Economics of Education Review最新文献

Peer creativity and academic achievement

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-04-05 DOI: 10.1016/j.econedurev.2025.102649

Max van Lent

引用次数: 0

Disparate teacher effects, comparative advantage, and match quality

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-04-03 DOI: 10.1016/j.econedurev.2025.102648

William Delgado

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Integrating learning platforms within regular school time: experimental evidence from Chilean primary schools

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-04-02 DOI: 10.1016/j.econedurev.2025.102647

Roberto Araya , Elena Arias Ortiz , Nicolas Bottan , Julian Cristia

{"title":"Integrating learning platforms within regular school time: experimental evidence from Chilean primary schools","authors":"Roberto Araya , Elena Arias Ortiz , Nicolas Bottan , Julian Cristia","doi":"10.1016/j.econedurev.2025.102647","DOIUrl":"10.1016/j.econedurev.2025.102647","url":null,"abstract":"<div><div>Despite the potential of learning platforms to improve educational outcomes in developing countries, transitioning their use from supplementary after-school activities to integrate their use during the regular school time has proven difficult. This paper presents results from a randomized evaluation of a bundled program employing an external coordinator to aid 4th grade teachers with the integration of a math learning platform that partially replaced regular school math instruction in Chile. Students in treatment classrooms experienced sizable gains in math achievement, scoring 0.27 standard deviations more than control students as measured in the national standardized exam. The program increased students’ preference for using technology in math instruction and students’ beliefs regarding the malleability of intelligence, while reducing preferences for teamwork. These findings suggest that the integration of the use of learning platforms during the regular school time can produce large gains in academic achievement and influence non-academic outcomes in developing countries.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102647"},"PeriodicalIF":1.8,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ethnic clustering in schools and early career outcomes 学校中的种族聚集与早期职业成果

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-03-14 DOI: 10.1016/j.econedurev.2025.102645

Caroline Chuard , Annatina Aerne , Beatrix Eugster , Roland Hodler

引用次数: 0

Assessing the overall benefits of programs enhancing human capital and equity: a new method with an application to school meals

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-03-11 DOI: 10.1016/j.econedurev.2025.102646

Harold Alderman , Elisabetta Aurino , Priscilla Twumasi Baffour , Aulo Gelli , Festus Ebo Turkson , Brad Wong

{"title":"Assessing the overall benefits of programs enhancing human capital and equity: a new method with an application to school meals","authors":"Harold Alderman , Elisabetta Aurino , Priscilla Twumasi Baffour , Aulo Gelli , Festus Ebo Turkson , Brad Wong","doi":"10.1016/j.econedurev.2025.102646","DOIUrl":"10.1016/j.econedurev.2025.102646","url":null,"abstract":"<div><div>Poverty reduction and nutrition are often joint outcomes of many public policies and programs which have education as their primary outcome. Quantification of overall benefits for these programs in a common metric is challenging. We propose a new method to incorporate distributional benefits from poverty reduction into standard education economic evaluations. We apply this to a randomized controlled trial (RCT) evaluating a large-scale school feeding program in Ghana. We first map effect sizes from the RCT in learning-adjusted years of schooling. We then convert these into long-term monetary gains from increased learning, to which we finally add the distributional benefits under different scenarios of inequality aversion preferences. We show that the program has substantial long-term economic gains. While these primarily stem from improved human capital, depending on different scenarios, up to half of total benefits are driven by current gains from the social protection transfer. Beyond school meals, our methodology is relevant to programs that have impacts covering both human capital and distributional benefits, and to economic evaluations beyond education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102646"},"PeriodicalIF":1.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143591461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Failing to Finish: The role of employer effects on advanced education attainment

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-03-06 DOI: 10.1016/j.econedurev.2025.102637

Alexander J. Chesney

引用次数: 0

Floods, community infrastructure, and children’s heterogeneous learning losses in rural India

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-03-06 DOI: 10.1016/j.econedurev.2025.102635

Nazar Khalid , Jere R. Behrman , Emily Hannum , Amrit Thapa

{"title":"Floods, community infrastructure, and children’s heterogeneous learning losses in rural India","authors":"Nazar Khalid , Jere R. Behrman , Emily Hannum , Amrit Thapa","doi":"10.1016/j.econedurev.2025.102635","DOIUrl":"10.1016/j.econedurev.2025.102635","url":null,"abstract":"<div><div>India has the world’s largest number of school-aged children. The majority live in rural areas, many of which are highly flood-prone. Previous studies document that in such areas, floods are associated with lower enrollments, attendance, and learning, in some cases with differentiation by gender, caste/religion, and family SES. Previous literature suggests that components of community infrastructure have positive associations with children’s learning. However, previous literature has not addressed whether better community physical and social infrastructures are associated with (1) smaller flood-related learning losses on average, (2) different learning for marginalized versus other children in the absence of floods, and (3) different vulnerabilities to floods for marginalized versus other children. This paper finds that (1) most aspects of community physical and social infrastructure are not associated with lower flood-related learning losses on average, but proximity to towns and several components of social infrastructure are associated with lower flood-related learning losses on average, (2) community physical and social infrastructure components have heterogeneous associations, in some cases increasing, in most cases not affecting, and in other cases reducing disparities in learning between marginalized and other children in the absence of floods, and (3) community physical and social infrastructure components have heterogeneous effects, in some cases increasing, in most cases not affecting, and in other cases reducing disparities in learning between marginalized and other children in the presence of floods.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102635"},"PeriodicalIF":1.8,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Affirmative action, college access and major choice: Redistribution with strategic behavior

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-02-15 DOI: 10.1016/j.econedurev.2025.102622

Ana Paula Melo

引用次数: 0

Average and heterogeneous effects of political party on state education finance and outcomes: Regression discontinuity evidence across U.S. election cycles

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-02-12 DOI: 10.1016/j.econedurev.2025.102636

Mark J. Chin , Lena Shi

{"title":"Average and heterogeneous effects of political party on state education finance and outcomes: Regression discontinuity evidence across U.S. election cycles","authors":"Mark J. Chin , Lena Shi","doi":"10.1016/j.econedurev.2025.102636","DOIUrl":"10.1016/j.econedurev.2025.102636","url":null,"abstract":"<div><div>In the U.S., state politicians directly influence legislation and budget decisions that can substantially affect public education spending and students. (When) does the political party of elected officials matter for these outcomes? We introduce a novel multi-dimensional regression discontinuity design to analyze close legislative elections from 1987 to 2019 and find that the impact of Democratic control of state government depends on election timing. Democratic state houses appropriate fewer dollars to K-12 education following a presidential election year, but significantly more during off-cycle elections. These patterns are magnified—for both K-12 and higher education—when Democrats control both legislative chambers. Increases in appropriations coincide with increased current expenditures in K-12 and higher high school diploma rates. Our results highlight the importance of considering how federal political contexts and control over multiple government branches influence the effects of partisanship on states’ education finance and outcomes.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"105 ","pages":"Article 102636"},"PeriodicalIF":1.8,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143386417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Public health insurance and special education enrollment

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-02-07 DOI: 10.1016/j.econedurev.2025.102634

Wendy Stock , Gunnar Schultz

{"title":"Public health insurance and special education enrollment","authors":"Wendy Stock , Gunnar Schultz","doi":"10.1016/j.econedurev.2025.102634","DOIUrl":"10.1016/j.econedurev.2025.102634","url":null,"abstract":"<div><div>Children with disabilities face substantial hurdles in obtaining education. Special education (SE) can potentially improve outcomes for these children, but identifying and providing services to eligible students is problematic, particularly for low-income children and children with “invisible” or “malleable” disabilities like dyslexia, anxiety, or ADHD. At the same time, there is no consensus that SE enrollment is uniformly positive. There are concerns about stigma, bias in the process, and the impact of expanding SE budgets on general education funding. Exploiting variation in expansions to Medicaid eligibility by state, year, and age, we find that increases in Medicaid eligibility generated increased average rates of SE enrollment, with effects concentrated among elementary school children, those with malleable disabilities, and those for whom Medicaid expansions were on the intensive margin (gaining additional years of Medicaid eligibility) rather than in the extensive margin (gaining initial eligibility for Medicaid). At the same time, however, children who had more early childhood Medicaid eligibility before they started elementary school were less likely to be enrolled in SE than their peers, implying that gaining access to Medicaid in early childhood generated access to screening and treatment that reduced the need for SE support in elementary school. Because federal law requires that Medicaid be the primary payer to schools that provide SE services, the estimates suggest that by dramatically reducing SE enrollment among those with more early childhood Medicaid eligibility and by modestly expanding SE enrollment on the intensive margin, Medicaid expansions likely mitigated the impacts of SE spending on general education budgets.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"105 ","pages":"Article 102634"},"PeriodicalIF":1.8,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143348496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0