ERN: Microeconometric Studies of Education Markets (Topic)最新文献_第7页

Government's Restructuring Pay Policy and Job Satisfaction: The Case of Teachers in the Ga West Municipal Assembly of Ghana 政府重组薪酬政策与工作满意度:以加纳加西市议会教师为例

ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2014-06-30 DOI: 10.2139/ssrn.2457629

J. Forson, R. Opoku

引用次数: 10

Access and Barriers to Post-Secondary Education in Canada: Evidence from a Longitudinal PISA Dataset 加拿大接受高等教育的机会和障碍:来自纵向PISA数据集的证据

ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2014-06-11 DOI: 10.2139/SSRN.2460934

R. Finnie, Richard E. Mueller, A. Wismer

引用次数: 4

Sharpe-ly Leveraged: A Model of Human Capital Formation Under Debt Service Constraint 锐利杠杆:偿债约束下的人力资本形成模型

ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2014-05-15 DOI: 10.2139/ssrn.2437290

J. Chen

{"title":"Sharpe-ly Leveraged: A Model of Human Capital Formation Under Debt Service Constraint","authors":"J. Chen","doi":"10.2139/ssrn.2437290","DOIUrl":"https://doi.org/10.2139/ssrn.2437290","url":null,"abstract":"Human capital, like any other form of wealth, lends itself to analysis through the tools of mathematical finance. No less than in other forms of enterprise, human capital formation involves risk. Returns on human capital and the risks inherent in its formation are affected by leverage. This is especially true in the United States, where a significant number of students finance higher education by borrowing. This article specifies a basic model of human capital formation that attempts to capture the essence of the risk-adjusted returns that students hope to realize when they pursue further education. This article adapts the Sharpe ratio of modern portfolio theory to measure the risk-adjusted benefit of education-enhanced earnings as the ratio of expected earnings to the volatility of those returns on human capital. It then adjusts both earnings and their dispersion to account for educational debt. On the debt service and earnings premium assumptions adopted by this article, debt-financed higher education will not enhance earnings on a risk-adjusted basis unless (1) the square root of the earnings premium (2) times the square of 1 minus the debt service ratio times the ratio of educational debt to annual earnings (3) exceeds 1.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122799076","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

Academic Procrastination and Student Achievement in an Introductory Economics Course 经济学导论课程中的学习拖延与学生成绩

ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2014-03-04 DOI: 10.2139/ssrn.2404767

Ahmad A. Kader

{"title":"Academic Procrastination and Student Achievement in an Introductory Economics Course","authors":"Ahmad A. Kader","doi":"10.2139/ssrn.2404767","DOIUrl":"https://doi.org/10.2139/ssrn.2404767","url":null,"abstract":"Procrastination and its adverse effect on student performance at the college and university level has been studied extensively in other disciplines, particularly in educational psychology. However, the topic has been neglected very much in economics education literature. This study examines the motivational and cognitive factors of procrastination and how they affect student achievement, as reflected by exam scores, and is based on samples of two large sections of introductory micro and macro classes, each initially consisting of 177 and 180 students, respectively. Using homework assignment data, the results show that in almost all of the exams given in the two classes, procrastinators on the average scored significantly less than non-procrastinators. Using both homework assignments and survey data in the macro section, the results show that procrastination has a significant and negative influence on student achievement with homework assignment data but a negative and insignificant effect with survey data. Implications are discussed, particularly as to the benefit of identifying and assisting procrastinators early in a semester by the timely evaluation of students’ completion of homework assignments.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115044641","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

Academic Peer Effects with Different Group Assignment Policies: Residential Tracking versus Random Assignment 不同小组分配政策的学术同伴效应:居住跟踪与随机分配

ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2014-02-01 DOI: 10.2139/ssrn.2793473

R. Garlick

引用次数: 62

The Crisis in Education: Practical, Cost-Effective Solutions 教育危机:实用的、具有成本效益的解决方案

ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2013-11-25 DOI: 10.2139/SSRN.2359677

Hershey H. Friedman, William Hampton-Sosa, L. Friedman

引用次数: 1

The Effect of Income on Educational Attainment: Evidence from State Earned Income Tax Credit Expansions 收入对受教育程度的影响:来自州所得税抵免扩张的证据

ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2013-11-18 DOI: 10.2139/ssrn.2356444

K. Michelmore

{"title":"The Effect of Income on Educational Attainment: Evidence from State Earned Income Tax Credit Expansions","authors":"K. Michelmore","doi":"10.2139/ssrn.2356444","DOIUrl":"https://doi.org/10.2139/ssrn.2356444","url":null,"abstract":"As of the early 2000s, the gap in college enrollment between children growing up in the highest income quartile and the lowest income quartile was over 50 percentage points (Bailey and Dynarski 2011). There is much debate in the literature about what role household income plays in producing this gap. A major impediment in studying this question is the lack of plausibly exogenous variation in income. The Earned Income Tax Credit (EITC) is one potential source of exogenous variation in household income that may increase educational attainment among low-income youth. Using variation in state EITC benefit generosity, I use a difference-in-difference framework to analyze how an increase in household income affects the educational attainment of children from low socioeconomic status households. Conservative estimates suggest that following an increase in the maximum EITC by $1,000, 18-23 year olds growing up in likely EITC- eligible households are 1 percentage point more likely to have ever enrolled in college and 0.3 percentage points more likely to complete a bachelor’s degree. These results are concentrated among individuals who were younger than 12 at the time of state EITC implementation, suggesting that the EITC increases educational attainment primarily by providing extra income to households with young children. I find no effect of EITC expansions on older children, for whom the EITC acts as a form of financial aid.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114655589","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: 30

The Short- and Long-Term Effects of School Choice on Student Outcomes - Evidence from a School Choice Reform in Sweden 择校对学生成绩的短期和长期影响——来自瑞典择校改革的证据

ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2013-11-15 DOI: 10.2139/ssrn.2360549

V. Wondratschek, Karin Edmark, M. Frölich

引用次数: 0

Is the Glass Half Empty or Half Full? School Enrollment, Graduation, and Dropout Rates in Latin America 杯子是半满还是半空?拉丁美洲的入学率、毕业率和辍学率

ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2013-10-01 DOI: 10.2139/SSRN.2367706

Matías Busso, M. Bassi, Juan Sebastián Muñoz

引用次数: 64

Are Some Degrees Worth More than Others? Evidence from College Admission Cutoffs in Chile 有些学位比其他学位更有价值吗?来自智利大学录取门槛的证据

ERN: Microeconometric Studies of Education Markets (Topic) Pub Date : 2013-07-01 DOI: 10.3386/W19241

Justine S. Hastings, Christopher A. Neilson, S. Zimmerman

{"title":"Are Some Degrees Worth More than Others? Evidence from College Admission Cutoffs in Chile","authors":"Justine S. Hastings, Christopher A. Neilson, S. Zimmerman","doi":"10.3386/W19241","DOIUrl":"https://doi.org/10.3386/W19241","url":null,"abstract":"Understanding how returns to higher education vary across degree programs is critical for effective higher education policy. Yet there is little evidence as to whether all degrees improve labor market outcomes, and whether they do so for students from different types of backgrounds. We combine administrative and archival data from Chile with score-based admissions rules at more than 1,100 degree programs to study how the long-run earnings effects of college admission depend on selectivity, field of study, and student characteristics. Our data link admissions outcomes for 30 cohorts of college applicants to administrative records of labor market outcomes up to 30 years post-application. We estimate regression discontinuity specifications for each degree, and describe how threshold-crossing effects vary by degree type. In addition, we use variation in admissions outcomes driven by threshold-crossing to estimate a simple model that maps our discontinuity estimates into causal effects of admission by degree. Observed choice and survey data indicate that the assumptions underlying this model are consistent with student behavior. We find that returns are heterogeneous, with large, positive returns to highly selective degrees and degrees in health, science, and social science fields. Returns to selectivity do not vary by student socioeconomic status. Our findings suggest a role for policies that guide students toward higher-return degrees, such as targeted loans and better college preparation for students from low-income backgrounds.","PeriodicalId":109846,"journal":{"name":"ERN: Microeconometric Studies of Education Markets (Topic)","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131274661","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: 242