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Do elite schools improve students performance? Evidence from Tunisia 精英学校能提高学生成绩吗？突尼斯的证据
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-05-02 DOI: 10.1016/j.econedurev.2024.102542
Margaux Luflade , Meryam Zaiem
{"title":"Do elite schools improve students performance? Evidence from Tunisia","authors":"Margaux Luflade ,&nbsp;Meryam Zaiem","doi":"10.1016/j.econedurev.2024.102542","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102542","url":null,"abstract":"<div><p>This paper is concerned with identifying whether selective high schools may have an effect on students’ post-secondary trajectories and labor market prospects. It uses data from Tunisia, a country in which unemployment rates for post-secondary graduates are higher than for non-graduates, particularly for women—although there is significant variation across types of diplomas and fields of study. Our main finding is that admission to an elite high school raises students’ probability to eventually get assigned to a university program associated with a lower post-graduation unemployment rate. This is particularly true for women. Focusing then on students who would have applied to post-secondary programs regardless of admission to an elite high school, we show that this effect is the result of an increase in the competitiveness of their applications rather than of a change in their probability to apply to programs lower post-graduation unemployment rate.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"100 ","pages":"Article 102542"},"PeriodicalIF":2.2,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140818259","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 value-added and gender gaps in educational outcomes 教师附加值与教育成果中的性别差距
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-05-02 DOI: 10.1016/j.econedurev.2024.102541
Andrés Barrios-Fernández , Marc Riudavets-Barcons
{"title":"Teacher value-added and gender gaps in educational outcomes","authors":"Andrés Barrios-Fernández ,&nbsp;Marc Riudavets-Barcons","doi":"10.1016/j.econedurev.2024.102541","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102541","url":null,"abstract":"<div><p>This paper uses rich administrative data from Chile to estimate teacher value added (TVA) on test scores and on an educational attainment index. We allow each teacher to have a different TVA for male and female students and show that differences in TVA explain an important part of the gender gaps we observe in test scores and postsecondary education trajectories. The gaps in gender-specific teaching effectiveness are especially pronounced in mathematics. Indeed, eliminating within-teacher differences in math test score VA would reduce the gender gap in math performance by 67%. We explore what could be behind these gaps in gender-specific TVA and find no significant differences in what makes teachers effective for male and female students. We do find, however, significant associations between teacher characteristics—e.g., gender and performance in the college admission exam—and practices—e.g., paying attention to low-performing students, congratulating students who improve, and having a good relationship with students—with teacher effectiveness. Finally, we also show that math teachers tend to be biased in favor of male students and that teachers with smaller gender biases are more effective for both, male and female students.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"100 ","pages":"Article 102541"},"PeriodicalIF":2.2,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140818260","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
Making sense of the shapes: What do we know about literacy learning in adulthood? 了解形状：我们对成年后的识字学习了解多少？
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-04-16 DOI: 10.1016/j.econedurev.2024.102537
Jenny C. Aker , Melita Sawyer , James Berry
{"title":"Making sense of the shapes: What do we know about literacy learning in adulthood?","authors":"Jenny C. Aker ,&nbsp;Melita Sawyer ,&nbsp;James Berry","doi":"10.1016/j.econedurev.2024.102537","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102537","url":null,"abstract":"<div><p>Approximately 770 million adults worldwide are classified as illiterate, with women and individuals in Sub-Saharan Africa and South Asia bearing the heaviest burden. Despite the potential for adult education programs to bridge this gap, such programs are often plagued by low enrollment, high dropout and limited skills acquisition. While there is a relative paucity of economic research on adult learning as compared with primary and secondary schooling interventions, recent research in educational neuroscience and economics offers some insights into addressing the barriers to adult learning. We review these insights and offer some concrete recommendations for adult education programs in sub-Saharan Africa and South Asia.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"100 ","pages":"Article 102537"},"PeriodicalIF":2.2,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140555115","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
Tackling the gender gap in mathematics with active learning methodologies 用主动学习方法解决数学中的性别差距问题
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-04-15 DOI: 10.1016/j.econedurev.2024.102538
Maria Laura Di Tommaso , Dalit Contini , Dalila De Rosa , Francesca Ferrara , Daniela Piazzalunga , Ornella Robutti
{"title":"Tackling the gender gap in mathematics with active learning methodologies","authors":"Maria Laura Di Tommaso ,&nbsp;Dalit Contini ,&nbsp;Dalila De Rosa ,&nbsp;Francesca Ferrara ,&nbsp;Daniela Piazzalunga ,&nbsp;Ornella Robutti","doi":"10.1016/j.econedurev.2024.102538","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102538","url":null,"abstract":"<div><p>Gender gaps in mathematics are at the root of gender differences in human capital accumulation, but the role of teaching practices on such gaps has been underinvestigated. We implement a teaching methodology to improve children's mathematical skills and evaluate the causal effect of the intervention on the gender gap in mathematics in Italy with a randomised controlled trial. The methodology, grounded in active and cooperative learning, focuses on peer interaction, sharing of ideas, learning from mistakes, and problem-solving. The treatment significantly improves girls’ math performance (0.14 standard deviations), with no impact on boys, and reduces the math gender gap by about 40 %. The effect is stronger for girls with high pre-test scores.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"100 ","pages":"Article 102538"},"PeriodicalIF":2.2,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775724000323/pdfft?md5=d51bb3050e7eca6f4a016e1689df0461&pid=1-s2.0-S0272775724000323-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140555114","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
Student Employment and Education: A Meta-Analysis 学生就业与教育：元分析
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-04-15 DOI: 10.1016/j.econedurev.2024.102539
Katerina Kroupova , Tomas Havranek , Zuzana Irsova
{"title":"Student Employment and Education: A Meta-Analysis","authors":"Katerina Kroupova ,&nbsp;Tomas Havranek ,&nbsp;Zuzana Irsova","doi":"10.1016/j.econedurev.2024.102539","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102539","url":null,"abstract":"<div><p>Educational outcomes have many determinants, but one that most young people can readily control is choosing whether to work while in school. Sixty-nine studies have estimated the effect, but results vary from large negative to positive estimates. We show that the results are systematically driven by context, publication bias, and treatment of endogeneity. Studies neglecting endogeneity suffer from an upward bias, which is almost fully compensated by publication selection in favor of negative estimates. Overall the literature suggests a negative but economically inconsequential mean effect. The effect is more substantive for decisions to drop out. To derive these results we collect 861 previously reported estimates together with 32 variables reflecting estimation context, use recently developed techniques to correct for publication bias, and employ Bayesian model averaging to assign a pattern to the heterogeneity in the literature.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"100 ","pages":"Article 102539"},"PeriodicalIF":2.2,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775724000335/pdfft?md5=ab578500720a3639b0733887060ca59f&pid=1-s2.0-S0272775724000335-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140555116","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
Technology in the classroom: Personal computers and learning outcomes in primary school 教室里的技术：个人电脑与小学学习成果
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-03-30 DOI: 10.1016/j.econedurev.2024.102536
Caroline Hall , Martin Lundin
{"title":"Technology in the classroom: Personal computers and learning outcomes in primary school","authors":"Caroline Hall ,&nbsp;Martin Lundin","doi":"10.1016/j.econedurev.2024.102536","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102536","url":null,"abstract":"<div><p>The shift to remote teaching during the COVID-19 pandemic accelerated the use of digital technology in education. Many schools today provide personal computers not only to older students, but also in primary school. There is little credible evidence of the effects of one-to-one (1:1) computer programs among younger students. We investigate how 1:1 technology impacts student performance in primary school in Sweden. Using an event study design, and data from an expansion that took place before the pandemic, we examine effects of 1:1 technology on national standardized test results in math, Swedish, and English in grade 6. We find no important effects on student performance on average.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"100 ","pages":"Article 102536"},"PeriodicalIF":2.2,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S027277572400030X/pdfft?md5=51f439a275cf56d378881804cae30def&pid=1-s2.0-S027277572400030X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140327999","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
A multi-state, student-level analysis of the effects of the four-day school week on student achievement and growth 多州学生层面分析每周四天上课对学生成绩和成长的影响
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-03-30 DOI: 10.1016/j.econedurev.2024.102524
Emily Morton , Paul N. Thompson , Megan Kuhfeld
{"title":"A multi-state, student-level analysis of the effects of the four-day school week on student achievement and growth","authors":"Emily Morton ,&nbsp;Paul N. Thompson ,&nbsp;Megan Kuhfeld","doi":"10.1016/j.econedurev.2024.102524","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102524","url":null,"abstract":"<div><p>Four-day school weeks are becoming increasingly common in the U.S., but prior research is ambiguous regarding their impacts on achievement. Using a difference-in-differences approach, we conduct the most representative student-level analysis to date of the effects of four-day weeks on student achievement and within-year growth using NWEA MAP Growth data. We estimate significant negative effects of the schedule on spring reading achievement (-0.07 SD) and fall-to-spring gains in math (-0.05 SD) and reading (-0.06 SD). The negative effects of the schedule are disproportionately driven by adoptions in non-rural schools and are larger for female students. For policymakers and practitioners, this study provides evidence supporting concerns about four-day school weeks’ effects on student achievement and growth, particularly in non-rural areas.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"100 ","pages":"Article 102524"},"PeriodicalIF":2.2,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140330788","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
Still Waters Run Deep: Groundwater Contamination and Education Outcomes in India 静水流深：印度的地下水污染与教育成果
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-03-29 DOI: 10.1016/j.econedurev.2024.102525
Khushboo Aggarwal , Rashmi Barua , Marian Vidal-Fernandez
{"title":"Still Waters Run Deep: Groundwater Contamination and Education Outcomes in India","authors":"Khushboo Aggarwal ,&nbsp;Rashmi Barua ,&nbsp;Marian Vidal-Fernandez","doi":"10.1016/j.econedurev.2024.102525","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102525","url":null,"abstract":"<div><p>We investigate the impact of groundwater contamination on educational outcomes in India. Our study leverages variations in the geographical coverage and timing of construction of safe government piped water schemes to identify the effects of exposure to contaminants. Using self-collected survey data from public schools in Assam, one of the most groundwater-contaminated regions in India, we find that prolonged exposure to unsafe groundwater is associated with increased school absenteeism, grade retention, and decreased test scores and Cumulative Grade Point Average (CGPA). To complement our findings and to study the effect of one such contaminant, arsenic, we use a large nationally representative household survey. Using variations in soil textures across districts as an instrument for arsenic concentration levels we find that exposure to arsenic beyond safe threshold levels is negatively associated with school attendance.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"100 ","pages":"Article 102525"},"PeriodicalIF":2.2,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140321253","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 stickiness of pandemic-driven disenrollment from public schools 大流行病导致公立学校退学的持久性
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-03-27 DOI: 10.1016/j.econedurev.2024.102527
Andrew Bacher-Hicks , Tareena Musaddiq , Joshua Goodman , Kevin Stange
{"title":"The stickiness of pandemic-driven disenrollment from public schools","authors":"Andrew Bacher-Hicks ,&nbsp;Tareena Musaddiq ,&nbsp;Joshua Goodman ,&nbsp;Kevin Stange","doi":"10.1016/j.econedurev.2024.102527","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102527","url":null,"abstract":"<div><p>The extent to which pandemic-induced public school enrollment declines will persist is unclear. Student-level data from Michigan through fall 2021 yields three relevant findings. First, relative to pre-pandemic trends, fall 2021 enrollment had partially recovered for low-income, Black, and Hispanic students, but had declined further for non-low-income, White, and Asian students. Second, annual public school exit rates remained elevated for elementary students and accelerated further for middle school students. Third, public school exit is sticky and varies by chosen alternative. Only 21 percent of those who left for private schools in fall 2020 had returned by fall 2021, while 50 percent of those who left for homeschooling had returned. These findings suggest that pandemic-driven public school enrollment declines may persist, and more so among higher income families.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"100 ","pages":"Article 102527"},"PeriodicalIF":2.2,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140295882","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
Geographic isolation and learning: Evidence from rural schools in Colombia 地理隔离与学习：来自哥伦比亚农村学校的证据
IF 2.2 3区 经济学
Economics of Education Review Pub Date : 2024-03-15 DOI: 10.1016/j.econedurev.2024.102522
Leonardo Bonilla-Mejía , Erika Londoño-Ortega , María Fernanda Henao
{"title":"Geographic isolation and learning: Evidence from rural schools in Colombia","authors":"Leonardo Bonilla-Mejía ,&nbsp;Erika Londoño-Ortega ,&nbsp;María Fernanda Henao","doi":"10.1016/j.econedurev.2024.102522","DOIUrl":"https://doi.org/10.1016/j.econedurev.2024.102522","url":null,"abstract":"<div><p>Rural schools are usually behind in terms of learning, and this could be partly related to geographical isolation. We explore this hypothesis, assessing the causal effect of the distance between schools, towns, and State capitals on elementary school test scores. We use granular administrative records from Colombia and estimate spatial regression discontinuity models. Results indicate that the distance to both towns and State capitals negatively affect students test scores. The differences in educational inputs, such as teachers education attainment and contract stability, partly explain these gaps. A program providing monetary incentives to teachers in difficult access areas fails to attenuate the isolation effect.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"99 ","pages":"Article 102522"},"PeriodicalIF":2.2,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140133812","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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