Economics of Education Review最新文献_第8页

Self-learning at the right level, COVID-19, school closure, and non-cognitive abilities 适当水平的自学、COVID-19、学校关闭和非认知能力

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-08-01 Epub Date: 2025-05-19 DOI: 10.1016/j.econedurev.2025.102657

Minhaj Mahmud , Yasuyuki Sawada , Mai Seki , Kazuma Takakura

引用次数: 0

Well-being and technology: The effect of individual laptops in high school 幸福感与科技：高中个人笔记本电脑的影响

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-06-01 Epub Date: 2025-04-29 DOI: 10.1016/j.econedurev.2025.102653

Sigrid Johanne Husøy , Doriane Mignon

{"title":"Well-being and technology: The effect of individual laptops in high school","authors":"Sigrid Johanne Husøy , Doriane Mignon","doi":"10.1016/j.econedurev.2025.102653","DOIUrl":"10.1016/j.econedurev.2025.102653","url":null,"abstract":"<div><div>Proficiency in the use of Information and Communication Technology (ICT) has become a basic skill, along with reading, writing and mathematics, and education systems aim at ensuring satisfactory skill level in this aspect. Since 2004, high schools in Norway have increasingly provided personal laptops to students. In line with a growing concern regarding the negative effects of ICTs on well-being, particularly among young people, we evaluate the effect of this distribution on different aspects of students’ well-being (bullying, happiness at school) by leveraging the staggered implementation of the program across schools. We collected data on the year of adoption and matched it with data from a national student survey that occurred every year from 2006 to 2011. The overall results point towards no effect of the program implementation on our well-being outcomes. We find a diminution in the propensity to declare oneself bullied at school, which can be interpreted as a substitution to cyberbullying or crowd-out to other activities. The results suggest the effect is driven by schools where students’ satisfaction with their teachers is above the median.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102653"},"PeriodicalIF":1.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143882267","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

Failing to Finish: The role of employer effects on advanced education attainment 未完成学业：雇主对高等教育程度的影响

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-06-01 Epub Date: 2025-03-06 DOI: 10.1016/j.econedurev.2025.102637

Alexander J. Chesney

引用次数: 0

The impact of mobile internet on student cognitive performance during COVID: Evidence from Pakistan COVID期间移动互联网对学生认知表现的影响：来自巴基斯坦的证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-06-01 Epub Date: 2025-04-18 DOI: 10.1016/j.econedurev.2025.102651

Sundar Ponnusamy , Trong-Anh Trinh

{"title":"The impact of mobile internet on student cognitive performance during COVID: Evidence from Pakistan","authors":"Sundar Ponnusamy , Trong-Anh Trinh","doi":"10.1016/j.econedurev.2025.102651","DOIUrl":"10.1016/j.econedurev.2025.102651","url":null,"abstract":"<div><div>The rapid shift toward remote learning during the COVID-19 pandemic has highlighted the important role of internet access in educational delivery. While this transition has facilitated educational continuity globally, it has also led to unintended consequences, especially in regions with variable digital readiness. This paper examines the causal relationship between mobile internet prevalence and cognitive performance among children aged 5–16 in Pakistan during the pandemic. Our findings show that in areas with higher internet accessibility, there is a significant reduction in study time. By employing an instrumental variable approach with lightning strikes as the instrument, we find that a higher prevalence of 3G and 4G internet has a detrimental effect on students’ test scores in math, English, and reading, while there is little evidence of effects on the likelihood of dropout. The estimated effects remain consistent across sub-samples classified based on age, gender, and parental education. Our findings emphasize the need for strategies that maximize digital access benefits while minimizing disruptions to education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102651"},"PeriodicalIF":1.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848347","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

Floods, community infrastructure, and children’s heterogeneous learning losses in rural India 洪水、社区基础设施和印度农村儿童异质性学习损失

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-06-01 Epub Date: 2025-03-06 DOI: 10.1016/j.econedurev.2025.102635

Nazar Khalid , Jere R. Behrman , Emily Hannum , Amrit Thapa

{"title":"Floods, community infrastructure, and children’s heterogeneous learning losses in rural India","authors":"Nazar Khalid , Jere R. Behrman , Emily Hannum , Amrit Thapa","doi":"10.1016/j.econedurev.2025.102635","DOIUrl":"10.1016/j.econedurev.2025.102635","url":null,"abstract":"<div><div>India has the world’s largest number of school-aged children. The majority live in rural areas, many of which are highly flood-prone. Previous studies document that in such areas, floods are associated with lower enrollments, attendance, and learning, in some cases with differentiation by gender, caste/religion, and family SES. Previous literature suggests that components of community infrastructure have positive associations with children’s learning. However, previous literature has not addressed whether better community physical and social infrastructures are associated with (1) smaller flood-related learning losses on average, (2) different learning for marginalized versus other children in the absence of floods, and (3) different vulnerabilities to floods for marginalized versus other children. This paper finds that (1) most aspects of community physical and social infrastructure are not associated with lower flood-related learning losses on average, but proximity to towns and several components of social infrastructure are associated with lower flood-related learning losses on average, (2) community physical and social infrastructure components have heterogeneous associations, in some cases increasing, in most cases not affecting, and in other cases reducing disparities in learning between marginalized and other children in the absence of floods, and (3) community physical and social infrastructure components have heterogeneous effects, in some cases increasing, in most cases not affecting, and in other cases reducing disparities in learning between marginalized and other children in the presence of floods.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102635"},"PeriodicalIF":1.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551490","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

Integrating learning platforms within regular school time: experimental evidence from Chilean primary schools 在正常上课时间内整合学习平台：来自智利小学的实验证据

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-06-01 Epub Date: 2025-04-02 DOI: 10.1016/j.econedurev.2025.102647

Roberto Araya , Elena Arias Ortiz , Nicolas Bottan , Julian Cristia

{"title":"Integrating learning platforms within regular school time: experimental evidence from Chilean primary schools","authors":"Roberto Araya , Elena Arias Ortiz , Nicolas Bottan , Julian Cristia","doi":"10.1016/j.econedurev.2025.102647","DOIUrl":"10.1016/j.econedurev.2025.102647","url":null,"abstract":"<div><div>Despite the potential of learning platforms to improve educational outcomes in developing countries, transitioning their use from supplementary after-school activities to integrate their use during the regular school time has proven difficult. This paper presents results from a randomized evaluation of a bundled program employing an external coordinator to aid 4th grade teachers with the integration of a math learning platform that partially replaced regular school math instruction in Chile. Students in treatment classrooms experienced sizable gains in math achievement, scoring 0.27 standard deviations more than control students as measured in the national standardized exam. The program increased students’ preference for using technology in math instruction and students’ beliefs regarding the malleability of intelligence, while reducing preferences for teamwork. These findings suggest that the integration of the use of learning platforms during the regular school time can produce large gains in academic achievement and influence non-academic outcomes in developing countries.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102647"},"PeriodicalIF":1.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747711","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

Disparate teacher effects, comparative advantage, and match quality 差别化教师效应、比较优势与匹配质量

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-06-01 Epub Date: 2025-04-03 DOI: 10.1016/j.econedurev.2025.102648

William Delgado

引用次数: 0

Assessing the overall benefits of programs enhancing human capital and equity: a new method with an application to school meals 评估加强人力资本和公平项目的总体效益：一种应用于学校膳食的新方法

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-06-01 Epub Date: 2025-03-11 DOI: 10.1016/j.econedurev.2025.102646

Harold Alderman , Elisabetta Aurino , Priscilla Twumasi Baffour , Aulo Gelli , Festus Ebo Turkson , Brad Wong

{"title":"Assessing the overall benefits of programs enhancing human capital and equity: a new method with an application to school meals","authors":"Harold Alderman , Elisabetta Aurino , Priscilla Twumasi Baffour , Aulo Gelli , Festus Ebo Turkson , Brad Wong","doi":"10.1016/j.econedurev.2025.102646","DOIUrl":"10.1016/j.econedurev.2025.102646","url":null,"abstract":"<div><div>Poverty reduction and nutrition are often joint outcomes of many public policies and programs which have education as their primary outcome. Quantification of overall benefits for these programs in a common metric is challenging. We propose a new method to incorporate distributional benefits from poverty reduction into standard education economic evaluations. We apply this to a randomized controlled trial (RCT) evaluating a large-scale school feeding program in Ghana. We first map effect sizes from the RCT in learning-adjusted years of schooling. We then convert these into long-term monetary gains from increased learning, to which we finally add the distributional benefits under different scenarios of inequality aversion preferences. We show that the program has substantial long-term economic gains. While these primarily stem from improved human capital, depending on different scenarios, up to half of total benefits are driven by current gains from the social protection transfer. Beyond school meals, our methodology is relevant to programs that have impacts covering both human capital and distributional benefits, and to economic evaluations beyond education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102646"},"PeriodicalIF":1.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143591461","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

Choosing the right path: The effects of pursuing general versus vocational secondary education on dropout risk and youth inactivity 选择正确的道路：追求普通教育与职业中等教育对辍学风险和青少年缺乏运动的影响

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-06-01 Epub Date: 2025-05-07 DOI: 10.1016/j.econedurev.2025.102655

Jonas Larsson Taghizadeh, Marcus Österman

引用次数: 0

Ethnic clustering in schools and early career outcomes 学校中的种族聚集与早期职业成果

IF 1.8 3区经济学

Economics of Education Review Pub Date : 2025-06-01 Epub Date: 2025-03-14 DOI: 10.1016/j.econedurev.2025.102645

Caroline Chuard , Annatina Aerne , Beatrix Eugster , Roland Hodler

引用次数: 0