Economics of Education Review最新文献_第5页

Measuring teacher effectiveness for gifted and talented students 衡量教师对资优学生的有效性

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-10-14 DOI: 10.1016/j.econedurev.2025.102728

Seth Walker , Scott Imberman , Katharine Strunk

{"title":"Measuring teacher effectiveness for gifted and talented students","authors":"Seth Walker , Scott Imberman , Katharine Strunk","doi":"10.1016/j.econedurev.2025.102728","DOIUrl":"10.1016/j.econedurev.2025.102728","url":null,"abstract":"<div><div>This paper investigates the differential effectiveness of teachers across student populations, with a focus on gifted and talented (GT) students. Using data from Los Angeles, we estimate teacher effectiveness (proxied by value-added measures (VAMs) of teachers’ contributions to student achievement growth) for GT students and examine how they are matched to teachers. We additionally estimate VAMs for high- and low-testing students to explore whether GT students are assigned to teachers who are relatively more effective for GT students, or to teachers with broad effectiveness across student groups. Many teachers exhibit similar effectiveness across all subgroups, with particularly strong alignment between GT and high-testing VAMs. This suggests a strong overlap in instructional strengths for high-achieving students, regardless of GT classification. At the same time, a substantial share of teachers show meaningful differences in their relative effectiveness with GT students compared to low-testing students. GT students are consistently assigned to teachers with higher VAMs across all subgroups; however, this alignment is strongest with teachers who are most effective for GT and high-testing students. To a modest extent, GT students are also more likely to be matched to teachers with a relative advantage in teaching GT students compared to their effectiveness with low-testing students.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102728"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145333214","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

Unlocking college potential: The role of student expectations and non-cognitive skills in college success 释放大学潜力：学生期望和非认知技能在大学成功中的作用

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-09-19 DOI: 10.1016/j.econedurev.2025.102718

Gema Zamarro, Malachi Nichols, Julie Trivitt, Rian Djita

{"title":"Unlocking college potential: The role of student expectations and non-cognitive skills in college success","authors":"Gema Zamarro, Malachi Nichols, Julie Trivitt, Rian Djita","doi":"10.1016/j.econedurev.2025.102718","DOIUrl":"10.1016/j.econedurev.2025.102718","url":null,"abstract":"<div><div>Attending college is a significant human capital investment, but only about 60 % of those who start college will have a completed degree six years later. This makes identifying the skills associated with college success an important policy concern. We surveyed over 1100 entering college freshmen, majoring in business and engineering at a public university in the US, and combined this information with administrative data to create a comprehensive data set that, in addition to the usual academic performance data, cognitive ability measures, and demographics, also included measures of non-cognitive skills, personality traits, student expectations about college grades and performance at graduation. With this information, we analyzed whether students’ subjective expectations about their future grades at graduation are related to non-cognitive skills and whether these expectations align with their actual college performance. We then study factors associated with overperformance and underperformance, beyond what was expected based on past grades and student-observed demographic characteristics, both at the end of their freshman year and at graduation. We also study factors associated with graduation outcomes. We find that non-cognitive skills related to conscientiousness are associated with subjective grade expectations and objective grade performance in college, even after controlling for cognitive ability. However, they do not help predict eventual graduation or on-time graduation. Nevertheless, many students enter college with subjective grade expectations that do not align with their actual performance, which can influence their on-time graduation.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102718"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145106520","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

Financial literacy calls the roll — The effectiveness of a financial education program in Italian schools 金融素养点名——意大利学校金融教育项目的有效性

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-10-23 DOI: 10.1016/j.econedurev.2025.102731

Tommaso Agasisti , Alessio D’Ignazio , Gabriele Iannotta , Angela Romagnoli , Marco Tonello

{"title":"Financial literacy calls the roll — The effectiveness of a financial education program in Italian schools","authors":"Tommaso Agasisti , Alessio D’Ignazio , Gabriele Iannotta , Angela Romagnoli , Marco Tonello","doi":"10.1016/j.econedurev.2025.102731","DOIUrl":"10.1016/j.econedurev.2025.102731","url":null,"abstract":"<div><div>This paper evaluates the effectiveness of “Financial Education in School”, a comprehensive financial education program implemented by the Bank of Italy across primary and secondary schools nationwide. The initiative combines teacher training, tailored educational materials, and interactive classroom activities to embed financial literacy into the curriculum. Drawing on two randomized controlled trials with more than 1500 students in grades 5 and 8, we report three main findings. First, teacher-led instruction significantly improves financial knowledge, with large effect sizes of 0.54 and 0.66 standard deviations for grade 5 and grade 8, respectively. Second, distributing self-study booklets without guided lessons has no average effect, except among socioeconomically advantaged students. Third, while overall impacts on financial attitudes are limited, teacher-led instruction fosters greater willingness to delay immediate rewards (patience) among younger pupils and supports disadvantaged students in developing more future-oriented saving preferences. Overall, the results highlight the central role of schools and teachers in delivering effective and equitable financial education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102731"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362667","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

Skills, degrees, and labor market inequality 技能、学位和劳动力市场不平等

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-10-01 Epub Date: 2025-08-29 DOI: 10.1016/j.econedurev.2025.102704

Peter Q. Blair , Papia Debroy , Justin Heck

{"title":"Skills, degrees, and labor market inequality","authors":"Peter Q. Blair , Papia Debroy , Justin Heck","doi":"10.1016/j.econedurev.2025.102704","DOIUrl":"10.1016/j.econedurev.2025.102704","url":null,"abstract":"<div><div>Income inequality between workers with and without bachelor’s degrees has grown sharply over the past 50 years. Canonical explanations attribute this trend to skill-biased technological change, often labeling workers with bachelor’s degrees as “skilled” and those without as “unskilled.” We offer a complementary approach by using the skill requirements of a worker’s current job as a proxy for their skill set. This method enables skill-based comparisons across educational backgrounds and ties observed skills directly to labor market demand. It also broadens the definition of a skilled worker to include those who develop expertise through work experience. We refer to such workers as <em>Skilled Through Alternative Routes</em> (STARs), consistent with the idea that human capital is accumulated not only through formal education but also through on-the-job work experience. Building on this framework, we develop a model of job transitions in which the Absolute Skill Mobility Friction (ASMF) is defined as the elasticity of the flow rate between two occupations with respect to the skill distance separating them. Empirically, we find that STARs and bachelor’s degree holders experience similar mobility frictions when moving between jobs with comparable skill requirements. However, STARs face greater friction than bachelor’s degree holders when moving to higher-wage jobs that demand more skills than their current occupation. This gap in upward mobility persists unmitigated in tight labor markets, suggesting that human capital differences alone do not account for labor market inequality by education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"108 ","pages":"Article 102704"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144913277","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

How do classmates matter for the class-size effects? 同学对班级规模的影响有多大？

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-10-01 Epub Date: 2025-08-06 DOI: 10.1016/j.econedurev.2025.102689

Ryuichi Tanaka , Tong Wang

引用次数: 0

The timing of the unconditional cash transfers and human capital accumulation: experimental evidence from Malawi 无条件现金转移和人力资本积累的时机：来自马拉维的实验证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-10-01 Epub Date: 2025-08-23 DOI: 10.1016/j.econedurev.2025.102705

Paul Sirma , Sudhanshu Handa , Maxton Tsoka

{"title":"The timing of the unconditional cash transfers and human capital accumulation: experimental evidence from Malawi","authors":"Paul Sirma , Sudhanshu Handa , Maxton Tsoka","doi":"10.1016/j.econedurev.2025.102705","DOIUrl":"10.1016/j.econedurev.2025.102705","url":null,"abstract":"<div><div>Unconditional Cash Transfers (UCTs) are effective policy instruments to increase schooling outcomes, but are UCTs effective in the long term? This paper provides the first evidence on the long-term schooling impacts of a national cash transfer program in Africa. Specifically, we follow a panel of school-aged children in the Malawi Social Cash Transfer Program (SCTP) in three waves (2013-baseline, 2015-endline, and 2021-follow-up) and compare their schooling outcomes between children randomized to receive transfers early and those randomized to receive the transfers later. In the short-term, we find that school enrollment and highest-grade completion are significantly higher for children in the early treatment group, and these impacts are highest for children who were not in school at baseline, and for older children, these impacts are enhanced the closer the distance to a secondary school. In the long term, five years after the late treatment group started receiving transfers, these impacts disappeared. The results are consistent with the school environment for this population in Malawi, where very few children manage to complete primary school and transition to secondary school. The policy implication is that UCTs alone cannot raise grade attainment without complementary investments in school quality.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"108 ","pages":"Article 102705"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144889397","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 pandemic exodus: What drives private-to-public school migration in Peru 流行病外流：秘鲁私立学校向公立学校迁移的原因

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-10-01 Epub Date: 2025-08-19 DOI: 10.1016/j.econedurev.2025.102685

Gregory Elacqua , Nicolás Figueroa , Andrés Fontaine , Juan Margitic , Carolina Méndez

{"title":"The pandemic exodus: What drives private-to-public school migration in Peru","authors":"Gregory Elacqua , Nicolás Figueroa , Andrés Fontaine , Juan Margitic , Carolina Méndez","doi":"10.1016/j.econedurev.2025.102685","DOIUrl":"10.1016/j.econedurev.2025.102685","url":null,"abstract":"<div><div>In 2020, the Peruvian Ministry of Education responded to the COVID-19 pandemic and an unprecedented rise in demand for public schools by implementing a centralized assignment mechanism that allowed thousands of students at various levels of education to move from the private to the public sector. In this study, we explore empirically the determinants of both accepting a place and remaining in the assigned public school. Exploiting the randomness in assignment created by oversubscribed schools within the deferred acceptance algorithm, we causally estimate the role of distance in the decision to accept the assignment and explore its impact on the decision to remain. We also shed light on the determinants influencing parental preferences. Our results show that families care about distance to the assigned public school, as well as academic and peer quality with respect to their school of origin. Parents weigh distance to school, academic performance, and peer demographics differently based on their familiarity with these characteristics. Consequently, experiencing a given school environment can alter the significance of specific attributes when later deciding whether to stay in the assigned school. While school quality (measured by math scores) is more influential at the acceptance stage, distance and peer demographics become more important in the decision to remain. Our findings offer valuable insights into how governments can strengthen the supply of public schooling.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"108 ","pages":"Article 102685"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144867266","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

Rank, peer achievement, and shadow education: Evidence from secondary school students in China 等级、同伴成就与影子教育：来自中国中学生的证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-10-01 Epub Date: 2025-07-16 DOI: 10.1016/j.econedurev.2025.102682

Chaonuo Dai , Yuzhi Zhou

引用次数: 0

Foreign language skills and labor market outcomes: The case of English in Mexico 外语技能和劳动力市场结果：以墨西哥的英语为例

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-10-01 Epub Date: 2025-08-30 DOI: 10.1016/j.econedurev.2025.102702

Oscar Galvez-Soriano

{"title":"Foreign language skills and labor market outcomes: The case of English in Mexico","authors":"Oscar Galvez-Soriano","doi":"10.1016/j.econedurev.2025.102702","DOIUrl":"10.1016/j.econedurev.2025.102702","url":null,"abstract":"<div><div>This paper examines the labor market effects of English instruction in the context of a developing, non-English-speaking country. I leverage a natural experiment in Mexico, where six states introduced English as a subject in public elementary schools during the 1990s. Using individual-level data from the 2014 Subjective Well-being Survey, which uniquely includes a self-reported measure of English-speaking ability, I estimate the causal effects of these policy changes using a staggered Difference-in-Differences design with robust estimators that account for treatment effect heterogeneity. The results indicate that state English programs increased English proficiency, especially among individuals from higher-income households and those with more educated parents. However, despite this improvement in language skills, the programs had no significant effect on wages. I show that this null effect is consistent with general equilibrium dynamics: the interventions expanded labor supply, particularly among women and low-educated individuals, but did not raise labor demand sufficiently to generate wage gains. Complementary analyses show no impact on higher education enrollment, domestic or international migration, or shifts between formal and informal employment. These findings suggest that while early exposure to English instruction can increase language proficiency and labor force participation, the broader economic benefits may be limited in the absence of complementary labor demand shocks. This contributes new evidence to the literature on language skills and labor markets, highlighting the importance of considering equilibrium effects and workforce composition when evaluating education policies.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"108 ","pages":"Article 102702"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920177","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

Early exposure to foreign language training and students’ educational trajectories 早期接触外语训练与学生的教育轨迹

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-10-01 Epub Date: 2025-07-25 DOI: 10.1016/j.econedurev.2025.102684

Maurizio Strazzeri , Enzo Brox , Chantal Oggenfuss , Stefan C. Wolter

引用次数: 0