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Overeducation and economic mobility 过度教育与经济流动性
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-09-19 DOI: 10.1016/j.econedurev.2024.102595
{"title":"Overeducation and economic mobility","authors":"","doi":"10.1016/j.econedurev.2024.102595","DOIUrl":"10.1016/j.econedurev.2024.102595","url":null,"abstract":"<div><p>We assess the hypothesis that declining intergenerational economic mobility in Norway is attributable to a rising signaling value of education accompanied by more overeducation particularly among upper-class offspring. We identify five empirical facts that together point in this direction:</p><p>• The educational earnings premium has risen, but only through the extensive (employment) margin.</p><p>• The rising earnings premium is associated with completed degrees only. When educational attainment is measured as time actually invested, the premium has declined.</p><p>• Both educational attainment and the labor market's skill-requirements (as predicted by the occupational distribution) have increased, but attainment has risen faster than requirements such that the incidence of overeducation has increased.</p><p>• There is a steep positive social gradient in overeducation: Overeducation is more frequent and has risen faster among offspring in upper-class families.</p><p>• There is a steep negative social gradient in non-employment: Non-employment is more frequent and has risen faster among offspring in lower-class families.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243010","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
The impact of a missing school graduation cohort on the training market 缺失学校毕业群体对培训市场的影响
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-09-18 DOI: 10.1016/j.econedurev.2024.102580
{"title":"The impact of a missing school graduation cohort on the training market","authors":"","doi":"10.1016/j.econedurev.2024.102580","DOIUrl":"10.1016/j.econedurev.2024.102580","url":null,"abstract":"<div><p>This study analyzes whether the training market responds to a reduced supply of trainees by decreasing the number of hired trainees and increasing their wages based on administrative data. The empirical identification uses exogenous regional and time variation in the occurrence of a missing school graduation cohort that shifts the supply of potential trainees downwards. The results show that the missing cohort decreases new hires by 10 % and raises wages by 1 %. Further robustness results reveal that the opposite case of excess supply (that is caused by dual cohorts) increases hirings and decreases wages. Our results also document that high and low wage firms respond differently to the supply shocks. While only high wage firms stop hiring when labor supply decreases, it is the low wage firms who hire a larger number of trainees in case of excess supply.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775724000748/pdfft?md5=4956d13ab05ee45c56524bcc80deb20c&pid=1-s2.0-S0272775724000748-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243009","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
When less is more: The effects of correctional education downsizing on reincarceration 少即是多：矫正教育缩编对再监禁的影响
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-09-16 DOI: 10.1016/j.econedurev.2024.102592
{"title":"When less is more: The effects of correctional education downsizing on reincarceration","authors":"","doi":"10.1016/j.econedurev.2024.102592","DOIUrl":"10.1016/j.econedurev.2024.102592","url":null,"abstract":"<div><p>Correctional education is prevalent but costly. However, there is limited evidence on how educational programs affect outcomes like recidivism. This paper examines the impact of correctional education downsizing on reincarceration likelihood, focusing on the Windham School District within the Texas Department of Criminal Justice. In the 2012 academic year, educational programs in certain facilities were downsized due to budget cuts. Using released inmates and campus profiles data, and a difference-in-difference strategy, the study finds that inmates released from downsized facilities are 11% less likely to be reincarcerated within 12 months. Although I cannot rule out other mechanisms, suggestive evidence shows that higher gains accrued to students who remained in the program. These students might have benefited from smaller class sizes and better peer composition, potentially offsetting the negative effects of fewer inmates receiving training. The study underscores the need for targeted and efficiency in correctional education programs.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243008","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
Are separate classrooms inherently unequal? The effect of within-school sorting on the socioeconomic test score gap in Hungary 分班教学本身就不平等吗？校内分类对匈牙利社会经济考试分数差距的影响
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-09-07 DOI: 10.1016/j.econedurev.2024.102582
{"title":"Are separate classrooms inherently unequal? The effect of within-school sorting on the socioeconomic test score gap in Hungary","authors":"","doi":"10.1016/j.econedurev.2024.102582","DOIUrl":"10.1016/j.econedurev.2024.102582","url":null,"abstract":"<div><p>This study investigates whether within-school sorting increases socioeconomic test score inequalities. Using universal test score data on 6<sup>th</sup>- and 8<sup>th</sup>-grade students in Hungary, we document the extent of within-school sorting in an institutional context where sorting based on ability or prior achievement is rare. We identify sorting schools as schools that systematically assign students with low and high socioeconomic status into different classrooms within the school. Then, exploiting school fixed effects and quasi-exogenous variation in sorting induced by enrollment and class size rules, we show that sorting has a significant and economically meaningful effect on test score inequalities between students from different socioeconomic backgrounds. Sorting harms low-status students, while high-status students gain much less, if anything, from attending sorting schools. We attribute our findings to the within-school reallocation of educational resources and differences in educational practices.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775724000761/pdfft?md5=1420a5fca1029344fbb45699de9d7f0f&pid=1-s2.0-S0272775724000761-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142148742","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
Non-cognitive skills and social isolation in late childhood: An investigation of their impact on school performance in Italy 儿童晚期的非认知技能和社会隔离：意大利非认知技能和社会隔离对学习成绩影响的调查
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-09-05 DOI: 10.1016/j.econedurev.2024.102581
{"title":"Non-cognitive skills and social isolation in late childhood: An investigation of their impact on school performance in Italy","authors":"","doi":"10.1016/j.econedurev.2024.102581","DOIUrl":"10.1016/j.econedurev.2024.102581","url":null,"abstract":"<div><p>This study investigates whether students’ non-cognitive skills are related to their educational outcomes. To mitigate potential issues of reverse causality, we rely on a very rich panel dataset, which provides extensive information on a cohort of Italian students, including school performance, demographic characteristics, and various measures of non-cognitive skills. Controlling for ex-ante cognitive abilities, we estimate whether non-cognitive skills measured in primary school predict standardized test scores in literacy and numeracy in 8th and 10th grade. Our findings reveal that higher levels of academic motivation and good time management disposition are positively related to performance in literacy and numeracy, as assessed by national standardized tests and teacher-assigned marks. Additionally, we explore the relationship between social isolation within the classroom and performance and find that higher levels of social isolation in primary school are associated to worst educational outcomes in secondary school. Our findings show that the influence of non-cognitive skills varies significantly by gender and with socio-economic background.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142148741","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
The impacts of same and opposite gender alumni speakers on interest in economics 同性和异性校友发言人对经济学兴趣的影响
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-09-03 DOI: 10.1016/j.econedurev.2024.102579
{"title":"The impacts of same and opposite gender alumni speakers on interest in economics","authors":"","doi":"10.1016/j.econedurev.2024.102579","DOIUrl":"10.1016/j.econedurev.2024.102579","url":null,"abstract":"<div><p>This paper evaluates the impact of a series of male and female alumni speaker interventions in introductory microeconomics courses on student interest in economics. Using student-level transcript data, we estimate the effect of speakers in models which use untreated lectures as control groups, including professor and semester-year fixed effects and student-level covariates. Alumni speakers increase intermediate economics course take-up by 1.7–2.1 percentage points (9–12%). Students are more responsive to same-gender speakers, with male speakers increasing men’s course take-up by 36–38% and female speakers increasing women’s course take-up by 37–40% implying that the effect of alumni speakers is strongly gendered.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142129011","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
The effect of school closures on standardized test scores: Evidence under zero-COVID policies 学校关闭对标准化考试成绩的影响：零COVID政策下的证据
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-08-24 DOI: 10.1016/j.econedurev.2024.102577
{"title":"The effect of school closures on standardized test scores: Evidence under zero-COVID policies","authors":"","doi":"10.1016/j.econedurev.2024.102577","DOIUrl":"10.1016/j.econedurev.2024.102577","url":null,"abstract":"<div><p>We study the effect of school closures on learning loss under Australia’s zero-COVID policies. School closures occurred together with preemptive shelter-in-place and non-essential workplace closures that successfully eliminated the spread of COVID. We exploit variation in the duration of school closures across Australian regions of 9-157 school days and student-level test score data from a national standardized test with high participation to estimate learning loss. Learning loss was substantially smaller than comparable estimates from the literature, which has almost exclusively studied COVID mitigation (rather than elimination) policy environments. Learning loss was minimal for disadvantaged socioeconomic groups.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775724000712/pdfft?md5=b2ed7653c44408e409a03537a1881034&pid=1-s2.0-S0272775724000712-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142047885","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
Local economic impact of small, non-research private universities: evidence from Japan 小型非研究型私立大学对当地经济的影响：来自日本的证据
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-08-23 DOI: 10.1016/j.econedurev.2024.102576
{"title":"Local economic impact of small, non-research private universities: evidence from Japan","authors":"","doi":"10.1016/j.econedurev.2024.102576","DOIUrl":"10.1016/j.econedurev.2024.102576","url":null,"abstract":"<div><p>This study examines the local economic impact of small, non-research private universities in Japan, where expanding higher education access has historically relied on these institutions. Our prefecture-year fixed effects model from 1955 to 2015 reveals that a 10 % increase in the number of these institutions led to a 0.4 % increase in the prefecture's GDP per capita. However, this relationship was more pronounced during the 1960s, a period of rapid economic expansion, and diminished in subsequent years as the country's economic growth slowed. Our research also shows that these universities have not contributed to the local stock of human capital or promoted local innovation. Instead, they temporarily stimulated local capital investment. Our research suggests that universities with limited research capacity are unlikely to contribute to local economic growth after the country's economy has moved out of the expansion stage.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775724000700/pdfft?md5=c7688c1cf73639f9499ca0c723d837db&pid=1-s2.0-S0272775724000700-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142047884","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
Does the salience of race mitigate gaps in disciplinary outcomes? Evidence from school fights 种族问题的突出是否会缩小纪律处分结果的差距？来自校园斗殴的证据
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-08-21 DOI: 10.1016/j.econedurev.2024.102578
{"title":"Does the salience of race mitigate gaps in disciplinary outcomes? Evidence from school fights","authors":"","doi":"10.1016/j.econedurev.2024.102578","DOIUrl":"10.1016/j.econedurev.2024.102578","url":null,"abstract":"<div><p>Racial gaps in the adjudication of student misconduct are well documented—relative to white students engaged in similar behaviors, students of color are more likely to be disciplined and the discipline they receive tends to be harsher. We show that racial disparities in the adjudication of fighting infractions depend on the racial composition of incidents. While significant disparities exist within schools, we find little if any within-incident disparities. Examining disparities across fights, we show that students of color are punished more severely, on average, as fights involving only students of color are punished more severely than fights involving only white students. Moreover, students of color in multi-race fights receive punishments that are statistically indistinguishable from those assigned to white students in fights involving only white students, suggesting that disparities arise from the differential adjudication of incidents by their racial composition rather than from the differential adjudication of students within the same incident.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142021455","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
Out of sight, out of mind? The gap between students’ test performance and teachers’ estimations in India and Bangladesh 看不见，摸不着？印度和孟加拉国学生考试成绩与教师估计之间的差距
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-08-10 DOI: 10.1016/j.econedurev.2024.102575
{"title":"Out of sight, out of mind? The gap between students’ test performance and teachers’ estimations in India and Bangladesh","authors":"","doi":"10.1016/j.econedurev.2024.102575","DOIUrl":"10.1016/j.econedurev.2024.102575","url":null,"abstract":"<div><p>This is one of the first studies of the mismatch between students’ test scores and teachers’ estimations of those scores in low- and middle-income countries. Prior studies in high-income countries have found strong correlations between these metrics. We leverage data on actual and estimated scores in math and language from India and Bangladesh and find that teachers misestimate their students’ scores and that their estimations reveal their misconceptions about students in most need of support and variability within their class. This pattern is partly explained by teachers’ propensity to overestimate the scores of low-achieving students and to overweight the importance of intelligence. Teachers seem unaware of their errors, expressing confidence in estimations and surprise about their students’ performance once revealed.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775724000694/pdfft?md5=8ff23cd98f7acf19a1a30fa9c57f5f0f&pid=1-s2.0-S0272775724000694-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141963955","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
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