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Free compulsory education can mitigate COVID-19 disruptions’ adverse effects on child schooling 免费义务教育可以减轻COVID-19中断对儿童上学的不利影响
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2023-10-16 DOI: 10.1016/j.econedurev.2023.102480
Sylvain Dessy , Horace Gninafon , Luca Tiberti , Marco Tiberti
{"title":"Free compulsory education can mitigate COVID-19 disruptions’ adverse effects on child schooling","authors":"Sylvain Dessy ,&nbsp;Horace Gninafon ,&nbsp;Luca Tiberti ,&nbsp;Marco Tiberti","doi":"10.1016/j.econedurev.2023.102480","DOIUrl":"https://doi.org/10.1016/j.econedurev.2023.102480","url":null,"abstract":"<div><p>Developing countries are increasingly under siege from various adverse income shocks, including climate hazards and public health crises, which are known to increase households’ opportunity cost of child schooling. This paper uses an individual fixed-effect linear probability model to test whether free compulsory education mitigates the permanent effect of COVID-19’s containment measures on children’s school attendance. In so doing, we exploit the variation across levels of education in the implementation of free compulsory education laws in Nigeria. Estimation results show that fifteen months after schools reopened, COVID-19’s containment measures had no permanent effect on the school attendance of children whose schooling was free and compulsory. However, they decreased the school attendance of those whose schooling was neither free nor compulsory by 7.8 percentage points. Our findings suggest that pre-existing education policies, such as the scale of implementation of compulsory education laws, influence children’s vulnerability to the negative effects of adverse aggregate income shocks on children’s schooling outcomes.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"97 ","pages":"Article 102480"},"PeriodicalIF":2.2,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49701796","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
College major choice and beliefs about relative performance: An experimental intervention to understand gender gaps in STEM 大学专业选择和相对成绩信念：了解STEM性别差距的实验干预
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2023-10-12 DOI: 10.1016/j.econedurev.2023.102479
Stephanie Owen
{"title":"College major choice and beliefs about relative performance: An experimental intervention to understand gender gaps in STEM","authors":"Stephanie Owen","doi":"10.1016/j.econedurev.2023.102479","DOIUrl":"https://doi.org/10.1016/j.econedurev.2023.102479","url":null,"abstract":"<div><p>Beliefs about relative academic performance may shape college major choice and explain gender gaps in STEM, but little causal evidence exists. To test whether these beliefs are malleable and salient enough to change behavior, I run a randomized experiment with 5,700 undergraduates across seven introductory STEM courses. Providing relative performance information shrinks gender gaps in biased beliefs substantially. However, students’ course-taking and major choice are largely unchanged. If anything, initially overconfident men and women were discouraged by the intervention. Increasing female STEM participation may require more intensive or targeted intervention.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"97 ","pages":"Article 102479"},"PeriodicalIF":2.2,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49729070","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: 1
Reexamining the effect of birth order on cognitive and non-cognitive abilities: New evidence from China 重新审视出生顺序对认知和非认知能力的影响：来自中国的新证据
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2023-10-08 DOI: 10.1016/j.econedurev.2023.102476
Shumeng Zhang , Naijia Guo , Junsen Zhang
{"title":"Reexamining the effect of birth order on cognitive and non-cognitive abilities: New evidence from China","authors":"Shumeng Zhang ,&nbsp;Naijia Guo ,&nbsp;Junsen Zhang","doi":"10.1016/j.econedurev.2023.102476","DOIUrl":"https://doi.org/10.1016/j.econedurev.2023.102476","url":null,"abstract":"<div><p>We present rich new evidence on birth order effects on cognitive and non-cognitive ability using a rural sample from China Family Panel Studies. Within families, being the later-born child confers both statistically and economically significant disadvantages in cognition, but has no effects on non-cognitive ability. In particular, the deficits in the cognition of the later-born are persistently large between the ages 10 and 18. We shed new light on the mediating role of school starting age, which explains more than a quarter of the total effect of birth order on cognition. We also find that birth order is negatively associated with home environment and parent–child interactions. In addition, we find a negative relationship between birth order and education among adults.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"97 ","pages":"Article 102476"},"PeriodicalIF":2.2,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49729069","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
Student loans, spending, and parental transfers: Insights from a nudge in student loan policy in the Netherlands 学生贷款、支出和父母转学：荷兰学生贷款政策的推动
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2023-10-01 DOI: 10.1016/j.econedurev.2023.102457
Jim Been , Marike Knoef
{"title":"Student loans, spending, and parental transfers: Insights from a nudge in student loan policy in the Netherlands","authors":"Jim Been ,&nbsp;Marike Knoef","doi":"10.1016/j.econedurev.2023.102457","DOIUrl":"10.1016/j.econedurev.2023.102457","url":null,"abstract":"<div><p>This paper investigates the effect of student loans on students’ (financial) behavior. For causal identification, we exploit quasi-experimental evidence using a nudge in the take-up of student loans in higher education in the Netherlands. We estimate an instrumental variable (IV) model with a first-stage Difference-in-Differences design. We find that a decline in the default student loan reduced monthly student borrowing by 141 euros. A one-euro decline in student loans reduced students’ expenditures by 61 cents, but also led to a substantial increase of parental financial contributions (43 cents). Especially expenditures on leisure activities were affected. There is no evidence for increased labor earnings among students, on average. Self-reported indicators of academic performance do not worsen in response to the reform; students’ GPA even improves.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"96 ","pages":"Article 102457"},"PeriodicalIF":2.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46957520","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
Good or bad? Understanding the effects over time of multigrading on child achievement 好还是坏?理解随着时间的推移，多重评分对儿童成就的影响
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2023-10-01 DOI: 10.1016/j.econedurev.2023.102442
Gian Paolo Barbetta , Patrick Chuard-Keller , Giuseppe Sorrenti , Gilberto Turati
{"title":"Good or bad? Understanding the effects over time of multigrading on child achievement","authors":"Gian Paolo Barbetta ,&nbsp;Patrick Chuard-Keller ,&nbsp;Giuseppe Sorrenti ,&nbsp;Gilberto Turati","doi":"10.1016/j.econedurev.2023.102442","DOIUrl":"10.1016/j.econedurev.2023.102442","url":null,"abstract":"<div><p>Multigrading represents the practice of mixing children of different ages in the same classroom. This paper examines the effect of attending a multigrade class in Grade 2 on students’ academic achievement in Grades 2, 5, and 8, respectively, considering Italy as a case study. To address the issue of endogeneity of multigrading (and class size), we adopt an IV identification strategy based on a law that disciplines class composition. We show that multigrading has a positive (16 percent of a standard deviation) short-term effect on academic achievements. However, this effect diminishes over time and becomes negative (-10 percent of a standard deviation) if students spend several years in a multigrade class. Mechanism analysis indicates the fundamental role of teachers and suggests that the negative long-term effect of multigrading is not statistically different from zero when multigrade classes are taught by more experienced teachers. These findings, based on longitudinal data, reconcile contrasting results in the literature, which are based on cross-sectional data and on the short-term effects of multigrading.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"96 ","pages":"Article 102442"},"PeriodicalIF":2.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41631795","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
Do slum upgrading programs impact school attendance? 贫民窟改造项目会影响入学率吗？
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2023-10-01 DOI: 10.1016/j.econedurev.2023.102458
Wladimir Zanoni , Paloma Acevedo , Diego A. Guerrero
{"title":"Do slum upgrading programs impact school attendance?","authors":"Wladimir Zanoni ,&nbsp;Paloma Acevedo ,&nbsp;Diego A. Guerrero","doi":"10.1016/j.econedurev.2023.102458","DOIUrl":"https://doi.org/10.1016/j.econedurev.2023.102458","url":null,"abstract":"<div><p>This study investigates the impact of slum upgrading programs on elementary school attendance, a strong predictor of dropout and adult outcomes. Slum upgrading programs are interventions in impoverished areas that involve building housing, roads, sewerage systems<span>, and installing public lighting. Using administrative data on Uruguayan students, we examine the effects of slum upgrading programs on school attendance. The study employs a regression discontinuity design based on the eligibility rule that considers a slum eligible for the program when it has 40 or more dwelling units. The results show that students exposed to slum upgrading programs had 28 fewer absences (16 percent of the school year or 70 percent of the total missed days that qualify a student as having insufficient attendance), and lower probability of being recurrent absentees. This study provides insights into the impact of slum upgrading programs on human capital accumulation among low-income children.</span></p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"96 ","pages":"Article 102458"},"PeriodicalIF":2.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49818938","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 effects of financial aid on graduation and labor market outcomes: New evidence from matched education-labor data 经济援助对毕业和劳动力市场结果的影响：来自匹配教育劳动力数据的新证据
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2023-10-01 DOI: 10.1016/j.econedurev.2023.102444
Veronica Rattini
{"title":"The effects of financial aid on graduation and labor market outcomes: New evidence from matched education-labor data","authors":"Veronica Rattini","doi":"10.1016/j.econedurev.2023.102444","DOIUrl":"10.1016/j.econedurev.2023.102444","url":null,"abstract":"<div><p>Financial aid decreases the cost of acquiring additional education. By using Italian administrative and survey data on financial aid recipients and exploiting sharp discontinuities in the amount of aid received, this paper identifies the causal effect of aid generosity on college performance and labor market outcomes. The results show that students facing a higher cost of college earn more credits each year than those receiving higher financial aid. This gap generates a significant difference in the overall graduation time. No differences emerge in the GPA level or the probability of graduating from college.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"96 ","pages":"Article 102444"},"PeriodicalIF":2.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45933657","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
What Explains Vietnam's Exceptional Performance in Education Relative to Other Countries? Analysis of the 2012, 2015, and 2018 PISA Data 是什么解释了越南相对于其他国家在教育方面的卓越表现？2012年、2015年和2018年PISA数据分析
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2023-10-01 DOI: 10.1016/j.econedurev.2023.102434
Hai-Anh Dang , Paul Glewwe , Jongwook Lee , Khoa Vu
{"title":"What Explains Vietnam's Exceptional Performance in Education Relative to Other Countries? Analysis of the 2012, 2015, and 2018 PISA Data","authors":"Hai-Anh Dang ,&nbsp;Paul Glewwe ,&nbsp;Jongwook Lee ,&nbsp;Khoa Vu","doi":"10.1016/j.econedurev.2023.102434","DOIUrl":"https://doi.org/10.1016/j.econedurev.2023.102434","url":null,"abstract":"<div><p>Despite being the poorest or second poorest participant, Vietnam outperformed all other developing countries, and many wealthier countries, on the 2012, 2015, and 2018 PISA assessments. We investigate Vietnam's strong performance, evaluating several possible explanations for this apparent exemplary achievement. After correcting for potentially non-representative PISA samples, including bias from Vietnam's large out-of-school population, Vietnam remains a large positive outlier conditional on its income. Possible higher motivation of, and coaching given to, Vietnamese students can at most only partly explain Vietnam's performance. The child-, household- and school-level variables in the PISA data explain little of Vietnam's strong PISA performance relative to its income level. At most, they explain about 30% of Vietnam's exceptional performance in math and reading. Further research is needed to understand the exceptional performance of Vietnamese students.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"96 ","pages":"Article 102434"},"PeriodicalIF":2.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49778493","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: 1
Full-time schools and educational trajectories: Evidence from high-stakes exams 全日制学校和教育轨迹：高风险考试的证据
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2023-10-01 DOI: 10.1016/j.econedurev.2023.102443
Francisco Cabrera-Hernández , María Padilla-Romo , Cecilia Peluffo
{"title":"Full-time schools and educational trajectories: Evidence from high-stakes exams","authors":"Francisco Cabrera-Hernández ,&nbsp;María Padilla-Romo ,&nbsp;Cecilia Peluffo","doi":"10.1016/j.econedurev.2023.102443","DOIUrl":"10.1016/j.econedurev.2023.102443","url":null,"abstract":"<div><p><span>This paper estimates the effects of extending the school day during elementary school on students’ educational outcomes later in life. The analysis takes place in the context of a large-scale program introduced in 2007 that extended the school day from 4.5 to 8 h in Mexico City’s metropolitan area. The identification strategy leverages cohort-by-cohort variation in full-time enrollment in elementary schools. The results indicate that full-time elementary schools have positive and long-lasting effects on students’ performance, increasing high-stakes high school admission test scores by 4.8 percent of a </span>standard deviation. The effects are larger for females than for males. The difference in the effects between males and females of 2.1 percent of a standard deviation represents 16% of the gender gap in the high school admission exam. Moreover, full-time schooling decreases the probability of delays in schooling completion.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"96 ","pages":"Article 102443"},"PeriodicalIF":2.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46147243","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
Teacher quality and cross-country differences in learning in francophone Sub-Saharan Africa 撒哈拉以南非洲法语国家的教师素质和学习的跨国差异
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2023-10-01 DOI: 10.1016/j.econedurev.2023.102437
Jan Bietenbeck , Natalie Irmert , Mohammad H. Sepahvand
{"title":"Teacher quality and cross-country differences in learning in francophone Sub-Saharan Africa","authors":"Jan Bietenbeck ,&nbsp;Natalie Irmert ,&nbsp;Mohammad H. Sepahvand","doi":"10.1016/j.econedurev.2023.102437","DOIUrl":"10.1016/j.econedurev.2023.102437","url":null,"abstract":"<div><p>We study the effects of two dimensions of teacher quality, subject knowledge and didactic skills, on student learning in francophone Sub-Saharan Africa. We use data from an international large-scale assessment in 14 countries that include individual-level information on student achievement and country-level averages of teacher subject knowledge and teacher didactic skills in reading and math. Exploiting variation between subjects in a student fixed-effects model, we find that teacher subject knowledge has a large positive effect on student achievement, whereas the effect of teacher didactic skills is comparatively small but imprecisely estimated. Differences in teacher subject knowledge account for 37 percent of the variation in average student achievement across countries.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"96 ","pages":"Article 102437"},"PeriodicalIF":2.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44983577","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
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