Economics of Education Review最新文献_第8页

Remote tutoring with low-tech means to accelerate learning: Evidence for El Salvador 利用低技术手段进行远程辅导，加速学习：萨尔瓦多的证据

IF 2.2 3区经济学

Economics of Education Review Pub Date : 2024-01-16 DOI: 10.1016/j.econedurev.2023.102506

Pablo Zoido , Iván Flores-Ceceña , Miguel Székely , Felipe J. Hevia , Eleno Castro

{"title":"Remote tutoring with low-tech means to accelerate learning: Evidence for El Salvador","authors":"Pablo Zoido , Iván Flores-Ceceña , Miguel Székely , Felipe J. Hevia , Eleno Castro","doi":"10.1016/j.econedurev.2023.102506","DOIUrl":"https://doi.org/10.1016/j.econedurev.2023.102506","url":null,"abstract":"<div><p><span>This paper presents the results of an impact evaluation with an experimental design, that estimates the effect of a low-tech low-cost remote tutoring intervention applied during the pandemic for remedial education purposes on girls and boys aged 9-14 years in three departments of El Salvador. Our main contributions are a) the provision of strong experimental evidence that the intervention can improve student math learning in developing countries for closing education gaps; and b) the measurement of student anxiety levels before and after the treatment, which allows verifying whether student-tutor interactions mitigated some of the negative socioemotional effects of student confinement. The program is found to have had a positive and significant effect of 0.24 </span>standard deviations on math learning, which is equivalent to a 33.8 percent acceleration as compared to the control group. However, no significant effects were observed on student anxiety levels, which suggests that the academic gains were not mediated by these types of socioemotional factors. The results provide valuable information for the design of tutor training and for the development of tutoring protocols, among other aspects, for future similar programs.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"98 ","pages":"Article 102506"},"PeriodicalIF":2.2,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139473573","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

Do public scholarships crowd out parental transfers? Evidence at the intensive margin from France 公共奖学金会挤占父母的转移支付吗？来自法国的密集边际证据

IF 2.2 3区经济学

Economics of Education Review Pub Date : 2024-01-05 DOI: 10.1016/j.econedurev.2023.102502

Sébastien Grobon , François-Charles Wolff

引用次数: 0

Are children spending too much time on enrichment activities? 孩子们是否在丰富活动上花费了太多时间？

IF 2.2 3区经济学

Economics of Education Review Pub Date : 2024-01-04 DOI: 10.1016/j.econedurev.2023.102503

Carolina Caetano , Gregorio Caetano , Eric Nielsen

引用次数: 0

The effects of a free universal after-school program on child academic outcomes 免费普及课后计划对儿童学习成绩的影响

IF 2.2 3区经济学

Economics of Education Review Pub Date : 2023-12-27 DOI: 10.1016/j.econedurev.2023.102504

Nina Drange , Astrid Marie Jorde Sandsør

{"title":"The effects of a free universal after-school program on child academic outcomes","authors":"Nina Drange , Astrid Marie Jorde Sandsør","doi":"10.1016/j.econedurev.2023.102504","DOIUrl":"10.1016/j.econedurev.2023.102504","url":null,"abstract":"<div><p>After-school programs provide structured care throughout the academic year. In Norway, after-school programs are an integrated part of school, used to extend the school day to a full working day. Participation is voluntary and is subject to fees paid by parents. In 2016/17, the municipality of Oslo gradually introduced and expanded an offer of free part-time participation in its after-school program, starting with city districts with a high share of children with an immigrant background who were underrepresented in the program at the time. We utilize the staggered rollout of this policy to investigate the effects on enrollment and learning outcomes and conduct an exploratory analysis of student welfare and maternal labor supply. We find that the take-up was substantial, raising enrollment rates from about 70 to 95% in the first wave of affected schools. Despite this, our difference-in-differences estimates show no overall effect of the program on academic performance, neither on average nor across subgroups. There is also little evidence that the program enhanced student well-being or decreased bullying. Heterogeneity analysis does, however, suggest that the program increased earnings for mothers with an immigrant background by about 10 percent.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"98 ","pages":"Article 102504"},"PeriodicalIF":2.2,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775723001516/pdfft?md5=eec1d9abcd1ee08bb9de723f8815a677&pid=1-s2.0-S0272775723001516-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139053168","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

The effects of online vs in-class testing in moderate-stakes college environments 中度考试环境下在线测试与课堂测试的对比效果

IF 2.2 3区经济学

Economics of Education Review Pub Date : 2023-12-26 DOI: 10.1016/j.econedurev.2023.102505

Andrew J. Hill, Melissa LoPalo

引用次数: 0

Bridging the gap: Mismatch effects and catch-up dynamics under a Brazilian college affirmative action program 缩小差距：巴西高校平权行动方案下的错配效应和赶超动力

IF 2.2 3区经济学

Economics of Education Review Pub Date : 2023-12-12 DOI: 10.1016/j.econedurev.2023.102501

Rodrigo Oliveira , Alei Santos , Edson Severnini

{"title":"Bridging the gap: Mismatch effects and catch-up dynamics under a Brazilian college affirmative action program","authors":"Rodrigo Oliveira , Alei Santos , Edson Severnini","doi":"10.1016/j.econedurev.2023.102501","DOIUrl":"10.1016/j.econedurev.2023.102501","url":null,"abstract":"<div><p>Affirmative action in higher education can lead to mismatch, where students admitted through preferential treatment struggle academically due to inadequate preparation before college. Although some students may face initial challenges, by providing access to quality education for talented individuals who might have otherwise been overlooked due to systemic disadvantages, these programs may enable students to bridge the gap and catch up to their peers. In this study, we examine the effects of a quota-type affirmative action policy on gaps in college outcomes between potential beneficiaries and non-beneficiaries. Using comprehensive administrative data from a leading Brazilian university which implemented affirmative action in 2005, we find that compared to their non-quota peers, potential quota beneficiaries are less likely to progress smoothly through college and less likely to graduate, a result that is mostly driven by those who would not be admitted to the university otherwise. Notably, however, most of these differences shrink as the students progress through college, suggesting a catch-up effect between those groups. While potential quota students initially face challenges, resulting in a reduced course load in their early college years, they compensate by taking more credits in later years to ultimately graduate.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"98 ","pages":"Article 102501"},"PeriodicalIF":2.2,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0272775723001486/pdfft?md5=64d7efeb0ad5b5c5b760081722d49a72&pid=1-s2.0-S0272775723001486-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138574571","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

Higher education responses to accountability 高等教育应对问责制

IF 2.2 3区经济学

Economics of Education Review Pub Date : 2023-11-30 DOI: 10.1016/j.econedurev.2023.102493

Anaely Machado, Rafael Terra , Maria Tannuri-Pianto

引用次数: 0

The impact of incentivizing training on students’ outcomes 激励训练对学生成绩的影响

IF 2.2 3区经济学

Economics of Education Review Pub Date : 2023-11-27 DOI: 10.1016/j.econedurev.2023.102489

Tatiana Paredes, Almudena Sevilla

引用次数: 0

Learning losses during the COVID-19 pandemic: Evidence from Mexico COVID-19大流行期间的学习损失:来自墨西哥的证据

IF 2.2 3区经济学

Economics of Education Review Pub Date : 2023-11-22 DOI: 10.1016/j.econedurev.2023.102492

Enrique Alasino , María José Ramírez , Mauricio Romero , Norbert Schady , David Uribe

{"title":"Learning losses during the COVID-19 pandemic: Evidence from Mexico","authors":"Enrique Alasino , María José Ramírez , Mauricio Romero , Norbert Schady , David Uribe","doi":"10.1016/j.econedurev.2023.102492","DOIUrl":"https://doi.org/10.1016/j.econedurev.2023.102492","url":null,"abstract":"<div><p><span>This paper presents evidence of large learning losses and partial recovery in Guanajuato, Mexico, during and after the school closures related to the COVID-19 pandemic. Learning losses were estimated using administrative data from enrollment records and by comparing the results of a census-based standardized test administered to approximately 20,000 5th and 6th graders in: (a) March 2020 (a few weeks before school closed); (b) November 2021 (2 months after schools reopened); and (c) June of 2023 (21 months after schools re-opened and over three years after the pandemic started). On average, students performed 0.2 to 0.3 standard deviations lower in Spanish and math after schools reopened, equivalent to 0.66 to 0.87 years of schooling in Spanish and 0.87 to 1.05 years of schooling in math. By June of 2023, students were able to make up for </span><span><math><mo>∼</mo></math></span>60% of the learning loss that built up during school closures but still scored 0.08–0.11 standard deviations below their pre-pandemic levels (equivalent to 0.23–0.36 years of schooling).</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"98 ","pages":"Article 102492"},"PeriodicalIF":2.2,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138430353","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

Measurements of performance gaps are sensitive to the level of test stakes: Evidence from PISA and a Field Experiment 成绩差距的测量对测试利害关系的水平很敏感:来自PISA和实地实验的证据

IF 2.2 3区经济学

Economics of Education Review Pub Date : 2023-11-17 DOI: 10.1016/j.econedurev.2023.102490

Yuval Ofek-Shanny

引用次数: 0