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Persistency in Teachers’ Grading Bias and Effects on Longer-Term Outcomes: University Admissions Exams and Choice of Field of Study 教师评分偏见的持久性及其对长期结果的影响:大学入学考试和学习领域的选择
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2019-06-01 DOI: 10.3386/W26021
Victor Lavy, Rigissa Megalokonomou
{"title":"Persistency in Teachers’ Grading Bias and Effects on Longer-Term Outcomes: University Admissions Exams and Choice of Field of Study","authors":"Victor Lavy, Rigissa Megalokonomou","doi":"10.3386/W26021","DOIUrl":"https://doi.org/10.3386/W26021","url":null,"abstract":"Recent research has focused on what shapes gender differences in academic achievement and students’ choice of university field of study. In this paper we examine how teachers’ gender role attitudes and stereotypes influence the gender gap by affecting the school environment. We explore the extent to which teachers’ gender bias in high school influences students’ school attendance and academic performance in high-stakes university admission exams and students’ choice of university field of study. We use data from a large number of high schools in Greece, where the performance in these high-stakes exams determines university admission. We measure teachers’ bias as the difference between a high school student’s school exam score and national exam score. We then define a teacher bias measure at the class level by the difference between boys’ and girls’ average gap between the school score and the national score. We link teachers over time to obtain a persistent teacher bias measure based on multiple classes, and to estimate the effect for later cohorts’ performance. We find a very high correlation of within-teacher gender biases measured in different classes, which reveals high persistency in teachers’ gender favoritism behavior. We then find substantial effects of these teacher biases on students’ school attendance and performance in university admission exams, quality of enrolled degree and the given field of study at the university. We also find that gender biases are more prevalent among low value added teachers, while the more effective teachers have an approximately neutral gender attitude. This suggests that less effective teachers can harm their students twice, by being a bad teacher and by discriminating against one of the genders.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128218383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 39
Intergenerational Educational Mobility in Rural Economy: Evidence from China and India 农村经济中的代际教育流动:来自中国和印度的证据
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2019-05-20 DOI: 10.2139/ssrn.3393904
M. Emran, Francisco H. G. Ferreira, Yajing Jiang, Yan Sun
{"title":"Intergenerational Educational Mobility in Rural Economy: Evidence from China and India","authors":"M. Emran, Francisco H. G. Ferreira, Yajing Jiang, Yan Sun","doi":"10.2139/ssrn.3393904","DOIUrl":"https://doi.org/10.2139/ssrn.3393904","url":null,"abstract":"We extend the Becker-Tomes (1986) model of intergenerational educational mobility to a rural economy characterized by occupational dualism (farm vs. nonfarm) and provide a comparative analysis of rural India and rural China. Using two exceptional data-sets, we estimate father-sons intergenerational educational persistence in farm and nonfarm households free of truncation bias due to coresidency. The sons in rural India faced lower educational mobility compared to the sons in rural China in the 1990s and earlier. Father’s nonfarm occupation and education were complementary in determining a son’s schooling in India, but separable in China. However, the separability observed for the older cohorts in rural China broke down for the younger cohort. Evidence from supplementary data on economic mechanisms shows that the extended Becker-Tomes model provides plausible explanations for both the cross-country heterogeneity (India vs. China), and the evolution of mobility across cohorts in China.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124977225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Intergenerational and Intragenerational Externalities of the Perry Preschool Project 佩里学前教育项目的代际和代际外部性
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2019-05-01 DOI: 10.3386/W25889
J. Heckman, Ganesh Karapakula
{"title":"Intergenerational and Intragenerational Externalities of the Perry Preschool Project","authors":"J. Heckman, Ganesh Karapakula","doi":"10.3386/W25889","DOIUrl":"https://doi.org/10.3386/W25889","url":null,"abstract":"This paper examines the impact of the iconic Perry Preschool Project on the children and siblings of the original participants. The children of treated participants have fewer school suspensions, higher levels of education and employment, and lower levels of participation in crime, compared with the children of untreated participants. Impacts are especially pronounced for the children of male participants. These treatment effects are associated with improved childhood home environments. The intergenerational effects arise despite the fact that families of treated subjects live in similar or worse neighborhoods than the control families. We also find substantial positive effects of the Perry program on the siblings of participants who did not directly participate in the program, especially for male siblings.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131419885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 86
Do Income Contingent Student Loan Programs Distort Earnings? Evidence from the UK 学生贷款项目会扭曲收入吗?来自英国的证据
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2019-05-01 DOI: 10.3386/W25822
J. Britton, J. Gruber
{"title":"Do Income Contingent Student Loan Programs Distort Earnings? Evidence from the UK","authors":"J. Britton, J. Gruber","doi":"10.3386/W25822","DOIUrl":"https://doi.org/10.3386/W25822","url":null,"abstract":"Government backed income contingent student loans are an increasingly being used to fund higher education. An income contingent repayment plan acts as an incremental marginal tax on labor earnings, which could cause individuals to distort their work effort. This paper uses an administrative dataset from the UK that links student loan borrowers between 1998 and 2008, to their official tax records between 2001/02 and 2013/14. Using a combination of techniques, including bunching and difference-in-difference methodology, our findings strongly reject the hypothesis that the UK’s income-contingent repayment plan distorts labor supply.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115041727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Scientific Education and Innovation: From Technical Diplomas to University Stem Degrees 科学教育与创新:从技术文凭到大学Stem学位
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2019-02-17 DOI: 10.2139/ssrn.2940357
Nicola Bianchi, Michela Giorcelli
{"title":"Scientific Education and Innovation: From Technical Diplomas to University Stem Degrees","authors":"Nicola Bianchi, Michela Giorcelli","doi":"10.2139/ssrn.2940357","DOIUrl":"https://doi.org/10.2139/ssrn.2940357","url":null,"abstract":"\u0000 This paper studies the effects of university STEM education on innovation and labor market outcomes by exploiting a change in enrollment requirements in Italian STEM majors. University-level scientific education had two direct effects on the development of patents by students who had acquired a STEM degree. First, the policy changed the direction of their innovation. Second, it allowed these individuals to reach top positions within firms and be more involved in the innovation process. STEM degrees, however, also changed occupational sorting. Some higher-achieving individuals used STEM degrees to enter jobs that required university-level education, but did not focus on patenting.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125801897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 40
An Extra Year to Learn English? Early Grade Retention and the Human Capital Development of English Learners 多学一年英语?早期年级保留与英语学习者人力资本发展
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2019-01-01 DOI: 10.1016/J.JPUBECO.2020.104184
David N. Figlio, Umut Ozek
{"title":"An Extra Year to Learn English? Early Grade Retention and the Human Capital Development of English Learners","authors":"David N. Figlio, Umut Ozek","doi":"10.1016/J.JPUBECO.2020.104184","DOIUrl":"https://doi.org/10.1016/J.JPUBECO.2020.104184","url":null,"abstract":"","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118467433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Class Composition Effects and School Welfare: Evidence From Portugal Using Panel Data 班级构成效应与学校福利:来自葡萄牙的面板数据证据
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2018-10-10 DOI: 10.2139/ssrn.3263950
João Firmino
{"title":"Class Composition Effects and School Welfare: Evidence From Portugal Using Panel Data","authors":"João Firmino","doi":"10.2139/ssrn.3263950","DOIUrl":"https://doi.org/10.2139/ssrn.3263950","url":null,"abstract":"Using student-level longitudinal data of 6th graders I estimate class composition effects impacting on individual academic achievement. The richness of the dataset allows to tackle endogeneity stemming from between and within-school non-random sorting of students and of teachers and other confounding factors through the inclusion of many control covariates that characterize the students’ cumulative process of learning and several fixed effects, namely school, teacher and cohort fixed effects. I find that increasing the percentage of high achievers, in a 6th grade class, has a negative effect on student performance. Larger shares of low-income classmates improve performance for non-low-income students. The shares of male and foreign students yield non or faintly significant results. Using the setup of a particular school, representative of the sample, I also compute improving classrooms’ allocation of students by rearranging the existing students through the existing classes using the estimates of the education production function and different social welfare functions. This way I assess how the actual distribution of students across classes of a given school-grade deviate from what can be considered an improving distribution of classmates. Pareto improving allocations were not found, nevertheless utilitarian welfare functions yield marginally improving allocations.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114368550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 33
Walking in Your Footsteps: Sibling Spillovers in Higher Education Choices 跟随你的脚步:兄弟姐妹在高等教育选择中的溢出效应
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2018-09-26 DOI: 10.2139/ssrn.3255875
Josefa Aguirre, J. Matta
{"title":"Walking in Your Footsteps: Sibling Spillovers in Higher Education Choices","authors":"Josefa Aguirre, J. Matta","doi":"10.2139/ssrn.3255875","DOIUrl":"https://doi.org/10.2139/ssrn.3255875","url":null,"abstract":"Social interactions have been shown to affect peoples’ behavior in many settings. Yet little is known about their role in shaping higher education choices. We exploit discontinuous admission rules generated by Chile’s centralized system of admission to postsecondary education to study spillovers from older to younger siblings in the choice of college and major. Our findings reveal strong sibling spillovers in the choice of degrees (i.e., majors offered at a specific college,) and college institutions. Having an older sibling enroll in a given degree, as opposed to just apply, increases by 80% the likelihood of enrolling in the same degree. Similarly, having an older sibling enroll in a given college, increases by 42% the likelihood of enrolling in any degree in the same college. We show suggestive evidence that information may be relevant for spillovers in the choice of degree, but less so in the choice of college. We also discuss mechanisms such as role model effects and direct benefits for siblings of attending college together.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132684228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 18
Need vs. Merit: The Large Core of College Admissions Markets 需求vs.优点:大学招生市场的大核心
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2018-06-28 DOI: 10.2139/ssrn.3071873
A. Hassidim, Assaf Romm, Ran I. Shorrer
{"title":"Need vs. Merit: The Large Core of College Admissions Markets","authors":"A. Hassidim, Assaf Romm, Ran I. Shorrer","doi":"10.2139/ssrn.3071873","DOIUrl":"https://doi.org/10.2139/ssrn.3071873","url":null,"abstract":"We study college admissions markets, where colleges offer multiple funding levels. Colleges wish to recruit the best-qualified students subject to budget and capacity constraints. Student-proposing deferred acceptance is stable and strategy-proof for students, but the set of stable allocations is large and the scope for manipulation by colleges is substantial, even in large markets. Under deferred acceptance, truthful colleges allocate funding based on merit. Successful manipulations consider applicants' outside options (specifically need) when allocating funding. In Hungary, where the centralized clearinghouse uses deferred acceptance, choosing another stable allocation would increase the number of admitted students by at least 3%.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114188024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 15
The Response to High-Stakes Testing in Chile: Did Schools Improve Learning or Merely Inflate Test Scores? 智利对高风险考试的反应:学校是提高了学习水平还是仅仅提高了考试成绩?
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2018-05-30 DOI: 10.2139/ssrn.2906552
Á. Hofflinger, P. V. von Hippel
{"title":"The Response to High-Stakes Testing in Chile: Did Schools Improve Learning or Merely Inflate Test Scores?","authors":"Á. Hofflinger, P. V. von Hippel","doi":"10.2139/ssrn.2906552","DOIUrl":"https://doi.org/10.2139/ssrn.2906552","url":null,"abstract":"Accountability for high-stakes tests pressures schools to improve test scores. Yet it is often unclear whether schools improve scores through “academic strategies” such as better instruction, or through “non-academic strategies” such as having low-performing students “miss” high-stakes tests. Evaluating the effects of a Chilean high-stakes accountability program, we find that schools doubled the percentage of students who missed the tests, and that the increase in missing test scores was concentrated among students with low grades. Missing test scores exaggerated by 50% the apparent effect of accountability on low-income students, and allowed up to one-fifth of low-scoring schools to avoid accountability for low scores. We find limited evidence that teachers changed their academic practices, such as providing more feedback to students. Much of the program’s effect remains unexplained.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123925836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
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