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Early earnings trajectories of international students after graduation from postsecondary programs: evidence from Canadian administrative data 国际学生高等教育项目毕业后的早期收入轨迹:来自加拿大行政数据的证据
IF 1.2
Education Economics Pub Date : 2022-07-20 DOI: 10.1080/09645292.2022.2102151
Youjin Choi, F. Hou, Ping Ching Winnie Chan
{"title":"Early earnings trajectories of international students after graduation from postsecondary programs: evidence from Canadian administrative data","authors":"Youjin Choi, F. Hou, Ping Ching Winnie Chan","doi":"10.1080/09645292.2022.2102151","DOIUrl":"https://doi.org/10.1080/09645292.2022.2102151","url":null,"abstract":"ABSTRACT Using two administrative datasets, this study investigates the role of various pre-graduation characteristics in accounting for earnings differences between international and domestic students during their first five years after graduation from Canadian postsecondary institutions. It demonstrates that international students earned less than domestic students when they worked in Canada after graduation. Fewer years of pre-graduation work experience and lower levels of pre-graduation earnings among international students accounted for most of their observed disadvantage in post-graduation earnings. We discuss possible interpretations of the results and the implications in reducing the earnings gaps between international and domestic students after graduation.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"510 - 530"},"PeriodicalIF":1.2,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45496960","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
Local education spending mandates: Indonesia’s 20 percent rule 地方教育支出规定：印尼20%的规定
IF 1.2
Education Economics Pub Date : 2022-07-05 DOI: 10.1080/09645292.2022.2095353
B. Lewis
{"title":"Local education spending mandates: Indonesia’s 20 percent rule","authors":"B. Lewis","doi":"10.1080/09645292.2022.2095353","DOIUrl":"https://doi.org/10.1080/09645292.2022.2095353","url":null,"abstract":"ABSTRACT\u0000 Education spending mandates are popular around the world, especially among central governments in large, decentralized nations, who find that they may be useful in influencing varied local fiscal behavior. I evaluate Indonesia’s education spending mandate policy, which insists that district governments allocate at least 20 percent of their budgets to education. I find that the mandate has indeed induced some districts to spend more on education than they otherwise might have, thereby meeting the official target. However, the evidence indicates that the local spending mandate has had no significant effect on improving school participation and learning outcomes.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"419 - 438"},"PeriodicalIF":1.2,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47965655","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
Low-stakes standardized tests in British Columbia, Canada: system accountability and/or individual feedback? 加拿大不列颠哥伦比亚省的低风险标准化考试：系统问责制和/或个人反馈？
IF 1.2
Education Economics Pub Date : 2022-06-21 DOI: 10.1080/09645292.2022.2091113
Sergei Filiasov, Arthur Sweetman
{"title":"Low-stakes standardized tests in British Columbia, Canada: system accountability and/or individual feedback?","authors":"Sergei Filiasov, Arthur Sweetman","doi":"10.1080/09645292.2022.2091113","DOIUrl":"https://doi.org/10.1080/09645292.2022.2091113","url":null,"abstract":"ABSTRACT A jurisdiction-wide zero-stakes Foundational Skills Assessment administered in grade 4 in British Columbia, Canada, used a three-point scale to publicly disseminate aggregate school/district-level results, and a five-point scale to convey results to students/parents. For a variety of long-term outcomes, a regression discontinuity analysis shows a positive, but modest in magnitude, ‘system accountability’ effect for girls who fall just below the lowest threshold on the three-point scale for reading. For numeracy the findings are less precise but suggest a positive ‘feedback effect’ for girls who fall just below the highest five-point scale cut-off. No statistically significant effects are observed for boys.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"145 - 165"},"PeriodicalIF":1.2,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47805931","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
Socio-economic gaps in educational aspirations: do experiences and attitudes matter? 教育愿望方面的社会经济差距：经验和态度重要吗？
IF 1.2
Education Economics Pub Date : 2022-06-14 DOI: 10.1080/09645292.2022.2082385
T. Agasisti, Konstantina I. Maragkou
{"title":"Socio-economic gaps in educational aspirations: do experiences and attitudes matter?","authors":"T. Agasisti, Konstantina I. Maragkou","doi":"10.1080/09645292.2022.2082385","DOIUrl":"https://doi.org/10.1080/09645292.2022.2082385","url":null,"abstract":"ABSTRACT We use detailed survey data linked to administrative records from secondary schools in England to investigate potential channels contributing to the socio-economic gap in post-compulsory educational aspirations. We investigate the role of experiences and attitudes including the provision of information, advice and guidance (IAG), bullying victimisation, locus of control and self-perception of academic potential. Our findings indicate a significant socio-economic gap in aspirations to stay in education, to follow the academic rather than the vocational route, and to attend university. We use decomposition analysis to show that the experiences we consider are not statistically correlated with the observed socio-economic gap while differences in attitudes explain up to 22% of the effect. The findings suggest that investing in self-esteem building and attribution training programmes within schools could contribute to equalising educational outcomes.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"471 - 487"},"PeriodicalIF":1.2,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42563026","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
Socioeconomic disadvantage, ability to pay and university attendance in Australia 社会经济劣势，支付能力和在澳大利亚的大学入学率
IF 1.2
Education Economics Pub Date : 2022-06-07 DOI: 10.1080/09645292.2022.2085668
Buly A. Cardak, C. Ryan
{"title":"Socioeconomic disadvantage, ability to pay and university attendance in Australia","authors":"Buly A. Cardak, C. Ryan","doi":"10.1080/09645292.2022.2085668","DOIUrl":"https://doi.org/10.1080/09645292.2022.2085668","url":null,"abstract":"ABSTRACT Evidence from around the world shows low university participation among young people from low socioeconomic status backgrounds. A common concern is that disadvantaged young people may be unable to afford higher education costs. Using data on government benefits intended to support students from low income households in high school, we identify students at risk of being unable to pay higher education costs. Large differences in university participation rates are observed which are no longer evident after controlling for high school achievement. Results suggest improving high school achievement is an important channel through which disadvantaged student participation may be improved.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"488 - 509"},"PeriodicalIF":1.2,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42765986","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 effect of terrorism on continuing education: evidence from Pakistan 恐怖主义对继续教育的影响：来自巴基斯坦的证据
IF 1.2
Education Economics Pub Date : 2022-05-05 DOI: 10.1080/09645292.2022.2073584
Umer Javeid, S. Pratt, Handi Li, Guochang Zhao
{"title":"The effect of terrorism on continuing education: evidence from Pakistan","authors":"Umer Javeid, S. Pratt, Handi Li, Guochang Zhao","doi":"10.1080/09645292.2022.2073584","DOIUrl":"https://doi.org/10.1080/09645292.2022.2073584","url":null,"abstract":"ABSTRACT Education has wide-ranging benefits to both the individual and wider society. This article investigates the consequences of terrorist incidents on whether households can further their children’s schooling. Using both the Global Terrorism Database and Pakistan’s Social and Living Standards Measurement, we find that persistent exposure to terrorism significantly reduces the likelihood that parents will continue their children’s education. The result suggests, that for every million people, an increase in terrorist incidents causes 26,501 fewer children to continue their education at the primary school education level. We also examine the results by various demographic segments and types of terrorism attacks.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"376 - 396"},"PeriodicalIF":1.2,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47494250","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
Getting to Grade 10 in Vietnam: does an employment boom discourage schooling? 越南上10年级：就业热潮会阻碍上学吗？
IF 1.2
Education Economics Pub Date : 2022-05-01 DOI: 10.1080/09645292.2022.2068138
I. Coxhead, N. Vuong, Phong Nguyen
{"title":"Getting to Grade 10 in Vietnam: does an employment boom discourage schooling?","authors":"I. Coxhead, N. Vuong, Phong Nguyen","doi":"10.1080/09645292.2022.2068138","DOIUrl":"https://doi.org/10.1080/09645292.2022.2068138","url":null,"abstract":"ABSTRACT Blue-collar employment growth increases schooling opportunities by raising incomes, but also reduces incentives for some students to advance beyond compulsory education. These contradictory influences may help to explain relatively slow and uneven growth of progression to upper-secondary schooling in Vietnam, which has experienced a foreign investment boom in mainly low-skill manufacturing industries. We use data on participation rates and scores in an upper-secondary school entrance exam to analyze variation due to demand-side and supply-side factors. The data come from less advanced provinces and so illuminate the challenges of deepening educational development at the extensive margin, especially among ethnic minority populations.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"353 - 375"},"PeriodicalIF":1.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44760305","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
Industrial composition and intergenerational educational mobility 产业构成与代际教育流动
IF 1.2
Education Economics Pub Date : 2022-04-20 DOI: 10.1080/09645292.2022.2061427
Stephan D. Whitaker
{"title":"Industrial composition and intergenerational educational mobility","authors":"Stephan D. Whitaker","doi":"10.1080/09645292.2022.2061427","DOIUrl":"https://doi.org/10.1080/09645292.2022.2061427","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>Using the National Longitudinal Surveys of Youth (NLSY), this article examines the influence of a region’s industrial composition on the educational attainment of children raised by parents who do not have college degrees. The NLSY’s geo-coded panel allows for precise measurements of the local industries that shaped the parents’ employment opportunities and the labor market that the children directly observed. For cohorts finishing school in the 1990s and early 2000s, concentrations of manufacturing are positively associated with both high school and college attainment. Concentrations of college-degree-intensive industries are positively associated with college attainment. I investigate several potential mechanisms that could relate the industrial composition to educational attainment, including returns to education, opportunity costs, parental inputs, community resources, and information.</p>","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"6 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138532573","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
Does graduate education abroad matter? Evidence from Burkina Faso 国外的研究生教育重要吗？来自布基纳法索的证据
IF 1.2
Education Economics Pub Date : 2022-04-13 DOI: 10.1080/09645292.2022.2059805
Abdoulganiour Almame Tinta, S. Ouedraogo, Noel Thiombiano
{"title":"Does graduate education abroad matter? Evidence from Burkina Faso","authors":"Abdoulganiour Almame Tinta, S. Ouedraogo, Noel Thiombiano","doi":"10.1080/09645292.2022.2059805","DOIUrl":"https://doi.org/10.1080/09645292.2022.2059805","url":null,"abstract":"ABSTRACT\u0000 This paper addresses international student migration, return migration and labor market entry by examining the effects of graduate educational migration on employment, type of employment, wage and wait time to obtain employment. Using primary data collected in 2021 on 1774 burkinabè graduates, including non-migrants and migrants (returnees and non-returnees), the results are mixed. Migration for studies does not provide better access to employment for returnees because they take longer to get a job despite having degrees from schools abroad and earning more. Controlling for selection bias, Ph.D. graduates take longer to find jobs than do Master's graduates. Arbitrating between unemployment and a lower-skilled job, the findings highlight that the returnees prefer unemployment. Assignment and queuing theories are supported for returnees.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"211 - 224"},"PeriodicalIF":1.2,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41554441","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
Digital device use and scientific literacy: an examination using Programme for International Student assessment (PISA) 2015 data 数字设备使用和科学素养:使用2015年国际学生评估项目(PISA)数据的考试
IF 1.2
Education Economics Pub Date : 2022-04-13 DOI: 10.1080/09645292.2022.2063797
Fan Dong, M. Kula
{"title":"Digital device use and scientific literacy: an examination using Programme for International Student assessment (PISA) 2015 data","authors":"Fan Dong, M. Kula","doi":"10.1080/09645292.2022.2063797","DOIUrl":"https://doi.org/10.1080/09645292.2022.2063797","url":null,"abstract":"ABSTRACT This paper uses data from the OECD’s 2015 PISA and an endogenous treatment effects model to investigate the impact of different intensities of digital device use for academic purposes on science learning outcomes. When we do not differentiate the location of device use, we find that greater use can help students improve their science scores in most of the countries. When we consider school and outside-of-school use separately, we find the above positive results are driven by outside-of-school digital device use and that there are more negative results of increased device use at school.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"288 - 312"},"PeriodicalIF":1.2,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48994790","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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