ERN: Government Expenditures & Education (Topic)最新文献_第4页

The Societal and Cultural Factors Behind Innovation 创新背后的社会文化因素

ERN: Government Expenditures & Education (Topic) Pub Date : 2018-01-30 DOI: 10.2139/ssrn.3113963

E. Benz

引用次数: 1

Society and Higher Education System: Concept of Quality in Dynamic World 社会与高等教育体系:动态世界中的质量观

ERN: Government Expenditures & Education (Topic) Pub Date : 2018-01-27 DOI: 10.2139/ssrn.3112129

Kruti Chhaya

引用次数: 0

The Consequences of State Policy Ideology for Education and Inequality 国家政策意识形态对教育和不平等的影响

ERN: Government Expenditures & Education (Topic) Pub Date : 2018-01-07 DOI: 10.2139/ssrn.3097765

Ugo Troiano

引用次数: 0

Economic Efficiency of Public Secondary Education Expenditure: How Different are Developed and Developing Countries? 公共中等教育支出的经济效率:发达国家与发展中国家的差异有多大?

ERN: Government Expenditures & Education (Topic) Pub Date : 2017-12-14 DOI: 10.2139/ssrn.3102976

J. Arias, A. Torres

{"title":"Economic Efficiency of Public Secondary Education Expenditure: How Different are Developed and Developing Countries?","authors":"J. Arias, A. Torres","doi":"10.2139/ssrn.3102976","DOIUrl":"https://doi.org/10.2139/ssrn.3102976","url":null,"abstract":"This study measures the efficiency of public secondary education expenditure in 37 developing and developed countries using a two-step semi-parametric DEA (Data Envelopment Analysis) methodology. We first implement two cross-country frontier models for the 2012-2015 period: one using a physical input (i.e., teacher-pupil ratio) and one using monetary inputs (i.e., government and private expenditure per secondary student as a percentage of GDP). These results are corrected by the effects of GDP per capita and adult educational attainment as non-discretionary inputs. We obtain five important results: 1) developed and developing countries are similar in terms of the education production process due to the peers used in the non-parametric estimation of relative efficiency; 2) developing countries could increase their enrolment rates and PISA scores by approximately 22% and 21%, respectively, by maintaining the same teacher-pupil ratios and public-private spending levels; 3) Australia, Belgium, Finland, and Japan are efficient countries in the two frontier models; 4) robust empirical evidence indicates that both income and parental educational attainment negatively affect efficiency in both models; and 5) the physical frontier model significantly favours developing countries, bringing them closer to the efficiency frontier; however, it negatively affects developed countries.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129809865","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 Promise of Place-Based Investment in College Access and Success: Investigating the Impact of the Pittsburgh Promise 基于地点的大学入学和成功投资的承诺:调查匹兹堡承诺的影响

ERN: Government Expenditures & Education (Topic) Pub Date : 2017-11-15 DOI: 10.2139/ssrn.3071727

Lindsay C. Page, Jennifer E. Iriti, Danielle J. Lowry, Aaron M. Anthony

{"title":"The Promise of Place-Based Investment in College Access and Success: Investigating the Impact of the Pittsburgh Promise","authors":"Lindsay C. Page, Jennifer E. Iriti, Danielle J. Lowry, Aaron M. Anthony","doi":"10.2139/ssrn.3071727","DOIUrl":"https://doi.org/10.2139/ssrn.3071727","url":null,"abstract":"Place-based promise scholarships are a relatively recent innovation in the space of college access and success. Although evidence on the impact of some of the earliest place-based scholarships has begun to emerge, the rapid proliferation of promise programs largely has preceded empirical evidence of their impact. We utilize regression discontinuity and difference-in-differences analyses to investigate the causal effect of the Pittsburgh Promise on students’ immediate postsecondary attainment and early college persistence outcomes. Both analytic approaches yield similar conclusions. As a result of Promise eligibility, Pittsburgh Public School graduates are approximately 5 percentage points more likely to enroll in college, particularly four-year institutions; 10 percentage points more likely to select a Pennsylvania institution; and 4 to 7 percentage points more likely to enroll and persist into a second year of postsecondary education. Impacts vary with changes over time in the program structure and opportunities and are larger for those responsive to the Promise opportunity, as instrumental variable-adjusted results reveal. Although the Pittsburgh Promise represents a sizeable investment, conservative cost-benefit calculations indicate positive returns. Even with positive economic returns, an important question is whether locally funded programs such as the Pittsburgh Promise are economically sustainable in the long run.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"2 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130146335","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: 7

Obvious Mistakes in a Strategically Simple College Admissions Environment: Causes and Consequences 战略上简单的大学招生环境中的明显错误:原因和后果

ERN: Government Expenditures & Education (Topic) Pub Date : 2017-11-06 DOI: 10.2139/ssrn.2993538

Ran I. Shorrer, S. Sóvágó

引用次数: 39

The Relationship between Human Capital and MBA Education: The Case of Turkey 人力资本与MBA教育的关系:以土耳其为例

ERN: Government Expenditures & Education (Topic) Pub Date : 2017-09-01 DOI: 10.31039/JOMEINO.2017.1.2.4

Osman Nuri Aras, Mustafa Öztürk

{"title":"The Relationship between Human Capital and MBA Education: The Case of Turkey","authors":"Osman Nuri Aras, Mustafa Öztürk","doi":"10.31039/JOMEINO.2017.1.2.4","DOIUrl":"https://doi.org/10.31039/JOMEINO.2017.1.2.4","url":null,"abstract":"Human capital is one of the most important source for economic development and economic progress in a country. Of course, the quality of human capital will be determinative of the economic development and economic progress. Education, on the other hand, is the most important and the initial step in improving the quality of human capital and in achieving a sufficient level of qualification regarding human capital. Today, undergraduate education programs, especially Master of Business Administration (MBA) programs, make a greater contribution in upgrading the quality of the human capital. MBA programs have become widespread in Turkey as well as in many countries around the world. There is a necessity of measuring the quality level of human capital which is provided by the education especially, MBA programs. Within the framework of this necessity, in this article, it is aimed to measure the level of contribution of MBA programs to human capital in Turkey. According to the results of the study, there is a statistically significant relationship between economic performance and the quality of human capital obtained through MBA education. However, according to another result of the study, the effect of MBA education on the level of disposable personal income takes time. Moreover, more effort to increase the awareness of the public and private institutions about the contribution of MBA education to human capital is needed.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114695924","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

Education Technology: An Evidence-Based Review 教育技术:基于证据的回顾

ERN: Government Expenditures & Education (Topic) Pub Date : 2017-08-01 DOI: 10.3386/W23744

Maya Escueta, Vincent Quan, Andre Nickow, Philip Oreopoulos

{"title":"Education Technology: An Evidence-Based Review","authors":"Maya Escueta, Vincent Quan, Andre Nickow, Philip Oreopoulos","doi":"10.3386/W23744","DOIUrl":"https://doi.org/10.3386/W23744","url":null,"abstract":"In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"14 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":"124843866","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: 198

The Effect of School Consolidation on Student Achievement 学校整合对学生成绩的影响

ERN: Government Expenditures & Education (Topic) Pub Date : 2017-08-01 DOI: 10.2139/ssrn.3033803

H. Thorsen

引用次数: 2

Changing the Role and Responsibilities of Middle Managers: A Case Study of the Implications of 'Project 5-100' at a Russian University 中层管理者角色与责任的转变:以俄罗斯某大学“5-100项目”为例

ERN: Government Expenditures & Education (Topic) Pub Date : 2017-07-13 DOI: 10.2139/ssrn.3001833

F. Zagirova

引用次数: 0