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The Effect of School Finance Centralization on School Revenue and Spending: Evidence from a Reform in Michigan 学校财政集中化对学校收支的影响:来自密歇根州一项改革的证据
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2017-12-30 DOI: 10.2139/ssrn.2944559
Jinsub Choi
{"title":"The Effect of School Finance Centralization on School Revenue and Spending: Evidence from a Reform in Michigan","authors":"Jinsub Choi","doi":"10.2139/ssrn.2944559","DOIUrl":"https://doi.org/10.2139/ssrn.2944559","url":null,"abstract":"In 1995, the Michigan state government centralized a school finance system by removing local discretion on school revenue. The theoretical framework says that centralization has the price and income effects on the pivotal voter’s demand for school spending, probably reducing overall spending levels. Using the district-level panel data on school finance in Michigan and neighboring states for the period of fiscal year 1990-2004, this paper provides evidence for the effect of the Michigan school finance reform on the level of school revenue and spending. The study finds that the reform decreases the level of school revenue and spending with a time lag at the state level. The results also suggest that the reform equalizes revenue and spending among school districts at the expense of high-revenue district’s resources without a large increase in low-revenue district’s resources.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126476701","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: 0
Efficiency in the Transformation of Schooling Into Competences: A Cross-Country Analysis Using PIAAC Data 学校教育向能力转化的效率:基于PIAAC数据的跨国分析
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2017-11-07 DOI: 10.2139/ssrn.3091206
J. Calero, Inés P. Murillo Huertas, J. Raymond
{"title":"Efficiency in the Transformation of Schooling Into Competences: A Cross-Country Analysis Using PIAAC Data","authors":"J. Calero, Inés P. Murillo Huertas, J. Raymond","doi":"10.2139/ssrn.3091206","DOIUrl":"https://doi.org/10.2139/ssrn.3091206","url":null,"abstract":"This study (i) compares the competence levels of the adult population in a set of OECD countries; (ii) assesses the comparative efficiency with which the education system in each country transforms schooling into competences, distinguishing by educational level, and (iii) tracks the evolution of this efficiency by birth cohorts. Using PIAAC data, the paper applies standard parametric frontier techniques under two alternative specifications. The results obtained under both specifications are similar and identify Finland, Sweden, Denmark and Japan as being the most efficient and Spain, the United Kingdom, Italy, Ireland and Poland as the least efficient. The evolution of the efficiency levels by age cohorts shows that higher education is more efficient for younger cohorts, while lower and upper secondary education present a stable trend over cohorts.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124605972","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: 44
Hidden Schooling: Repeated Grades and the Returns to Education and Experience 隐性教育:重复等级和教育与经验的回报
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2017-11-04 DOI: 10.2139/ssrn.3117180
Kendall J Kennedy
{"title":"Hidden Schooling: Repeated Grades and the Returns to Education and Experience","authors":"Kendall J Kennedy","doi":"10.2139/ssrn.3117180","DOIUrl":"https://doi.org/10.2139/ssrn.3117180","url":null,"abstract":"Over the past four decades, nearly 25% of all American public school students repeated at least one grade in primary or secondary school, and ninth grade repeating increased four-fold. Despite its prevalence, few economists have attempted to account for grade repeating when estimating the returns to education and experience. I show that 10% of the increase in ninth grade repeating was caused by changes in compulsory schooling laws (CSLs). Because CSLs increase both grade repeating and educational attainment, compulsory education-based IV estimates of the returns to education are positively biased by up to 38%. Additionally, grade repeating causes endogenous measurement error in labor market experience. Solely through this measurement error, I show that the residual black-white wage gap is overstated by 10%, the wage return to a high school diploma is overstated by 11% relative to dropouts, and the labor supply gap between dropouts and high school graduates is overstated by 23%. Controlling for age instead of experience reduces this bias, suggesting age should be a standard control variable for reduced-form analysis, not experience.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133561182","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: 2
Estimating the Effects of Partial Withdrawals on GPA Through Time: Evidence from the University of Puerto Rico 随着时间的推移估计部分退学对GPA的影响:来自波多黎各大学的证据
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2017-11-01 DOI: 10.1016/J.ECON.2017.10.004
Horacio Matos-Díaz
{"title":"Estimating the Effects of Partial Withdrawals on GPA Through Time: Evidence from the University of Puerto Rico","authors":"Horacio Matos-Díaz","doi":"10.1016/J.ECON.2017.10.004","DOIUrl":"https://doi.org/10.1016/J.ECON.2017.10.004","url":null,"abstract":"","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117870108","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: 0
The Measurement of Income Segregation 收入隔离的测量
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2017-10-25 DOI: 10.2139/ssrn.3059060
Casilda Lasso de la Vega, O. Volij
{"title":"The Measurement of Income Segregation","authors":"Casilda Lasso de la Vega, O. Volij","doi":"10.2139/ssrn.3059060","DOIUrl":"https://doi.org/10.2139/ssrn.3059060","url":null,"abstract":"We examine the problem of measuring the extent to which students with different income levels attend separate schools. Unless rich and poor attend the same schools in the same proportions, some segregation will exist. Since income is a continuous cardinal variable, however, the rich–poor dichotomy is necessarily arbitrary and renders any application of a binary segregation measure artificial. This article provides an axiomatic characterization of a measure of income segregation that takes into account the cardinal nature of income. This measure satisfies an empirically useful decomposition by subdistricts.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134371270","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: 1
To Stay or Not to Stay: Location Choice of Foreign Born U.S. Doctorates 留或不留:外国出生的美国博士的地点选择
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2017-08-01 DOI: 10.2139/ssrn.2924652
Scott J. Adams, N. Bose, Chandramouli Banerjee
{"title":"To Stay or Not to Stay: Location Choice of Foreign Born U.S. Doctorates","authors":"Scott J. Adams, N. Bose, Chandramouli Banerjee","doi":"10.2139/ssrn.2924652","DOIUrl":"https://doi.org/10.2139/ssrn.2924652","url":null,"abstract":"Over the past few decades, foreign-born U.S. PhDs have played a crucial role in shaping the landscape of the U.S. skilled workforce. Not all foreign-born U.S. doctorates however choose to remain in the U.S. workforce. This paper uses a new set of data – the International Survey of Doctoral Recipients (ISDR) - to explore factors that are relevant for location choice of work for foreign-born individuals receiving their doctorates from the U.S. This data set is unique in a number of respects and alleviates current challenges facing the research community. Our analysis identifies a number of demographic and country specific factors having implications for the location choice. We also find that as a part of a growing trend, foreign-born U.S. PhDs who choose to emigrate are positively selected in terms of skills as measured by the quality of the programs they attended. This result deserves attention since it implies that the U.S. may be losing premium talent to global competition.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116632099","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: 0
Citizen Participation and Coproduction Across Countries: The Case of Parent Participation in Education 跨国家的公民参与与合作:父母参与教育的案例
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2017-07-18 DOI: 10.2139/ssrn.3004671
Jurgen Willems
{"title":"Citizen Participation and Coproduction Across Countries: The Case of Parent Participation in Education","authors":"Jurgen Willems","doi":"10.2139/ssrn.3004671","DOIUrl":"https://doi.org/10.2139/ssrn.3004671","url":null,"abstract":"For 47 countries, a cross-country comparison is made with respect to parent participation in the production of education. The availability of national resources is used to explain in a multi-level regression analysis the level of participation in three types of parent participation: (1) ‘voluntary tasks’, (2) ‘governance and funding’, and (3) ‘child/parent feedback’. Furthermore, a comparison is made across countries between public and private schools, to better understand how the unique public nature accounts for different participation decisions. Results indicate that the type of school structure (private vs. public) in combination with national available resources have contrasting effects on parent participation: available resources at country-level crowd-out participation in public schools, but crowd-in participation in private schools.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115793142","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: 0
Sample Size Requirements for Education Multi-Site RCTs that Select Sites Randomly 随机选择站点的教育多站点随机对照试验的样本量要求
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2017-04-21 DOI: 10.2139/ssrn.2956576
R. Olsen, E. Bein, D. Judkins
{"title":"Sample Size Requirements for Education Multi-Site RCTs that Select Sites Randomly","authors":"R. Olsen, E. Bein, D. Judkins","doi":"10.2139/ssrn.2956576","DOIUrl":"https://doi.org/10.2139/ssrn.2956576","url":null,"abstract":"Multi-site randomized controlled trials (RCTs) in education are typically conducted in multiple schools. If the impact of the intervention varies across schools, and the schools in the RCT are not representative of the population of interest, the resulting impact estimates may be externally biased. This problem can be mitigated by selecting schools randomly. \u0000This paper provides estimates of the number of schools required in RCTs that select schools randomly — or at least analyze the data as if schools were randomly selected — and randomize students within schools. The results show that the variation in impacts across schools, which may be very difficult to predict when planning an RCT, is a critical factor in determining the number of schools required to detect impacts of a given size.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125583745","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: 2
The Effect of Fibre Broadband on Student Learning 光纤宽带对学生学习的影响
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2017-04-04 DOI: 10.2139/ssrn.2946583
A. Grimes, Wilbur Townsend
{"title":"The Effect of Fibre Broadband on Student Learning","authors":"A. Grimes, Wilbur Townsend","doi":"10.2139/ssrn.2946583","DOIUrl":"https://doi.org/10.2139/ssrn.2946583","url":null,"abstract":"We estimate the impact of ultra-fast broadband on schools’ academic performance using a difference-in-difference study of a new fibre broadband network. We show that fibre broadband increases primary schools’ passing rates in standardised assessments by roughly one percentage point. Estimates are robust to alternative specifications, such as controlling for time-varying covariates. We find no evidence that gender, ethnic minorities or students enrolled in remote schools benefit disproportionately. However, we find some evidence of a larger benefit within schools that have a greater proportion of students from lower socio-economic backgrounds","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129515311","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: 25
Class Size, Learning, and Knowledge Decay 班级规模、学习和知识衰退
ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2017-03-06 DOI: 10.2139/ssrn.2928459
Kevin P. Belanger, Angela K. Dills, Rey Hernández-Julián, K. Rotthoff
{"title":"Class Size, Learning, and Knowledge Decay","authors":"Kevin P. Belanger, Angela K. Dills, Rey Hernández-Julián, K. Rotthoff","doi":"10.2139/ssrn.2928459","DOIUrl":"https://doi.org/10.2139/ssrn.2928459","url":null,"abstract":"Students may suffer from learning loss between the spring and fall semesters, an experience often called ‘summer learning loss’ or ‘knowledge decay.’ Although many studies examine knowledge decay in K-12, only a few examine college students. This study expands the literature by examining whether varying class sizes aggravate or dampen the loss of knowledge. We utilize a dataset on college students to analyze how class size affects knowledge decay using paired prerequisite and follow-on courses. We find that when a student takes larger prerequisite classes waiting longer to take the follow-on course raises grades. This finding is consistent with the hypothesis that students learn less in larger class sections, leaving them with less knowledge to decay. The analysis also provides novel estimates of the relationship between class size and learning: holding the number of terms between courses constant, students enrolled in larger prerequisite classes earn similar grades in subsequent courses.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126576319","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: 0
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