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Putting the “A” in AP: The effect of advanced placement state policies on student participation and performance 在大学先修课程中加入 "A"：州高级课程政策对学生参与和成绩的影响
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-08-05 DOI: 10.1016/j.econedurev.2024.102565
{"title":"Putting the “A” in AP: The effect of advanced placement state policies on student participation and performance","authors":"","doi":"10.1016/j.econedurev.2024.102565","DOIUrl":"10.1016/j.econedurev.2024.102565","url":null,"abstract":"<div><p>Advanced courses prepare high school students for college material and the associated exams provide a low cost way to earn college credit. The College Board’s Advanced Placement (AP) program is the most common in the United States, with about 40 percent of graduating seniors taking at least one AP exam in recent years. However, these opportunities are not equal across high school students due to variation in school offerings and potentially limiting exam fees. We examine the effects of two state-level policies designed to provide greater access to this program: the first mandates a minimum number of AP courses to be offered in each high school and the second waives exam fees for all students for at least one exam. Our event study and two-way fixed effect estimates suggest that mandating the provision of AP courses raises the percent of high school graduates taking AP exams by 4 to 5 percentage points, while exam fee waivers increase participation by about 1.5 percentage points. At the same time, pass rates fell after implementation of the two policies, indicating that marginal exam takers are less proficient on the exams. We find both policies have minimal effects on the percent of graduates who passed at least one AP exam or on the number of passing exams per high school student.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951192","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 peer effect of persistence on student achievement 坚持不懈对学生成绩的同伴效应
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-08-02 DOI: 10.1016/j.econedurev.2024.102574
{"title":"The peer effect of persistence on student achievement","authors":"","doi":"10.1016/j.econedurev.2024.102574","DOIUrl":"10.1016/j.econedurev.2024.102574","url":null,"abstract":"<div><p>Little is known about the impact of peer personality on human capital formation. The paper studies the impact of peers’ persistence, a personality trait reflecting perseverance in the face of challenges and setbacks, on student achievement. Exploiting student-classroom random assignments in middle schools in China, I find that having more persistent peers improves student achievement. I identify three mechanisms: (i) an increase in students’ own persistence and self-disciplined behaviors, (ii) teachers exhibiting greater responsibility and patience, along with increased time spent on teaching preparation, and (iii) the formation of endogenous friendship networks characterized by academically successful peers and fewer disruptive peers, especially among students with similar levels of persistence.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951191","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
Formal vs. informal mathematics: Assessing numeracy with school and market items in a large sample of school-aged children in North-West Nigeria 正规与非正规数学：用学校和市场项目评估尼日利亚西北部大量学龄儿童的计算能力
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-07-24 DOI: 10.1016/j.econedurev.2024.102564
{"title":"Formal vs. informal mathematics: Assessing numeracy with school and market items in a large sample of school-aged children in North-West Nigeria","authors":"","doi":"10.1016/j.econedurev.2024.102564","DOIUrl":"10.1016/j.econedurev.2024.102564","url":null,"abstract":"<div><p>While school-aged children in resource-poor settings often perform poorly on standardized tests in mathematics, they can frequently be seen engaging in market activities, conducting monetary transactions. This suggests that children in these settings actually have much more advanced skills in basic mathematics than what is assessed at school. For this study, we designed a learning assessment that captures a broader skill set, including tasks presented as formal and informal mathematics. We provide evidence of a considerable skill gap between formal mathematics and informal mathematics in a large sample of school-aged children in North-West Nigeria. We explore several potential explanations for this skill gap. Market engagement is positively associated with the ability to solve the informal tasks but not formal tasks.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S027277572400058X/pdfft?md5=f1ef09c3eaa891e913db4a94c0068a61&pid=1-s2.0-S027277572400058X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779703","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
Report cards: Parental preferences, information and school choice in Haiti 成绩单：海地家长的偏好、信息和学校选择
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-07-23 DOI: 10.1016/j.econedurev.2024.102560
{"title":"Report cards: Parental preferences, information and school choice in Haiti","authors":"","doi":"10.1016/j.econedurev.2024.102560","DOIUrl":"10.1016/j.econedurev.2024.102560","url":null,"abstract":"<div><p>This paper studies school choice and information frictions in Haiti. Through a randomized control trial, we assess the impact of disclosing school-level test score information on learning outcomes, prices, and market shares. We find evidence that in markets where information was disclosed, students attending private schools increased test scores. The results also suggest private schools with higher baseline test scores increased their market share as well as their fees when the disclosure policy is implemented. While prices and test scores were not significantly correlated in the baseline survey, they exhibited a significant and positive correlation in treatment markets after information disclosure. These results underscore the potential of information provision to enhance market efficiency and improve children’s welfare in context such as Haiti.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775724000542/pdfft?md5=5889e5851bb6e8a5dfe0185b331598bd&pid=1-s2.0-S0272775724000542-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779704","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
Four years of pandemic-era emergency licenses: retention and effectiveness of emergency-licensed Massachusetts teachers over time 大流行病时期的四年紧急许可：马萨诸塞州紧急许可教师的留任和有效性随时间的推移
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-07-17 DOI: 10.1016/j.econedurev.2024.102562
{"title":"Four years of pandemic-era emergency licenses: retention and effectiveness of emergency-licensed Massachusetts teachers over time","authors":"","doi":"10.1016/j.econedurev.2024.102562","DOIUrl":"10.1016/j.econedurev.2024.102562","url":null,"abstract":"<div><p>Most states responded to the onset of the pandemic by granting temporary licenses that allowed teachers to work in classrooms without first passing the typical licensure exams. In this paper, we examine the result of this policy in Massachusetts using data on multiple cohorts of emergency licensed teachers (ELTs). We find that ELTs were slightly more likely to be retained in the same school than teachers from other entry routes. However, ELTs’ students scored significantly lower on standardized tests in math and science than other students in the same school and same year. Our findings are at odds with earlier, more positive assessments of emergency licensure. Our updated results appear to be driven by more recent cohorts of ELTs. Overall, this study suggests policymakers should be cautious when drawing sweeping conclusions about the impacts of teacher licensure based solely on the earliest cohort of teachers who obtained pandemic-era licenses.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141637929","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 value added of short-cycle higher education programs to student outcomes: Evidence from Colombia 短周期高等教育项目对学生成果的增值作用：来自哥伦比亚的证据
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-07-16 DOI: 10.1016/j.econedurev.2024.102563
{"title":"The value added of short-cycle higher education programs to student outcomes: Evidence from Colombia","authors":"","doi":"10.1016/j.econedurev.2024.102563","DOIUrl":"10.1016/j.econedurev.2024.102563","url":null,"abstract":"<div><p>We estimate the value added of short-cycle higher education programs (two or three years long) to student academic and labor market outcomes. We exploit administrative data from Colombia to control for a rich set of student, peer, and local choice set characteristics. We find that program value added accounts for 60–70 percent of the variation in graduation and labor market outcomes and varies greatly across programs, across and especially within fields of study. Value-added estimates are strongly correlated with the corresponding outcomes but not with other commonly used quality measures. Value-added to labor market outcomes is positively associated with program duration and age, the degree of the provider's specialization, and the size of the city where the program is taught. We caution against the use of program rankings, which appear highly sensitive to the underlying outcome or value-added metric.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141630611","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
Does the labour market value field of study specific knowledge? An alignment score based approach 劳动力市场是否看重专业领域的具体知识？基于对齐分数的方法
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-07-15 DOI: 10.1016/j.econedurev.2024.102561
{"title":"Does the labour market value field of study specific knowledge? An alignment score based approach","authors":"","doi":"10.1016/j.econedurev.2024.102561","DOIUrl":"10.1016/j.econedurev.2024.102561","url":null,"abstract":"<div><p>Using a sample of bachelor degree holders from the Canadian Census, this paper estimates the earnings premium that a university graduate receives from working in an occupation that requires knowledge that is related to their field of study. This is accomplished by developing an alignment score which measures the similarity between the knowledge requirements of an individual’s actual occupation, and the knowledge requirements of the occupations that their field of study trains individuals for. While controlling for field of study and occupation fixed effects, the results indicate that a one standard deviation improvement in the knowledge-alignment between one’s occupation and field of study produces an earnings premium of approximately 4.3%. This indicates that well-aligned graduates earn more than graduates from the same field of study who work in otherwise similar paying occupations that are less closely aligned with the field of study.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775724000554/pdfft?md5=fb74ff63121e37492a61490d846bb2c2&pid=1-s2.0-S0272775724000554-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141623137","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
Can gamified online training make high school students more entrepreneurial? Experimental evidence from Rwanda 游戏化在线培训能否提高高中生的创业能力？卢旺达的实验证据
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-06-24 DOI: 10.1016/j.econedurev.2024.102559
Jeanne Lafortune , Todd Pugatch , José Tessada , Diego Ubfal
{"title":"Can gamified online training make high school students more entrepreneurial? Experimental evidence from Rwanda","authors":"Jeanne Lafortune ,&nbsp;Todd Pugatch ,&nbsp;José Tessada ,&nbsp;Diego Ubfal","doi":"10.1016/j.econedurev.2024.102559","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102559","url":null,"abstract":"<div><p>We study the short-run effects of a gamified online entrepreneurship training offered to high school students in Rwanda during the COVID-19 pandemic. Using a randomized controlled trial, we estimate sizeable effects of the 6-week training on entrepreneurial activity. One month after the training, participants in schools offered the training were much more likely to own a business than participants in control schools. The training induced students to participate more actively in their school’s business club, to undertake more business-oriented actions, to improve their business practices, and to interact more with other youth and family members about their business ideas. We hypothesize that the training motivated treated students to sustain their business activities during the COVID-19 crisis.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481705","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 teacher tenure on productivity and selection 教师终身制对生产率和选拔的影响
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-06-12 DOI: 10.1016/j.econedurev.2024.102558
Kevin Ng
{"title":"The effects of teacher tenure on productivity and selection","authors":"Kevin Ng","doi":"10.1016/j.econedurev.2024.102558","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102558","url":null,"abstract":"<div><p>I examine productivity and selection effects of K-12 teacher tenure by leveraging variation from New Jersey’s TEACHNJ Act, which extended the pretenure period. Using a difference-in-differences design, I evaluate the productivity effects of tenure by comparing fourth-year tenured and pretenured teachers. I find math value-added declines but English language arts value-added and ratings remain unchanged. Focusing on labor market effects, I compare teachers hired before and after TEACHNJ within the same district and experience level. TEACHNJ disproportionately increased male and Black teacher turnover, as the policy was tied to subjective evaluation criteria. TEACHNJ did not impact the quality of the teacher labor market as measured by value-added, though higher rated teachers often filled new vacancies. This matches principal–agent models where schools only use ratings to guide personnel decisions. Overall, tenure generates small declines in math value-added, while reforms tied to subjective evaluations disproportionately increase male and Black teacher turnover.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141314914","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
Childcare and parenting in the production of early life skills 培养早期生活技能中的儿童保育和养育
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-06-08 DOI: 10.1016/j.econedurev.2024.102557
Sebastián Gallegos , Jorge Luis García
{"title":"Childcare and parenting in the production of early life skills","authors":"Sebastián Gallegos ,&nbsp;Jorge Luis García","doi":"10.1016/j.econedurev.2024.102557","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102557","url":null,"abstract":"<div><p>We use data from a randomized early childhood education program to estimate the production technology of early life skills. Estimates indicate that, for more disadvantaged children, parental investment is a more effective input for producing skills than childcare. The reverse is true for the more advantaged. The program increases childcare for all children; it increases parental investment for the more disadvantaged. Therefore, our results indicate that programs stimulating parental investment promote mobility across the distribution of early life skills. We thus micro-found recent studies showing that successful early childhood education programs foster parental investment on top of offering high-quality childcare.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775724000517/pdfft?md5=d30ecc6f2e05114c6ce7f0c4daa440a3&pid=1-s2.0-S0272775724000517-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141294415","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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