ERN: Microeconometric Studies of Education Markets (Topic)最新文献

{"title":"Cheating and Incentives: Learning from a Policy Experiment","authors":"César Martinelli, S. Parker, A. Perez-Gea, Rodimiro Rodrigo","doi":"10.2139/ssrn.2606487","DOIUrl":"https://doi.org/10.2139/ssrn.2606487","url":null,"abstract":"We use a database generated by a policy intervention that incentivized learning as measured by standardized exams to investigate empirically the relationship between cheating by students and cash incentives to students and teachers. We adapt methods from the education measurement literature to calculate the extent of cheating, and show that cheating is more prevalent under treatments that provide monetary incentives to students (versus no incentives, or incentives only to teachers), both in the sense of a larger number of cheating students per classroom and in the sense of more cheating relations per classroom. We also provide evidence of learning to cheat, with both the number of cheating students per classroom and the average number of cheating relations increasing over the years under treatments that provide monetary incentives to students.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125292352","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}

{"title":"Tiebout Forces, Public School Competition and Educational Quality","authors":"Guo Li","doi":"10.2139/ssrn.2585688","DOIUrl":"https://doi.org/10.2139/ssrn.2585688","url":null,"abstract":"This paper re-evaluates the effect of US public school competition on children's educational achievement based on a large longitudinal school profile composed from the Common Core of Data (CCD at NCES). To reconcile the endogenous shift of local competition measures driven by demand side sorting of households among school districts, I examine the changes of these measures within a local education market over a prolonged period of time and sort out the areas that are most affected by Tiebout forces and the areas least affected by these forces. I find that the maginal effect of school choices on student achievement based on a value-added specification is significant and postive at 3.244 when demand side shifts are controlled using this method. The IV estimations at the second part of this paper reinforces this estimation result.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"225 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130637127","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}

{"title":"Schools and Stimulus","authors":"Bill Dupor, M. S. Mehkari","doi":"10.20955/wp.2015.004","DOIUrl":"https://doi.org/10.20955/wp.2015.004","url":null,"abstract":"This paper analyzes the impact of the education funding component of the 2009 American Recovery and Reinvestment Act (the Recovery Act) on public school districts. We use cross- Sectional differences in district-level Recovery Act funding to investigate the program's impact on staffing, expenditures and debt accumulation. To achieve identification, we use exogenous variation across districts in the allocations of Recovery Act funds for special needs students. We estimate that $1 million of grants to a district had the following effects: expenditures increased by $570 thousand, district employment saw little or no change, and an additional $370 thousand in debt was accumulated. Moreover, 70% of the increase in expenditures came in the form of capital outlays. Next, we build a dynamic, decision theoretic model of a school district's budgeting problem, which we calibrate to district level expenditure and staffing data. The model can qualitatively match the employment and capital expenditure responses from our regressions. We also use the model to conduct policy experiments.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133001514","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}

{"title":"The Knowledge Tax","authors":"M. Simkovic","doi":"10.2139/SSRN.2551567","DOIUrl":"https://doi.org/10.2139/SSRN.2551567","url":null,"abstract":"Government subsidies to higher education have recently become a hot button political issue. But what if the federal government doesn’t actually subsidize higher education, but rather, taxes it? This article gauges efficient investment levels based on marginal rates of return relative to other investments. Labor economists struggle to explain why the rates of return to higher education have remained much higher than the rates of return to other investments. This article proposes a novel explanation: distortionary taxation. Economic theory suggests that when investments that are substitutes for one another are taxed inconsistently, investors are less likely to choose the investment option that is taxed more heavily. Unfavorable tax treatment of higher education relative to other forms of investment could create an undersupply of educated labor. This distortion would increase pretax returns to education and reduce economic growth and social welfare.Part I of this article reviews empirical evidence linking higher education to increased earnings and economic growth, and considers student responsiveness to financial incentives. Part II explains why the unusually high rates of return to higher education may indicate underinvestment. Part III presents a mathematical model illustrating the link between tax rates and rates of return. Part IV reviews optimal tax theory and the distortion problem. Part V contrasts taxation of favored investments with taxation of higher education. Part VI considers policy implications.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133233674","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}

{"title":"Improving the Quality of Education Activities Through the Adoption of Non-Standart Administrative Decisions","authors":"Elena Panova","doi":"10.2139/ssrn.2553093","DOIUrl":"https://doi.org/10.2139/ssrn.2553093","url":null,"abstract":"Затрагивается актуальная проблематика ВУЗов России, приведены примеры расхождений в нормативных документах для направлений высшего профессионального образования, представлены некоторые нетривиальные пути выхода из конкретных ситуаций и предложения по совершенствованию организации учебного процесса, в том числе в условиях перехода на новые федеральные государственные стандарты ФГОС 3 .Covers urgent issues of Russian Universities today, examples of differences in regulatory documents for the higher professional education fields, presents some non-trivial ways out from specific situations and suggestions for the educational process improving, including the conditions of transition to the new Federal state standards ФГОС 3 .","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132104338","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}

{"title":"If You Get What You Want, Do You Get What You Need? Course Choice and Achievement Effects of a Vocational Education and Training Voucher Scheme","authors":"D. McVicar, C. Polidano","doi":"10.2139/SSRN.2577643","DOIUrl":"https://doi.org/10.2139/SSRN.2577643","url":null,"abstract":"Outside of apprenticeships, allocations of public funds across vocational education and training (VET) courses are often made on the basis of government forecasts, with limited competition between (mostly public) colleges. This centralised model is often blamed for stifling responsiveness to skill demands and training quality. However, little is known about whether moving to alternative funding models improves outcomes. In this study, we exploit a natural experiment and population data to estimate the effects from the introduction of a broad-based voucher in VET in Australia. We show the voucher is associated with large increases in private college enrolments, improved match between course choice and employer demand, and higher student achievement, including in incumbent public colleges. Unlike studies in the school voucher literature, we find widespread benefits with no adverse impact on equity.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126749114","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}

{"title":"Upskilling: Do Employers Demand Greater Skill When Skilled Workers Are Plentiful?","authors":"A. Modestino, D. Shoag, Joshua Ballance","doi":"10.2139/ssrn.2788601","DOIUrl":"https://doi.org/10.2139/ssrn.2788601","url":null,"abstract":"The Great Recession and subsequent recovery have been particularly painful for low-skilled workers. From 2007 to 2012, the unemployment rate rose by 6.4 percentage points for noncollege workers while it rose by only 2.3 percentage points for the college educated. This differential impact was evident within occupations as well. One explanation for the differential impact may be the ability of highly skilled workers to take middle- and low-skilled jobs. Indeed, over this period the share of workers with a college degree in traditionally middle-skill occupations increased rapidly. Such growth in skill requirements within occupations has become known colloquially as \"upskilling.\" It is not clear from employment outcomes alone whether the increasing share of high-skilled workers in middle- and low-skill occupations reflects changing behavior by employers. Few researchers have been able to quantify rising employer requirements due to the difficulty in isolating labor demand from labor supply. In this paper, using a novel dataset of online job vacancy postings, the authors tackle the question of whether the education and experience requirements for job postings have risen between 2007 and 2012, and if so, whether this rise was driven by the state of the local labor market.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127062192","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}

{"title":"Вызовы Профессионального Образования (Challenges of Vocational Education)","authors":"T. Klyachko","doi":"10.2139/ssrn.2657013","DOIUrl":"https://doi.org/10.2139/ssrn.2657013","url":null,"abstract":"The report examines the main trends in the development of vocational education in the Russian Federation and the challenges that are associated with the changes taking place. Much attention is paid to the analysis of the processes of differentiation of higher education institutions, the problems of quality assessment vocational training, as well as licensing and accreditation in solving problems of higher education. A special place is the study of the situation with access to additional vocational training. On the basis of Federal State Statistics Service and monitoring of continuing professional education, the first wave of which RANEPA conducted in 2013, identified the needs of enterprises in the professional development of their employees, management shortfalls, economic, technical and ICT competencies of staff. Attitude of the employees towards obtaining additional knowledge and skills is also identified, as well as their interest in learning. A positive aspect is the fact that almost half of employees (49%) are willing to invest in their education, pay for it. В докладе рассматриваются основные тенденции развития профессионального образования в Российской Федерации и те вызовы, которые сопряжены с происходящими изменениями. Большое внимание уделено анализу процессов дифференциации вузов, проблемам оценки качества профессионального образования, а также роли системы лицензирования и аккредитации в решении стоящих перед высшим образованием задач. Отдельное место занимает исследование ситуации с получением дополнительного профессионального образования. На основе материалов Росстата и мониторинга непрерывного профессионального образования, первую волну которого РАНХиГС провел в 2013 г., выявлены потребности предприятий в повышении квалификации их работников, в устранении дефицита управленческих, экономических, технических и информационно-коммуникационных компетенций персонала. Определено и отношение самих работников к получению дополнительных знаний и навыков, их заинтересованность в обучении. Позитивным моментом является то, что почти половина работников (49%) готовы вкладываться в свое образование, платить за него.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131502808","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}

{"title":"Dropouts, Taxes and Risk: The Economic Return to College under Realistic Assumptions","authors":"Alan Benson, Raimundo Esteva, F. Levy","doi":"10.2139/ssrn.2325657","DOIUrl":"https://doi.org/10.2139/ssrn.2325657","url":null,"abstract":"Most published estimates of the economic return to college rest on a series of best-case assumptions that often overstate returns and, most importantly, obscure differences in return across different institutions. We simulate the economic return to college under more realistic assumptions using U.S. Census data combined with administrative data from the more selective University of California system and the less selective California State University system. Specifically, we adjust for delayed graduations, the probability of dropping out, progressive taxes on earned income, and risk aversion. We perform a bounding exercise for ability bias. These each reduce expected returns to a Bachelor’s degree. Contrary to prior “best case” estimates, and under reasonable bounds for the ability bias, we find that the return to a college degree in 2010 could be less than the interest on unsubsidized Stafford loans. Returns are particularly modest for young men at the less-selective CSU system, largely due to high dropout rates, delayed graduation, and a lower effect on labor force participation compared to women. Our analysis begins to bridge the gap between standard estimates of the economic return to college and the institutional performance metrics reported in the Obama Administration’s College Scorecard.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128528836","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}

{"title":"Determinants of Students’ Success at University","authors":"Kamila Danilowicz-Gösele, J. Meya, R. Schwager, Katharina Suntheim","doi":"10.2139/ssrn.2501313","DOIUrl":"https://doi.org/10.2139/ssrn.2501313","url":null,"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.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133363568","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}