affected. Moreover, modern practices have no adverse effects on test scores. On the other hand, standard practices such as lecturing and memorizing have no impact on socio-emotional skills or test scores. Our results highlight that changing the composition of teaching practices slightly can have a substantial positive impact on socio-emotional skills.
Journal: Education Economics
Pages: 337-355
Issue: 4
Volume: 26
Year: 2018
Month: 7
X-DOI: 10.1080/09645292.2018.1460320
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1460320
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Handle: RePEc:taf:edecon:v:26:y:2018:i:4:p:337-355




Template-Type: ReDIF-Article 1.0
Author-Name: Colin Green
Author-X-Name-First: Colin
Author-X-Name-Last: Green
Author-Name: Torberg Falch
Author-X-Name-First: Torberg
Author-X-Name-Last: Falch
Author-Name: John Heywood
Author-X-Name-First: John
Author-X-Name-Last: Heywood
Title: Editorial
Journal: Education Economics
Pages: 1-2
Issue: 1
Volume: 25
Year: 2017
Month: 1
X-DOI: 10.1080/09645292.2016.1260266
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1260266
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Template-Type: ReDIF-Article 1.0
Author-Name: Liang Zhang
Author-X-Name-First: Liang
Author-X-Name-Last: Zhang
Author-Name: Shi Pu
Author-X-Name-First: Shi
Author-X-Name-Last: Pu
Title: It takes two shining lights to brighten the room: peer effects with random roommate assignments
Abstract: 
 We used housing assignment data from a college in China to investigate peer effects on college grades. Study results provided some evidence for peer effects in college housing units. First, peer effects through means occurred during both fall and spring semester of the first year in college, with estimated effect much larger than that in previous studies. Second, students are also influenced by the mix of roommates. Finally, having more than one roommate in the top quartile has large and significant effects for female students; however, this positive effect is not statistically significant for male students.
Journal: Education Economics
Pages: 3-21
Issue: 1
Volume: 25
Year: 2017
Month: 1
X-DOI: 10.1080/09645292.2016.1203867
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1203867
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Template-Type: ReDIF-Article 1.0
Author-Name: Crystal Zhan
Author-X-Name-First: Crystal
Author-X-Name-Last: Zhan
Title: Institutions, social norms, and educational attainment
Abstract: 
 Informal institutions are defined as socially shared rules that guide individuals' behaviors outside of officially sanctioned channels. This paper investigates the link between individual educational attainment and education-related informal institutions by examining second-generation immigrants in the USA. I measure the education-related informal institutions by average educational attainment among the adult population conditional on per capita GDP in the second generation's country of ancestry. Empirical analysis shows that given similar family background, market, and institutions, higher average educational attainment in the origin country predicts more years of individual schooling; this relationship is stronger among those with less educated parents. These findings are robust to various methods of controlling for unobserved human capital, alternative sample criteria, and alternative measures of informal institutions (JEL I20, J15, Z10).
Journal: Education Economics
Pages: 22-44
Issue: 1
Volume: 25
Year: 2017
Month: 1
X-DOI: 10.1080/09645292.2016.1158788
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1158788
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Template-Type: ReDIF-Article 1.0
Author-Name: Charlene Marie Kalenkoski
Author-X-Name-First: Charlene Marie
Author-X-Name-Last: Kalenkoski
Author-Name: Sabrina Wulff Pabilonia
Author-X-Name-First: Sabrina Wulff
Author-X-Name-Last: Pabilonia
Title: Does high school homework increase academic achievement?
Abstract: 
 Although previous research has shown that homework improves students’ academic achievement, the majority of these studies use data on students’ homework time from retrospective questionnaires, which may be less accurate than time-diary data. We use data from the combined Child Development Supplement (CDS) and the Transition to Adulthood Survey (TA) of the Panel Study of Income Dynamics to explore the effects of time spent on homework while attending high school on two measures of academic achievement: high school grade point averages and college attendance by age 20. We find that homework time has positive effects on academic achievement for boys.
Journal: Education Economics
Pages: 45-59
Issue: 1
Volume: 25
Year: 2017
Month: 1
X-DOI: 10.1080/09645292.2016.1178213
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1178213
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Handle: RePEc:taf:edecon:v:25:y:2017:i:1:p:45-59




Template-Type: ReDIF-Article 1.0
Author-Name: Karsten Albæk
Author-X-Name-First: Karsten
Author-X-Name-Last: Albæk
Title: Optimal admission to higher education
Abstract: 
 This paper analyses admission decisions when students from different high school tracks apply for admission to university programmes. I derive a criterion that is optimal in the sense that it maximizes the graduation rates of the university programmes. The paper contains an empirical analysis that documents the relevance of theory and illustrates how to apply optimal admission procedures. Indirect gains from optimal admission procedures include the potential for increasing entire cohorts of students' probability of graduating with a higher education degree, thereby increasing the skill level of the work force.
Journal: Education Economics
Pages: 60-83
Issue: 1
Volume: 25
Year: 2017
Month: 1
X-DOI: 10.1080/09645292.2016.1194968
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1194968
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Handle: RePEc:taf:edecon:v:25:y:2017:i:1:p:60-83




Template-Type: ReDIF-Article 1.0
Author-Name: Gabin Langevin
Author-X-Name-First: Gabin
Author-X-Name-Last: Langevin
Author-Name: David Masclet
Author-X-Name-First: David
Author-X-Name-Last: Masclet
Author-Name: Fabien Moizeau
Author-X-Name-First: Fabien
Author-X-Name-Last: Moizeau
Author-Name: Emmanuel Peterle
Author-X-Name-First: Emmanuel
Author-X-Name-Last: Peterle
Title: Ethnic gaps in educational attainment and labor-market outcomes: evidence from France
Abstract: 
 We use data from the Trajectoires et Origines survey to analyze ethnic gaps in education and labor-market outcomes between second-generation immigrants and their French-native counterparts. Our three main findings underscore the importance of family background in explaining lifelong ethnic inequalities. First, second-generation immigrants are on average less likely to experience education success than their native counterparts, with the education gap mainly being rooted in ethnic differences in family backgrounds. Second, while second-generation immigrants have on average a lower probability of employment and lower wages than natives, both gaps are mainly explained by the differences in education. Third, we find considerable heterogeneity across ethnic groups.
Journal: Education Economics
Pages: 84-111
Issue: 1
Volume: 25
Year: 2017
Month: 1
X-DOI: 10.1080/09645292.2016.1183591
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1183591
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Template-Type: ReDIF-Article 1.0
Author-Name: Babak Jahanshahi
Author-X-Name-First: Babak
Author-X-Name-Last: Jahanshahi
Title: Separating gender composition effects from peer effects in education
Abstract: 
 This paper aims to demonstrate the importance of controlling for endogenous peer effects in estimating the influence of gender peer effects on educational outcomes. Using Manski's linear-in-means model, this paper illustrates that the estimation of gender peer effects is potentially biased in the presence of endogenous peer effect in education. The appropriate gender peer effect is estimated after identifying and controlling for the endogenous effect through the use of Graham's variance-restriction method.
Journal: Education Economics
Pages: 112-126
Issue: 1
Volume: 25
Year: 2017
Month: 1
X-DOI: 10.1080/09645292.2016.1199661
File-URL: http://hdl.handle.net/10.1080/09645292.2016.1199661
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Template-Type: ReDIF-Article 1.0
Author-Name: Kyle McNabb
Author-X-Name-First: Kyle
Author-X-Name-Last: McNabb
Title: Exploring regional and gender disparities in Beninese primary school attendance: a multilevel approach
Abstract: 
 DHS data is combined with school supply statistics to study primary school attendance in the 2005–06 school year in Benin, a country that has seen almost unparalleled increases in attendance since the 1990s. Results of a logistic regression model highlight the important role played by factors such as household wealth or religion and that gender disparities in education persist in Benin. The opportunity cost of attending school is also investigated. In order to explain regional disparities in attendance, a multilevel model is estimated; results from a random-slopes model highlight those communes where reductions in the cost of schooling could see the greatest improvements in primary school attendance rates.
Journal: Education Economics
Pages: 534-556
Issue: 5
Volume: 26
Year: 2018
Month: 9
X-DOI: 10.1080/09645292.2018.1426732
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1426732
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Template-Type: ReDIF-Article 1.0
Author-Name: Adriana Vamosiu
Author-X-Name-First: Adriana
Author-X-Name-Last: Vamosiu
Author-Name: Kevin McClure
Author-X-Name-First: Kevin
Author-X-Name-Last: McClure
Author-Name: Marvin A. Titus
Author-X-Name-First: Marvin A.
Author-X-Name-Last: Titus
Title: Economies of scale and scope at public master's institutions: Evidence accounting for spatial interdependency
Abstract: 
 This study examines costs of public master's colleges and universities in the United States by employing panel data on 248 institutions spanning fiscal years 2004–2012. Our analyses estimates a flexible fixed cost quadratic function that also accounts for spatial interdependency to empirically investigate the economies of scale and scope with regards to undergraduate enrollment, graduate enrollment, and research at public master's institutions. Economies of scale exist for undergraduate and graduate education at mean, below and above it, but not for research. Ray economies of scale are present around and below mean. Economies of scope both at the individual and global level are found at current mean, below, and above output levels.
Journal: Education Economics
Pages: 516-533
Issue: 5
Volume: 26
Year: 2018
Month: 9
X-DOI: 10.1080/09645292.2018.1444146
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1444146
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Template-Type: ReDIF-Article 1.0
Author-Name: Jun Wang
Author-X-Name-First: Jun
Author-X-Name-Last: Wang
Author-Name: Bo Li
Author-X-Name-First: Bo
Author-X-Name-Last: Li
Title: Supplementary education, student development and education equity: evidence from primary schools in Beijing, China
Abstract: 
 This article investigates determinants and impacts of supplementary education for primary-school students in Beijing, China. The economic condition is an evident determinant of external supplementary education but insignificant for internal supplementary education. Supplementary education can significantly improve academic performance, physical health, and non-cognitive development. The impact of external academic supplementary education on academic performance is larger than that of internal one, while impacts of internal and external non-academic supplementary education on physical health and non-cognitive development are almost identical. The government should substitute external supplementary education with internal one or provide subsidies for disadvantaged students to maintain education equality.
Journal: Education Economics
Pages: 459-487
Issue: 5
Volume: 26
Year: 2018
Month: 9
X-DOI: 10.1080/09645292.2018.1460653
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1460653
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Template-Type: ReDIF-Article 1.0
Author-Name: Luca Maria Pesando
Author-X-Name-First: Luca Maria
Author-X-Name-Last: Pesando
Title: Does financial literacy increase students’ perceived value of schooling?
Abstract: 
 Using data from the 2012 Programme for International Student Assessment (PISA) for Italy, this paper investigates whether financial literacy skills play a role in shaping the value that high school students place on schooling. I hypothesize that higher financial literacy may foster students’ awareness of the financial and non-financial benefits of gaining additional education, together with the costs associated with poor school outcomes. Results from OLS and IV estimates suggest that higher financial literacy increases students’ perceived value of schooling by boosting their time commitment to education. Conversely, there is no evidence that financial literacy shapes students’ attitudes towards school.
Journal: Education Economics
Pages: 488-515
Issue: 5
Volume: 26
Year: 2018
Month: 9
X-DOI: 10.1080/09645292.2018.1468872
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1468872
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Template-Type: ReDIF-Article 1.0
Author-Name: George Psacharopoulos
Author-X-Name-First: George
Author-X-Name-Last: Psacharopoulos
Author-Name: Harry Anthony Patrinos
Author-X-Name-First: Harry Anthony
Author-X-Name-Last: Patrinos
Title: Returns to investment in education: a decennial review of the global literature
Abstract: 
 In the 60-plus year history of returns to investment in education estimates, there have been several compilations in the literature. This paper updates Psacharopoulos and Patrinos and reviews the latest trends and patterns based on 1120 estimates in 139 countries from 1950 to 2014. The private average global return to a year of schooling is 9% a year. Private returns to higher education increased, raising issues of financing and equity. Social returns to schooling remain high. Women continue to experience higher average returns to schooling, showing that girls’ education remains a priority.
Journal: Education Economics
Pages: 445-458
Issue: 5
Volume: 26
Year: 2018
Month: 9
X-DOI: 10.1080/09645292.2018.1484426
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1484426
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Template-Type: ReDIF-Article 1.0
Author-Name: Colin Green
Author-X-Name-First: Colin
Author-X-Name-Last: Green
Title: Editorial
Journal: Education Economics
Pages: 1-3
Issue: 1
Volume: 28
Year: 2020
Month: 1
X-DOI: 10.1080/09645292.2020.1713559
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1713559
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Template-Type: ReDIF-Article 1.0
Author-Name: Adam Ayaita
Author-X-Name-First: Adam
Author-X-Name-Last: Ayaita
Author-Name: Kathleen Stürmer
Author-X-Name-First: Kathleen
Author-X-Name-Last: Stürmer
Title: Risk aversion and the teaching profession: an analysis including different forms of risk aversion, different control groups, selection and socialization effects
Abstract: 
 Risk aversion might affect current and potential teachers’ reaction to reforms, such as payment reforms. However, evidence on teachers’ risk aversion in comparison to other occupations is limited. The present study is based on twelve waves of a representative German data set (N = 18,381) and shows that teaching relates positively to risk aversion, especially to risk aversion with respect to occupational career. Teachers score higher in risk aversion even than other civil servants. Our results suggest that risk-averse individuals are attracted to teaching, while we find no evidence for a socialization effect during the career.
Journal: Education Economics
Pages: 4-25
Issue: 1
Volume: 28
Year: 2020
Month: 1
X-DOI: 10.1080/09645292.2019.1675592
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1675592
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Template-Type: ReDIF-Article 1.0
Author-Name: Sana Sellami
Author-X-Name-First: Sana
Author-X-Name-Last: Sellami
Author-Name: Dieter Verhaest
Author-X-Name-First: Dieter
Author-X-Name-Last: Verhaest
Author-Name: Walter Nonneman
Author-X-Name-First: Walter
Author-X-Name-Last: Nonneman
Author-Name: Walter Van Trier
Author-X-Name-First: Walter
Author-X-Name-Last: Van Trier
Title: Education as investment, consumption or adapting to social norm: implications for educational mismatch among graduates
Abstract: 
 Relying on data for Belgian graduates, we investigate the relationship between motives to participate in higher education (investment, educational consumption, student life consumption and social norms) and overeducation after graduation. We also examine whether these motives affect the relationship between overeducation and other outcomes like wages and job satisfaction. Key findings are that individuals motivated by educational consumption are less likely to be overeducated but face a stronger job satisfaction penalty to overeducation. Moreover, those motivated by student life consumption have a higher likelihood of overeducation.
Journal: Education Economics
Pages: 26-45
Issue: 1
Volume: 28
Year: 2020
Month: 1
X-DOI: 10.1080/09645292.2019.1680955
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1680955
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Template-Type: ReDIF-Article 1.0
Author-Name: Agar Brugiavini
Author-X-Name-First: Agar
Author-X-Name-Last: Brugiavini
Author-Name: Carlo Carraro
Author-X-Name-First: Carlo
Author-X-Name-Last: Carraro
Author-Name: Matija Kovacic
Author-X-Name-First: Matija
Author-X-Name-Last: Kovacic
Title: Academic achievements: the effects of excess time to degree on GPA
Abstract: 
 This paper proposes a novel approach to investigating the determinants of academic performance: GPA and time to degree. We match administrative records with questionnaire responses for a large set of undergraduate students from one Italian public university. By exploiting reforms implemented by the University, we estimate the effect of the excess time to degree on GPA and find a strong negative relationship. Our results shed light on two crucial outcomes of academic performance, which may also determine the students' bargaining power in the labor market.
Journal: Education Economics
Pages: 46-66
Issue: 1
Volume: 28
Year: 2020
Month: 1
X-DOI: 10.1080/09645292.2019.1672623
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1672623
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Template-Type: ReDIF-Article 1.0
Author-Name: Evan Totty
Author-X-Name-First: Evan
Author-X-Name-Last: Totty
Title: High school value-added and college outcomes
Abstract: 
 This paper analyzes the relationship between high school value-added and college performance, which contributes to the literature on (1) the relationship between value-added and adult outcomes and (2) the importance of high schools. One standard deviation increase in high school value-added is associated with an increase in the probability of graduating from college by 4–6 percentage points and final GPA by 0.04–0.08 points on a 4.0 scale, depending on controls for student, high school, geographic, university, and major selection effects. The associations are largest for male students and Black students. Most of the association with GPA occurs in early semesters.
Journal: Education Economics
Pages: 67-95
Issue: 1
Volume: 28
Year: 2020
Month: 1
X-DOI: 10.1080/09645292.2019.1676880
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1676880
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Template-Type: ReDIF-Article 1.0
Author-Name: Merve Cim
Author-X-Name-First: Merve
Author-X-Name-Last: Cim
Author-Name: Michael Kind
Author-X-Name-First: Michael
Author-X-Name-Last: Kind
Author-Name: Jan Kleibrink
Author-X-Name-First: Jan
Author-X-Name-Last: Kleibrink
Title: Occupational mismatch of immigrants in Europe: the role of education and cognitive skills
Abstract: 
 Occupational mismatch is a widespread phenomenon among immigrants in many European countries. Mismatch is predominantly measured in terms of formal education ignoring the imperfect comparability of international educational degrees. Exploiting internationally comparable cognitive skill measures from the PIAAC data, we examine whether overeducation implies only an apparent phenomenon or a genuine overqualification observed also in the form of cognitive overskilling. Our results for 11 European countries show significant differences in the incidence of formal overeducation and genuine overqualification between immigrants and natives.
Journal: Education Economics
Pages: 96-112
Issue: 1
Volume: 28
Year: 2020
Month: 1
X-DOI: 10.1080/09645292.2019.1677558
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1677558
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Template-Type: ReDIF-Article 1.0
Author-Name: The Editors
Title: Correction
Journal: Education Economics
Pages: 113-113
Issue: 1
Volume: 28
Year: 2020
Month: 1
X-DOI: 10.1080/09645292.2019.1687988
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1687988
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Template-Type: ReDIF-Article 1.0
Author-Name: Colin Green
Author-X-Name-First: Colin
Author-X-Name-Last: Green
Title: Editorial
Journal: Education Economics
Pages: 1-3
Issue: 1
Volume: 27
Year: 2019
Month: 1
X-DOI: 10.1080/09645292.2019.1555211
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1555211
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Template-Type: ReDIF-Article 1.0
Author-Name: Vincenzo Andrietti
Author-X-Name-First: Vincenzo
Author-X-Name-Last: Andrietti
Author-Name: Xuejuan Su
Author-X-Name-First: Xuejuan
Author-X-Name-Last: Su
Title: Education curriculum and student achievement: theory and evidence
Abstract: 
 We propose a theory of education curricula as horizontally differentiated by their paces. The pace of a curriculum and the preparedness of a student jointly determine the match quality of the curriculum for this student, so different students derive different benefits from learning under the same curriculum. Furthermore, a change in the curricular pace has distributional effects across students, benefiting some while hurting others. We test the model prediction using a quasi-natural experiment we call the G8 reform in Germany, which introduced a faster-paced curriculum for academic-track students. We find evidence consistent with our theory: While the reform improves students' test scores on average, such benefits are more pronounced for well-prepared students. In contrast, less-prepared students do not seem to benefit from the reform.
Journal: Education Economics
Pages: 4-19
Issue: 1
Volume: 27
Year: 2019
Month: 1
X-DOI: 10.1080/09645292.2018.1527894
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1527894
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Template-Type: ReDIF-Article 1.0
Author-Name: Philipp Mandel
Author-X-Name-First: Philipp
Author-X-Name-Last: Mandel
Author-Name: Bernd Süssmuth
Author-X-Name-First: Bernd
Author-X-Name-Last: Süssmuth
Author-Name: Marco Sunder
Author-X-Name-First: Marco
Author-X-Name-Last: Sunder
Title: Cumulative instructional time and student achievement
Abstract: 
 This study uses a newly compiled data set of instructional time and student performance by subject across German federal states for student cohorts enrolled at the primary level in the 1990s and tested at the secondary level in the 2000s. It finds evidence for the school inputs-student achievement relationship, taking nonlinearity, cross-discipline and cross-academic progress effects into account, on the basis of regression models with state fixed effects. We find that high school ninth graders benefit from lifetime instructional time, in particular at the pre-secondary level. The results accommodate self-productivity, dynamic complementarity, and depreciation.
Journal: Education Economics
Pages: 20-34
Issue: 1
Volume: 27
Year: 2019
Month: 1
X-DOI: 10.1080/09645292.2018.1512559
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1512559
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Template-Type: ReDIF-Article 1.0
Author-Name: Simone Sasso
Author-X-Name-First: Simone
Author-X-Name-Last: Sasso
Author-Name: Jo Ritzen
Author-X-Name-First: Jo
Author-X-Name-Last: Ritzen
Title: Sectoral cognitive skills, R&D, and productivity: a cross-country cross-sector analysis
Abstract: 
 We focus on human capital measured by skills and analyse its relationship with R&D investments and productivity across 12 OECD economies and 17 industries. We compute a measure of sectoral human capital defined as the average cognitive skills of the workforce in each country-sector combination. The variation in labour productivity that can be explained by human capital is remarkably large when measured by the sectoral skills, whereas it appears statistically insignificant when measured by the sectoral school attainment. This suggests that using measures of sectoral cognitive skills can represent a major step forward in any future sectoral growth accounting exercise.
Journal: Education Economics
Pages: 35-51
Issue: 1
Volume: 27
Year: 2019
Month: 1
X-DOI: 10.1080/09645292.2018.1515309
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1515309
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Template-Type: ReDIF-Article 1.0
Author-Name: Stefanie P. Herber
Author-X-Name-First: Stefanie P.
Author-X-Name-Last: Herber
Author-Name: Michael Kalinowski
Author-X-Name-First: Michael
Author-X-Name-Last: Kalinowski
Title: Non-take-up of student financial aid—A microsimulation for Germany
Abstract: 
 We estimate the percentage of eligible students who do not take up their federal need-based student financial aid entitlements in a microsimulation model for the German Socio-Economic Panel Study 2002–2013. We find that about 40% of the eligible low-income students do not take up their entitlements. Non-take-up is inversely and rather inelastically related to the level of benefits. We investigate possible reasons for non-take-up, accounting for potential sample selection and endogeneity issues; and discuss policy implications.
Journal: Education Economics
Pages: 52-74
Issue: 1
Volume: 27
Year: 2019
Month: 1
X-DOI: 10.1080/09645292.2018.1490698
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1490698
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Template-Type: ReDIF-Article 1.0
Author-Name: Mehmet Pinar
Author-X-Name-First: Mehmet
Author-X-Name-Last: Pinar
Author-Name: Joniada Milla
Author-X-Name-First: Joniada
Author-X-Name-Last: Milla
Author-Name: Thanasis Stengos
Author-X-Name-First: Thanasis
Author-X-Name-Last: Stengos
Title: Sensitivity of university rankings: implications of stochastic dominance efficiency analysis
Abstract: 
 To create their rankings, university-ranking agencies usually combine multiple performance measures into a composite index. However, both rankings and index scores are sensitive to the weights assigned to performance measures. This paper uses a stochastic dominance efficiency methodology to obtain two extreme, case-weighting vectors using the Academic Ranking of Worldwide Universities (ARWU) and Times Higher Education (THE) data, both of which lead to the highest and lowest index outcomes for the majority of universities. We find that both composite scores and rankings are very sensitive to weight variations, especially for middle- and low-ranked universities.
Journal: Education Economics
Pages: 75-92
Issue: 1
Volume: 27
Year: 2019
Month: 1
X-DOI: 10.1080/09645292.2018.1512560
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1512560
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Handle: RePEc:taf:edecon:v:27:y:2019:i:1:p:75-92




Template-Type: ReDIF-Article 1.0
Author-Name: Hieu T. M. Nguyen
Author-X-Name-First: Hieu T. M.
Author-X-Name-Last: Nguyen
Title: Ethnic gaps in child education outcomes in Vietnam: an investigation using Young Lives data
Abstract: 
 There are large gaps in child education outcomes between the Kinh majority and non-Kinh minorities in Vietnam. This paper seeks to understand the reasons for these ethnic gaps. The examination employs Probit and multilevel regression models, and associated decomposition techniques. The results show that Vietnam’s ethnic gap in school enrolment is mostly attributable to household characteristics such as household expenditure and father’s education. Gaps in schooling progress and performance are explained by a broader set of variables such as child, household, commune, school, and peer characteristics.
Journal: Education Economics
Pages: 93-111
Issue: 1
Volume: 27
Year: 2019
Month: 1
X-DOI: 10.1080/09645292.2018.1444147
File-URL: http://hdl.handle.net/10.1080/09645292.2018.1444147
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Handle: RePEc:taf:edecon:v:27:y:2019:i:1:p:93-111




Template-Type: ReDIF-Article 1.0
Author-Name: Luciana Méndez
Author-X-Name-First: Luciana
Author-X-Name-Last: Méndez
Title: University supply expansion and inequality of opportunity of access: the case of Uruguay
Abstract: 
 This paper examines whether opportunity of access to public university has improved over the period 2008–2013 in Uruguay; in which an important territorial expansion of the public university supply, historically located in Montevideo (the capital of Uruguay), to other regions of the country (named the Interior) took place. Results suggest that Uruguay expanded opportunity to access university increasingly towards the more disadvantaged individuals. However, as the coverage rate of students from better-off parental educational background increased more than for those from less-privileged ones, inequality of opportunity worsened in the Interior.
Journal: Education Economics
Pages: 115-135
Issue: 2
Volume: 28
Year: 2020
Month: 3
X-DOI: 10.1080/09645292.2019.1684448
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1684448
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Handle: RePEc:taf:edecon:v:28:y:2020:i:2:p:115-135




Template-Type: ReDIF-Article 1.0
Author-Name: Gil S. Epstein
Author-X-Name-First: Gil S.
Author-X-Name-Last: Epstein
Author-Name: Shahar Sansani
Author-X-Name-First: Shahar
Author-X-Name-Last: Sansani
Title: Immigrant examination behavior
Abstract: 
 In this paper, we estimate differences in examination behavior between immigrants and natives, by examining differences in the propensity to forego a passing grade on a final exam in order to retake that final exam. Retaking a final exam involves some level of uncertainty, so differences in examination behavior may be due to differences in motivation, risk-taking, and discipline. We find that immigrants are about 2 percentage points more likely to retake a passed exam than natives. This represents a large difference given a baseline retake rate of about 6.5 percentage points.
Journal: Education Economics
Pages: 136-155
Issue: 2
Volume: 28
Year: 2020
Month: 3
X-DOI: 10.1080/09645292.2019.1690635
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1690635
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Handle: RePEc:taf:edecon:v:28:y:2020:i:2:p:136-155




Template-Type: ReDIF-Article 1.0
Author-Name: Huriya Jabbar
Author-X-Name-First: Huriya
Author-X-Name-Last: Jabbar
Author-Name: Wesley Edwards
Author-X-Name-First: Wesley
Author-X-Name-Last: Edwards
Title: Choosing transfer institutions: examining the decisions of Texas community college students transferring to four-year institutions
Abstract: 
 As more students begin their higher education trajectory in community colleges in the US, there are few studies investigating the choice process for community college transfer students. This study draws on models of college choice to examine community college student transfer decisions. Using longitudinal administrative data, we examine institutional characteristics associated with students’ decisions about enrollment. We find that most transfers were to a relatively small subset of public, research institutions, despite a large and diverse set of options. Our results also indicate notable student subgroup preferences associated with measures of institutional support and quality for schools in student choice sets.
Journal: Education Economics
Pages: 156-178
Issue: 2
Volume: 28
Year: 2020
Month: 3
X-DOI: 10.1080/09645292.2019.1690636
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1690636
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Handle: RePEc:taf:edecon:v:28:y:2020:i:2:p:156-178




Template-Type: ReDIF-Article 1.0
Author-Name: Matthew Birch
Author-X-Name-First: Matthew
Author-X-Name-Last: Birch
Author-Name: Robert Rosenman
Author-X-Name-First: Robert
Author-X-Name-Last: Rosenman
Title: Is it the visit or the scholarship? An analysis of a special campus visitation program
Abstract: 
 We analyze the impact of a campus visit program and scholarship for admitted students on enrolling using data from a public research university. Differences in receiving the scholarship allow us to decompose the effect of the program on enrolling into separate visitation and scholarship effects. Visitation appears to increase enrollment, and the visitation effect is substantially larger when we account for endogeneity than in the simple probit model, though the impact differed by race and residency. We find limited evidence to suggest that the visitation scholarship increases the probability to enroll, except among certain subsets of the population.
Journal: Education Economics
Pages: 179-195
Issue: 2
Volume: 28
Year: 2020
Month: 3
X-DOI: 10.1080/09645292.2019.1696750
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1696750
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Template-Type: ReDIF-Article 1.0
Author-Name: Denis Anne
Author-X-Name-First: Denis
Author-X-Name-Last: Anne
Author-Name: Sylvain Chareyron
Author-X-Name-First: Sylvain
Author-X-Name-Last: Chareyron
Author-Name: Yannick L’Horty
Author-X-Name-First: Yannick
Author-X-Name-Last: L’Horty
Title: In the army now … Evaluating an intensive training program for youth
Abstract: 
 We assess the impacts of one of the most intensive youth support and training programs in France: the Voluntary Military Service (VMS), piloted by the army since 2015. Our evaluation allows us to compare the cohort of young people entering the VMS with a cohort of unincorporated young volunteers. Our results indicates that a passage through the VMS increases chances of getting a job, especially for youth under 21 years of age. It also highlights other positive impacts of this pilot scheme and explores the means by which this effect is expressed: improved mobility and the obtention of a qualification.
Journal: Education Economics
Pages: 196-210
Issue: 2
Volume: 28
Year: 2020
Month: 3
X-DOI: 10.1080/09645292.2019.1706075
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1706075
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Handle: RePEc:taf:edecon:v:28:y:2020:i:2:p:196-210




Template-Type: ReDIF-Article 1.0
Author-Name: Weiguo Zhang
Author-X-Name-First: Weiguo
Author-X-Name-Last: Zhang
Author-Name: Donald Lien
Author-X-Name-First: Donald
Author-X-Name-Last: Lien
Title: English listening, speaking, and earnings among workers in urban China
Abstract: 
 This paper explores the relationship between English language skills and earnings among workers in urban China using micro-data from the 2015 China General Social Survey. Using OLS and 2SLS regressions, we find that there are positive economic returns to English language skills (both listening and speaking) among workers in urban China. We also find that there is considerable heterogeneity in the returns to English skills. There is a relationship of complementarity between language and other human capital such as working experience. But only limited evidence with respect to the complementarity between language and education has been found in our setting.
Journal: Education Economics
Pages: 211-223
Issue: 2
Volume: 28
Year: 2020
Month: 3
X-DOI: 10.1080/09645292.2020.1722984
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1722984
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Template-Type: ReDIF-Article 1.0
Author-Name: Eric A. Hanushek
Author-X-Name-First: Eric A.
Author-X-Name-Last: Hanushek
Author-Name: Ludger Woessmann
Author-X-Name-First: Ludger
Author-X-Name-Last: Woessmann
Title: A quantitative look at the economic impact of the European Union’s educational goals
Abstract: 
 This paper quantifies the economic benefits of educational improvement covered by the educational goals of the European Union, providing disaggregated projections for each of the EU countries and comparative economic results for alternative policy goals. Increased student achievement by 25 PISA points across the EU would be expected to add €71 trillion in present value to EU GDP over the status quo. By contrast, the more limited EU goal of reducing low achievement to 15 percent by country would have an impact of only €5 trillion. Central to the analysis is careful attention to the dynamics of educational reform.
Journal: Education Economics
Pages: 225-244
Issue: 3
Volume: 28
Year: 2020
Month: 5
X-DOI: 10.1080/09645292.2020.1719980
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1719980
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Handle: RePEc:taf:edecon:v:28:y:2020:i:3:p:225-244




Template-Type: ReDIF-Article 1.0
Author-Name: Jill Caviglia-Harris
Author-X-Name-First: Jill
Author-X-Name-Last: Caviglia-Harris
Author-Name: Karl Maier
Author-X-Name-First: Karl
Author-X-Name-Last: Maier
Title: It's not all in their heads: the differing role of cognitive factors and non-cognitive traits in undergraduate success
Abstract: 
 This paper examines the determinants of retention and GPA for a large population of students enrolled at a U.S. public four-year university. Using a Heckman selection model to correct for sample selection bias, we find that cognitive factors positively relate to GPA over the college career and that non-cognitive factors have a stronger association in earlier semesters. These results suggest that policy to increase retention should focus on building community, whereas policy to improve academic achievement should focus on developing the perseverance required to build study skills in the early college years.
Journal: Education Economics
Pages: 245-262
Issue: 3
Volume: 28
Year: 2020
Month: 5
X-DOI: 10.1080/09645292.2020.1729702
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1729702
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Handle: RePEc:taf:edecon:v:28:y:2020:i:3:p:245-262




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Rubb
Author-X-Name-First: Stephen
Author-X-Name-Last: Rubb
Title: The impact of the great recession on overeducated and undereducated workers
Abstract: 
 This paper analyzes the labor market impact of the Great Recession on overeducated and undereducated workers. In March 2008, the U.S. economy was near full employment with an unemployment rate of 4.8 percent. The next year, the unemployment rate peaked at 10.0 percent. The pace of the economic decline allows us to observe the workers’ education-occupation match before the downturn and examine its impact on them. We find workers categorized as undereducated prior to the Great Recession less likely to become unemployed or have their hours reduced one year later relative to their just educated and overeducated counterparts, ceteris paribus.
Journal: Education Economics
Pages: 263-274
Issue: 3
Volume: 28
Year: 2020
Month: 5
X-DOI: 10.1080/09645292.2020.1734917
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1734917
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Handle: RePEc:taf:edecon:v:28:y:2020:i:3:p:263-274




Template-Type: ReDIF-Article 1.0
Author-Name: Reynaldo Fernandes
Author-X-Name-First: Reynaldo
Author-X-Name-Last: Fernandes
Author-Name: Naercio Menezes-Filho
Author-X-Name-First: Naercio
Author-X-Name-Last: Menezes-Filho
Title: Charter schools, equity and efficiency in public education
Abstract: 
 The central argument of the article is that charter schools operate as a mechanism to circumvent the institutional constraints imposed on the public manager and thus restore the ‘market’ equilibrium in which all students have the same purchasing power. This changes the mechanisms of hiring and allocating teachers, making the system more equitable and, under certain conditions, improving students’ performance. The ‘market’ mechanism works to equalize the performance of different types of schools and, therefore, the difference in test scores between charters and traditional public schools may not be a good criterion for evaluating the impact of the charter schools.
Journal: Education Economics
Pages: 275-290
Issue: 3
Volume: 28
Year: 2020
Month: 5
X-DOI: 10.1080/09645292.2020.1725959
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1725959
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Handle: RePEc:taf:edecon:v:28:y:2020:i:3:p:275-290




Template-Type: ReDIF-Article 1.0
Author-Name: Sun-Ki Choi
Author-X-Name-First: Sun-Ki
Author-X-Name-Last: Choi
Author-Name: Hyungjo Hur
Author-X-Name-First: Hyungjo
Author-X-Name-Last: Hur
Title: Does job mismatch affect wage and job turnover differently by gender?
Abstract: 
 This study analyzes college graduates in the workplace to evaluate the effects of horizontal mismatches between education and jobs on wages and mobility. Using the Heckman-Lee and probit models, this study shows that a gender wage gap still exists. However, the size of the gender wage differential depends on the extent of mismatch. Specifically, the female wage penalty decreases from closely-related to somewhat-related and then increases from somewhat-related to not-related. We also show that the wage penalty motivates females to change jobs more often.
Journal: Education Economics
Pages: 291-310
Issue: 3
Volume: 28
Year: 2020
Month: 5
X-DOI: 10.1080/09645292.2019.1710464
File-URL: http://hdl.handle.net/10.1080/09645292.2019.1710464
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Handle: RePEc:taf:edecon:v:28:y:2020:i:3:p:291-310




Template-Type: ReDIF-Article 1.0
Author-Name: Giulio Bosio
Author-X-Name-First: Giulio
Author-X-Name-Last: Bosio
Author-Name: Federica Origo
Author-X-Name-First: Federica
Author-X-Name-Last: Origo
Title: Who gains from active learning in higher education?
Abstract: 
 We study whether and how teaching style (i.e. traditional vs active mode) affects academic performance of young individuals in tertiary education. We focus on entrepreneurship education as an ideal subject for experimenting alternative teaching methods. Identification relies on Triple Difference estimates based on detailed administrative data for the universe of students in a Master’s program in Management in Italy. Our preferred estimates show no significant effects of the teaching mode on student’s achievement. However, further estimates reveal interesting heterogeneities across students, being active teaching more effective in the case of females and students from secondary schools with an academic track.
Journal: Education Economics
Pages: 311-331
Issue: 3
Volume: 28
Year: 2020
Month: 5
X-DOI: 10.1080/09645292.2020.1761298
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1761298
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Handle: RePEc:taf:edecon:v:28:y:2020:i:3:p:311-331




Template-Type: ReDIF-Article 1.0
Author-Name: Richard Murphy
Author-X-Name-First: Richard
Author-X-Name-Last: Murphy
Author-Name: Gill Wyness
Author-X-Name-First: Gill
Author-X-Name-Last: Wyness
Title: Minority report: the impact of predicted grades on university admissions of disadvantaged groups
Abstract: 
 We study the UK's university application system, in which students apply based on predicted examination grades, rather than actual results. Using three years of UK university applications data we find that only 16% of applicants’ predicted grades are accurate, with 75% of applicants having over-predicted grades. However, high-attaining, disadvantaged students are significantly more likely to receive pessimistic grade predictions. We show that under-predicted candidates are more likely to enrol in courses for which they are over qualified. We conclude that the use of predicted rather than actual grades has important implications for labour market outcomes and social mobility.
Journal: Education Economics
Pages: 333-350
Issue: 4
Volume: 28
Year: 2020
Month: 7
X-DOI: 10.1080/09645292.2020.1761945
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1761945
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Handle: RePEc:taf:edecon:v:28:y:2020:i:4:p:333-350




Template-Type: ReDIF-Article 1.0
Author-Name: Ian Burn
Author-X-Name-First: Ian
Author-X-Name-Last: Burn
Author-Name: Michael E. Martell
Author-X-Name-First: Michael E.
Author-X-Name-Last: Martell
Title: The role of work values and characteristics in the human capital investment of gays and lesbians
Abstract: 
 We show that educational outcomes of sexual minorities are consistent with efforts to mediate future discrimination. Gay men and lesbians obtain more years of schooling than heterosexual men and women, between 0.6 and 1.2 years. This difference is robust to controlling for observable characteristics for men but not women. Gay men and lesbian women also complete different college majors. Gay men are more likely to choose majors with lower levels of prejudice, higher levels of workplace independence, and occupations that emphasize relationships even though they pay less. Similarly, lesbian women choose majors with less prejudice and more workplace independence.
Journal: Education Economics
Pages: 351-369
Issue: 4
Volume: 28
Year: 2020
Month: 7
X-DOI: 10.1080/09645292.2020.1758039
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1758039
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Handle: RePEc:taf:edecon:v:28:y:2020:i:4:p:351-369




Template-Type: ReDIF-Article 1.0
Author-Name: Pooya Almasi
Author-X-Name-First: Pooya
Author-X-Name-Last: Almasi
Author-Name: Aboozar Hadavand
Author-X-Name-First: Aboozar
Author-X-Name-Last: Hadavand
Author-Name: Sarah Thomas
Author-X-Name-First: Sarah
Author-X-Name-Last: Thomas
Author-Name: Orkideh Gharehgozli
Author-X-Name-First: Orkideh
Author-X-Name-Last: Gharehgozli
Title: Relevance of education to occupation: a new empirical approach based on college courses
Abstract: 
 We introduce a new approach to measuring the match between education and occupation by using the number of college courses related to one's occupation. Previous studies have only considered the match between college ‘major’ and occupation. That approach ignores the content of education and the courses taken in college. We find that taking courses in college that are relevant to one's occupation is significantly associated with higher wages, which can be taken as evidence against the notion that returns to college are principally a matter of signaling. A student's wage increases, on average, by 1.5–2.1% for each matched course.
Journal: Education Economics
Pages: 370-383
Issue: 4
Volume: 28
Year: 2020
Month: 7
X-DOI: 10.1080/09645292.2020.1749233
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1749233
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Handle: RePEc:taf:edecon:v:28:y:2020:i:4:p:370-383




Template-Type: ReDIF-Article 1.0
Author-Name: Kathryn Anderson
Author-X-Name-First: Kathryn
Author-X-Name-Last: Anderson
Author-Name: Xue Gong
Author-X-Name-First: Xue
Author-X-Name-Last: Gong
Author-Name: Kai Hong
Author-X-Name-First: Kai
Author-X-Name-Last: Hong
Author-Name: Xi Zhang
Author-X-Name-First: Xi
Author-X-Name-Last: Zhang
Title: The impacts of transition to middle school on student cognitive, non-cognitive and perceptual developments: evidence from China
Abstract: 
 We examine the effect of the transition to a separate middle school after grade six on student cognitive, non-cognitive, and perceptual developments in China. We use an approach that combines inverse propensity score weighting and discrete factor approximation to address the endogeneity of the transition. We find that transitioning students report worse overall development in health, social adaptation and academic achievement and lower evaluation of the school than non-transitioning students. Transitioning students are also less likely to feel confident or popular among peers. The lower performance on the first exam in middle school only partly explains these observed transition effects.
Journal: Education Economics
Pages: 384-402
Issue: 4
Volume: 28
Year: 2020
Month: 7
X-DOI: 10.1080/09645292.2020.1749234
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1749234
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Handle: RePEc:taf:edecon:v:28:y:2020:i:4:p:384-402




Template-Type: ReDIF-Article 1.0
Author-Name: Philipp Grunau
Author-X-Name-First: Philipp
Author-X-Name-Last: Grunau
Title: Literacy and numeracy of overeducated and undereducated workers: revisiting the allocation process in the labour market
Abstract: 
 According to a prominent hypothesis, the occurrence of educational mismatches is consistent with human capital theory since over- and undereducation are substitutes for heterogeneity in the abilities and skills among educational peers. Using German data1 of literacy and numeracy test scores, I find evidence that compared to their correctly matched educational peers, overeducated (undereducated) workers have lower (better) numeracy and literacy. Controlling for former periods of educational mismatch or unemployment confirms these results. However, only a small proportion of the wage penalty (wage premium) associated with overeducation (undereducation) can be attributed to the wider consideration of human capital endowment.
Journal: Education Economics
Pages: 403-417
Issue: 4
Volume: 28
Year: 2020
Month: 7
X-DOI: 10.1080/09645292.2020.1751082
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1751082
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Handle: RePEc:taf:edecon:v:28:y:2020:i:4:p:403-417




Template-Type: ReDIF-Article 1.0
Author-Name: Olga Lazareva
Author-X-Name-First: Olga
Author-X-Name-Last: Lazareva
Author-Name: Andrei Zakharov
Author-X-Name-First: Andrei
Author-X-Name-Last: Zakharov
Title: Teacher wages and educational outcomes: evidence from the Russian school system
Abstract: 
 In this study, we test how the level of relative teacher wages affects educational outcomes. Russia provides a unique setting for testing this relationship given its high regional heterogeneity. We use two measures of educational outcomes at different levels of the school system. Our results show that the level of relative teacher wages has a significant positive effect on both test scores. Institutional reforms in teacher wage setting in Russia further allow us to estimate an instrumental variable model and difference-in-difference model, which confirm the robustness of our main result. We also provide some evidence on the possible channels of this effect.
Journal: Education Economics
Pages: 418-436
Issue: 4
Volume: 28
Year: 2020
Month: 7
X-DOI: 10.1080/09645292.2020.1775181
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1775181
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Handle: RePEc:taf:edecon:v:28:y:2020:i:4:p:418-436




Template-Type: ReDIF-Article 1.0
Author-Name: Pedro Luis Silva
Author-X-Name-First: Pedro Luis
Author-X-Name-Last: Silva
Author-Name: Luis Catela Nunes
Author-X-Name-First: Luis Catela
Author-X-Name-Last: Nunes
Author-Name: Carmo Seabra
Author-X-Name-First: Carmo
Author-X-Name-Last: Seabra
Author-Name: Ana Balcao Reis
Author-X-Name-First: Ana
Author-X-Name-Last: Balcao Reis
Author-Name: Miguel Alves
Author-X-Name-First: Miguel
Author-X-Name-Last: Alves
Title: Student selection and performance in higher education: admission exams vs. high school scores
Abstract: 
 In many countries, students are selected into higher education institutions based on their achievement at high school, measured by scores given by their teachers and obtained on final national exams. This paper compares these two measures in terms of their ability to predict students' success in higher education. Accounting for sample selection problems, we find that the high school score is a stronger predictor of students' performance at university. However, the score obtained in the mathematics national exam still adds information. We conclude that both measures are complementary, a result that is relevant for university recruitment and selection policies.
Journal: Education Economics
Pages: 437-454
Issue: 5
Volume: 28
Year: 2020
Month: 9
X-DOI: 10.1080/09645292.2020.1782846
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1782846
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Handle: RePEc:taf:edecon:v:28:y:2020:i:5:p:437-454




Template-Type: ReDIF-Article 1.0
Author-Name: Hege Marie Gjefsen
Author-X-Name-First: Hege Marie
Author-X-Name-Last: Gjefsen
Author-Name: Trude Gunnes
Author-X-Name-First: Trude
Author-X-Name-Last: Gunnes
Title: How school accountability affects teacher mobility and teacher sorting
Abstract: 
 We study how the introduction of school accountability affects teacher mobility and sorting. We exploit that lower-secondary schools in Oslo became formally accountable to the school district authority for student achievement in 2003 and that the ranking of these schools, based on a value-added measure, became public information in 2005. Using a double and a triple difference estimator, we find substantially increased teacher mobility after the reform. Most teachers who changed their jobs due to the reform left the profession. Nevertheless, leaving teachers were replaced by other high-ability teachers, yielding a positive sorting effect after the second part of the reform.
Journal: Education Economics
Pages: 455-473
Issue: 5
Volume: 28
Year: 2020
Month: 9
X-DOI: 10.1080/09645292.2020.1788514
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1788514
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Handle: RePEc:taf:edecon:v:28:y:2020:i:5:p:455-473




Template-Type: ReDIF-Article 1.0
Author-Name: Emilie Dargaud
Author-X-Name-First: Emilie
Author-X-Name-Last: Dargaud
Author-Name: Fréedéeric Jouneau-Sion
Author-X-Name-First: Fréedéeric
Author-X-Name-Last: Jouneau-Sion
Title: The good MOOC and the universities
Abstract: 
 We propose a model of competition between online and brick-and-mortar higher education. Students pay a transportation cost to attend the brick-and-mortar supplier's courses, whereas the online course is free of transportation cost but involves a fixed and homogeneous disutility. We derive the optimal fee policy for a single university as a function of its location and the fixed cost of online delivery. We also study the impact of distance learning on competition between two universities. We discuss equilibria and market sharing in non-regulated and regulated settings. Finally, we address policy issues such as optimal provision of MOOCs.
Journal: Education Economics
Pages: 474-490
Issue: 5
Volume: 28
Year: 2020
Month: 9
X-DOI: 10.1080/09645292.2020.1775182
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1775182
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Handle: RePEc:taf:edecon:v:28:y:2020:i:5:p:474-490




Template-Type: ReDIF-Article 1.0
Author-Name: Kristian Koerselman
Author-X-Name-First: Kristian
Author-X-Name-Last: Koerselman
Title: Why Finnish polytechnics reject top applicants
Abstract: 
 I use a panel of higher education clearinghouse data to study the centralized assignment of applicants to Finnish polytechnics. Many top applicants remain completely unassigned each year. The same applicants' future applications reveal that many of them should have been admitted to a different program immediately. The application system, however, discourages applicants from applying to multiple programs within the same year, while at the same time leaving them in the dark on the set of programs willing to admit them. Improvements to the application system have the potential to substantially reduce reapplications, thereby shortening long queues into Finnish higher education.
Journal: Education Economics
Pages: 491-507
Issue: 5
Volume: 28
Year: 2020
Month: 9
X-DOI: 10.1080/09645292.2020.1787953
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1787953
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Handle: RePEc:taf:edecon:v:28:y:2020:i:5:p:491-507




Template-Type: ReDIF-Article 1.0
Author-Name: Iris Franz
Author-X-Name-First: Iris
Author-X-Name-Last: Franz
Title: Unintentional procrastination, self control, and academic achievements
Abstract: 
 This study measures students' unintentional procrastination, as captured by ‘the number of days delayed,’ or ‘delay.’ ‘Delay’ is the difference between the day that a student indicated that he or she would work on a homework assignment, and the day that he or she actually worked on that assignment as recorded by Blackboard. Regression results demonstrate that ‘delay’ is negatively associated with homework score, grade in principles of micro-and-macroeconomics, as well as cumulative GPA. Furthermore, starting homework later than one's plan matters more than starting homework late per se. Finally, students do not update their priors about their own behavior.
Journal: Education Economics
Pages: 508-525
Issue: 5
Volume: 28
Year: 2020
Month: 9
X-DOI: 10.1080/09645292.2020.1801596
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1801596
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Handle: RePEc:taf:edecon:v:28:y:2020:i:5:p:508-525




Template-Type: ReDIF-Article 1.0
Author-Name: Stefani Milovanska-Farrington
Author-X-Name-First: Stefani
Author-X-Name-Last: Milovanska-Farrington
Title: Reasons to attend college, academic success, and post-college plans
Abstract: 
 More than one third of college students in the US do not complete their college education. Through panel data methods and principal component regression analysis, this study examines the effect of different reasons for college enrollment on academic performance, educational outcomes and future planning. The findings suggest that students who attend college for individual growth are more likely to have higher grades and to pursue a graduate degree. Given that the reasons for going to college predict factors which influence withdrawal, understanding the reasons for enrollment can help identify and assist students at risk of not completing their college education.
Journal: Education Economics
Pages: 526-547
Issue: 5
Volume: 28
Year: 2020
Month: 9
X-DOI: 10.1080/09645292.2020.1801597
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1801597
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Handle: RePEc:taf:edecon:v:28:y:2020:i:5:p:526-547




Template-Type: ReDIF-Article 1.0
Author-Name: Natalia Radchenko
Author-X-Name-First: Natalia
Author-X-Name-Last: Radchenko
Title: Student evaluations of teaching: unidimensionality, subjectivity, and biases
Abstract: 
 This work contributes to the literature raising concerns with the use of SET (student teaching evaluation) scores to evaluate teaching effectiveness and to motivate or demotivate faculty tenure and promotion decisions. It shows that the non-deterministic and qualitative nature of the SETs controverts their analysis and interpretation. It also reinforces empirical evidence that the SET usage introduces multiple biases related to professor, course, and class characteristics and facilitates grade inflation. This study exploits a large data set coming from an American research university.
Journal: Education Economics
Pages: 549-566
Issue: 6
Volume: 28
Year: 2020
Month: 11
X-DOI: 10.1080/09645292.2020.1814997
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1814997
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Handle: RePEc:taf:edecon:v:28:y:2020:i:6:p:549-566




Template-Type: ReDIF-Article 1.0
Author-Name: Gérard Lassibille
Author-X-Name-First: Gérard
Author-X-Name-Last: Lassibille
Author-Name: Mª Lucia Navarro Gómez
Author-X-Name-First: Mª Lucia
Author-X-Name-Last: Navarro Gómez
Title: Teachers’ job satisfaction and gender imbalance at school
Abstract: 
 The paper aims to evaluate and compare across a large range of countries the impact of gender diversity on the overall job satisfaction of lower-secondary education teachers. It also seeks to examine whether the effects of gender similarity are asymmetrical for men and women. The empirical evidence is based on the estimation of multilevel models that control for individual characteristics, work-related factors, and school-based variables. The results may be suggestive for policy makers and educational planners who are initiating interventions designed to promote diversity within the education system and to remasculinize the teaching profession.
Journal: Education Economics
Pages: 567-586
Issue: 6
Volume: 28
Year: 2020
Month: 11
X-DOI: 10.1080/09645292.2020.1811839
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1811839
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Template-Type: ReDIF-Article 1.0
Author-Name: Tim Ehlers
Author-X-Name-First: Tim
Author-X-Name-Last: Ehlers
Author-Name: Robert Schwager
Author-X-Name-First: Robert
Author-X-Name-Last: Schwager
Title: Academic achievement and tracking – a theory based on grading standards
Abstract: 
 We present a theory explaining the impact of ability tracking on academic performance based on grading policies. Our model distinguishes between initial ability, which is mainly determined by parental background, and eagerness to learn. We show that achievements of low ability students may be higher in a comprehensive school system, even if there are neither synergy effects nor interdependent preferences among classmates. This arises because the comprehensive school sets a compromise standard which exceeds the standard from the low ability track. Moreover, if students with lower initial ability have a higher eagerness to learn, merging classes will increase the average performance.
Journal: Education Economics
Pages: 587-600
Issue: 6
Volume: 28
Year: 2020
Month: 11
X-DOI: 10.1080/09645292.2020.1808594
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1808594
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Handle: RePEc:taf:edecon:v:28:y:2020:i:6:p:587-600




Template-Type: ReDIF-Article 1.0
Author-Name: Tommaso Agasisti
Author-X-Name-First: Tommaso
Author-X-Name-Last: Agasisti
Author-Name: María Gil-Izquierdo
Author-X-Name-First: María
Author-X-Name-Last: Gil-Izquierdo
Author-Name: Seong Won Han
Author-X-Name-First: Seong Won
Author-X-Name-Last: Han
Title: ICT Use at home for school-related tasks: what is the effect on a student’s achievement? Empirical evidence from OECD PISA data
Abstract: 
 In this paper, we have employed data from the OECD’s Programme for International Student Assessment (PISA, 2012 edition) on the EU-15 countries in order to investigate the effect of using ICT at home on achievement. By employing Propensity Score Matching, we provide robust evidence that in most countries there is a negative association between using computers intensely for homework and achieving lower test scores across all subjects. Such negative effect affects the achievement of both low- and high-performing students and is robust to a specification that consider unobservable self-sorting of students across schools. Our findings suggest that a more cautious approach should be taken with regards to the wide-spread use of digital innovation as a means to support students’ out-of-school work.
Journal: Education Economics
Pages: 601-620
Issue: 6
Volume: 28
Year: 2020
Month: 11
X-DOI: 10.1080/09645292.2020.1822787
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1822787
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Template-Type: ReDIF-Article 1.0
Author-Name: Ghadir Asadi
Author-X-Name-First: Ghadir
Author-X-Name-Last: Asadi
Title: Parents' investments in the quality of education: the case of Ghana
Abstract: 
 While school enrollment at the primary level has been rising in developing countries rapidly, international measures of education quality do not exhibit a parallel improvement. Since parents' expenditure is an important determinant of children's school performance, we investigate parents' investments on quality measured by their spending on books and other school materials. We develop an overlapping generations model in which parents use children's human capital as a screening measure for adjusting their investment. Our main hypothesis is that families consider better school performance to be a reliable predictor of future return, and this will incentivize them to invest more.
Journal: Education Economics
Pages: 621-646
Issue: 6
Volume: 28
Year: 2020
Month: 11
X-DOI: 10.1080/09645292.2020.1822788
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1822788
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Template-Type: ReDIF-Article 1.0
Author-Name: Luca Fumarco
Author-X-Name-First: Luca
Author-X-Name-Last: Fumarco
Author-Name: Gabriel Schultze
Author-X-Name-First: Gabriel
Author-X-Name-Last: Schultze
Title: Does relative age make Jack a dull student? Evidence from students’ schoolwork and playtime
Abstract: 
 A large literature shows that relatively young students perform worse in class. Using data from the ‘Health Behaviour in School Aged Children’ international survey, we additionally find robust evidence that they are aware of performing poorly, they spend more time watching TV and less time doing sports than older peers, while tending to spend as much time as older peers on their homework. We use a two-stage least square to instrument both relative and absolute age, which turns out to be an important issue. Heterogeneity analyses show that most of these effects reverse or disappear in time.
Journal: Education Economics
Pages: 647-670
Issue: 6
Volume: 28
Year: 2020
Month: 11
X-DOI: 10.1080/09645292.2020.1832200
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1832200
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Template-Type: ReDIF-Article 1.0
Author-Name: Colin P. Green
Author-X-Name-First: Colin P.
Author-X-Name-Last: Green
Author-Name: John S. Heywood
Author-X-Name-First: John S.
Author-X-Name-Last: Heywood
Author-Name: Lindsey Macmillan
Author-X-Name-First: Lindsey
Author-X-Name-Last: Macmillan
Title: Editorial
Journal: Education Economics
Pages: 1-2
Issue: 1
Volume: 29
Year: 2021
Month: 01
X-DOI: 10.1080/09645292.2021.1874464
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1874464
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Template-Type: ReDIF-Article 1.0
Author-Name: Ali Ahmed
Author-X-Name-First: Ali
Author-X-Name-Last: Ahmed
Author-Name: Mats Hammarstedt
Author-X-Name-First: Mats
Author-X-Name-Last: Hammarstedt
Author-Name: Karl Karlsson
Author-X-Name-First: Karl
Author-X-Name-Last: Karlsson
Title: Do schools discriminate against children with disabilities? A field experiment in Sweden
Abstract: 
 This article presents the results of a field experiment in which fictitious parents of children with attention deficit hyperactivity disorder (ADHD) and type 1 diabetes mellitus (T1DM) sent inquiries to schools in Sweden about admission of their children to the mandatory preschool class. Results show that inquiries concerning a child with no medical condition were more likely to receive an invitation for a visit and more likely to receive a promising placement response than inquiries concerning a child with ADHD and T1DM. Discrimination was more prominent in the private sector and when the child was a boy or had ADHD.
Journal: Education Economics
Pages: 3-16
Issue: 1
Volume: 29
Year: 2021
Month: 01
X-DOI: 10.1080/09645292.2020.1855417
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1855417
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Template-Type: ReDIF-Article 1.0
Author-Name: Qing Wang
Author-X-Name-First: Qing
Author-X-Name-Last: Wang
Author-Name: Mengyun Lin
Author-X-Name-First: Mengyun
Author-X-Name-Last: Lin
Author-Name: Fan Li
Author-X-Name-First: Fan
Author-X-Name-Last: Li
Title: Maternal education and the development of Chinese adolescents
Abstract: 
 This paper examines the intergenerational effects of maternal education on adolescents' development in education and health by using data from the China Education Panel Survey. The ordinary least squares and two-stage least squares estimates indicate that maternal education increases both children's cognitive test scores and the probability of being nearsighted and overweight. The net effects of maternal education on the economic well-being of adolescents is inconclusive. We further find that family environment and parenting style are the most relevant mediating mechanisms through which maternal education affects the development of adolescents.
Journal: Education Economics
Pages: 17-31
Issue: 1
Volume: 29
Year: 2021
Month: 1
X-DOI: 10.1080/09645292.2020.1822786
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1822786
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Template-Type: ReDIF-Article 1.0
Author-Name: Soobin Kim
Author-X-Name-First: Soobin
Author-X-Name-Last: Kim
Title: College enrollment over the business cycle: the role of supply constraints
Abstract: 
 Studies on the cyclicality of higher education examine the relationship between variations in labor market conditions and changes in enrollment. While the majority of the existing literature implicitly assumes an elastic supply of enrollment, this study identifies institutions with supply constraints and investigates how those constraints have affected institutions’ decisions on enrollment and how such effects vary across institution types. Findings indicate that, in the short run, capacity-constrained institutions experienced no changes in enrollment or academic qualifications for incoming students in response to increases in admission applications, whereas institutions without constraints responded by accepting more students, with lower SAT scores.
Journal: Education Economics
Pages: 32-52
Issue: 1
Volume: 29
Year: 2021
Month: 1
X-DOI: 10.1080/09645292.2020.1826408
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1826408
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Template-Type: ReDIF-Article 1.0
Author-Name: Larissa da Silva Marioni
Author-X-Name-First: Larissa da Silva
Author-X-Name-Last: Marioni
Title: Overeducation in the labour market: evidence from Brazil
Abstract: 
 This paper analyses the prevalence of educational mismatch and its effects on wages in Brazil using a large employer-employee dataset. I find that half of the Brazilian labour market is mismatched, with similar proportions of over- and undereducated. Overeducated (undereducated) workers earn significantly lower (higher) than their co-workers who hold a well-matched job, and the penalty for overeducation is the same as the premium for undereducation. Moreover, the overeducation penalty is about half of the premium for going to university. Further, given the symmetry of the mismatch correcting it yields small effects on aggregate wages.
Journal: Education Economics
Pages: 53-72
Issue: 1
Volume: 29
Year: 2021
Month: 01
X-DOI: 10.1080/09645292.2020.1832201
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1832201
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Template-Type: ReDIF-Article 1.0
Author-Name: Patrick Gourley
Author-X-Name-First: Patrick
Author-X-Name-Last: Gourley
Author-Name: Greg Madonia
Author-X-Name-First: Greg
Author-X-Name-Last: Madonia
Title: The impact of tenure on faculty course evaluations
Abstract: 
 The conferment of tenure at a United States university provides substantial job security to its recipients. Tenure is designed to allow a professor the ability to explore new and risky research questions without fear of losing their position due to lack of publications. At the same time, this policy creates an incentive system with an ambiguous effect on how the professor performs in the classroom. Professors may no longer care about teaching evaluations since future evaluations are unlikely to affect their job security. Alternatively, tenured professors, no longer having strenuous research priorities, may devote more resources to the teaching component of their job. This paper investigates the impact of the conferment of tenure on student evaluations of teaching. Data comes from a large, flagship state university and spans 22 semesters (2006–2017). We use an instructor-level fixed effects structure to compare end-of-semester course survey scores before and after an instructor receives tenure. We find that conditional on being granted tenure, professors experience a small, but persistent, decrease in student course evaluations. This effect is driven by professors in the top half of the course evaluation distribution.
Journal: Education Economics
Pages: 73-104
Issue: 1
Volume: 29
Year: 2021
Month: 01
X-DOI: 10.1080/09645292.2020.1852391
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1852391
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Template-Type: ReDIF-Article 1.0
Author-Name: Catarina Angelo
Author-X-Name-First: Catarina
Author-X-Name-Last: Angelo
Author-Name: Ana Balcão Reis
Author-X-Name-First: Ana Balcão
Author-X-Name-Last: Reis
Title: Gender gaps in different grading systems
Abstract: 
 This paper analyzes the impact of grading practices on the gender gap in student achievement. We examine the gender difference in the difference between teacher grading and scores on national exams to test whether there are gender differences associated with different grading systems. We use data on 21 subjects across humanities and sciences for students taking exams between the 4th and 12th grades from 2007 to 2018 in Portugal. Our results indicate that a grading system based on exams favors boys, while one based on teacher assessment favors girls.
Journal: Education Economics
Pages: 105-119
Issue: 1
Volume: 29
Year: 2021
Month: 01
X-DOI: 10.1080/09645292.2020.1853681
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1853681
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Template-Type: ReDIF-Article 1.0
Author-Name: Julia Bredtmann
Author-X-Name-First: Julia
Author-X-Name-Last: Bredtmann
Author-Name: Sebastian Otten
Author-X-Name-First: Sebastian
Author-X-Name-Last: Otten
Author-Name: Christina Vonnahme
Author-X-Name-First: Christina
Author-X-Name-Last: Vonnahme
Title: Linguistic diversity in the classroom, student achievement, and social integration
Abstract: 
 We analyze whether non-native speakers in the classroom affect students' educational achievement and social integration. In contrast to previous studies, which mainly examine the effect of the share of immigrant pupils, we focus on language heterogeneity by using a novel measure of the degree of linguistic diversity in the classroom. Conditional on the concentration of non-native speakers in the class, the degree of linguistic diversity has no adverse effect on students' language and math skills, but worsens the social integration of non-native speakers. We demonstrate the robustness of these findings in a variety of sensitivity checks.
Journal: Education Economics
Pages: 121-142
Issue: 2
Volume: 29
Year: 2021
Month: 03
X-DOI: 10.1080/09645292.2020.1866499
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1866499
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Template-Type: ReDIF-Article 1.0
Author-Name: Jungmin Lee
Author-X-Name-First: Jungmin
Author-X-Name-Last: Lee
Author-Name: Yong-Kwan Lee
Author-X-Name-First: Yong-Kwan
Author-X-Name-Last: Lee
Title: Shortening the school week: time allocation of children and parents
Abstract: 
 Shortening the school week is a controversial policy with little empirical investigation. We examine how shortening the school week can affect the time allocation of children and their parents. In South Korea, the government shortened the school week from 5.5 to 5 days gradually from 2006 to 2011. Using time-use data from 2004–2014, we found that, on Saturdays without school, children spent about half of the extra time freed from school sleeping. Parents reduced hours worked in the labor market and stayed at home with children. Shortening the school week could worsen the intergenerational transmission of inequality.
Journal: Education Economics
Pages: 143-157
Issue: 2
Volume: 29
Year: 2021
Month: 03
X-DOI: 10.1080/09645292.2020.1867961
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1867961
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Template-Type: ReDIF-Article 1.0
Author-Name: Audrey Dumas
Author-X-Name-First: Audrey
Author-X-Name-Last: Dumas
Author-Name: Jacques Silber
Author-X-Name-First: Jacques
Author-X-Name-Last: Silber
Title: On the measurement of educational attainment and inequality with ordinal variables
Abstract: 
 Data on educational attainments are often qualitative data where the only information available is the highest level of education of the individual. If these levels of education may be ranked, the information available becomes ordinal. It is then possible to use measures of inequality as well as of overall attainment suggested in recent years (mostly in the field of self-assessed health) for the case where only ordinal information is available. This paper adopts these recent suggestions and proposes new measures of educational inequality and overall educational attainment. Our empirical illustration is based on Eurostat data for the year 2011.
Journal: Education Economics
Pages: 158-172
Issue: 2
Volume: 29
Year: 2021
Month: 03
X-DOI: 10.1080/09645292.2020.1856336
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1856336
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Template-Type: ReDIF-Article 1.0
Author-Name: Johanna Sophie Quis
Author-X-Name-First: Johanna Sophie
Author-X-Name-Last: Quis
Author-Name: Anika Bela
Author-X-Name-First: Anika
Author-X-Name-Last: Bela
Author-Name: Guido Heineck
Author-X-Name-First: Guido
Author-X-Name-Last: Heineck
Title: Preschoolers' self-regulation and early mathematical skill differentials
Abstract: 
 We investigate the relationship between preschoolers' self-regulation and their mathematical competence and its development over the first two years of primary school using data from the German National Educational Panel Study (NEPS). Our results imply a positive association between self-regulation and mathematical competence levels, even when holding basic cognitive abilities constant. Self-regulation is, however, generally not related to competence development over the first two years of primary school. Children with low initial mathematical competence and, to some extent, children with migration background benefit from self-regulation at the transition to primary school but not between grades 1 and 2.
Journal: Education Economics
Pages: 173-193
Issue: 2
Volume: 29
Year: 2021
Month: 03
X-DOI: 10.1080/09645292.2020.1866498
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1866498
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Template-Type: ReDIF-Article 1.0
Author-Name: Amparo Castelló-Climent
Author-X-Name-First: Amparo
Author-X-Name-Last: Castelló-Climent
Author-Name: Rafael Doménech
Author-X-Name-First: Rafael
Author-X-Name-Last: Doménech
Title: Human capital and income inequality revisited
Abstract: 
 This paper revisits the relationship between human capital and income inequality, using an updated data set on human capital inequality and a novel database on earnings inequality. We find an inverted U-shaped relationship between these two inequality indicators, but with significant differences across countries regarding the turning point. Skill-biased technological change is found to be an additional force that may blur the relationship between human capital and earnings inequality. Over and above the effect exerted through earnings inequality, the paper shows that human capital inequality has a direct positive effect on income inequality.
Journal: Education Economics
Pages: 194-212
Issue: 2
Volume: 29
Year: 2021
Month: 03
X-DOI: 10.1080/09645292.2020.1870936
File-URL: http://hdl.handle.net/10.1080/09645292.2020.1870936
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Template-Type: ReDIF-Article 1.0
Author-Name: Markus Zimmermann
Author-X-Name-First: Markus
Author-X-Name-Last: Zimmermann
Title: Postsecondary and labour market outcomes of vocational vs. general higher track secondary pupils
Abstract: 
 This paper estimates the effects of attending a vocational higher track secondary (HTS) school compared to a general HTS school. It considers the case of Germany, where both schools provide access to tertiary education. Identification uses selection-on-observables and instrumental variables strategies. Attending a vocational HTS school has no effect on HTS graduation and a small negative effect on planned university attendance. There are positive effects on career planning, i.e. whether the pupil has a clear plan where to apply after school. After controlling for selection, vocational HTS pupils face higher earnings at early ages, with little differences at later ages.
Journal: Education Economics
Pages: 213-231
Issue: 2
Volume: 29
Year: 2021
Month: 03
X-DOI: 10.1080/09645292.2021.1871884
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1871884
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Template-Type: ReDIF-Article 1.0
Author-Name: Golo Henseke
Author-X-Name-First: Golo
Author-X-Name-Last: Henseke
Author-Name: Jake Anders
Author-X-Name-First: Jake
Author-X-Name-Last: Anders
Author-Name: Francis Green
Author-X-Name-First: Francis
Author-X-Name-Last: Green
Author-Name: Morag Henderson
Author-X-Name-First: Morag
Author-X-Name-Last: Henderson
Title: Income, housing wealth, and private school access in Britain
Abstract: 
 Access to Britain’s highly-resourced private schools matters because of concerns surrounding social mobility. Using the UK Family Resources Survey, we document a high and mostly stable income concentration of private school access since 1997. Nevertheless, some low-income participation persists. Bursaries are income-progressive but cannot account for this participation. Housing wealth is, however, found to be greater for private school participants. We estimate that a 10 per cent rise of family income and home value raises private school participation by 0.9 points, respectively. Neither effect changes over time. The income effect, however, falls sharply outside the top income decile.
Journal: Education Economics
Pages: 252-268
Issue: 3
Volume: 29
Year: 2021
Month: 05
X-DOI: 10.1080/09645292.2021.1874878
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1874878
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Template-Type: ReDIF-Article 1.0
Author-Name: Albert Cheng
Author-X-Name-First: Albert
Author-X-Name-Last: Cheng
Author-Name: Michael B. Henderson
Author-X-Name-First: Michael B.
Author-X-Name-Last: Henderson
Author-Name: Paul E. Peterson
Author-X-Name-First: Paul E.
Author-X-Name-Last: Peterson
Author-Name: Martin R. West
Author-X-Name-First: Martin R.
Author-X-Name-Last: West
Title: Cost-benefit information closes aspiration gaps – if parents think their child is ready for college
Abstract: 
 Can information close socioeconomic gaps in parents’ postsecondary aspirations for their children? We administer a survey experiment to a nationally representative sample of U.S. parents, who are also asked whether their child is academically prepared for college. We inquire whether parents prefer their child to pursue a four-year degree, two-year degree, or no further education. Some parents are also randomly told the costs of college for an individual in their state and income bracket; local labor-market returns to a degree; or both costs and returns. Information closes socioeconomic aspiration gaps only if parents believe their child is ready for college.
Journal: Education Economics
Pages: 233-251
Issue: 3
Volume: 29
Year: 2021
Month: 05
X-DOI: 10.1080/09645292.2021.1874879
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1874879
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Template-Type: ReDIF-Article 1.0
Author-Name: Daniel Erdsiek
Author-X-Name-First: Daniel
Author-X-Name-Last: Erdsiek
Title: Dynamics of overqualification: evidence from the early career of graduates
Abstract: 
 This study analyses the persistence and true state dependence of overqualification, i.e. a mismatch between workers' qualifications and their jobs' educational requirements. Employing individual-level panel data for Germany, we find that overqualification is highly persistent among university graduates over the first ten years of their career cycle. Accounting for unobserved heterogeneity, results from dynamic random-effects probit models suggest that a moderate share of the persistence can be attributed to true state dependence. Unobserved factors are found to be the main driver of overqualification persistence. However, observed heterogeneity in terms of ability and study characteristics significantly contributes to overqualification persistence.
Journal: Education Economics
Pages: 312-340
Issue: 3
Volume: 29
Year: 2021
Month: 05
X-DOI: 10.1080/09645292.2021.1882391
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1882391
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Handle: RePEc:taf:edecon:v:29:y:2021:i:3:p:312-340




Template-Type: ReDIF-Article 1.0
Author-Name: Jean-Baptiste M.B. Sanfo
Author-X-Name-First: Jean-Baptiste M.B.
Author-X-Name-Last: Sanfo
Author-Name: Keiichi Ogawa
Author-X-Name-First: Keiichi
Author-X-Name-Last: Ogawa
Title: Explaining the rural-urban learning achievements gap in Ethiopian primary education: a re-centered influence function decomposition using Young Lives data
Abstract: 
 The rural-urban learning achievements gap is a persistent issue to be addressed from a different approach. This study employed re-centered influence function decomposition with Young Lives data to estimate the rural-urban education production function and decompose the rural-urban learning achievements gap in Ethiopia. Results revealed that the rural-urban education production function is different across achievements distributions. Moreover, most of the rural-urban learning achievements gap is explained by student background characteristics. Unmeasured characteristics explain much of the proportion of the gap but the importance of that proportion varies across the distribution. Policy implications of the findings were discussed.
Journal: Education Economics
Pages: 269-297
Issue: 3
Volume: 29
Year: 2021
Month: 05
X-DOI: 10.1080/09645292.2021.1872504
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1872504
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Template-Type: ReDIF-Article 1.0
Author-Name: Pablo A. Peña
Author-X-Name-First: Pablo A.
Author-X-Name-Last: Peña
Author-Name: Seth Stephens-Davidowitz
Author-X-Name-First: Seth
Author-X-Name-Last: Stephens-Davidowitz
Title: Does relative age affect fame? Ask Wikipedia
Abstract: 
 We analyze whether age relative to school classmates affects the likelihood of becoming famous. We measure such likelihood as the ratio of Wikipedia entries to births, by state and date of birth, among people born in 1969–1988 in the US. Using a reduced-form Regression Discontinuity Design, we find evidence that men born after the Kindergarten cutoff date (i.e., relatively older) are roughly between 5 and 10 percent more likely to become famous, by Wikipedia standards, in comparison to those born before the cutoff (i.e., relatively younger). We don’t find evidence of a similar effect for women.
Journal: Education Economics
Pages: 298-311
Issue: 3
Volume: 29
Year: 2021
Month: 05
X-DOI: 10.1080/09645292.2021.1880548
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1880548
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Template-Type: ReDIF-Article 1.0
Author-Name: Abhradeep Maiti
Author-X-Name-First: Abhradeep
Author-X-Name-Last: Maiti
Title: Effect of corporal punishment on young children’s educational outcomes
Abstract: 
 It is argued that corporal punishment produces bad outcomes in both the short run and the long run. Instead of making students more attentive or motivated, corporal punishment leads to more delinquent behavior. In most developed countries, corporal punishment is banned in schools. However, in many developing countries, even if corporal punishment in schools is banned, the law may not be adequately enforced. Using a dataset from India, we show that corporal punishment in schools has a significantly negative impact on children's academic performance. To tackle the problem of endogeneity, we use the instrumental variables method and introduce a novel instrument.
Journal: Education Economics
Pages: 411-423
Issue: 4
Volume: 29
Year: 2021
Month: 07
X-DOI: 10.1080/09645292.2021.1901073
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1901073
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Template-Type: ReDIF-Article 1.0
Author-Name: Matthew Baird
Author-X-Name-First: Matthew
Author-X-Name-Last: Baird
Author-Name: John Engberg
Author-X-Name-First: John
Author-X-Name-Last: Engberg
Title: Trade-offs in selecting the number of years for estimation of teacher effectiveness
Abstract: 
 The number of years to estimate value-added measures (VAM) has received insufficient attention. Researchers often use as many years as available, to increase precision and decrease transitory sorting bias. However, this decision has little theoretical or empirical backing. We develop a theoretical framework and evaluate data from thousands of teachers in three large school districts across several years. For evaluations of past effectiveness for policy purposes, one should almost always use one-year of VAM, while for personnel purposes, use one year of VAM or take a weighted average. Predicting future effectiveness depends on mean reversion or persistence in VAM.
Journal: Education Economics
Pages: 341-358
Issue: 4
Volume: 29
Year: 2021
Month: 07
X-DOI: 10.1080/09645292.2021.1897526
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1897526
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Template-Type: ReDIF-Article 1.0
Author-Name: Xinxin Ma
Author-X-Name-First: Xinxin
Author-X-Name-Last: Ma
Author-Name: Ichiro Iwasaki
Author-X-Name-First: Ichiro
Author-X-Name-Last: Iwasaki
Title: Return to schooling in China: a large meta-analysis
Abstract: 
 In this study, we conducted a meta-analysis of 2,191 empirical results reported in 213 existing studies to estimate the Mincer-type return to schooling in China. The results revealed that the return to schooling showed a positive impact, and the effect size was medium in terms of the partial correlation coefficient. We also found that workers in non-state sectors and urban regions, urban hukou workers, and women tend to have higher returns to schooling than their counterparts. Furthermore, the results indicate that the return to schooling registered a significant increase over time.
Journal: Education Economics
Pages: 379-410
Issue: 4
Volume: 29
Year: 2021
Month: 07
X-DOI: 10.1080/09645292.2021.1900791
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1900791
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Template-Type: ReDIF-Article 1.0
Author-Name: Fiona Carmichael
Author-X-Name-First: Fiona
Author-X-Name-Last: Carmichael
Author-Name: Christian Darko
Author-X-Name-First: Christian
Author-X-Name-Last: Darko
Author-Name: Shireen Kanji
Author-X-Name-First: Shireen
Author-X-Name-Last: Kanji
Title: Wage effects of educational mismatch and job search in Ghana and Kenya
Abstract: 
 Education is key to development strategies in Africa. We use overeducation and undereducation to analyse the effectiveness of education in preparing individuals for employment in Kenya and Ghana, using the Skills Towards Employment and Productivity Survey. Systematic differences in wages between matched, overeducated and undereducated workers hold across attainment levels, even controlling for cognitive skills. Overeducated workers are rewarded above exactly matched workers, partially supporting human capital theory. Undereducated workers are compensated over their education level, following the job competition model. Obtaining a job through social networks is widespread, but associated with lower wages for the overeducated and exactly matched.
Journal: Education Economics
Pages: 359-378
Issue: 4
Volume: 29
Year: 2021
Month: 07
X-DOI: 10.1080/09645292.2021.1900790
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1900790
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Template-Type: ReDIF-Article 1.0
Author-Name: Karissa E. Smith
Author-X-Name-First: Karissa E.
Author-X-Name-Last: Smith
Author-Name: Peter W. Schuhmann
Author-X-Name-First: Peter W.
Author-X-Name-Last: Schuhmann
Author-Name: Fredrika J. Spencer
Author-X-Name-First: Fredrika J.
Author-X-Name-Last: Spencer
Title: Law firms’ preferences and willingness to pay for attributes of law school graduates: results from a choice experiment
Abstract: 
 Preferences and willingness-to-pay for attributes of law school graduates are examined using a choice experiment. Results suggest preferences for candidates who graduate near the top of their class or from top ranked schools and an aversion to candidates from lower ranked schools and those graduating in the bottom half of their class. Despite the potential for significant economic gains from attending a top ranked school and graduating in the top of the class, students should consider the tradeoffs that hiring firms are willing to make between candidate attributes. Higher class rank can moderate the salary premium associated with university prestige.
Journal: Education Economics
Pages: 424-442
Issue: 4
Volume: 29
Year: 2021
Month: 07
X-DOI: 10.1080/09645292.2021.1906207
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1906207
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Handle: RePEc:taf:edecon:v:29:y:2021:i:4:p:424-442




Template-Type: ReDIF-Article 1.0
Author-Name: Maryam Dilmaghani
Author-X-Name-First: Maryam
Author-X-Name-Last: Dilmaghani
Title: Education, smoking and health: evidence from Canada
Abstract: 
 The present paper assesses the causal effects of education on smoking and self-rated health in Canada. Education is instrumented using the changes in compulsory schooling laws. The sample is restricted to cohorts born between 1946 and 1964. The data are from the Canadian General Social Surveys of 1995 and 2016, allowing to observe the evolution of the gradient over the life course. The gradient is confirmed for smoking and self-rated health in correlational estimations, with stronger associations among males in later life. However, the IV regressions produce no evidence for a causal relationship.
Journal: Education Economics
Pages: 490-508
Issue: 5
Volume: 29
Year: 2021
Month: 09
X-DOI: 10.1080/09645292.2021.1918641
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1918641
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Handle: RePEc:taf:edecon:v:29:y:2021:i:5:p:490-508




Template-Type: ReDIF-Article 1.0
Author-Name: Julien Jacqmin
Author-X-Name-First: Julien
Author-X-Name-Last: Jacqmin
Title: Do ads influence rankings? Evidence from the higher education sector
Abstract: 
 Media outlets often produce higher education rankings. These media platforms are largely financed, via advertising, by the higher education institutions they also rank. This paper investigates the relationship between university advertising in the Times Higher Education magazine and their place in the ranking published in the same magazine. Using a fixed-effect identification strategy, the analysis finds that advertising is associated with an improvement of around 15 ranks in the subsequently published ranking. Further analysis provides mixed evidences of a media bias. One potential explanation is that advertising institutions follow better reporting practices regarding data used to build up the ranking.
Journal: Education Economics
Pages: 509-526
Issue: 5
Volume: 29
Year: 2021
Month: 09
X-DOI: 10.1080/09645292.2021.1918642
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1918642
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Template-Type: ReDIF-Article 1.0
Author-Name: Matthias Dincher
Author-X-Name-First: Matthias
Author-X-Name-Last: Dincher
Author-Name: Valentin Wagner
Author-X-Name-First: Valentin
Author-X-Name-Last: Wagner
Title: Teaching in times of COVID-19: determinants of teachers' educational technology use
Abstract: 
 We conduct a large and nationwide survey among German teachers to investigate the determinants of teachers' adaption to an increased use of educational technology during the COVID-19 school closures. We find that higher levels of technical affinity and higher perceived learning effectiveness of distance teaching are positively associated with using at least one (new) educational technology solution while teachers' age and the digital infrastructure of the school have no predictive power.
Journal: Education Economics
Pages: 461-470
Issue: 5
Volume: 29
Year: 2021
Month: 09
X-DOI: 10.1080/09645292.2021.1920000
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1920000
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Handle: RePEc:taf:edecon:v:29:y:2021:i:5:p:461-470




Template-Type: ReDIF-Article 1.0
Author-Name: Wendy A. Stock
Author-X-Name-First: Wendy A.
Author-X-Name-Last: Stock
Author-Name: Danielle Carriere
Author-X-Name-First: Danielle
Author-X-Name-Last: Carriere
Title: Special education funding and teacher turnover
Abstract: 
 We exploit differences in state special education funding systems based on special education enrollment (‘bounty systems’) or on total student enrollment (‘census systems’) to assess whether funding systems impact teacher turnover, teacher specialty, special education enrollment, state education spending, average class sizes, and teacher effort. We find that census funding decreases special education enrollment and increases turnover among special education teachers. Relative to their counterparts, special education teachers are 5 percentage points more likely to move across schools and 18 percentage points more likely to switch to general education teaching after the implementation of census funding in their state.
Journal: Education Economics
Pages: 443-460
Issue: 5
Volume: 29
Year: 2021
Month: 09
X-DOI: 10.1080/09645292.2021.1914001
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1914001
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Handle: RePEc:taf:edecon:v:29:y:2021:i:5:p:443-460




Template-Type: ReDIF-Article 1.0
Author-Name: Tatenda Zinyemba
Author-X-Name-First: Tatenda
Author-X-Name-Last: Zinyemba
Author-Name: Milena Pavlova
Author-X-Name-First: Milena
Author-X-Name-Last: Pavlova
Author-Name: Wim Groot
Author-X-Name-First: Wim
Author-X-Name-Last: Groot
Title: Effects of HIV on gender gaps in school attendance of children in Zimbabwe: a non-linear multivariate decomposition analysis
Abstract: 
 We examine the effects of HIV-infection on school attendance in Zimbabwe using recent nationally representative data of 11,673 children aged 6–18 years. We employ a non-linear multivariate decomposition approach to examine how HIV affects gender gaps in school attendance. We find gaps in school attendance between HIV-positive boys and girls and between HIV-negative and positive girls. About 44% of the attendance gap in both cohorts is attributed to differences in observable characteristics. About 56% of this gap is attributed to differences in the effects of these characteristics. The results indicate that HIV mainly affects girls’ school attendance.
Journal: Education Economics
Pages: 471-489
Issue: 5
Volume: 29
Year: 2021
Month: 09
X-DOI: 10.1080/09645292.2021.1914000
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1914000
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Template-Type: ReDIF-Article 1.0
Author-Name: Zachary G. Davis
Author-X-Name-First: Zachary G.
Author-X-Name-Last: Davis
Title: Discrimination by location: university pricing behavior and in-state tuition
Abstract: 
 Public sector universities offer in-state and out-of-state students similar amounts of institutional aid per ACT point. Private universities, however, offer in-state students over 65% more aid per ACT point than out-of-state students. I develop a general equilibrium model to explain why private universities price discriminate in favor of in-state students. Low in-state tuition at public universities and student preferences for staying in their home state explains my empirical results. I use the model to analyze how increasing in-state tuition changes the average ability of students at price and public universities.
Journal: Education Economics
Pages: 527-557
Issue: 5
Volume: 29
Year: 2021
Month: 09
X-DOI: 10.1080/09645292.2021.1919059
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1919059
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Handle: RePEc:taf:edecon:v:29:y:2021:i:5:p:527-557




Template-Type: ReDIF-Article 1.0
Author-Name: Fabrice Kämpfen
Author-X-Name-First: Fabrice
Author-X-Name-Last: Kämpfen
Title: The causal effects of education on welfare participation in the US
Abstract: 
 This study provides new evidence on the long-term impact of education on welfare participation in the US. I exploit historical changes in child labor laws as an instrumental variable for education to estimate the causal effects of education on the probability of receiving social welfare benefits. I find large and statistically significant negative effects of education on welfare participation among persons who obtained additional education due to increased schooling requirements induced by child labor laws. The findings are robust across different sample selection and model specifications.
Journal: Education Economics
Pages: 580-596
Issue: 6
Volume: 29
Year: 2021
Month: 11
X-DOI: 10.1080/09645292.2021.1923661
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1923661
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Handle: RePEc:taf:edecon:v:29:y:2021:i:6:p:580-596




Template-Type: ReDIF-Article 1.0
Author-Name: Frédéric Aubery
Author-X-Name-First: Frédéric
Author-X-Name-Last: Aubery
Author-Name: David E. Sahn
Author-X-Name-First: David E.
Author-X-Name-Last: Sahn
Title: Cognitive achievement production in Madagascar: a value-added model approach
Abstract: 
 In this paper, we measure the contribution of an additional year of schooling on skills acquisition for a cohort of young adults in Madagascar. We estimate a value-added model of learning achievement that includes test scores measured at adolescence, thereby reducing the potential for omitted variable bias. We demonstrate that schooling increases cognitive skills among young adults. The value-added of a year of schooling during adolescence is 0.15 to 0.26 standard deviation. Our results show the skills gap widens in adolescence, as students with higher cognitive skills complete more grades, accumulating more skills in their transition to adulthood.
Journal: Education Economics
Pages: 670-699
Issue: 6
Volume: 29
Year: 2021
Month: 11
X-DOI: 10.1080/09645292.2021.1921110
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1921110
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Handle: RePEc:taf:edecon:v:29:y:2021:i:6:p:670-699




Template-Type: ReDIF-Article 1.0
Author-Name: Fang Chang
Author-X-Name-First: Fang
Author-X-Name-Last: Chang
Author-Name: Christopher D. Brooks
Author-X-Name-First: Christopher D.
Author-X-Name-Last: Brooks
Author-Name: Matthew G. Springer
Author-X-Name-First: Matthew G.
Author-X-Name-Last: Springer
Author-Name: Han Liu
Author-X-Name-First: Han
Author-X-Name-Last: Liu
Author-Name: Yaojiang Shi
Author-X-Name-First: Yaojiang
Author-X-Name-Last: Shi
Title: The effect of participation in a performance pay program on teacher opinions toward performance pay in rural China
Abstract: 
 This paper examines how teacher opinions towards performance pay policies change when participating in a performance pay program. We use data from an RCT of 220 6th grade math teachers in 193 schools in rural China, where teachers were randomly assigned to one of two treatment groups or the control group. We find that participation in the incentive program raised teacher support for performance pay generally. This effect was largest for teachers who could earn big incentive payments and those who received the largest overall bonuses. We did not find that the changes in opinions significantly differ by teacher characteristics.
Journal: Education Economics
Pages: 597-623
Issue: 6
Volume: 29
Year: 2021
Month: 11
X-DOI: 10.1080/09645292.2021.1924623
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1924623
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Handle: RePEc:taf:edecon:v:29:y:2021:i:6:p:597-623




Template-Type: ReDIF-Article 1.0
Author-Name: Antti Kauhanen
Author-X-Name-First: Antti
Author-X-Name-Last: Kauhanen
Title: The effects of an education-leave program on educational attainment and labor-market outcomes
Abstract: 
 I study the effect of an education-leave subsidy for the employed on labor-market outcomes and educational attainment using Finnish administrative linked employer-employee panel data and matching methods. The adult education allowance is available to employees with at least eight years of work experience and allows them to take a leave for 2–18 months to participate in an education program. I find large positive treatment effects on educational attainment and changing occupation. The treatment effects on earnings and employment are negative during the lock-in period and close to zero afterward. The effects are more positive for the less educated.
Journal: Education Economics
Pages: 651-669
Issue: 6
Volume: 29
Year: 2021
Month: 11
X-DOI: 10.1080/09645292.2021.1929849
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1929849
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Handle: RePEc:taf:edecon:v:29:y:2021:i:6:p:651-669




Template-Type: ReDIF-Article 1.0
Author-Name: Nathan Barrett
Author-X-Name-First: Nathan
Author-X-Name-Last: Barrett
Author-Name: Katharine O. Strunk
Author-X-Name-First: Katharine O.
Author-X-Name-Last: Strunk
Author-Name: Jane Lincove
Author-X-Name-First: Jane
Author-X-Name-Last: Lincove
Title: When tenure ends: the short-run effects of the elimination of Louisiana's teacher employment protections on teacher exit and retirement
Abstract: 
 Most teachers have tenure protections that constrain dismissal. Some argue that tenure improves recruitment and retention by mitigating the risk of monopsony employment and substituting job security for lower salaries. Others argue that tenure reduces performance incentives making it difficult to dismiss ineffective teachers. We examine supply-side responses of teachers after the elimination of tenure before administrators could use performance to dismiss teachers. Voluntary teacher attrition increased after tenure elimination with effects concentrated in groups that are theoretically most likely to value job protections. Specifically, tenure removal increased exit of teachers with bottom decile value-added measures and retirement eligible teachers.
Journal: Education Economics
Pages: 559-579
Issue: 6
Volume: 29
Year: 2021
Month: 11
X-DOI: 10.1080/09645292.2021.1921111
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1921111
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Handle: RePEc:taf:edecon:v:29:y:2021:i:6:p:559-579




Template-Type: ReDIF-Article 1.0
Author-Name: Qihui Chen
Author-X-Name-First: Qihui
Author-X-Name-Last: Chen
Title: Why am I late for school? Peer effects on delayed school entry in rural northwestern China
Abstract: 
 This paper estimates peer effects on children’s school entry age, using a dataset on 4,165 children from rural northwestern China (Gansu province). Instrumental-variable estimation, exploiting variations in (older) peers’ home-to-school distance to identify the effect of their school entry age, reveals that a one-year increase in (older) peers’ school entry age raises a child’s school entry age by 0.43 years. This effect is much stronger than the effects of family-background factors such as parental education and family wealth, suggesting that the dominant driving force of delayed school enrollment lies outside of the family.
Journal: Education Economics
Pages: 624-650
Issue: 6
Volume: 29
Year: 2021
Month: 11
X-DOI: 10.1080/09645292.2021.1926932
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1926932
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Handle: RePEc:taf:edecon:v:29:y:2021:i:6:p:624-650




Template-Type: ReDIF-Article 1.0
Author-Name: Laura Cyron
Author-X-Name-First: Laura
Author-X-Name-Last: Cyron
Author-Name: Rahul Mehrotra
Author-X-Name-First: Rahul
Author-X-Name-Last: Mehrotra
Title: Deeper crisis, higher skills demand? Impact of the European financial crisis on demand for German language skills
Abstract: 
 We analyze the 2007 European financial crisis' impact on the demand for new language skills. The crisis affected German-speaking regions less. Learning German became relatively more attractive for migration and trade. We construct a sub-national database for German as a foreign language exam (TestDaF) participation rates between 2001–2013 and define regional crisis indicators. Using a multiple-group, multiple-period difference-in-differences framework with propensity score matching, we find that TestDaF participation increased significantly in crisis-affected regions, driven by youth and severely-affected Hellenic and Latin linguistic regions.
Journal: Education Economics
Pages: 47-65
Issue: 1
Volume: 30
Year: 2022
Month: 01
X-DOI: 10.1080/09645292.2021.1931036
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1931036
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Template-Type: ReDIF-Article 1.0
Author-Name: Travis Roach
Author-X-Name-First: Travis
Author-X-Name-Last: Roach
Author-Name: Jacob Whitney
Author-X-Name-First: Jacob
Author-X-Name-Last: Whitney
Title: Heat and learning in elementary and middle school
Abstract: 
 Changing weather patterns and extreme events are not the only outcomes of global climatic change. We investigate the impact of changing weather conditions on human capital development by studying achievement on standardized tests in Math and English/Language Arts for students in grades 3–8. Here we show that increasing average temperature levels and particularly hot days reduce student learning and achievement. We find that achievement decreases as temperatures increase, that this effect is larger in areas with lower average maximum temperatures, and that each additional day above 100$^\circ$∘F decreases student achievement. This study confirms many findings in the received literature on global climate change and human capital acquisition and productivity.
Journal: Education Economics
Pages: 29-46
Issue: 1
Volume: 30
Year: 2022
Month: 01
X-DOI: 10.1080/09645292.2021.1931815
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1931815
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Template-Type: ReDIF-Article 1.0
Author-Name: Rhys J. Williams
Author-X-Name-First: Rhys J.
Author-X-Name-Last: Williams
Title: The effect of casual teaching on student satisfaction: evidence from the UK
Abstract: 
 A large and increasing proportion of teaching in UK universities is being fulfilled by staff on casual, rather than permanent, contracts. This paper examines how the proportion of teaching by casual staff affected student satisfaction in 2014–15. We find that an increased proportion of casual teaching leads to lower student satisfaction, even when controlling for respondent's subject, university and faculty. This suggests a trade-off between increasing casualisation and student satisfaction, which could have implications for future student demand. These results can be generalised to the rest of the economy and highlight potential perverse effects arising from casual contracts.
Journal: Education Economics
Pages: 91-111
Issue: 1
Volume: 30
Year: 2022
Month: 01
X-DOI: 10.1080/09645292.2021.1958168
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1958168
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Template-Type: ReDIF-Article 1.0
Author-Name: Torberg Falch
Author-X-Name-First: Torberg
Author-X-Name-Last: Falch
Author-Name: Bjarne Strøm
Author-X-Name-First: Bjarne
Author-X-Name-Last: Strøm
Author-Name: Per Tovmo
Author-X-Name-First: Per
Author-X-Name-Last: Tovmo
Title: The effects of voting franchise extension on education policy
Abstract: 
 We study the effects of giving poor females the right to vote in local elections on education spending and teacher-student ratios. To estimate causal effects, we exploit a national voting reform in Norwegian local elections that removed socioeconomic restrictions on female voting rights. The identification strategy exploits heterogeneous changes in the share of females in the voting franchise from the pre-reform (1907) to the post-reform election (1910) across local governments. While US studies find positive effects on government spending of the introduction of female suffrage, we find no systematic effects on education spending, despite a significant increase in female turnout.
Journal: Education Economics
Pages: 66-90
Issue: 1
Volume: 30
Year: 2022
Month: 01
X-DOI: 10.1080/09645292.2021.1939270
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1939270
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Handle: RePEc:taf:edecon:v:30:y:2022:i:1:p:66-90




Template-Type: ReDIF-Article 1.0
Author-Name: Phoebe Kotlikoff
Author-X-Name-First: Phoebe
Author-X-Name-Last: Kotlikoff
Author-Name: Ahmed S. Rahman
Author-X-Name-First: Ahmed S.
Author-X-Name-Last: Rahman
Author-Name: Katherine A. Smith
Author-X-Name-First: Katherine A.
Author-X-Name-Last: Smith
Title: Minding the gap: academic outcomes from pre-college programs
Abstract: 
 This paper analyzes the effects of assignment to a one-year college preparatory program on academic performance in college. We use a large dataset of United States Naval Academy students from the 1988 to 2018 graduating classes, of which a little over 22% received remediation. Exploiting the Academy's unique admissions criteria, we instrument for pre-college treatment using the number and quality of other applicants originating from the same Congressional district. We find that these pre-college programs promote significant but short-lived improvements in academic grades. They also can encourage students to choose STEM-oriented majors, and promote retention by lowering voluntary exits.
Journal: Education Economics
Pages: 3-28
Issue: 1
Volume: 30
Year: 2022
Month: 01
X-DOI: 10.1080/09645292.2021.1931664
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1931664
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Template-Type: ReDIF-Article 1.0
Author-Name: Colin Green
Author-X-Name-First: Colin
Author-X-Name-Last: Green
Author-Name: John S. Heywood
Author-X-Name-First: John S.
Author-X-Name-Last: Heywood
Author-Name: Lindsey Macmillan
Author-X-Name-First: Lindsey
Author-X-Name-Last: Macmillan
Title: Editorial
Journal: Education Economics
Pages: 1-2
Issue: 1
Volume: 30
Year: 2022
Month: 01
X-DOI: 10.1080/09645292.2022.2025993
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2025993
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Template-Type: ReDIF-Article 1.0
Author-Name: Jill L. Caviglia-Harris
Author-X-Name-First: Jill L.
Author-X-Name-Last: Caviglia-Harris
Title: Community is key: estimating the impact of living learning communities on college retention and GPA
Abstract: 
 The retention of students is a challenge faced by many universities in countries where participation rates are high. Living learning communities (LLCs) have been adopted by college administrators to increase retention, even though evidence of their effectiveness is largely anecdotal. This paper uses propensity score matching to address selection bias and identify the causal effect of an LLC program on GPA and retention. Survival analysis (of the matched sample) is used to estimate retention over time. Results suggest that the LLC program has a positive and lasting effect on retention and a positive impact on GPA in the earlier college years.
Journal: Education Economics
Pages: 173-190
Issue: 2
Volume: 30
Year: 2022
Month: 03
X-DOI: 10.1080/09645292.2021.1958167
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1958167
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Template-Type: ReDIF-Article 1.0
Author-Name: Ji Xu
Author-X-Name-First: Ji
Author-X-Name-Last: Xu
Author-Name: Dandan Yu
Author-X-Name-First: Dandan
Author-X-Name-Last: Yu
Title: Negative spillovers from parental conflicts and implied inequality: evidence from China
Abstract: 
 This study estimates how students suffering from parental conflicts could affect their classmates in Chinese middle schools. We show that children with quarreling parents are more likely to misbehave. Negative spillovers from these potentially troubled peers concentrate on students from economically disadvantaged families. With greater exposure to classmates from troubled families, disadvantaged students would score lower in academic tests, commit more disciplinary infractions, feel less satisfied with being at school, and spend less time on after-school studying activities. In contrast, we find limited effects on advantaged students. These results imply a persistent inequality passing through generations.
Journal: Education Economics
Pages: 155-172
Issue: 2
Volume: 30
Year: 2022
Month: 03
X-DOI: 10.1080/09645292.2021.1951171
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1951171
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Template-Type: ReDIF-Article 1.0
Author-Name: Madhu S. Mohanty
Author-X-Name-First: Madhu S.
Author-X-Name-Last: Mohanty
Title: Effect of church attendance during youth on future psychological capital endowments: the US evidence
Abstract: 
 Using US data from the National Longitudinal Survey of Youth and following propensity score matching analysis, the study demonstrates that church attendance during youth has significant positive effects on an individual’s psychological capital endowments in the form of self-esteem, positive attitude and self-satisfaction during adulthood. Since a higher level of psychological capital is associated with better economic performance, the study further demonstrates that church attendance during earlier years of life affects an individual’s future earnings indirectly through its direct effects on his/her psychological capital endowments. The study offers an important policy proposal and recommends further research for its validation.
Journal: Education Economics
Pages: 129-154
Issue: 2
Volume: 30
Year: 2022
Month: 03
X-DOI: 10.1080/09645292.2021.1951172
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1951172
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Template-Type: ReDIF-Article 1.0
Author-Name: Shrathinth Venkatesh
Author-X-Name-First: Shrathinth
Author-X-Name-Last: Venkatesh
Title: The emerging college hours premium for men
Abstract: 
 This paper documents the emerging role of education in the well-known decline in US male working hours. An insignificant hours difference between high school and college graduates becomes a significant 2 hours/week advantage for college graduates within a generation. This growing college hours premium is confirmed in alternate data. Moreover, the growing premium exists throughout the distribution and is not generated by the tails. The increasing premium persists across a wide variety of robustness checks and presents as a widespread phenomenon. The emerging college hours premium increases the overall college earnings premium despite recent trends in the college wage premium.
Journal: Education Economics
Pages: 191-207
Issue: 2
Volume: 30
Year: 2022
Month: 03
X-DOI: 10.1080/09645292.2021.1958169
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1958169
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Template-Type: ReDIF-Article 1.0
Author-Name: Luis Oberrauch
Author-X-Name-First: Luis
Author-X-Name-Last: Oberrauch
Author-Name: Günther Seeber
Author-X-Name-First: Günther
Author-X-Name-Last: Seeber
Title: The impact of mandatory economic education on adolescents’ attitudes
Abstract: 
 Various studies have examined how the study of economics affects students’ views on economic phenomena, yet there is little evidence regarding its impact on teenagers. We study the effect of a recent curriculum reform introducing mandatory economic education on teenagers’ attitudes towards economics in Southwest Germany. Our findings reveal that students affected by the reform show, on average, more interest in economics, see money as more important and expect more social responsibility from companies. Conversely, we don't observe differences in attitudes towards competition. Regarding socio-economic characteristics, our data reveal strong gender differences already before adulthood.
Journal: Education Economics
Pages: 208-224
Issue: 2
Volume: 30
Year: 2022
Month: 03
X-DOI: 10.1080/09645292.2021.1967294
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1967294
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Template-Type: ReDIF-Article 1.0
Author-Name: Lina Anaya
Author-X-Name-First: Lina
Author-X-Name-Last: Anaya
Author-Name: Frank Stafford
Author-X-Name-First: Frank
Author-X-Name-Last: Stafford
Author-Name: Gema Zamarro
Author-X-Name-First: Gema
Author-X-Name-Last: Zamarro
Title: Gender gaps in math performance, perceived mathematical ability and college STEM education: the role of parental occupation
Abstract: 
 Despite the promising future of employment opportunities in occupations related to Science, Technology, Engineering, and Mathematics (STEM), women remain underrepresented in some STEM occupational fields. We use data from the Panel Study of Income Dynamics to study the role of gender differences in achievement and self-perceived ability in math during childhood, along with parental occupation (science-related versus non-science-related jobs), in the subsequent decision of majoring in science in college. Our findings suggest a loss in STEM enrollment by otherwise qualified young women and highlight the potential importance of parental occupation in STEM in encouraging women's participation in certain STEM fields.
Journal: Education Economics
Pages: 113-128
Issue: 2
Volume: 30
Year: 2022
Month: 03
X-DOI: 10.1080/09645292.2021.1974344
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1974344
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Template-Type: ReDIF-Article 1.0
Author-Name: Eric W. Chan
Author-X-Name-First: Eric W.
Author-X-Name-Last: Chan
Title: Heterogenous parental responses to education quality
Abstract: 
 Are parental inputs complements or substitutes to education quality? Using variation induced by identification into a gifted and talented (GT) program, I find no aggregate effects on parental behavior as a result of their child's access to a higher quality education. However, there are heterogeneous effects. Non-minority parents decrease engagement but increase tutoring. Minority and low-income parents increase engagement and increase both tutoring and in-home homework help. Results suggest that parental investments are not necessarily a strict complement or substitute but is nuanced dependent on demographic factors. I provide suggestive evidence that the primary mechanism is parental beliefs.
Journal: Education Economics
Pages: 225-250
Issue: 3
Volume: 30
Year: 2022
Month: 05
X-DOI: 10.1080/09645292.2021.1974345
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1974345
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Handle: RePEc:taf:edecon:v:30:y:2022:i:3:p:225-250



Template-Type: ReDIF-Article 1.0
Author-Name: John Cullinan
Author-X-Name-First: John
Author-X-Name-Last: Cullinan
Author-Name: Darragh Flannery
Author-X-Name-First: Darragh
Author-X-Name-Last: Flannery
Author-Name: Donal Palcic
Author-X-Name-First: Donal
Author-X-Name-Last: Palcic
Title: Study abroad programme participation and subsequent academic performance: evidence from administrative data
Abstract: 
 There is increasing attention on study abroad programmes in higher education. However, there is little evidence on how participation might impact students’ academic performance on return. Using administrative data from Ireland and a range of regression models and matching estimators, we find no independent association between study abroad and subsequent academic performance on average. However, we do find some evidence of heterogeneity in the relationship, notably across the performance distribution and for language students. In particular, study abroad is independently associated with better (worse) performance for higher (lower) performing students and in language subjects.
Journal: Education Economics
Pages: 251-269
Issue: 3
Volume: 30
Year: 2022
Month: 05
X-DOI: 10.1080/09645292.2021.1978936
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1978936
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Template-Type: ReDIF-Article 1.0
Author-Name: Francesca Sgobbi
Author-X-Name-First: Francesca
Author-X-Name-Last: Sgobbi
Title: The effectiveness of remedial courses: new evidence from undergraduate students in industrial engineering
Abstract: 
 Remedial courses may support under-prepared candidates for higher education, but their effectiveness is still questioned especially in European countries, where their introduction is comparably recent. This paper implements a doubly robust estimator to account for heterogeneity between remedial and nonremedial students and possible noncompliance with the assigned remediation. Data on five cohorts of undergraduates in industrial engineering from an Italian university show average worse performances of remedial students. However, remedial students who complete the remedial path catch up in two years with the dropout rate of average nonremedial students and with the credits earned by the weakest nonremedial students.
Journal: Education Economics
Pages: 320-337
Issue: 3
Volume: 30
Year: 2022
Month: 05
X-DOI: 10.1080/09645292.2021.1974343
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1974343
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Handle: RePEc:taf:edecon:v:30:y:2022:i:3:p:320-337



Template-Type: ReDIF-Article 1.0
Author-Name: Saule Kemelbayeva
Author-X-Name-First: Saule
Author-X-Name-Last: Kemelbayeva
Title: University selectivity and returns premium: evidence from Kazakhstan
Abstract: 
 More selective universities are presumably better in quality and expected to provide better labour market outcomes for their graduates – returns premia. However, various empirical applications have found that part of it should be attributed to selectivity. Using the data on recent higher education graduates' entry salaries with a fuzzy regression discontinuity design, this study reveals no apparent difference in the returns one gains by attending more selective and relatively better-funded national universities as opposed to other public HEIs in Kazakhstan, at least during the first year in employment, which may potentially call for a reconsideration of the associated policies.
Journal: Education Economics
Pages: 270-302
Issue: 3
Volume: 30
Year: 2022
Month: 05
X-DOI: 10.1080/09645292.2021.1958166
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1958166
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Handle: RePEc:taf:edecon:v:30:y:2022:i:3:p:270-302



Template-Type: ReDIF-Article 1.0
Author-Name: Muervet Fidan
Author-X-Name-First: Muervet
Author-X-Name-Last: Fidan
Author-Name: Christian Manger
Author-X-Name-First: Christian
Author-X-Name-Last: Manger
Title: Why do German students reject free money?
Abstract: 
 Numerous eligible German students do not apply for heavily subsidized student aid (BAföG). Our theoretical model shows how imperfect information, risk aversion, debt aversion, and student income can incentivize rational students to abstain from an application. We use GSOEP data from 2001 to 2013 to simulate BAföG eligibility and find that in particular risk averse students with low income are discouraged if they have little information about the application procedure. Moreover, debt-averse students are more reluctant to apply. This suggests that a non-transparent and complicated student aid system disproportionally discourages poor students with little experience with the BAföG system.
Journal: Education Economics
Pages: 303-319
Issue: 3
Volume: 30
Year: 2022
Month: 05
X-DOI: 10.1080/09645292.2021.1978937
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1978937
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Handle: RePEc:taf:edecon:v:30:y:2022:i:3:p:303-319

Template-Type: ReDIF-Article 1.0
# input file: catalog-resolver-4142258194186494261.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004
Author-Name: Alejandro Ome
Author-X-Name-First: Alejandro
Author-X-Name-Last: Ome
Author-Name: Alicia Menendez
Author-X-Name-First: Alicia
Author-X-Name-Last: Menendez
Title: Using SMS and parental outreach to improve early reading skills in Zambia
Abstract: 
 We evaluate an intervention using SMS messaging to send short stories to 2nd and 3rd graders in Zambia’s Eastern province, aimed at improving reading skills. For nine months households received three text messages weekly comprising a short story for children to read with their families, and a question about the story. Additionally, parents attended monthly meetings aimed to address any program implementation issues and encourage reading. The program had a positive impact on reading skills, between 19 and 28 percent of a standard deviation. A cost-effectiveness analysis shows that expanding the program nationally would cost USD 20–22 per child.
Journal: Education Economics
Pages: 384-398
Issue: 4
Volume: 30
Year: 2022
Month: 07
X-DOI: 10.1080/09645292.2021.1988518
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1988518
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Handle: RePEc:taf:edecon:v:30:y:2022:i:4:p:384-398



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# input file: catalog-resolver-7080492108113494351.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004
Author-Name: Francisco Cabrera-Hernandez
Author-X-Name-First: Francisco
Author-X-Name-Last: Cabrera-Hernandez
Title: Leave them kids alone! The effects of abolishing grade repetition: evidence from a nationwide reform
Abstract: 
 This paper evaluates the impact on dropout rates of a policy change in Mexico that eliminates grade retention for all first to third-grade students, causing a sharp reduction in repetition rates. I use a 12-year panel of schools to exploit such variation and estimate Difference-in-Difference models showing an average decrease in dropout rates of 30%. However, this effect is concentrated in wealthier schools, suggesting that social promotion alone is not enough to offset the influence of socioeconomic factors on school attainment. Further evidence shows that eliminating the 'threat' of grade repetition did not reduce average students' performance in standardized tests.
Journal: Education Economics
Pages: 339-355
Issue: 4
Volume: 30
Year: 2022
Month: 07
X-DOI: 10.1080/09645292.2021.1978938
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1978938
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# input file: catalog-resolver-7516330076710143485.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004
Author-Name: Brindusa Anghel
Author-X-Name-First: Brindusa
Author-X-Name-Last: Anghel
Author-Name: Pilar Cuadrado
Author-X-Name-First: Pilar
Author-X-Name-Last: Cuadrado
Author-Name: Federico Tagliati
Author-X-Name-First: Federico
Author-X-Name-Last: Tagliati
Title: Why are cognitive test scores of Spanish adults so low? The role of schooling and socioeconomic background
Abstract: 
 We explore the cognitive skill gap between the adult population in Spain and in the rest of European Union countries using the Program for the International Assessment of Adult Competencies. We find that differences in schooling account for about a third of the average difference in cognitive test scores, whereas differences in socioeconomic background explain about one fourth of the average score gap. While cognitive skill gaps are increasing across the distribution of test scores, differences in educational stocks and socioeconomic factors explain a larger fraction of the gap at the bottom than at the top of the skill distribution.
Journal: Education Economics
Pages: 364-383
Issue: 4
Volume: 30
Year: 2022
Month: 07
X-DOI: 10.1080/09645292.2021.1978935
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1978935
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# input file: catalog-resolver-5005353978710684411.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004
Author-Name: Beatrice Schindler Rangvid
Author-X-Name-First: Beatrice Schindler
Author-X-Name-Last: Rangvid
Title: Special educational needs placement in lower secondary education: the impact of segregated vs. mainstream placement on post-16 outcomes
Abstract: 
 Many countries are moving towards more inclusive education. Yet there is only little evidence on the effect of moving students with special educational needs from segregated educational settings to regular classrooms on students’ medium-term outcomes like enrolment in upper secondary programmes. This study contributes to filling this gap using combined evidence from matching and instrumental variable approaches. The results suggest that mainstreaming students substantially increases enrolment and progress towards the certificate. Earlier mainstreaming tends to be more effective. Academic skills at the end of compulsory schooling are identified as an important mediator.
Journal: Education Economics
Pages: 399-425
Issue: 4
Volume: 30
Year: 2022
Month: 07
X-DOI: 10.1080/09645292.2021.1995850
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1995850
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Handle: RePEc:taf:edecon:v:30:y:2022:i:4:p:399-425



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# input file: catalog-resolver-2937828478889626843.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004
Author-Name: Puneet Arora
Author-X-Name-First: Puneet
Author-X-Name-Last: Arora
Author-Name: Nicholas Wright
Author-X-Name-First: Nicholas
Author-X-Name-Last: Wright
Title: Grade reporting and student performance
Abstract: 
 Academic feedback has a direct impact on students' effort decisions and academic performance. However, the grades that are reported to students are often based on institutional or instructor preferences, with entities adopting a discrete or fine grading scale. In this study, we utilize a field experiment to assess how a Letter (LGS) or Numerical Grading System (NGS) impacts students' academic performance. The results indicate that the grading system utilized has no overall impact on students' performance. However, we do observe that there is a heterogeneous impact of the grading system across gender and students' pre-treatment performance.
Journal: Education Economics
Pages: 356-363
Issue: 4
Volume: 30
Year: 2022
Month: 07
X-DOI: 10.1080/09645292.2021.1995851
File-URL: http://hdl.handle.net/10.1080/09645292.2021.1995851
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# input file: catalog-resolver1500968480757005761.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220713T202513 git hash: 99d3863004
Author-Name: Claudia Bueno Rocha Vidigal
Author-X-Name-First: Claudia Bueno Rocha
Author-X-Name-Last: Vidigal
Author-Name: Vinicius Gonçalves Vidigal
Author-X-Name-First: Vinicius Gonçalves
Author-X-Name-Last: Vidigal
Title: The impact of extended school days on academic outcomes: evidence from Brazil
Abstract: 
 This paper evaluates the impact of extension of the school day in the context of Brazil’s Mais Educação Extended School Day Program. Using school level longitudinal data, we find that the program reduces the dropout rates of students in all grade levels, raises the enrollment of students in grades 6–9, but reduces the enrollment of students in grades 10–12. Moreover, the estimates indicate that the impact on grade promotion is positive for students in grades 6–9, but negative for students in lower grades. Finally, the program seems to increase repetition rates for students in all grade levels.
Journal: Education Economics
Pages: 426-450
Issue: 4
Volume: 30
Year: 2022
Month: 07
X-DOI: 10.1080/09645292.2021.2001787
File-URL: http://hdl.handle.net/10.1080/09645292.2021.2001787
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# input file: CEDE_A_2004999_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Adriana Di Liberto
Author-X-Name-First: Adriana
Author-X-Name-Last: Di Liberto
Author-Name: Laura Casula
Author-X-Name-First: Laura
Author-X-Name-Last: Casula
Author-Name: Sara Pau
Author-X-Name-First: Sara
Author-X-Name-Last: Pau
Title: Grading practices, gender bias and educational outcomes: evidence from Italy
Abstract: 
 We study if the Italian school system suffers from gender bias when judging students. To this aim, we use a differences-in-differences approach that compares the teachers' assessments and the standardized test scores that the students receive during the school year. We have census data for all Italian fifth and sixth graders in two different subjects, math and language, that include a rich set of additional controls. Our evidence reveals that, since primary school, boys are graded less favourably than girls in both math and language. This result is also confirmed for middle school students (sixth graders), and it holds even when (a) we separate the analysis between the most and least developed Italian regions, (b) we control for possible gender-specific attitude towards cheating and teachers' manipulation and (c) we introduce class and school fixed effects in the models. Comparing the results obtained across different levels of schooling and subjects, we cannot clearly identify the role of specific mechanisms in determining the gender bias. Overall the analysis suggests further study on the role of teachers' characteristics.
Journal: Education Economics
Pages: 481-508
Issue: 5
Volume: 30
Year: 2022
Month: 09
X-DOI: 10.1080/09645292.2021.2004999
File-URL: http://hdl.handle.net/10.1080/09645292.2021.2004999
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# input file: CEDE_A_2010277_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Roxanne Korthals
Author-X-Name-First: Roxanne
Author-X-Name-Last: Korthals
Author-Name: Trudie Schils
Author-X-Name-First: Trudie
Author-X-Name-Last: Schils
Author-Name: Lex Borghans
Author-X-Name-First: Lex
Author-X-Name-Last: Borghans
Title: Track placement and the development of cognitive and non-cognitive skills
Abstract: 
 We investigate the effect of being in the high track for secondary school students on cognitive and non-cognitive skill outcomes. Dutch students are assigned to tracks at the end of elementary school based on a test score. We use this test score in a fuzzy regression discontinuity design to exploit the discontinuity in the probability to be assigned to the high track. Our results show that track placement influences cognitive outcomes positively, but leaves students with worse non-cognitive skills. Marginal students therefore face a tradeoff if they could choose the high track over the lower track.
Journal: Education Economics
Pages: 540-559
Issue: 5
Volume: 30
Year: 2022
Month: 09
X-DOI: 10.1080/09645292.2021.2010277
File-URL: http://hdl.handle.net/10.1080/09645292.2021.2010277
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# input file: CEDE_A_2001789_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Chiara Kofol
Author-X-Name-First: Chiara
Author-X-Name-Last: Kofol
Author-Name: Ben Kriechel
Author-X-Name-First: Ben
Author-X-Name-Last: Kriechel
Author-Name: Tim Vetter
Author-X-Name-First: Tim
Author-X-Name-Last: Vetter
Title: Does literacy benefit internally displaced and returnee women and children?
Abstract: 
 In this study we evaluate the impact of a literacy program for internally displaced female refugees in Afghanistan. The results of the evaluation show that the program was beneficial both for the women who received it and for their children, as participants were 50% points more likely to be able to read and write and 19% points more likely to work. The program also had positive effects on their children who were 2.6% points more likely to be enrolled in secondary school. Overall, the evaluation results suggest that adult literacy programs may mitigate intergenerational poverty traps.
Journal: Education Economics
Pages: 465-480
Issue: 5
Volume: 30
Year: 2022
Month: 09
X-DOI: 10.1080/09645292.2021.2001789
File-URL: http://hdl.handle.net/10.1080/09645292.2021.2001789
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# input file: CEDE_A_2001788_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Andrew J. Bibler
Author-X-Name-First: Andrew J.
Author-X-Name-Last: Bibler
Title: Language immersion and student achievement
Abstract: 
 Language immersion education uses a non-English language for a significant portion of instruction. One goal is to develop bilingual students, which many argue provides cognitive benefits. Using data from school choice lotteries, I estimate the effect of random assignment to a language immersion school on achievement in math and reading. Winning the lottery has a statistically significant positive effect on math scores, and a positive but statistically insignificant effect on reading. Several peer and school characteristics are ruled out as non-language based alternative explanations for the higher math scores of lottery winners.
Journal: Education Economics
Pages: 451-464
Issue: 5
Volume: 30
Year: 2022
Month: 09
X-DOI: 10.1080/09645292.2021.2001788
File-URL: http://hdl.handle.net/10.1080/09645292.2021.2001788
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# input file: CEDE_A_2006610_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Paul N. Thompson
Author-X-Name-First: Paul N.
Author-X-Name-Last: Thompson
Author-Name: Emily J. Tomayko
Author-X-Name-First: Emily J.
Author-X-Name-Last: Tomayko
Author-Name: Katherine B. Gunter
Author-X-Name-First: Katherine B.
Author-X-Name-Last: Gunter
Author-Name: John Schuna
Author-X-Name-First: John
Author-X-Name-Last: Schuna
Title: Impacts of the four-day school week on high school achievement and educational engagement
Abstract: 
 Four-day school week schedules are being adopted with increasing frequency, particularly in rural areas. In this paper, we consider the academic implications of students in Oregon attending a four-day school week for the first time when they enter high school. We find 11th grade math achievement in 0.09 standard deviations lower among four-day school week students, with significant impacts driven by four-day school week students in non-rural settings. We also find a greater number of four-day school week students being classified as chronically absent. Finally, we find reductions in on-time graduation among four-day school week students compared to five-day students.
Journal: Education Economics
Pages: 527-539
Issue: 5
Volume: 30
Year: 2022
Month: 09
X-DOI: 10.1080/09645292.2021.2006610
File-URL: http://hdl.handle.net/10.1080/09645292.2021.2006610
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# input file: CEDE_A_2006609_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Alejandro Puerta
Author-X-Name-First: Alejandro
Author-X-Name-Last: Puerta
Author-Name: Andrés Ramírez-Hassan
Author-X-Name-First: Andrés
Author-X-Name-Last: Ramírez-Hassan
Title: Promoting academic honesty: a Bayesian causal analysis of an integrity pilot campaign
Abstract: 
 We examine the effect of an integrity pilot campaign on undergraduates' behavior. As with many costly small-scale experiments and pilot programs, our statistical inference has to rely on small sample size. To tackle this issue, we perform a Bayesian retrospective power analysis. In our setup, a lecturer intentionally makes mistakes that favors students' grades, who decide whether to disclose them or not. We find evidence that at least in the short term, the pilot campaign has a positive impact on the students' disclosure probability.
Journal: Education Economics
Pages: 509-526
Issue: 5
Volume: 30
Year: 2022
Month: 09
X-DOI: 10.1080/09645292.2021.2006609
File-URL: http://hdl.handle.net/10.1080/09645292.2021.2006609
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# input file: CEDE_A_2027875_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Luciana Méndez-Errico
Author-X-Name-First: Luciana
Author-X-Name-Last: Méndez-Errico
Author-Name: Xavier Ramos
Author-X-Name-First: Xavier
Author-X-Name-Last: Ramos
Title: Selection and educational attainment: why some children are left behind? Evidence from a middle-income country
Abstract: 
 We model schooling as a sequential process and examine why some children are left behind. We focus on the factors that explain selection at early stages of the education system. Our findings for Uruguay suggest that long-term factors, such as parental background or ethnicity matter across all education stages while the effect of short-term factors, such as family income, wear out as individuals progress in the education system, suggesting a severe selection process at early stages.
Journal: Education Economics
Pages: 624-643
Issue: 6
Volume: 30
Year: 2022
Month: 11
X-DOI: 10.1080/09645292.2022.2027875
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# input file: CEDE_A_2035321_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Héctor Espinoza
Author-X-Name-First: Héctor
Author-X-Name-Last: Espinoza
Author-Name: Stefan Speckesser
Author-X-Name-First: Stefan
Author-X-Name-Last: Speckesser
Title: A comparison of earnings related to higher technical and academic education
Abstract: 
 Not much is known about higher technical education in England, but current education policy looks positively at it to improve labour productivity and social mobility. We provide updated estimates of individual earnings differentials associated with such education, compared to achieving degrees, for all secondary school leavers in 2003. We find an early advantage of higher technical education, which erode over time. By age 30, most degree holders earn more. However, for men with higher technical education in STEM, earnings remain significantly above those of many degree holders. For women, such differences were not found.
Journal: Education Economics
Pages: 644-659
Issue: 6
Volume: 30
Year: 2022
Month: 11
X-DOI: 10.1080/09645292.2022.2035321
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2035321
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# input file: CEDE_A_2013446_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Anne Zühlke
Author-X-Name-First: Anne
Author-X-Name-Last: Zühlke
Author-Name: Philipp Kugler
Author-X-Name-First: Philipp
Author-X-Name-Last: Kugler
Author-Name: Armin Hackenberger
Author-X-Name-First: Armin
Author-X-Name-Last: Hackenberger
Author-Name: Tobias Brändle
Author-X-Name-First: Tobias
Author-X-Name-Last: Brändle
Title: Accounting for dropout risk and upgrading in educational choices: new evidence for lifetime returns in Germany
Abstract: 
 We analyse the economic returns in lifetime labour income of various educational paths in Germany. Using recent data, we calculate cumulative labour earnings at different ages and for different educational paths while controlling the parental background of individuals. We find that after the age of 55, lifetime labour income is higher for individuals with a university degree compared to individuals with a vocational degree. Considering the risk of dropout and the possibility of educational upgrading, individuals who start with a vocational training after their school degree do not earn less than individuals who start with university studies.
Journal: Education Economics
Pages: 574-589
Issue: 6
Volume: 30
Year: 2022
Month: 11
X-DOI: 10.1080/09645292.2021.2013446
File-URL: http://hdl.handle.net/10.1080/09645292.2021.2013446
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# input file: CEDE_A_2027874_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Amriza N. Wardani
Author-X-Name-First: Amriza N.
Author-X-Name-Last: Wardani
Author-Name: Nadezhda V. Baryshnikova
Author-X-Name-First: Nadezhda V.
Author-X-Name-Last: Baryshnikova
Author-Name: Danusha Jayawardana
Author-X-Name-First: Danusha
Author-X-Name-Last: Jayawardana
Title: Do secondary school children stay in school and out of the labour market in the presence of an educational cash transfer?
Abstract: 
 We investigate the effect of an educational cash transfer on schooling and working of the recipients and their non-recipient siblings in Indonesia, using a matched difference-in-differences strategy. We find that the cash transfer increases the probability of schooling for all recipients. Specifically, the likelihood of schooling for the senior secondary school children increases by 19 percentage points. However, there is no effect on the recipient's probability to work. Furthermore, there is no significant spill-over effect on non-recipient siblings' schooling. While the transfer reduces the incidence of child labour for non-recipient girls, it increases the probability of non-recipient boys to work.
Journal: Education Economics
Pages: 612-623
Issue: 6
Volume: 30
Year: 2022
Month: 11
X-DOI: 10.1080/09645292.2022.2027874
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2027874
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# input file: CEDE_A_2019196_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Prita Nurmalia Kusumawardhani
Author-X-Name-First: Prita Nurmalia
Author-X-Name-Last: Kusumawardhani
Title: Spillover effects of investment in Early Childhood Education and Development (ECED) centers: evidence from Indonesia
Abstract: 
 This paper estimates spillover effects of investing in new early childhood education centers on the outcomes of children that did not attend those centers. I find positive and economically significant spillover effects in the EDI domain of communication skills and general knowledge. Furthermore, never-enrolled children have also experienced an improvement in physical health and well-being. There is no evidence of significant effects on parenting practices and reduction in behavioral problems. The evidence suggests that spillovers are driven by individual interactions instead of interaction between centers.
Journal: Education Economics
Pages: 590-611
Issue: 6
Volume: 30
Year: 2022
Month: 11
X-DOI: 10.1080/09645292.2021.2019196
File-URL: http://hdl.handle.net/10.1080/09645292.2021.2019196
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# input file: CEDE_A_2050995_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: L. Cultrera
Author-X-Name-First: L.
Author-X-Name-Last: Cultrera
Author-Name: B. Mahy
Author-X-Name-First: B.
Author-X-Name-Last: Mahy
Author-Name: F. Rycx
Author-X-Name-First: F.
Author-X-Name-Last: Rycx
Author-Name: G. Vermeylen
Author-X-Name-First: G.
Author-X-Name-Last: Vermeylen
Title: Educational and skills mismatches: unravelling their effects on wages across Europe
Abstract: 
 This paper is among the first to investigate the impact of over-education and over-skilling on workers’ wages using a unique pan-European database covering twenty-eight countries for the year 2014, namely the CEDEFOP’s European Skills and Jobs (ESJ) survey. Overall, the results suggest the existence of a wage penalty associated with over-education. When the educational and the skills mismatches are interacted with each other in order to distinguish apparent over-education from genuine over-education, the results highlight that the workers with the highest wage penalty are those who are both over-educated and over-skilled.
Journal: Education Economics
Pages: 561-573
Issue: 6
Volume: 30
Year: 2022
Month: 11
X-DOI: 10.1080/09645292.2022.2050995
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2050995
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# input file: CEDE_A_2027876_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Andreas Rehs
Author-X-Name-First: Andreas
Author-X-Name-Last: Rehs
Author-Name: Michaela Fuchs
Author-X-Name-First: Michaela
Author-X-Name-Last: Fuchs
Title: Career paths of PhD graduates in eastern and western Germany: same qualification, same labor market outcomes?*
Abstract: 
 This paper investigates to what extent the returns to a PhD depend upon the region of birth and the place of work. We examine the career paths of eastern and western German PhD graduates and estimate the returns to obtaining a job suited to their skill level and with high wages. Our data set combines information on graduates and their place of birth with administrative data. We find that the place of work rather than the region of birth affects labor market outcomes. Due to lower mobility, eastern German graduates profit less from adequate jobs located in western Germany.
Journal: Education Economics
Pages: 31-53
Issue: 1
Volume: 31
Year: 2023
Month: 01
X-DOI: 10.1080/09645292.2022.2027876
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2027876
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# input file: CEDE_A_2036322_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Norio Horie
Author-X-Name-First: Norio
Author-X-Name-Last: Horie
Author-Name: Ichiro Iwasaki
Author-X-Name-First: Ichiro
Author-X-Name-Last: Iwasaki
Title: Returns to schooling in European emerging markets: a meta-analysis
Abstract: 
 This paper conducts a meta-analysis of 1599 estimates extracted from 69 previous studies to identify time-series changes in returns to schooling in 20 European emerging markets. We examine possible difference in returns to schooling across the region. A meta-synthesis suggests a decreasing trend over time in returns to schooling in European emerging markets. Synthesis results also indicate that the western part of the region tends to have higher returns to schooling than the eastern part. Both the meta-regression analysis of literature heterogeneity and the test for publication selection bias produced findings that are highly consistent with the meta-synthesis results.
Journal: Education Economics
Pages: 102-128
Issue: 1
Volume: 31
Year: 2023
Month: 01
X-DOI: 10.1080/09645292.2022.2036322
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2036322
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# input file: CEDE_A_2042202_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Alex Bryson
Author-X-Name-First: Alex
Author-X-Name-Last: Bryson
Author-Name: Lucy Stokes
Author-X-Name-First: Lucy
Author-X-Name-Last: Stokes
Author-Name: David Wilkinson
Author-X-Name-First: David
Author-X-Name-Last: Wilkinson
Title: Is pupil attainment higher in well-managed schools?
Abstract: 
 Linking the Workplace Employment Relations Surveys 2004 and 2011 to administrative data on pupil attainment in England we examine whether secondary and primary schools who deploy more intensive human resource management (HRM) practices have higher pupil attainment. We find intensive use of HRM practices is positively and significantly correlated with higher labour productivity and quality of provision, and with better financial performance, most notably in primary schools, but it is not associated with higher pupil attainment as indicated by assessment scores at Key Stage 2, Key Stage 4 and value-added measures based on assessments at these points.
Journal: Education Economics
Pages: 129-144
Issue: 1
Volume: 31
Year: 2023
Month: 01
X-DOI: 10.1080/09645292.2022.2042202
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2042202
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# input file: CEDE_A_2035322_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Boukje Compen
Author-X-Name-First: Boukje
Author-X-Name-Last: Compen
Author-Name: Kristof De Witte
Author-X-Name-First: Kristof
Author-X-Name-Last: De Witte
Author-Name: Koen Declercq
Author-X-Name-First: Koen
Author-X-Name-Last: Declercq
Author-Name: Wouter Schelfhout
Author-X-Name-First: Wouter
Author-X-Name-Last: Schelfhout
Title: Improving students’ financial literacy by training teachers using an online professional development module
Abstract: 
 We evaluate whether a scalable online teacher professional development (OTPD) module that requires little time investment enhances students’ financial literacy. Two randomised controlled trials were performed, with 1827 students, 53 teachers and 47 schools participating. The financial education programme on its own increased students’ financial knowledge, but did not improve financial behaviour. Regarding the OTPD effects, we observed that students’ knowledge scores did not significantly improve, but that behaviour scores were enhanced relative to students whose teachers did not receive access to the OTPD module. In comparison with students in the control condition, behaviour scores improved with 0.39 SD.
Journal: Education Economics
Pages: 77-101
Issue: 1
Volume: 31
Year: 2023
Month: 01
X-DOI: 10.1080/09645292.2022.2035322
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2035322
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# input file: CEDE_A_2042203_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Jared Ashworth
Author-X-Name-First: Jared
Author-X-Name-Last: Ashworth
Author-Name: Michael Olabisi
Author-X-Name-First: Michael
Author-X-Name-Last: Olabisi
Title: Distance and mismatch in graduate school selection
Abstract: 
 We use the score reports of 375,000 US-based GMAT® test takers to document patterns of mismatch between student ability and school quality. We find substantial levels of mismatch in candidates' selection of MBA programs for score-sending, and by extension, applications. The evidence suggests that the high levels of mismatch in the selection of schools by candidates can explain some of the academic mismatch attributed to school policies. Using discrete choice models, we find candidates are discouraged by distance and motivated by in-state programs. We also find that much of the application overmatch is explained by candidates' preference for high-quality programs.
Journal: Education Economics
Pages: 1-30
Issue: 1
Volume: 31
Year: 2023
Month: 01
X-DOI: 10.1080/09645292.2022.2042203
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2042203
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# input file: CEDE_A_2027877_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Daniel Mead
Author-X-Name-First: Daniel
Author-X-Name-Last: Mead
Title: The gender gap in university enrolment: evidence from subjective expectations
Abstract: 
 In most OECD countries, more women than men enrol in undergraduate degrees. I analyse this gap in enrolment using the elicited subjective beliefs of a sample of 240 17–18-year-olds living in England. I use these beliefs to estimate a discrete choice model. The results from this model can explain the majority of the gender gap in enrolment. Gender differences in preferences over future outcomes rather than differences in subjective beliefs account for most of the gap. An important difference between men and women is women value feeling independent whereas men do not.
Journal: Education Economics
Pages: 54-76
Issue: 1
Volume: 31
Year: 2023
Month: 01
X-DOI: 10.1080/09645292.2022.2027877
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2027877
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# input file: CEDE_A_2091113_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Sergei Filiasov
Author-X-Name-First: Sergei
Author-X-Name-Last: Filiasov
Author-Name: Arthur Sweetman
Author-X-Name-First: Arthur
Author-X-Name-Last: Sweetman
Title: Low-stakes standardized tests in British Columbia, Canada: system accountability and/or individual feedback?
Abstract: 
 A jurisdiction-wide zero-stakes Foundational Skills Assessment administered in grade 4 in British Columbia, Canada, used a three-point scale to publicly disseminate aggregate school/district-level results, and a five-point scale to convey results to students/parents. For a variety of long-term outcomes, a regression discontinuity analysis shows a positive, but modest in magnitude, ‘system accountability’ effect for girls who fall just below the lowest threshold on the three-point scale for reading. For numeracy the findings are less precise but suggest a positive ‘feedback effect’ for girls who fall just below the highest five-point scale cut-off. No statistically significant effects are observed for boys.
Journal: Education Economics
Pages: 145-165
Issue: 2
Volume: 31
Year: 2023
Month: 03
X-DOI: 10.1080/09645292.2022.2091113
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2091113
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# input file: CEDE_A_2061428_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Léonard Moulin
Author-X-Name-First: Léonard
Author-X-Name-Last: Moulin
Title: Do private schools increase academic achievement? Evidence from France
Abstract: 
 This article investigates the effect of private lower secondary schools on student achievement in France. I use propensity score matching on a large French database to estimate the effect of enrollment in a private school on academic achievement as measured by ninth-grade test scores in three school subjects. I find that private school attendance has a large and significant effect on educational success. Boys' (girls') scores in private school were between 0.193 (0.138) and 0.222 (0.198) standard deviations higher on standardized tests in ninth grade. A series of checks confirm the robustness of these results.
Journal: Education Economics
Pages: 247-274
Issue: 2
Volume: 31
Year: 2023
Month: 03
X-DOI: 10.1080/09645292.2022.2061428
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2061428
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# input file: CEDE_A_2061427_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Stephan D. Whitaker
Author-X-Name-First: Stephan D.
Author-X-Name-Last: Whitaker
Title: Industrial composition and intergenerational educational mobility
Abstract: 
 Using the National Longitudinal Surveys of Youth (NLSY), this article examines the influence of a region’s industrial composition on the educational attainment of children raised by parents who do not have college degrees. The NLSY’s geo-coded panel allows for precise measurements of the local industries that shaped the parents’ employment opportunities and the labor market that the children directly observed. For cohorts finishing school in the 1990s and early 2000s, concentrations of manufacturing are positively associated with both high school and college attainment. Concentrations of college-degree-intensive industries are positively associated with college attainment. I investigate several potential mechanisms that could relate the industrial composition to educational attainment, including returns to education, opportunity costs, parental inputs, community resources, and information.
Journal: Education Economics
Pages: 225-246
Issue: 2
Volume: 31
Year: 2023
Month: 03
X-DOI: 10.1080/09645292.2022.2061427
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2061427
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# input file: CEDE_A_2059804_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Gabriel Heller-Sahlgren
Author-X-Name-First: Gabriel
Author-X-Name-Last: Heller-Sahlgren
Title: Lifelong learning and employment outcomes: evidence from Sweden
Abstract: 
 We study the relationship between adult education and training (AET) and employment in Sweden. Exploiting rich data from the Programme for the International Assessment of Adult Competencies, and using an inverse-probability weighted regression-adjustment estimator, we find that AET is positively related to the probability of doing paid work. This relationship is driven by non-formal, job-related AET, such as on-the-job training. We also find that the relationship – the strength of which increases with training intensity – is similar across different types of non-formal, job-related AET. The results suggest that policies stimulating relevant AET take-up have promise to secure higher employment.
Journal: Education Economics
Pages: 189-210
Issue: 2
Volume: 31
Year: 2023
Month: 03
X-DOI: 10.1080/09645292.2022.2059804
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# input file: CEDE_A_2052807_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Kadio Eric Kadio
Author-X-Name-First: Kadio Eric
Author-X-Name-Last: Kadio
Title: Academic achievements in Sub-Saharan Africa: contexts, peers and inequalities
Abstract: 
 This paper provides empirical evidence on students’ achievements determinants in Sub-Saharan Africa based on a sample of 26602 students from the ten countries that participated in the PASEC 2014 assessment. By using a two-level hierarchical linear model, I find that learning inequalities are primarily explained by differences in schools’ characteristics. Furthermore, the estimation findings corroborate this result by showing the relevance of resources at the school level and how it affects students’ performances depending on school type and location. Additionally, my results showed gender disparities and peer effects related to socioeconomic status, which disproportionately influence children from disadvantaged backgrounds.
Journal: Education Economics
Pages: 166-188
Issue: 2
Volume: 31
Year: 2023
Month: 03
X-DOI: 10.1080/09645292.2022.2052807
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# input file: CEDE_A_2059805_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Abdoulganiour Almame Tinta
Author-X-Name-First: Abdoulganiour Almame
Author-X-Name-Last: Tinta
Author-Name: Salifou Ouedraogo
Author-X-Name-First: Salifou
Author-X-Name-Last: Ouedraogo
Author-Name: Noel Thiombiano
Author-X-Name-First: Noel
Author-X-Name-Last: Thiombiano
Title: Does graduate education abroad matter? Evidence from Burkina Faso
Abstract: 
 This paper addresses international student migration, return migration and labor market entry by examining the effects of graduate educational migration on employment, type of employment, wage and wait time to obtain employment. Using primary data collected in 2021 on 1774 burkinabè graduates, including non-migrants and migrants (returnees and non-returnees), the results are mixed. Migration for studies does not provide better access to employment for returnees because they take longer to get a job despite having degrees from schools abroad and earning more. Controlling for selection bias, Ph.D. graduates take longer to find jobs than do Master's graduates. Arbitrating between unemployment and a lower-skilled job, the findings highlight that the returnees prefer unemployment. Assignment and queuing theories are supported for returnees.
Journal: Education Economics
Pages: 211-224
Issue: 2
Volume: 31
Year: 2023
Month: 03
X-DOI: 10.1080/09645292.2022.2059805
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# input file: CEDE_A_2063796_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Ivo J. M. Arnold
Author-X-Name-First: Ivo J. M.
Author-X-Name-Last: Arnold
Title: The link between procrastination and graduation rates: evidence from the ALEKS learning platform
Abstract: 
 This paper adds to the literature on the relationship between procrastination and academic performance. We measure procrastination as the speed with which students do an online math course on the ALEKS learning platform. This pre-admission course is mandatory for students that are weak in math. Using a large dataset of undergraduate students at a Dutch school of economics, we estimate linear probability models for dropout and graduation rates. Controlling for students’ background characteristics, we find that procrastination increases dropout rates and decreases graduation rates. The coefficient estimates indicate that the influence of procrastination on dropout and graduation rates is sizable.
Journal: Education Economics
Pages: 275-287
Issue: 3
Volume: 31
Year: 2023
Month: 05
X-DOI: 10.1080/09645292.2022.2063796
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# input file: CEDE_A_2068137_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Andy Dickerson
Author-X-Name-First: Andy
Author-X-Name-Last: Dickerson
Author-Name: Emily McDool
Author-X-Name-First: Emily
Author-X-Name-Last: McDool
Author-Name: Damon Morris
Author-X-Name-First: Damon
Author-X-Name-Last: Morris
Title: Post-compulsory education pathways and labour market outcomes
Abstract: 
 We use sequence analysis to compare the different trajectories that individuals take through the education system and into work and identify the characteristics that could be used to target those who are at most risk of poorer labour market outcomes. As well as age 16 exam performance, we find that parental advice, aspirations, and attitudes towards HE are important predictors of the pathways through education and into work. However, these pathways are not strongly determined at the end of compulsory education, and thus there are still opportunities for individuals to change their trajectory even after leaving school.
Journal: Education Economics
Pages: 326-352
Issue: 3
Volume: 31
Year: 2023
Month: 05
X-DOI: 10.1080/09645292.2022.2068137
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# input file: CEDE_A_2068138_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Ian Coxhead
Author-X-Name-First: Ian
Author-X-Name-Last: Coxhead
Author-Name: Nguyen Dinh Tuan Vuong
Author-X-Name-First: Nguyen Dinh Tuan
Author-X-Name-Last: Vuong
Author-Name: Phong Nguyen
Author-X-Name-First: Phong
Author-X-Name-Last: Nguyen
Title: Getting to Grade 10 in Vietnam: does an employment boom discourage schooling?
Abstract: 
 Blue-collar employment growth increases schooling opportunities by raising incomes, but also reduces incentives for some students to advance beyond compulsory education. These contradictory influences may help to explain relatively slow and uneven growth of progression to upper-secondary schooling in Vietnam, which has experienced a foreign investment boom in mainly low-skill manufacturing industries. We use data on participation rates and scores in an upper-secondary school entrance exam to analyze variation due to demand-side and supply-side factors. The data come from less advanced provinces and so illuminate the challenges of deepening educational development at the extensive margin, especially among ethnic minority populations.
Journal: Education Economics
Pages: 353-375
Issue: 3
Volume: 31
Year: 2023
Month: 05
X-DOI: 10.1080/09645292.2022.2068138
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# input file: CEDE_A_2063797_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Fang Dong
Author-X-Name-First: Fang
Author-X-Name-Last: Dong
Author-Name: Maria Cornachione Kula
Author-X-Name-First: Maria Cornachione
Author-X-Name-Last: Kula
Title: Digital device use and scientific literacy: an examination using Programme for International Student assessment (PISA) 2015 data
Abstract: 
 This paper uses data from the OECD’s 2015 PISA and an endogenous treatment effects model to investigate the impact of different intensities of digital device use for academic purposes on science learning outcomes. When we do not differentiate the location of device use, we find that greater use can help students improve their science scores in most of the countries. When we consider school and outside-of-school use separately, we find the above positive results are driven by outside-of-school digital device use and that there are more negative results of increased device use at school.
Journal: Education Economics
Pages: 288-312
Issue: 3
Volume: 31
Year: 2023
Month: 05
X-DOI: 10.1080/09645292.2022.2063797
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2063797
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# input file: CEDE_A_2067131_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Irene Eegdeman
Author-X-Name-First: Irene
Author-X-Name-Last: Eegdeman
Author-Name: Ilja Cornelisz
Author-X-Name-First: Ilja
Author-X-Name-Last: Cornelisz
Author-Name: Martijn Meeter
Author-X-Name-First: Martijn
Author-X-Name-Last: Meeter
Author-Name: Chris van Klaveren
Author-X-Name-First: Chris
Author-X-Name-Last: van Klaveren
Title: Identifying false positives when targeting students at risk of dropping out
Abstract: 
 Inefficient targeting of students at risk of dropping out might explain why dropout-reducing efforts often have no or mixed effects. In this study, we present a new method which uses a series of machine learning algorithms to efficiently identify students at risk and makes the sensitivity/precision trade-off inherent in targeting students for dropout prevention explicit. Data of a Dutch vocational education institute is used to show how out-of-sample machine learning predictions can be used to formulate invitation rules in a way that targets students at risk more effectively, thereby facilitating early detection for effective dropout prevention.
Journal: Education Economics
Pages: 313-325
Issue: 3
Volume: 31
Year: 2023
Month: 05
X-DOI: 10.1080/09645292.2022.2067131
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2067131
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# input file: CEDE_A_2073584_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Umer Javeid
Author-X-Name-First: Umer
Author-X-Name-Last: Javeid
Author-Name: Stephen Pratt
Author-X-Name-First: Stephen
Author-X-Name-Last: Pratt
Author-Name: Han Li
Author-X-Name-First: Han
Author-X-Name-Last: Li
Author-Name: Guochang Zhao
Author-X-Name-First: Guochang
Author-X-Name-Last: Zhao
Title: The effect of terrorism on continuing education: evidence from Pakistan
Abstract: 
 Education has wide-ranging benefits to both the individual and wider society. This article investigates the consequences of terrorist incidents on whether households can further their children’s schooling. Using both the Global Terrorism Database and Pakistan’s Social and Living Standards Measurement, we find that persistent exposure to terrorism significantly reduces the likelihood that parents will continue their children’s education. The result suggests, that for every million people, an increase in terrorist incidents causes 26,501 fewer children to continue their education at the primary school education level. We also examine the results by various demographic segments and types of terrorism attacks.
Journal: Education Economics
Pages: 376-396
Issue: 3
Volume: 31
Year: 2023
Month: 05
X-DOI: 10.1080/09645292.2022.2073584
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2073584
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# input file: CEDE_A_2082385_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Tommaso Agasisti
Author-X-Name-First: Tommaso
Author-X-Name-Last: Agasisti
Author-Name: Konstantina Maragkou
Author-X-Name-First: Konstantina
Author-X-Name-Last: Maragkou
Title: Socio-economic gaps in educational aspirations: do experiences and attitudes matter?
Abstract: 
 We use detailed survey data linked to administrative records from secondary schools in England to investigate potential channels contributing to the socio-economic gap in post-compulsory educational aspirations. We investigate the role of experiences and attitudes including the provision of information, advice and guidance (IAG), bullying victimisation, locus of control and self-perception of academic potential. Our findings indicate a significant socio-economic gap in aspirations to stay in education, to follow the academic rather than the vocational route, and to attend university. We use decomposition analysis to show that the experiences we consider are not statistically correlated with the observed socio-economic gap while differences in attitudes explain up to 22% of the effect. The findings suggest that investing in self-esteem building and attribution training programmes within schools could contribute to equalising educational outcomes.
Journal: Education Economics
Pages: 471-487
Issue: 4
Volume: 31
Year: 2023
Month: 07
X-DOI: 10.1080/09645292.2022.2082385
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2082385
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# input file: CEDE_A_2077914_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Bo Zhao
Author-X-Name-First: Bo
Author-X-Name-Last: Zhao
Title: Estimating the cost function of connecticut public K–12 education: implications for inequity and inadequacy in school spending
Abstract: 
 This paper is the first to estimate the cost function of Connecticut public K–12 education and to evaluate the state's school spending based on regression-estimated education costs. It finds large disparities across districts in education costs and cost-adjusted spending. A large percentage of the state's public school students are enrolled in districts where spending is inadequate relative to the predicted cost of achieving a common student performance target. Thus, many school districts, especially the high-cost ones, need a large amount of additional spending to improve student performance.
Journal: Education Economics
Pages: 439-470
Issue: 4
Volume: 31
Year: 2023
Month: 07
X-DOI: 10.1080/09645292.2022.2077914
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2077914
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# input file: CEDE_A_2113861_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Gill Wyness
Author-X-Name-First: Gill
Author-X-Name-Last: Wyness
Author-Name: Lindsey Macmillan
Author-X-Name-First: Lindsey
Author-X-Name-Last: Macmillan
Author-Name: Jake Anders
Author-X-Name-First: Jake
Author-X-Name-Last: Anders
Author-Name: Catherine Dilnot
Author-X-Name-First: Catherine
Author-X-Name-Last: Dilnot
Title: Grade expectations: how well can past performance predict future grades?
Abstract: 
 Students in the UK apply to university with teacher-predicted examination grades, rather than actual results. These predictions have been shown to be inaccurate, and to favour certain groups, leading to concerns about teacher bias. We ask whether it is possible to improve on the accuracy of teachers’ predictions by predicting pupil achievement using prior attainment data and machine learning techniques. While our models do lead to a quantitative improvement on teacher predictions, substantial inaccuracies remain. Our models also underpredict high-achieving state school pupils and low socio-economic status pupils, suggesting they have more volatile education trajectories. This raises questions about the use of predictions in the UK system.
Journal: Education Economics
Pages: 397-418
Issue: 4
Volume: 31
Year: 2023
Month: 07
X-DOI: 10.1080/09645292.2022.2113861
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2113861
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# input file: CEDE_A_2102151_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Youjin Choi
Author-X-Name-First: Youjin
Author-X-Name-Last: Choi
Author-Name: Feng Hou
Author-X-Name-First: Feng
Author-X-Name-Last: Hou
Author-Name: Ping Ching Winnie Chan
Author-X-Name-First: Ping Ching Winnie
Author-X-Name-Last: Chan
Title: Early earnings trajectories of international students after graduation from postsecondary programs: evidence from Canadian administrative data
Abstract: 
 Using two administrative datasets, this study investigates the role of various pre-graduation characteristics in accounting for earnings differences between international and domestic students during their first five years after graduation from Canadian postsecondary institutions. It demonstrates that international students earned less than domestic students when they worked in Canada after graduation. Fewer years of pre-graduation work experience and lower levels of pre-graduation earnings among international students accounted for most of their observed disadvantage in post-graduation earnings. We discuss possible interpretations of the results and the implications in reducing the earnings gaps between international and domestic students after graduation.
Journal: Education Economics
Pages: 510-530
Issue: 4
Volume: 31
Year: 2023
Month: 07
X-DOI: 10.1080/09645292.2022.2102151
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2102151
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# input file: CEDE_A_2085668_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Buly A. Cardak
Author-X-Name-First: Buly A.
Author-X-Name-Last: Cardak
Author-Name: Chris Ryan
Author-X-Name-First: Chris
Author-X-Name-Last: Ryan
Title: Socioeconomic disadvantage, ability to pay and university attendance in Australia
Abstract: 
 Evidence from around the world shows low university participation among young people from low socioeconomic status backgrounds. A common concern is that disadvantaged young people may be unable to afford higher education costs. Using data on government benefits intended to support students from low income households in high school, we identify students at risk of being unable to pay higher education costs. Large differences in university participation rates are observed which are no longer evident after controlling for high school achievement. Results suggest improving high school achievement is an important channel through which disadvantaged student participation may be improved.
Journal: Education Economics
Pages: 488-509
Issue: 4
Volume: 31
Year: 2023
Month: 07
X-DOI: 10.1080/09645292.2022.2085668
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2085668
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# input file: CEDE_A_2095353_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Blane D. Lewis
Author-X-Name-First: Blane D.
Author-X-Name-Last: Lewis
Title: Local education spending mandates: Indonesia’s 20 percent rule
Abstract: 
 Education spending mandates are popular around the world, especially among central governments in large, decentralized nations, who find that they may be useful in influencing varied local fiscal behavior. I evaluate Indonesia’s education spending mandate policy, which insists that district governments allocate at least 20 percent of their budgets to education. I find that the mandate has indeed induced some districts to spend more on education than they otherwise might have, thereby meeting the official target. However, the evidence indicates that the local spending mandate has had no significant effect on improving school participation and learning outcomes.
Journal: Education Economics
Pages: 419-438
Issue: 4
Volume: 31
Year: 2023
Month: 07
X-DOI: 10.1080/09645292.2022.2095353
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2095353
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# input file: CEDE_A_2119550_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Ligia Alba Melo-Becerra
Author-X-Name-First: Ligia Alba
Author-X-Name-Last: Melo-Becerra
Author-Name: Jorge Enrique Ramos-Forero
Author-X-Name-First: Jorge Enrique
Author-X-Name-Last: Ramos-Forero
Author-Name: Jorge Leonardo Rodríguez Arenas
Author-X-Name-First: Jorge Leonardo
Author-X-Name-Last: Rodríguez Arenas
Author-Name: Héctor M. Zárate-Solano
Author-X-Name-First: Héctor M.
Author-X-Name-Last: Zárate-Solano
Title: The impact of an alternation plan between face-to-face and remote education on academic achievement
Abstract: 
 This paper describes some indicators of the Colombian educational system considering the effect of the pandemic and assesses the causal effect of an alternation plan between face-to-face and remote education, conducted in 2020, on the results of an achievement test. Indicators reveal that the pandemic caused a greater demand for education services in public schools, increased dropout, and repetition rates, and widened the gaps in academic performance. The causal empirical exercise indicates that the students who participated in the experiment obtained, on average, better results in the achievement test compared to students who remained in the non-face-to-face scheme.
Journal: Education Economics
Pages: 632-648
Issue: 5
Volume: 31
Year: 2023
Month: 09
X-DOI: 10.1080/09645292.2022.2119550
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2119550
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# input file: CEDE_A_2113859_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Lee Crawfurd
Author-X-Name-First: Lee
Author-X-Name-Last: Crawfurd
Author-Name: Abdullah Alam
Author-X-Name-First: Abdullah
Author-X-Name-Last: Alam
Title: Contracting out schools at scale: evidence from Pakistan
Abstract: 
 Can governments contract out school management at scale? In 2016 the Government of Punjab transferred management of over 4,000 failing primary schools to private operators. Schools remained free to students. Private operators received a government subsidy per enrolled student of less than half per-student spending in government schools. This paper evaluates the effects on performance of converted schools. Comparing early converters to later converters, we estimate that enrolment in treated schools increased by over 60 percent, and test scores declined sharply.
Journal: Education Economics
Pages: 555-571
Issue: 5
Volume: 31
Year: 2023
Month: 09
X-DOI: 10.1080/09645292.2022.2113859
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2113859
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# input file: CEDE_A_2113860_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Rodrigo Alegría
Author-X-Name-First: Rodrigo
Author-X-Name-Last: Alegría
Author-Name: Pablo Cárabe
Author-X-Name-First: Pablo
Author-X-Name-Last: Cárabe
Author-Name: Alejandro Chahoud
Author-X-Name-First: Alejandro
Author-X-Name-Last: Chahoud
Author-Name: Ainara González de San Román
Author-X-Name-First: Ainara
Author-X-Name-Last: González de San Román
Title: The novel liquid learning system and the online gap in academic performance
Abstract: 
 This research considers the innovative educational strategy known as the liquid learning system, which allows students attending classes either online or face-to-face. This system was implemented for the first time at a private European university in 2020 as a reaction to the Covid-19 pandemic. Emphasis is placed on the effect of the online choice on student academic performance. Using Instrumental Variables to control for self-selection bias, our findings show a significant gap in the form of lower grades for online students. Quantile regressions reveal that those in the lower tail of the grade distribution are the most adversely affected.
Journal: Education Economics
Pages: 599-616
Issue: 5
Volume: 31
Year: 2023
Month: 09
X-DOI: 10.1080/09645292.2022.2113860
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2113860
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Handle: RePEc:taf:edecon:v:31:y:2023:i:5:p:599-616



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# input file: CEDE_A_2113858_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Weili Ding
Author-X-Name-First: Weili
Author-X-Name-Last: Ding
Author-Name: Yipeng Tang
Author-X-Name-First: Yipeng
Author-X-Name-Last: Tang
Author-Name: Yongmei Hu
Author-X-Name-First: Yongmei
Author-X-Name-Last: Hu
Title: Closing the gender gap in science: new evidence from urban China
Abstract: 
 In this paper, we analyze recently collected data that conducts a unique assessment of high school student performance for over two thousand students from five Chinese provinces. Across three domains of scientific intelligence tested, we document heterogeneous gender gaps in academic performance. These differences generally arise due to differential productivity of inputs to the education production process and not differential levels of inputs. At many quantiles of the achievement distribution, girls perform better than boys when identifying scientific issues, whereas the converse holds on the portion of the assessment that measures whether one can apply scientific evidence. These differences may partially explain the subsequent gap in decision to major in specific STEM disciplines in college. Further, our results imply caution from using a single summative gender achievement gap measure when gender gaps in subject knowledge are not constant across each domain of intelligence examined within the test.
Journal: Education Economics
Pages: 531-554
Issue: 5
Volume: 31
Year: 2023
Month: 09
X-DOI: 10.1080/09645292.2022.2113858
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2113858
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# input file: CEDE_A_2104812_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Rachel Ambler
Author-X-Name-First: Rachel
Author-X-Name-Last: Ambler
Author-Name: Gervas Huxley
Author-X-Name-First: Gervas
Author-X-Name-Last: Huxley
Author-Name: Mike W. Peacey
Author-X-Name-First: Mike W.
Author-X-Name-Last: Peacey
Title: Teaching at university
Abstract: 
 Using the rights contained in the Freedom of Information Act, we collected data on the teaching undertaken by staff at 52 UK universities. In contrast to workload modelling, our data reveals the extent of the variation in contact hours by institution, subject, and seniority. We provide for the first time an accurate measure of the teaching undertaken by staff on different contract types. One of our findings is that few universities employ full-time Teaching-only staff. It is some of the most prestigious universities that are leading the way in promoting this specialisation, with important implications for teaching and research.
Journal: Education Economics
Pages: 572-598
Issue: 5
Volume: 31
Year: 2023
Month: 09
X-DOI: 10.1080/09645292.2022.2104812
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2104812
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# input file: CEDE_A_2119549_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Atsushi Inoue
Author-X-Name-First: Atsushi
Author-X-Name-Last: Inoue
Author-Name: Ryuichi Tanaka
Author-X-Name-First: Ryuichi
Author-X-Name-Last: Tanaka
Title: Do teachers’ college majors affect students’ academic achievement in the sciences? A cross-subfields analysis with student-teacher fixed effects
Abstract: 
 We examine whether and how teachers’ major fields in college affect students’ achievement, exploiting within-student variation across subfields in natural science (i.e. physics, chemistry, biology, and Earth science). Using middle-school students’ data from the TIMSS and controlling for student-teacher fixed effects, we find that teachers improve students’ achievement in subfields of natural sciences correspond to their college majors. Teaching practices explain about half of the effect, mostly accounted for by teachers’ preparation for teaching science topics. The results are robust to potential endogenous matching between students and teachers.
Journal: Education Economics
Pages: 617-631
Issue: 5
Volume: 31
Year: 2023
Month: 09
X-DOI: 10.1080/09645292.2022.2119549
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2119549
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# input file: CEDE_A_2141199_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Nadja Bömmel
Author-X-Name-First: Nadja
Author-X-Name-Last: Bömmel
Author-Name: Guido Heineck
Author-X-Name-First: Guido
Author-X-Name-Last: Heineck
Title: Revisiting the causal effect of education on political participation and interest
Abstract: 
 Many studies suggest a relationship between education and political participation, but only some address causality. We add to this by re-examining the German case. For identification, we exploit an exogenous increase in compulsory schooling, and use data from the National Educational Panel Study (NEPS). The data enable analyses that do not rely solely on the conversion of school-leaving qualifications into schooling duration but use the individuals’ actual length of schooling as part of their educational biographies. Our results indicate that the well-known association between education and political participation partially reflects causal effects.
Journal: Education Economics
Pages: 664-682
Issue: 6
Volume: 31
Year: 2023
Month: 11
X-DOI: 10.1080/09645292.2022.2141199
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2141199
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# input file: CEDE_A_2141200_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: James Monks
Author-X-Name-First: James
Author-X-Name-Last: Monks
Title: Public versus private business school deans’ salary levels and structure in the United States
Abstract: 
 Despite increased scrutiny of administrators’ salaries in higher education, little is known about the determinants of executive-level compensation at universities. This study examines the individual and institutional determinants of compensation of business school deans, in the United States, with a focus on differentials between private and public university deans, in the level of remuneration and the structure of compensation. Specifically, using a Oaxaca-decomposition, I estimate that despite managing smaller, less research intensive business schools, private university business school deans earn approximately 15% more than comparable public university deans, and that they are compensated more for managing finances than for managing students.
Journal: Education Economics
Pages: 683-697
Issue: 6
Volume: 31
Year: 2023
Month: 11
X-DOI: 10.1080/09645292.2022.2141200
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2141200
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# input file: CEDE_A_2128053_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Rafiuddin Najam
Author-X-Name-First: Rafiuddin
Author-X-Name-Last: Najam
Author-Name: Alison Johnston
Author-X-Name-First: Alison
Author-X-Name-Last: Johnston
Title: Information provision and preferences toward tuition introduction in public universities: evidence from a survey experiment in Afghanistan
Abstract: 
 Public higher education is chronically under-funded in developing countries, making private investment necessary for human capital development. We investigate if information provision mobilizes support for private investment in public higher education by employing an online RCT in Afghanistan. We find that information cues impact respondents’ support for how education should be financed. Respondents that received information about the current amount of funding devoted to different levels of education (including tuition amounts for private tertiary programs), became more partial to prioritizing public funding for primary and secondary education over tertiary education but also became more supportive of tuition introduction in public universities.
Journal: Education Economics
Pages: 649-663
Issue: 6
Volume: 31
Year: 2023
Month: 11
X-DOI: 10.1080/09645292.2022.2128053
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2128053
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# input file: CEDE_A_2169252_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: María Gil-Izquierdo
Author-X-Name-First: María
Author-X-Name-Last: Gil-Izquierdo
Author-Name: Jose M. Cordero
Author-X-Name-First: Jose M.
Author-X-Name-Last: Cordero
Author-Name: Víctor Cristóbal
Author-X-Name-First: Víctor
Author-X-Name-Last: Cristóbal
Title: Teaching strategy specialization and student achievement
Abstract: 
 This paper aims to provide evidence on whether the specialization of schools in certain teaching strategies contributes to promoting student skills. Specifically, we will focus on comparing those that make intensive use of innovative practices with those specialized in the use of traditional methodologies. By employing propensity score matching (PSM) to reduce potential bias related to the different characteristics of schools, we provide robust evidence that specialization in the use of innovative teaching practices does not lead to better academic performance and may even be harmful to some competencies.
Journal: Education Economics
Pages: 755-773
Issue: 6
Volume: 31
Year: 2023
Month: 11
X-DOI: 10.1080/09645292.2023.2169252
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2169252
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# input file: CEDE_A_2156981_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Valentine Jacobs
Author-X-Name-First: Valentine
Author-X-Name-Last: Jacobs
Author-Name: Kevin Pineda-Hernández
Author-X-Name-First: Kevin
Author-X-Name-Last: Pineda-Hernández
Author-Name: François Rycx
Author-X-Name-First: François
Author-X-Name-Last: Rycx
Author-Name: Mélanie Volral
Author-X-Name-First: Mélanie
Author-X-Name-Last: Volral
Title: Does over-education raise productivity and wages equally? The moderating role of workers’ origin and immigrants’ background
Abstract: 
 We provide first evidence of the impact of over-education, among natives and immigrants, on firm-level productivity and wages. Our results show that the over-education wage premium is higher for natives than for immigrants. However, since the differential in productivity gains associated with over-education outweighs the corresponding wage premium differential, we conclude that over-educated native workers are in fact underpaid to a greater extent than their over-educated immigrant counterparts. This conclusion is refined by sensitivity analyses, when testing the role of immigrants’ background (e.g. region of birth, immigrant generation).
Journal: Education Economics
Pages: 698-724
Issue: 6
Volume: 31
Year: 2023
Month: 11
X-DOI: 10.1080/09645292.2022.2156981
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2156981
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# input file: CEDE_A_2160432_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Zoltán Hermann
Author-X-Name-First: Zoltán
Author-X-Name-Last: Hermann
Author-Name: Dániel Horn
Author-X-Name-First: Dániel
Author-X-Name-Last: Horn
Title: The effect of decreased general training on skills and dropout - Evidence from a vocational school reform in Hungary
Abstract: 
 The paper studies a unique education reform that decreased the length of secondary-level vocational education from 4 to 3 years, reducing the time spent on general subjects while keeping the time spent on vocational training. We use a difference-in-difference strategy by comparing reformed schools with early adopters before and after the reform. We find that students’ general skills have dropped considerably, but the probability of dropout has decreased, and the probability of getting a secondary qualification has increased. These results suggest that such a reform will have mixed labour market consequences, at least in the short run.
Journal: Education Economics
Pages: 725-734
Issue: 6
Volume: 31
Year: 2023
Month: 11
X-DOI: 10.1080/09645292.2022.2160432
File-URL: http://hdl.handle.net/10.1080/09645292.2022.2160432
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# input file: CEDE_A_2165639_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Guilherme Strifezzi Leal
Author-X-Name-First: Guilherme
Author-X-Name-Last: Strifezzi Leal
Author-Name: Álvaro Choi
Author-X-Name-First: Álvaro
Author-X-Name-Last: Choi
Title: Racial quotas in higher education and pre-college academic performance: evidence from Brazil
Abstract: 
 The effects of affirmative action on the incentives to human capital accumulation are ambiguous from a theoretical perspective and the scarce empirical evidence on the matter provides mixed results. In this paper, we address this issue by investigating the impacts of Brazil’s Law of Quotas on the students’ performance in the college entrance exam, the ENEM. We provide causal evidence that the law fostered incentives to pre-college human capital accumulation, inducing students to attain higher ENEM scores. Moreover, the effects of the quotas were greater in quantitative-intensive subjects and these impacts increased throughout the first years after the law’s implementation.
Journal: Education Economics
Pages: 735-754
Issue: 6
Volume: 31
Year: 2023
Month: 11
X-DOI: 10.1080/09645292.2023.2165639
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2165639
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# input file: CEDE_A_2181748_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Ellen Greaves
Author-X-Name-First: Ellen
Author-X-Name-Last: Greaves
Title: Segregation by choice? School choice and segregation in England
Abstract: 
 School choice can segregate schools by academic ability, income or ethnicity, but is this because of households’ choices, or constraints in access to good schools? We examine whether segregation is by choice, finding that households’ school choices are segregating in most areas. Through counterfactual simulation, we find that implementing a policy of ‘neighbourhood’ schools would, in contrast, reduce segregation in most areas, under the assumption that each household’s location is fixed. Policymakers require further evidence to weigh up the effects of school choice systems on sorting across schools and neighbourhoods, relative to potential efficiency benefits of school choice.
Journal: Education Economics
Pages: 1-19
Issue: 1
Volume: 32
Year: 2024
Month: 01
X-DOI: 10.1080/09645292.2023.2181748
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2181748
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# input file: CEDE_A_2178640_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Amina Ahmed Lahsen
Author-X-Name-First: Amina
Author-X-Name-Last: Ahmed Lahsen
Author-Name: Alan T. Piper
Author-X-Name-First: Alan T.
Author-X-Name-Last: Piper
Author-Name: Ida-Anna Thiele
Author-X-Name-First: Ida-Anna
Author-X-Name-Last: Thiele
Title: The role of gender inequality in the overeducation and life satisfaction relationship: an empirical analysis using panel data from Korea
Abstract: 
 Despite Korea’s economic development, gender inequality in its society and the labour market is still prevalent. Within this context, this investigation considers the relationship between overeducation and life satisfaction by gender. Korean females are better educated than males, and they also face more discrimination in the labour market, the consequences of overeducation are likely to differ by gender. Using Korean panel data the results are consistent with females having lower aspirations despite their high levels of education, and indicate that a more female friendly labour market could address the country’s currently underutilised human capital.
Journal: Education Economics
Pages: 79-95
Issue: 1
Volume: 32
Year: 2024
Month: 01
X-DOI: 10.1080/09645292.2023.2178640
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2178640
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# input file: CEDE_A_2176826_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Anna Adamecz
Author-X-Name-First: Anna
Author-X-Name-Last: Adamecz
Author-Name: Morag Henderson
Author-X-Name-First: Morag
Author-X-Name-Last: Henderson
Author-Name: Nikki Shure
Author-X-Name-First: Nikki
Author-X-Name-Last: Shure
Title: Intergenerational educational mobility – The role of non-cognitive skills
Abstract: 
 While it has been shown that university attendance is strongly predicted by parental education, we know very little about why some potential first-generation students make it to university and others do not. This paper looks at the role of non-cognitive skills in the university participation of this disadvantaged group in England. We find that having higher levels of locus of control, academic self-concept, work ethic, and self-esteem in adolescence is positively related to intergenerational educational mobility to university. Our results indicate these skills help potential first-generation students to compensate for their relative disadvantage, and they are especially crucial for boys.
Journal: Education Economics
Pages: 59-78
Issue: 1
Volume: 32
Year: 2024
Month: 01
X-DOI: 10.1080/09645292.2023.2176826
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2176826
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# input file: CEDE_A_2170983_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Anand Kumar
Author-X-Name-First: Anand
Author-X-Name-Last: Kumar
Author-Name: Soham Sahoo
Author-X-Name-First: Soham
Author-X-Name-Last: Sahoo
Title: Caste, gender, and intersectionality in stream choice: evidence from higher secondary education in India
Abstract: 
 We investigate how social identity, namely gender and caste, affects stream choice at the higher secondary level of schooling in India. The choice of science stream at this level is a crucial determinant of subsequent science, technology, engineering, and mathematics (STEM) education and labor market outcomes. Using nationally representative data spanning a decade, we show that females and individuals from historically disadvantaged castes are significantly less likely to study science. We analyze the role of various socio-economic and schooling-related factors in explaining these gaps. We also highlight the interplay between caste and gender using an intersectionality framework.
Journal: Education Economics
Pages: 20-46
Issue: 1
Volume: 32
Year: 2024
Month: 01
X-DOI: 10.1080/09645292.2023.2170983
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2170983
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# input file: CEDE_A_2184316_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Romi Bhakti Hartarto
Author-X-Name-First: Romi Bhakti
Author-X-Name-Last: Hartarto
Author-Name: Claudia Aravena
Author-X-Name-First: Claudia
Author-X-Name-Last: Aravena
Author-Name: Arnab Bhattacharjee
Author-X-Name-First: Arnab
Author-X-Name-Last: Bhattacharjee
Title: Parental risk attitudes and child cognitive outcome in Indonesia
Abstract: 
 The empirical link between children's cognitive ability and parental risk attitudes has been understudied. Specifically, an individual’s educational outcome may reflect the decisions made on their behalf by parents, reflecting their risk attitudes. This paper aims to fill gaps in the existing literature by investigating whether parental risk preferences influence the cognitive ability of children in Indonesia. Using a dataset from the fifth wave of the Indonesia Family Life Survey (IFLS-5), we find an inverse relation between parental risk aversion and children’s cognitive test scores. However, the effect of parental risk attitudes is only prominent for daughters.
Journal: Education Economics
Pages: 96-113
Issue: 1
Volume: 32
Year: 2024
Month: 01
X-DOI: 10.1080/09645292.2023.2184316
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2184316
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# input file: CEDE_A_2185570_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Jamin D. Speer
Author-X-Name-First: Jamin D.
Author-X-Name-Last: Speer
Title: Student performance in online health courses
Abstract: 
 The switch to remote classes disrupted higher education during the Covid-19 pandemic. Online courses have the potential to be especially disruptive in health fields, where more of the learning is hands-on and practice-based. Using detailed pre-Covid administrative data from a large, diverse public university, I study how online course delivery can impact student performance in these fields. While grades are similar on average in online courses as compared with in-person courses, grades are difficult to interpret and may not measure actual learning. I find that course pass rates – an outcome of real consequence for students – are 3.9 percentage points lower in online courses. This is especially true among Black and low-income students, for whom pass rates go down by 6.4 and 5.4 percentage points, respectively. The results suggest that the move to online courses may depress graduation rates in health fields, particularly among minority and lower-income students, leading to a less diverse healthcare workforce.
Journal: Education Economics
Pages: 114-120
Issue: 1
Volume: 32
Year: 2024
Month: 01
X-DOI: 10.1080/09645292.2023.2185570
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2185570
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# input file: CEDE_A_2173148_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Fernando Antonio Ignacio González
Author-X-Name-First: Fernando Antonio Ignacio
Author-X-Name-Last: González
Author-Name: Juan Antonio Dip
Author-X-Name-First: Juan Antonio
Author-X-Name-Last: Dip
Title: School entry cutoff and the timing of births: evidence from Argentina
Abstract: 
 The distance between the birth date and the school entry cutoff has been repeatedly used as an exogenous instrument to examine the impact of several educational programmes. In this work, we analyse the validity of this instrument for the case of Argentina. Considering multiple waves of the Permanent Household Survey we detect the existence of discontinuities in the distribution of births around the school entry cutoff (30 June). These discontinuities suggest that parents act strategically. In particular, they defer birth dates to days after the cutoff. This effect is especially large considering a bandwidth of 7 days and in boys.
Journal: Education Economics
Pages: 47-58
Issue: 1
Volume: 32
Year: 2024
Month: 01
X-DOI: 10.1080/09645292.2023.2173148
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2173148
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# input file: CEDE_A_2202370_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Hang Thu Nguyen-Phung
Author-X-Name-First: Hang Thu
Author-X-Name-Last: Nguyen-Phung
Author-Name: Nahashon Nzioka Nthenya
Author-X-Name-First: Nahashon Nzioka
Author-X-Name-Last: Nthenya
Title: The causal effect of education on women’s empowerment: evidence from Kenya
Abstract: 
 This paper investigated the impacts of education on women’s empowerment in Kenya using six waves of nationally-representative KDHS data. Our study utilizes the change in educational structure in 1985 as an instrument and finds that women under the new system enhanced their schooling by approximately two years. One year of education prolongs women’s timing of the first birth, decreases female genital mutilation for the first daughter, reduces intimate partner violence, and improves women’s household decision-making. Our findings are robust to several robustness checks. We examined different paths to explain these results, including information exposure, partner matching, and labor market engagement.
Journal: Education Economics
Pages: 210-228
Issue: 2
Volume: 32
Year: 2024
Month: 03
X-DOI: 10.1080/09645292.2023.2202370
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2202370
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# input file: CEDE_A_2206594_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Alexander H. Bentz
Author-X-Name-First: Alexander H.
Author-X-Name-Last: Bentz
Title: Local prescription opioid use and academic achievement
Abstract: 
 This paper provides evidence on the effect of local prescription opioid use on academic achievement of 3rd–8th graders between 2009 and 2018. Using county fixed effects models, I find that when counties have higher levels of prescription opioid use, students score lower on standardized assessments two to three years later, with variation by student subgroups and magnitudes comparable to effective interventions. I find the largest magnitudes in counties with higher poverty rates and states with below-median state education spending. As test score effects predict adult outcomes, these findings point to economic and public health challenges when affected children become adults.HighlightsI examine the relationship between local prescription opioid use and academic achievement of 3rd to 8th graders in Math and English Language Arts (ELA).Using county-fixed effects models, I find that when counties have higher prescription opioid use, lower levels of academic achievement in Math and ELA emerge two to three years later.Among white and economically disadvantaged students, this effect is similar in magnitude to other effective academic interventions and detrimental factors.I also find suggestive evidence that the effects are larger in counties with higher poverty rates.
Journal: Education Economics
Pages: 229-254
Issue: 2
Volume: 32
Year: 2024
Month: 03
X-DOI: 10.1080/09645292.2023.2206594
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2206594
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# input file: CEDE_A_2200911_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Kusum Mundra
Author-X-Name-First: Kusum
Author-X-Name-Last: Mundra
Author-Name: Fernando Rios-Avila
Author-X-Name-First: Fernando
Author-X-Name-Last: Rios-Avila
Title: Education-occupation mismatch and social networks for Hispanics in the U.S.: role of citizenship
Abstract: 
 Using a sample of college-educated Hispanics from the 2016–2017 American Community Survey we examine the role of potential social networks on the education-occupation mismatch for Hispanics in the U.S. To do this, we use a novel data-driven index to measure the degree of education-occupation mismatch, while potential networks are measured using the share of Hispanics at the MSA level. We find that networks improve job-match quality for college-educated Hispanics, with effects that are significantly larger for Hispanic citizens when networks consist of the proportion of Hispanics with college degrees. Our findings are robust to other indices of education mismatch.
Journal: Education Economics
Pages: 185-209
Issue: 2
Volume: 32
Year: 2024
Month: 03
X-DOI: 10.1080/09645292.2023.2200911
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2200911
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# input file: CEDE_A_2196006_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: John M. Krieg
Author-X-Name-First: John M.
Author-X-Name-Last: Krieg
Author-Name: Darius D. Martin
Author-X-Name-First: Darius D.
Author-X-Name-Last: Martin
Author-Name: Adam C. Wright
Author-X-Name-First: Adam C.
Author-X-Name-Last: Wright
Title: Friends don’t let friends drop out
Abstract: 
 We combine administrative data from a regional public university with a novel revealed-preference indicator of student friendships to show that socially connected first-year university students are more likely to be retained into their second year. The impact of friends on retention is statistically and economically significant: each friend raises the probability of retention by about 0.6 percentage points, an effect size roughly equivalent to 66 SAT points. This effect occurs in the presence of a robust set of explanatory variables, including unique indicators of a student’s prior commitment to the university, and applies to wide variety of student subgroups.
Journal: Education Economics
Pages: 121-140
Issue: 2
Volume: 32
Year: 2024
Month: 03
X-DOI: 10.1080/09645292.2023.2196006
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2196006
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# input file: CEDE_A_2206985_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: John J. Green
Author-X-Name-First: John J.
Author-X-Name-Last: Green
Author-Name: Peter F. Orazem
Author-X-Name-First: Peter F.
Author-X-Name-Last: Orazem
Author-Name: Nicole S. Swepston
Author-X-Name-First: Nicole S.
Author-X-Name-Last: Swepston
Title: College quality as revealed by willingness-to-pay for college graduates
Abstract: 
 This study measures college quality by the amount by which the college adds to the salary of its students above what the median market value would be for the same majors and student quality. Commonly used national rankings of colleges such as U.S. News and World Report or Forbes are heavily biased by a college’s average salaries and the quality of the students it enrolls, and not by the actual value-added by the colleges. Once student quality and mix of majors are controlled, salary differences between elite and nonelite schools largely disappear.
Journal: Education Economics
Pages: 255-274
Issue: 2
Volume: 32
Year: 2024
Month: 03
X-DOI: 10.1080/09645292.2023.2206985
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2206985
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# input file: CEDE_A_2194585_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Andreas B. Vortisch
Author-X-Name-First: Andreas B.
Author-X-Name-Last: Vortisch
Title: The land of the fee: the effect of Baden-Württemberg's tuition fees on international student outcomes
Abstract: 
 Despite the increasing number of students learning abroad, little is known about the way international students migrate and how policies influence their decision. This article evaluates one German state's recent policy to charge international students for tuition, while tertiary education remains free elsewhere. For my difference-in-differences analysis, I collect and combine publicly available records for German higher education institutions since 1998. I find that the international enrollment rate decreases by 2 percentage points at treated institutions, driven by African and Asian students. In contrast to state government motivations, I find no evidence for a short-term decrease in exam failure rates.
Journal: Education Economics
Pages: 141-166
Issue: 2
Volume: 32
Year: 2024
Month: 03
X-DOI: 10.1080/09645292.2023.2194585
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2194585
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# input file: CEDE_A_2196007_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Daniel Gama e Colombo
Author-X-Name-First: Daniel Gama e
Author-X-Name-Last: Colombo
Title: Are public sector jobs better for Ph.D. students? The association between employment sector and doctoral dropout and graduation
Abstract: 
 A growing number of doctoral students work during their Ph.D., which is commonly associated with higher risks of dropout. This paper investigates whether the sector of employment (public or private) is also a predictor of student outcomes in Ph.D. programs. Using a dataset on doctorate students in Brazil, the association of employment with the likelihood of graduation and dropout is estimated using a logistic regression and an event history analysis. The results indicate that students employed exclusively in the public sector during the program are approximately 80% more likely to graduate than those working only for private organizations.
Journal: Education Economics
Pages: 167-184
Issue: 2
Volume: 32
Year: 2024
Month: 03
X-DOI: 10.1080/09645292.2023.2196007
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2196007
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# input file: CEDE_A_2216896_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Marlon Williams
Author-X-Name-First: Marlon
Author-X-Name-Last: Williams
Title: The extremely overconfident and extremely dissatisfied: a case study of an introductory macroeconomics college course
Abstract: 
 In this paper, I first provide additional evidence of the prevalence and severity of the problem of student grade overconfidence. I do so by documenting the level of overconfidence that exists in an introductory macroeconomics course. In this course, 75% of the 614 students earned a grade that was below what they expected. I also find that students who expect that their actual grade will fall significantly below their original expected grade are dramatically more likely to report that they had the worst overall experience in this course relative to their experiences in all other concurrent courses.
Journal: Education Economics
Pages: 381-394
Issue: 3
Volume: 32
Year: 2024
Month: 05
X-DOI: 10.1080/09645292.2023.2216896
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2216896
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# input file: CEDE_A_2211749_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Anders Lindström
Author-X-Name-First: Anders
Author-X-Name-Last: Lindström
Title: General adult education of displaced workers in a recession: the eﬀects on university enrollment and graduation
Abstract: 
 This article studies a sample of displaced workers during the deep 1990s recession in Sweden and estimates the eﬀect of secondary-level adult education on tertiary-level educational attainment. Plant closures and mass layoffs are used to identify job separations unrelated to individual productivity. Results indicate a large positive effect of general adult education on displaced workers’ further investment in human capital by continuing on to university education. These findings oﬀer some explanation of findings in previous research, i.e. slow recovery of post-treatment earnings among workers enrolled in adult education, with positive treatment eﬀects on earnings emerging in the long run.
Journal: Education Economics
Pages: 339-354
Issue: 3
Volume: 32
Year: 2024
Month: 05
X-DOI: 10.1080/09645292.2023.2211749
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2211749
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# input file: CEDE_A_2208783_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Francis Menjo Baye
Author-X-Name-First: Francis Menjo
Author-X-Name-Last: Baye
Author-Name: Ebenezer Lemven Wirba
Author-X-Name-First: Ebenezer Lemven
Author-X-Name-Last: Wirba
Author-Name: Ernest Ngeh Tingum
Author-X-Name-First: Ernest Ngeh
Author-X-Name-Last: Tingum
Title: Impact of education on inequality across the unconditional wage distribution in Cameroon
Abstract: 
 This paper evaluates the impact of education on inequality using the recentered influence function regression and standard inequality measures. Results indicate that between 2005 and 2010, the returns to education declined from the 10th to the 50th percentiles, but increased at the upper tail of the distribution. Inequality is lower in the counterfactual education-equalising distribution, revealing the inequality increasing effect of education in the actual distribution. This implies that educational expansion widens inequality relative to educational equalisation. As such, policies that target disadvantaged groups in terms of educational attainment should be a key focus for policy interventions than educational expansion.
Journal: Education Economics
Pages: 298-316
Issue: 3
Volume: 32
Year: 2024
Month: 05
X-DOI: 10.1080/09645292.2023.2208783
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2208783
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# input file: CEDE_A_2211747_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Sameh Hallaq
Author-X-Name-First: Sameh
Author-X-Name-Last: Hallaq
Title: Child bodyweight, cognitive abilities, and well-being: evidence from West Bank schools
Abstract: 
 The present study investigates the effect of obesity and overweight on children’s cognitive abilities and well-being using survey data from West Bank schools. The results show the significant adverse impact of obesity on a child's well-being by raising externalizing (behavioral) problems and increasing the probability of classifying a child with abnormal mental health difficulties, according to the Strength and Difficulties Questionnaire (SDQ), while no such impact was founded on the cognitive test results. The analysis further exposes that teachers’ negative attitude toward obese students is an important factor that contributes to the association between obesity/overweight and higher SDQ scores.
Journal: Education Economics
Pages: 317-338
Issue: 3
Volume: 32
Year: 2024
Month: 05
X-DOI: 10.1080/09645292.2023.2211747
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2211747
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# input file: CEDE_A_2213413_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Christian Teichert
Author-X-Name-First: Christian
Author-X-Name-Last: Teichert
Author-Name: Annekatrin Niebuhr
Author-X-Name-First: Annekatrin
Author-X-Name-Last: Niebuhr
Author-Name: Anne Otto
Author-X-Name-First: Anne
Author-X-Name-Last: Otto
Author-Name: Anja Rossen
Author-X-Name-First: Anja
Author-X-Name-Last: Rossen
Title: University-to-work transitions in Germany – do graduate job seekers benefit from migration and work experience?
Abstract: 
 This paper investigates the effects of migration and work experience on university-to-work transitions of German university graduates. We use a job search model, signaling and social network theory to discuss different links between the duration of labor market entry, graduate mobility and work experience. We apply event history analyses and make use of administrative social security records to examine whether work experience and pre-study as well as post-study migration accelerates the labor market entry of graduates. Our regression results stress the importance of both mobility and work experience for the length of the transition period. However, whether the effect is beneficial or adverse depends on the type of graduate migration and previous employment.
Journal: Education Economics
Pages: 355-380
Issue: 3
Volume: 32
Year: 2024
Month: 05
X-DOI: 10.1080/09645292.2023.2213413
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2213413
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# input file: CEDE_A_2213865_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Asha Shepard
Author-X-Name-First: Asha
Author-X-Name-Last: Shepard
Title: Arrested development: relative school entry age and arrests during the teenage and young adult years
Abstract: 
 A large literature documents that there are significant academic and non-academic differences between the youngest and oldest students in a school cohort. This paper investigates if being the youngest in a cohort has any impact on an individual's propensity to commit crime by utilizing a data set that contains over 4 million arrest records spanning a 20-year period in California. While I find no persistent effect on the probability of arrest, the youngest students in a cohort have a higher risk of arrest for certain offenses at age 14, corresponding to the age when they would transition to high school.
Journal: Education Economics
Pages: 275-297
Issue: 3
Volume: 32
Year: 2024
Month: 05
X-DOI: 10.1080/09645292.2023.2213865
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2213865
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# input file: CEDE_A_2217482_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Andra Hiriscau
Author-X-Name-First: Andra
Author-X-Name-Last: Hiriscau
Author-Name: Mihaela Pintea
Author-X-Name-First: Mihaela
Author-X-Name-Last: Pintea
Title: Birth order, socioeconomic background and educational attainment
Abstract: 
 This paper examines the effect of birth order on educational attainment in the United States and the underlying mechanism producing these effects. Using a family fixed effects model, we find negative birth order effects on educational outcomes. However, this effect varies depending on the household's income, being the strongest for households with the highest income and diminishing as households' income decreases. In addition, we show that the timing of income across childhood is important for completed education, as the largest gap in educational attainment between siblings emerges between those who were born and spent their early childhood in wealthier households.
Journal: Education Economics
Pages: 395-412
Issue: 3
Volume: 32
Year: 2024
Month: 05
X-DOI: 10.1080/09645292.2023.2217482
File-URL: http://hdl.handle.net/10.1080/09645292.2023.2217482
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Handle: RePEc:taf:edecon:v:32:y:2024:i:3:p:395-412