Economics of Education Review最新文献_第3页

Rethinking student loan design: Evidence from a price-based reform in Chilean higher education 重新思考学生贷款设计：来自智利高等教育价格基础改革的证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-11-01 DOI: 10.1016/j.econedurev.2025.102735

Pinjas Albagli , Andrés García-Echalar

{"title":"Rethinking student loan design: Evidence from a price-based reform in Chilean higher education","authors":"Pinjas Albagli , Andrés García-Echalar","doi":"10.1016/j.econedurev.2025.102735","DOIUrl":"10.1016/j.econedurev.2025.102735","url":null,"abstract":"<div><div>This paper examines the effects of a major 2012 student loan reform in Chile that reduced interest rates from 6% to 2% and introduced more flexible repayment terms. Unlike studies of initial loan implementation, this reform offers a rare opportunity to examine how changes in the cost of borrowing affect enrollment decisions among already-eligible students. Using rich administrative data and a difference-in-differences design, we estimate the effects of the reform on immediate enrollment, second-year enrollment, and second-year dropout. To strengthen causal inference, we complement our strategy with a difference-in-discontinuities approach that leverages eligibility thresholds. We find a compositional shift in immediate enrollment: university enrollment increases by 2.5 percentage points, offset by an equal decline in vocational institutions, with no effect on overall enrollment. This shift persists into second-year outcomes, where university students exhibit slightly higher dropout and vocational students show improved persistence. These effects are concentrated among students from voucher schools and are absent among students from public schools, likely due to persistent academic and financial constraints. We also find that overall enrollment declines for female students, which may reflect greater risk aversion in response to uncertainty. These findings shed light on how price-based reforms to student loan programs can generate unequal responses across student groups and institutional sectors, offering valuable lessons for the design of equitable higher education financing.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102735"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424365","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 selection effect of childhood abilities on educational decisions 儿童能力对教育决策的选择效应

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-09-11 DOI: 10.1016/j.econedurev.2025.102703

Zuoqi Zhang , Andrew M. Jones , Nigel Rice

引用次数: 0

School enrollment shifts five years after the pandemic 大流行五年后，学校入学人数发生变化

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-10-21 DOI: 10.1016/j.econedurev.2025.102734

Abigail Francis, Joshua Goodman

{"title":"School enrollment shifts five years after the pandemic","authors":"Abigail Francis, Joshua Goodman","doi":"10.1016/j.econedurev.2025.102734","DOIUrl":"10.1016/j.econedurev.2025.102734","url":null,"abstract":"<div><div>The pandemic induced a substantial enrollment shift away from public schools in fall 2020 and a partial return of students in fall 2021, leaving longer-term impacts unclear. We use Massachusetts state- and district-level data to explore enrollment patterns five years after the pandemic’s onset. Relative to pre-pandemic trends, fall 2024 enrollment is down 2% in local public schools, up 16% in private schools, and up 50% in home schools. The highest income 20% of districts have lost more public school students than the other 80% combined, with these lower income districts having largely recovered. White and Asian public school enrollments have stabilized at levels 3% and 8% below pre-pandemic trends, while Black and Hispanic enrollments have more than fully recovered. Public school losses are almost entirely concentrated in middle grades (5-8), where enrollment is down 8%, suggesting families place particular weight on those ages when making post-pandemic schooling choices. Five years in, the pandemic has had sustained effects on the size and demographic composition of public schools. Many of the changes observed in Massachusetts appear in national data, suggesting these patterns are widespread.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102734"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362668","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

Signals of aptitude and female STEM career choices 资质和女性STEM职业选择的信号

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-11-01 DOI: 10.1016/j.econedurev.2025.102727

Marcos Agurto , Sandra Boisvert , Siddharth Hari , Valeria Quevedo , Sudipta Sarangi , Susana Vegas

引用次数: 0

Costly withdrawals reduce future college-going for low-income students: Evidence from Return of Title IV funds 昂贵的提款减少了低收入学生未来上大学的机会：来自第四章资金返还的证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-09-24 DOI: 10.1016/j.econedurev.2025.102723

Ari Anisfeld , Elizabeth Bell , Oded Gurantz , Dennis A. Kramer II

{"title":"Costly withdrawals reduce future college-going for low-income students: Evidence from Return of Title IV funds","authors":"Ari Anisfeld , Elizabeth Bell , Oded Gurantz , Dennis A. Kramer II","doi":"10.1016/j.econedurev.2025.102723","DOIUrl":"10.1016/j.econedurev.2025.102723","url":null,"abstract":"<div><div>Governments must strike a balance between promoting access to financial aid while at the same time remaining good stewards of taxpayer funds by preventing fraudulent access. This paper focuses on one of the largest-scale and most consequential policies determining whether students maintain access to Title IV aid, the “Return of Title IV” funds policy, referred to as R2T4. Students receiving Title IV aid who withdraw from college before completing the academic term are subject to an R2T4 calculation that could require the student or college to pay back any unearned Title IV funds to the federal government. We estimate the causal impacts of the R2T4 policy on student outcomes in a regression discontinuity design, leveraging a cutoff in the formula that determines whether a student or their college is required to return aid. We find that students at our threshold, who earn 60 percent of the federal aid to which they were entitled, must return $1,600 on average. Such debt makes students almost four percentage points less likely to re-enroll in college the following year and 2.6 percentage points within 4 years. These results are driven by students in the bottom half of the R2T4 income distribution who experience persistent enrollment declines of roughly 5.5 percentage points. Our findings add to a growing body of literature revealing the detrimental impacts of complex administrative processes on student outcomes, particularly for students from marginalized communities interacting with federal policies.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102723"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158089","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

Combating Learning Poverty: Experimental Evidence on Improving Instruction Through Teacher Training 对抗学习贫困：通过教师培训改善教学的实验证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-10-13 DOI: 10.1016/j.econedurev.2025.102729

Xinjie Zhang , Lu Wang , Xiaoyang Ye

引用次数: 0

Messaging teachers to boost student EdTech use 给老师发信息，提高学生对教育科技的使用

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-09-11 DOI: 10.1016/j.econedurev.2025.102706

Roberto Araya , Julian Cristia , Lisseth Escalante , Raissa Fabregas , Carolina Méndez , Gera Ríos

{"title":"Messaging teachers to boost student EdTech use","authors":"Roberto Araya , Julian Cristia , Lisseth Escalante , Raissa Fabregas , Carolina Méndez , Gera Ríos","doi":"10.1016/j.econedurev.2025.102706","DOIUrl":"10.1016/j.econedurev.2025.102706","url":null,"abstract":"<div><div>The use of self-led educational technologies holds significant potential for improving student learning at scale, but sustaining student engagement with these platforms remains a challenge. We present results from an experimental evaluation implemented following the scale-up of a math platform in Peru, where primary school teachers received weekly WhatsApp messages summarizing their students’ platform activity and encouraging them to promote engagement. The messages increased the average weekly share of students using the platform by 5 percentage points (a 17% increase) and the average share of math exercises completed by 4 percentage points (a 16% increase). Effects dissipated once the messages stopped, suggesting that salience and simplified monitoring are likely mechanisms. We find little evidence of impact heterogeneity based on teacher characteristics or students’ prior platform use and achievement. Non-experimental evidence suggests that increased use of the student math platform improved math learning. Overall, our findings indicate that light-touch communication with teachers can cost-effectively strengthen engagement with EdTech platforms scaled through the education system.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102706"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049795","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

Educational pathways and earnings trajectories of second-generation immigrants in Australia: New insights from linked census-administrative data 澳大利亚第二代移民的教育路径和收入轨迹：来自相关人口普查管理数据的新见解

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-09-18 DOI: 10.1016/j.econedurev.2025.102716

Ha Trong Nguyen , Tomasz Zając , Wojtek Tomaszewski , Francis Mitrou

{"title":"Educational pathways and earnings trajectories of second-generation immigrants in Australia: New insights from linked census-administrative data","authors":"Ha Trong Nguyen , Tomasz Zając , Wojtek Tomaszewski , Francis Mitrou","doi":"10.1016/j.econedurev.2025.102716","DOIUrl":"10.1016/j.econedurev.2025.102716","url":null,"abstract":"<div><div>This study employs 2011 Census data linked to population-based administrative datasets to explore disparities in educational attainment and earnings trajectories among Australian-born children of diverse parental migration backgrounds from mid-adolescence to early adulthood. Non-English Speaking Background (NESB) second-generation immigrants exhibit superior academic outcomes, primarily driven by children of parents from select Asian countries. These individuals are more likely to complete higher education, particularly bachelor’s and master’s degrees, and specialise in fields such as management and commerce, health, natural and physical sciences, and engineering. Children of NESB immigrant parents initially earn less than their peers with Australian-born parents at ages 21–22. However, this gap closes by ages 23–24 and reverses by ages 26–27, with children of NESB fathers out-earning their counterparts by ages 28–29. Conversely, children of English-Speaking Background (ESB) immigrant parents, who exhibit weaker academic performance, also experience lower earnings compared to peers with Australian-born parents. This disparity emerges by ages 22–23 and widens throughout the study period, peaking at ages 28–29. The findings underscore the academic and economic advantages of NESB second-generation immigrants, contrasting with the challenges faced by ESB migrant counterparts. Overall, the results highlight the critical role of education in supporting the economic integration of migrants and their descendants in the host country.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102716"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145106519","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

Free to improve? The impact of free school attendance in England 自由改进？英国免费上学的影响

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-09-30 DOI: 10.1016/j.econedurev.2025.102717

Marco Bertoni , Gabriel Heller-Sahlgren , Olmo Silva

引用次数: 0

The declining relative quality of the child care workforce 儿童看护人员的相对质量下降

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-10-05 DOI: 10.1016/j.econedurev.2025.102726

Chris M. Herbst

{"title":"The declining relative quality of the child care workforce","authors":"Chris M. Herbst","doi":"10.1016/j.econedurev.2025.102726","DOIUrl":"10.1016/j.econedurev.2025.102726","url":null,"abstract":"<div><div>Although it is widely acknowledged that high-skilled teachers are integral to service quality and young children’s well-being in child care settings, little is known about the qualifications and skills of the child care workforce. This paper combines data from multiple sources to provide a comprehensive assessment of the quality of individuals employed in the child care sector. I find that today’s workforce is relatively low-skilled: child care workers have less schooling than those in other occupations, they score substantially lower on tests of cognitive ability, and they are among the lowest-paid individuals in the economy. I also show that the relative skills of the child care workforce is declining, in part because higher-skilled individuals increasingly find the child care sector less attractive than other occupations. Furthermore, I provide evidence that at least three other factors are placing downward pressure on worker quality. First, the recent proliferation of community college programs offering child care-related certificates and degrees may divert students away from attending four-year schools. Second, those majoring in child care-related fields are negatively selected for their cognitive skills, thereby decreasing the quality of the child care labor pool. Third, I show that the increased availability of outside employment options for high-skilled women had a detrimental effect on the quality of the child care workforce.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102726"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145267263","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