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Author: Emily P. Hoffman
Publisher: W. E. Upjohn Institute
ISBN:
Category : Education
Languages : en
Pages : 200
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Author: Emily P. Hoffman
Publisher: W. E. Upjohn Institute
ISBN:
Category : Education
Languages : en
Pages : 200
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Book Description
Author: Elizabeth Dhuey
Publisher: ProQuest
ISBN: 9780549306092
Category :
Languages : en
Pages : 256
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Book Description
The final chapter is "The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects." A continuum of ages exists at school entry due to the use of a single school cut-off date--making the "oldest" children approximately twenty percent older than the "youngest" children. We provide substantial evidence that these initial maturity differences have long lasting effects on student performance across OECD countries. In particular, the youngest members of each cohort score 4-12 percentiles lower than the oldest members in grade four and 2-9 percentiles lower in grade eight. In fact, data from Canada and the United States shows that the youngest members of each cohort are even less likely to attend university.
Author: Sarah Rose Cohodes
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This dissertation includes three essays in the field of economics of education.
Author: Morgan Kusler Taylor
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 140
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Book Description
This dissertation consists of three essays on higher education and students' decision-making processes regarding their choices of academic disciplines, persistence, and modes of attrition. The first chapter is motivated by the underrepresentation of women in quantitatively oriented academic fields such as STEM, business, and economics. Some scholars have noted that the grade levels in these fields are substantially lower on average, and hypothesize that female students exhibit relatively stronger sensitivity to the grades they receive. This paper undertakes an examination of these issues using the rich Indiana University data set. We find that the phenomenon of women's stronger sensitivity to grades, as measured by their decisions about persisting in a chosen discipline, holds for STEM, business, and economics but does not universally extend to other academic disciplines. This empirical dichotomy suggests that stronger sensitivity to grades, rather than being a gender-specific characteristic, is more likely to reflect gender differences in the underlying preferences for academic fields.The second chapter analyzes the risky endeavor of enrolling in college with initially incomplete information, which can result in a student's decision to drop out without completing a degree. This paper studies the dropout decisions among students who abandon their initially chosen disciplines. This is the sub-population of students who are likely to have received negative feedback in terms of their performance in the initially chosen disciplines and are thus compelled to act on this information by choosing a mode of exiting, i.e., switching to an alternative discipline or dropping out. Our main focus is on how dropout probabilities conditional on exit from an initial discipline differ between men and women and how this difference depends on the discipline from which the student is departing and students' grade performance there. Our key empirical finding is that the direction of gender differences in conditional dropout propensities is field-dependent. Specifically, while men exhibit higher propensity than women to use the dropout mode of exit when they decide against persisting in STEM or Business and Economics, this phenomenon does not carry over to other starting academic categories, such as Social Sciences and Humanities, Education, and other professional schools.The third chapter begins by acknowledging that college students initially matriculate with incomplete information about their academic ability, interests, or the requirements for success in college. In this paper we examine the impact of student characteristics such as family income and gender on the initial choice of college discipline, persistence in it, or its subsequent adjustment. Using comprehensive student data provided by Indiana University Learning Analytics, we are able to explore whether such impact is discipline-specific. We show, in particular, that there is a positive correlation between family income and consistency of initial choices, i.e., persistence, is seen across all broad academic categories for both men and women, except for Social Sciences and Humanities where the magnitude of the effect of income is notably smaller, if not negligible. The paper also offers new evidence that higher education, rather than being a vehicle for social mobility, tends to strengthen the advantage gap between students from different family income levels.
Author: Alan B. Krueger
Publisher:
ISBN: 9781840641066
Category : Education
Languages : en
Pages : 0
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Book Description
A summary of economic research on education conducted by Krueger in the 1990s. The papers are divided into four major sections: estimating the payoff of completing more education; estimating the payoff of school quality; issues related to race and education; and changes in educational payoff over time, including technological change. A final two essays consider education and economic growth, with a focus on Sweden, and evaluate whether American schools are "broken." Krueger (economics and public affairs, Princeton U.) is also author of Education matters and served as the chief economist of the U.S. Labor Department of in 1994 and 1995. Annotation copyrighted by Book News Inc., Portland, OR
Author: Lyliana Elizabeth Gayoso de Ervin
Publisher:
ISBN:
Category :
Languages : en
Pages : 121
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Book Description
In the third essay, I use survival analysis techniques to identify factors affecting primary school drop out by Guarani, Spanish, and bilingual speaking students. The results indicate that language-disadvantaged students, the Guarani speakers, are more likely to drop out at any grade after second grade, and the risk of dropping out is highest after sixth grade. The overall findings of this dissertation reveal that language plays an important role in educational outcomes.
Author: William Jesse Wood
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 0
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Book Description
This dissertation provides three chapters on the economics of education. In the first chapter, I provide evidence that diversifying the labor supply of teachers to better reflect the racial distribution of students improves noncognitive outcomes for students of color without diminishing outcomes for White students. I use administrative data spanning 2007 to 2017 from the Los Angeles Unified School District, one of the most racially diverse school districts in the country, to measure the effect of student-teacher race matching on various noncognitive and behavior outcomes: GPA, work habits, cooperation, grade retention, suspensions, absences, and a data generated noncognitive index. I mitigate the concern that race matches are endogenous by including school-grade and student fixed effects in a linear regression model. My findings indicate that students of color are expected to experience increases in GPA, work habits, and cooperation and see decreases in suspensions and absenteeism when matched with a teacher of the same race. I do not find statistically significant effects on White students' outcomes. Because noncognitive outcomes lead to higher high school graduation rates, college enrollment rates, and wages, such effects could lead to a tightening in the achievement and wage gap found between students of color and White students. This result can be achieved with an increase in institutional efforts to ensure teacher populations more closely reflect that of their students. The second chapter estimates the impact of race matched faculty (i.e., any teacher outside of a particular student's classroom) on student test scores. While the student population rapidly diversifies, the teaching corps' diversification continues to lag behind. For example, the proportion of Latino student enrollment in public schools has increased from 11 to 27 percent in just the last two decades. In contrast, the share of Latino public school teachers during this same period has increased from 3 to only 9 percent (Pew Research Center, 2021). If the disparity between student and teacher racial distributions continues to grow, students of color may find it more difficult to benefit from direct student-teacher race matching. However, it may still be possible for students to benefit from same-race teachers even if they are not placed in the same classroom. Using administrative panel data between school years 2008-09 through 2017-18 from Los Angeles Unified School District, I estimate that Latino students see positive impacts of race matched faculty. By basing this study in an area with a large proportion of Latino students and teachers, we can fill a gap within the literature by examining the effects of race match and faculty race match on Latino students. The findings indicate that matching Latino students to racially congruent teachers and faculty can improve math and English Language Arts test scores. Increasing the supply of Latino teachers may provide a crucial catalyst in decreasing the achievement gaps found between Latino and white students. The final chapter continues along the lines of educational equity. The success of many students with disabilities (SWDs) depends on access to high-quality general education teachers. Yet, most teacher value-added measures (VAMs) fail to distinguish between a teacher's effectiveness in educating students with and without disabilities. I create two VAMs: one focusing on teachers' effectiveness in improving outcomes for SWDs, and one for non-SWDs. I find top-performing teachers for non-SWDs often have relatively lower VAMs for SWDs, and SWDs sort to teachers with lower scores in both VAMs. Overall, SWD-specific VAMs may be more suitable for identifying which teachers have a history of effectiveness with SWDs and could play a role in ensuring that students are being optimally assigned to these teachers.
Author: Zárate Vasquez Zárate
Publisher:
ISBN:
Category :
Languages : en
Pages : 168
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Book Description
This thesis consists of three chapters that study how characteristics of peers and schools affect human capital. The first chapter reports estimates of academic and social peer effects from a large-scale field experiment at selective boarding schools in Peru. The experimental design overcomes some methodological challenges in the peer effects literature. I randomly varied the characteristics of neighbors in dormitories with two treatments: (a) less or more sociable peers (identified by their position in the school's friendship network before the intervention) and (b) lower- or higher-achieving peers (identified by admission test scores). While more sociable peers enhance the formation of social skills, higher-achieving peers do not improve academic achievement; in fact, they further reduce the academic performance of lower-achieving students. These results appear to be driven by students' self-confidence. The second chapter studies whether students prefer friends who are similar to them and whether these preferences persist when students have to interact frequently. I use network surveys and exploit variation in the exact position of the students in the allocation to dormitories at selective boarding schools in Peru. Students are more likely to form social relations with peers who are of their same poverty status, academic level, and sociability. However, students who are neighbors in the allocation to dormitories are more likely to become friends, and this occurs regardless of their type. Furthermore, being exposed to peers of a different type also encourages more diverse friendships and study groups that go beyond the neighbors in the dormitories. The third chapter (co-authored with Joshua Angrist and Parag Pathak) evaluates mismatch in Chicago's selective public exam schools, which admit students using neighborhood-based diversity criteria as well as test scores. Regression discontinuity estimates for applicants favored by affirmative action indeed show no gains in reading and substantial negative effects of exam school attendance on math scores. These results hold for more selective schools and for applicants most likely to benefit from affirmative-action, a pattern suggestive of mismatch. However, exam school effects in Chicago are explained by the high quality of schools attended by applicants who are not offered an exam school seat. Specifically, mismatch arises because exam school admission diverts many applicants from high-performing Noble Network charter schools, where they would have done well.
Author: Franklin G. Mixon Jr.
Publisher: iUniverse
ISBN: 0595338062
Category : Economics
Languages : en
Pages : 149
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Book Description
This edited volume contains a collection of essays that reflect a broad area of economic education inquiry ranging from teaching assessment to the philosophy of the classroom. Written by economics scholars from across the nation, this volume presents recent discoveries in presentation, assessment, and other aspects of economic education at colleges and universities in the U.S. These articles represent but a sample of the growing commentary among academics on the importance of effective teaching and economic education scholarship.
Author: Pooya Almasi
Publisher:
ISBN:
Category : Economics
Languages : en
Pages : 192
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Book Description
This dissertation consists of two unrelated topics in economics. One in economics of education and another one in political economy.
