Economics of Education Review最新文献

Self-learning at the right level, COVID-19, school closure, and non-cognitive abilities 适当水平的自学、COVID-19、学校关闭和非认知能力

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-05-19 DOI: 10.1016/j.econedurev.2025.102657

Minhaj Mahmud , Yasuyuki Sawada , Mai Seki , Kazuma Takakura

引用次数: 0

The demand for data analytical skills by gender: Evidence from a field experiment 性别对数据分析技能的需求：来自实地实验的证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-05-17 DOI: 10.1016/j.econedurev.2025.102661

Menghan Shen , Xiangrui Zheng , Tong Wang , Xiaoyang Ye

{"title":"The demand for data analytical skills by gender: Evidence from a field experiment","authors":"Menghan Shen , Xiangrui Zheng , Tong Wang , Xiaoyang Ye","doi":"10.1016/j.econedurev.2025.102661","DOIUrl":"10.1016/j.econedurev.2025.102661","url":null,"abstract":"<div><div>This paper examines the return to advanced data analysis skills among job applicants from economics undergraduate programs employing a resume audit experiment. We randomly assigned fictitious resumes with three levels of data analysis skills (basic, medium, and strong) and submitted them to online job postings. Resumes with basic data analysis skills indicated proficiency in Excel. Resumes with medium data analysis skills demonstrated proficiency in Stata and SPSS, while resumes with strong data analysis skills indicated proficiency in Python and SQL, in addition to Stata and SPSS. Compared to resumes with basic skills, those with medium and strong skills received callback rates that were 2.5 and 2.8 percentage points higher, representing increases of 19.2 % and 21.5 %, respectively. For female applicants, resumes with medium and strong skills received callback rates that were 3.4 and 5.1 percentage points higher, corresponding to increases of 29.8 % and 44.7 %, respectively. These differences in callback rates were statistically significantly different from zero for both the overall sample and female applicants. On the other hand, no statistically significant effect was observed for male applicants. Interview evidence suggests that employers demand data analysis skills as tangible skills, rather than merely considering them as signals of ability. This finding is consistent with human capital theory, as opposed to signaling theory. Moreover, we find evidence of gender discrimination among applicants with basic data analysis skills, where women received statistically significantly lower callback rate than men. However, for resumes indicating advanced data analysis skills, no significant gender differences emerged, suggesting statistical discrimination.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102661"},"PeriodicalIF":1.8,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144070989","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 compulsory education on non-cognitive skills: Evidence from low- and middle-income countries 义务教育对非认知技能的影响：来自中低收入国家的证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-05-14 DOI: 10.1016/j.econedurev.2025.102654

Antonia K. Entorf , Thomas J. Dohmen

引用次数: 0

Take HEART: Experimental evidence on enhanced advising and postsecondary progress 以HEART为例：关于加强咨询和高等教育进展的实验证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-05-13 DOI: 10.1016/j.econedurev.2025.102652

Steven W. Hemelt , Brennan Mange , Samantha Raynor

{"title":"Take HEART: Experimental evidence on enhanced advising and postsecondary progress","authors":"Steven W. Hemelt , Brennan Mange , Samantha Raynor","doi":"10.1016/j.econedurev.2025.102652","DOIUrl":"10.1016/j.econedurev.2025.102652","url":null,"abstract":"<div><div>Many students leave college after appreciable progress toward a degree. Growing curricular complexity, dwindling financial aid, and meager mid-college advising may contribute to late departure. In an experiment conducted with a public 4-year university, we study an enhanced advising intervention (HEART) that targets students at least halfway through college. HEART includes access to a trained advisor with a reduced caseload, easy-to-digest information on remaining financial aid and academic progress, and a modest grant structured as an incentive over two terms. On average, although HEART generated additional and longer meetings between students and advisors, in which they discussed a wider array of topics than their counterparts in the control group, we fail to detect an appreciable effect of HEART on college completion. However, we find suggestive evidence of different effects by gender, with HEART hastening college completion among male students, and perhaps encouraging female students to augment their program of study. We find limited evidence of beneficial effects on postsecondary outcomes for other pre-specified subgroups, including students grouped by baseline propensity to complete college in 5 years. These findings indicate that medium-touch, mid-college interventions may be insufficient to boost college completion, at least markedly, while also offering insights into differences by student gender in responses to advising-heavy interventions in college.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102652"},"PeriodicalIF":1.8,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936123","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

Choosing the right path: The effects of pursuing general versus vocational secondary education on dropout risk and youth inactivity 选择正确的道路：追求普通教育与职业中等教育对辍学风险和青少年缺乏运动的影响

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-05-07 DOI: 10.1016/j.econedurev.2025.102655

Jonas Larsson Taghizadeh, Marcus Österman

引用次数: 0

The impacts of climate change and air pollution on children’s education outcomes: Evidence from Vietnam 气候变化和空气污染对儿童教育成果的影响：来自越南的证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-05-06 DOI: 10.1016/j.econedurev.2025.102656

Hai-Anh H. Dang , Minh N.N. Do , Cuong Viet Nguyen

引用次数: 0

Well-being and technology: The effect of individual laptops in high school 幸福感与科技：高中个人笔记本电脑的影响

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-04-29 DOI: 10.1016/j.econedurev.2025.102653

Sigrid Johanne Husøy , Doriane Mignon

{"title":"Well-being and technology: The effect of individual laptops in high school","authors":"Sigrid Johanne Husøy , Doriane Mignon","doi":"10.1016/j.econedurev.2025.102653","DOIUrl":"10.1016/j.econedurev.2025.102653","url":null,"abstract":"<div><div>Proficiency in the use of Information and Communication Technology (ICT) has become a basic skill, along with reading, writing and mathematics, and education systems aim at ensuring satisfactory skill level in this aspect. Since 2004, high schools in Norway have increasingly provided personal laptops to students. In line with a growing concern regarding the negative effects of ICTs on well-being, particularly among young people, we evaluate the effect of this distribution on different aspects of students’ well-being (bullying, happiness at school) by leveraging the staggered implementation of the program across schools. We collected data on the year of adoption and matched it with data from a national student survey that occurred every year from 2006 to 2011. The overall results point towards no effect of the program implementation on our well-being outcomes. We find a diminution in the propensity to declare oneself bullied at school, which can be interpreted as a substitution to cyberbullying or crowd-out to other activities. The results suggest the effect is driven by schools where students’ satisfaction with their teachers is above the median.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102653"},"PeriodicalIF":1.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143882267","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 mobile internet on student cognitive performance during COVID: Evidence from Pakistan COVID期间移动互联网对学生认知表现的影响：来自巴基斯坦的证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-04-18 DOI: 10.1016/j.econedurev.2025.102651

Sundar Ponnusamy , Trong-Anh Trinh

{"title":"The impact of mobile internet on student cognitive performance during COVID: Evidence from Pakistan","authors":"Sundar Ponnusamy , Trong-Anh Trinh","doi":"10.1016/j.econedurev.2025.102651","DOIUrl":"10.1016/j.econedurev.2025.102651","url":null,"abstract":"<div><div>The rapid shift toward remote learning during the COVID-19 pandemic has highlighted the important role of internet access in educational delivery. While this transition has facilitated educational continuity globally, it has also led to unintended consequences, especially in regions with variable digital readiness. This paper examines the causal relationship between mobile internet prevalence and cognitive performance among children aged 5–16 in Pakistan during the pandemic. Our findings show that in areas with higher internet accessibility, there is a significant reduction in study time. By employing an instrumental variable approach with lightning strikes as the instrument, we find that a higher prevalence of 3G and 4G internet has a detrimental effect on students’ test scores in math, English, and reading, while there is little evidence of effects on the likelihood of dropout. The estimated effects remain consistent across sub-samples classified based on age, gender, and parental education. Our findings emphasize the need for strategies that maximize digital access benefits while minimizing disruptions to education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102651"},"PeriodicalIF":1.8,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848347","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

Peer creativity and academic achievement 同伴创造力和学术成就

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 差别化教师效应、比较优势与匹配质量

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

引用次数: 0