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All pain and no gain: When goal setting leads to more effort but no gains in test scores 只有痛苦，没有收获当目标设定导致付出更多努力但考试成绩却没有提高时
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-10-08 DOI: 10.1016/j.econedurev.2024.102594
Asad Islam , Sungoh Kwon , Eema Masood , Nishith Prakash , Shwetlena Sabarwal , Deepak Saraswat
{"title":"All pain and no gain: When goal setting leads to more effort but no gains in test scores","authors":"Asad Islam ,&nbsp;Sungoh Kwon ,&nbsp;Eema Masood ,&nbsp;Nishith Prakash ,&nbsp;Shwetlena Sabarwal ,&nbsp;Deepak Saraswat","doi":"10.1016/j.econedurev.2024.102594","DOIUrl":"10.1016/j.econedurev.2024.102594","url":null,"abstract":"<div><div>We conducted an at-scale randomized control trial among 18,281 secondary students in Tanzania to examine the effects of self-set academic goals on students’ efforts and academic outcomes. We also tested the impact of combining goal setting with non-financial rewards. We found that goal-setting had a significant positive effect on self-reported student time use, study effort, and self-discipline, along with a positive but statistically insignificant impact on test performance. We also found that combining goal setting with recognition awards for achieving the goals did not demonstrate any complementary effects. Heterogeneity analysis suggested that goal-setting had a higher impact on test performance for students in the middle of the distribution of baseline learning levels. We also found that the impact of the treatment did not vary significantly across students’ gender, socioeconomic background, or type of chosen goals.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102594"},"PeriodicalIF":1.8,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142422319","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
Skill-biased technological change and intergenerational education mobility 以技能为导向的技术变革与代际教育流动性
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-10-03 DOI: 10.1016/j.econedurev.2024.102596
Imran Aziz
{"title":"Skill-biased technological change and intergenerational education mobility","authors":"Imran Aziz","doi":"10.1016/j.econedurev.2024.102596","DOIUrl":"10.1016/j.econedurev.2024.102596","url":null,"abstract":"<div><div>This paper analyses the impact of skill-biased technological change (SBTC) on intergenerational education mobility. I set up an SBTC model with an overlapping-generations framework, where high and low-income households invest in their children’s skill development. Technology incentivizes these investments by raising the skill-premium and improving life-skills; it constrains investments by increasing inequality. I find that, for SBTC shocks within a critical range, intergenerational investments by both household-types are higher in the new steady-state, with the relative increase being larger for the low-income group. I use cross-U.S. commuting-zone data to examine if education mobility outcomes are better in locations characterized by (1) higher STEM-shares, and (2) larger shifts in the demand of relative skills. I empirically find that children from low-income households are not only more likely to attend college if they live in high-tech areas, but this likelihood increases by a larger margin compared to children from higher-income households.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102596"},"PeriodicalIF":1.8,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142422321","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
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
Simen Markussen, Maria Nareklishvili, Knut Røed
{"title":"Overeducation and economic mobility","authors":"Simen Markussen,&nbsp;Maria Nareklishvili,&nbsp;Knut Røed","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":"103 ","pages":"Article 102595"},"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
Corrigendum to “Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: Evidence from Ethiopia and Peru” [Economics of Education Review, Volume 100, June 2024, Article Number 102543] 对 "儿童后期基础认知技能可预测整个青春期和青年期的教育成果：来自埃塞俄比亚和秘鲁的证据》[《教育经济学评论》，第 100 卷，2024 年 6 月，文章编号 102543] 更正
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2024-09-18 DOI: 10.1016/j.econedurev.2024.102593
Jennifer Lopez , Jere Behrman , Santiago Cueto , Marta Favara , Alan Sánchez
{"title":"Corrigendum to “Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: Evidence from Ethiopia and Peru” [Economics of Education Review, Volume 100, June 2024, Article Number 102543]","authors":"Jennifer Lopez ,&nbsp;Jere Behrman ,&nbsp;Santiago Cueto ,&nbsp;Marta Favara ,&nbsp;Alan Sánchez","doi":"10.1016/j.econedurev.2024.102593","DOIUrl":"10.1016/j.econedurev.2024.102593","url":null,"abstract":"","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102593"},"PeriodicalIF":1.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703816","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
Matthias Dorner , Katja Görlitz , Elke J. Jahn
{"title":"The impact of a missing school graduation cohort on the training market","authors":"Matthias Dorner ,&nbsp;Katja Görlitz ,&nbsp;Elke J. Jahn","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":"103 ","pages":"Article 102580"},"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
Zijing He
{"title":"When less is more: The effects of correctional education downsizing on reincarceration","authors":"Zijing He","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":"103 ","pages":"Article 102592"},"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
Zoltán Hermann , Hedvig Horváth , Dorottya Kisfalusi
{"title":"Are separate classrooms inherently unequal? The effect of within-school sorting on the socioeconomic test score gap in Hungary","authors":"Zoltán Hermann ,&nbsp;Hedvig Horváth ,&nbsp;Dorottya Kisfalusi","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":"103 ","pages":"Article 102582"},"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
Maria De Paola , Ekaterina Skatova
{"title":"Non-cognitive skills and social isolation in late childhood: An investigation of their impact on school performance in Italy","authors":"Maria De Paola ,&nbsp;Ekaterina Skatova","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":"103 ","pages":"Article 102581"},"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
Arpita Patnaik , Gwyn Pauley , Joanna Venator , Matthew Wiswall
{"title":"The impacts of same and opposite gender alumni speakers on interest in economics","authors":"Arpita Patnaik ,&nbsp;Gwyn Pauley ,&nbsp;Joanna Venator ,&nbsp;Matthew Wiswall","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":"102 ","pages":"Article 102579"},"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
Christian Gillitzer , Nalini Prasad
{"title":"The effect of school closures on standardized test scores: Evidence under zero-COVID policies","authors":"Christian Gillitzer ,&nbsp;Nalini Prasad","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":"102 ","pages":"Article 102577"},"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
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