Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Download Essays On The Economics Of Education full books in PDF, epub, and Kindle. Read online Essays On The Economics Of Education ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author : Emily P. Hoffman
Publisher : W. E. Upjohn Institute
ISBN 13 :
Total Pages : 200 pages
Book Rating : 4.3/5 (91 download)
Download or read book Essays on the Economics of Education written by Emily P. Hoffman and published by W. E. Upjohn Institute. This book was released on 1993 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Elizabeth Dhuey
Publisher : ProQuest
ISBN 13 : 9780549306092
Total Pages : 256 pages
Book Rating : 4.3/5 (6 download)
Download or read book Essays on the Economics of Education written by Elizabeth Dhuey and published by ProQuest. This book was released on 2007 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: The final chapter is "The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects." A continuum of ages exists at school entry due to the use of a single school cut-off date--making the "oldest" children approximately twenty percent older than the "youngest" children. We provide substantial evidence that these initial maturity differences have long lasting effects on student performance across OECD countries. In particular, the youngest members of each cohort score 4-12 percentiles lower than the oldest members in grade four and 2-9 percentiles lower in grade eight. In fact, data from Canada and the United States shows that the youngest members of each cohort are even less likely to attend university.
Author : Morgan Kusler Taylor
Publisher :
ISBN 13 :
Total Pages : 140 pages
Book Rating : 4.6/5 (624 download)
Download or read book Essays on the Economics of Education written by Morgan Kusler Taylor and published by . This book was released on 2020 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation consists of three essays on higher education and students' decision-making processes regarding their choices of academic disciplines, persistence, and modes of attrition. The first chapter is motivated by the underrepresentation of women in quantitatively oriented academic fields such as STEM, business, and economics. Some scholars have noted that the grade levels in these fields are substantially lower on average, and hypothesize that female students exhibit relatively stronger sensitivity to the grades they receive. This paper undertakes an examination of these issues using the rich Indiana University data set. We find that the phenomenon of women's stronger sensitivity to grades, as measured by their decisions about persisting in a chosen discipline, holds for STEM, business, and economics but does not universally extend to other academic disciplines. This empirical dichotomy suggests that stronger sensitivity to grades, rather than being a gender-specific characteristic, is more likely to reflect gender differences in the underlying preferences for academic fields.The second chapter analyzes the risky endeavor of enrolling in college with initially incomplete information, which can result in a student's decision to drop out without completing a degree. This paper studies the dropout decisions among students who abandon their initially chosen disciplines. This is the sub-population of students who are likely to have received negative feedback in terms of their performance in the initially chosen disciplines and are thus compelled to act on this information by choosing a mode of exiting, i.e., switching to an alternative discipline or dropping out. Our main focus is on how dropout probabilities conditional on exit from an initial discipline differ between men and women and how this difference depends on the discipline from which the student is departing and students' grade performance there. Our key empirical finding is that the direction of gender differences in conditional dropout propensities is field-dependent. Specifically, while men exhibit higher propensity than women to use the dropout mode of exit when they decide against persisting in STEM or Business and Economics, this phenomenon does not carry over to other starting academic categories, such as Social Sciences and Humanities, Education, and other professional schools.The third chapter begins by acknowledging that college students initially matriculate with incomplete information about their academic ability, interests, or the requirements for success in college. In this paper we examine the impact of student characteristics such as family income and gender on the initial choice of college discipline, persistence in it, or its subsequent adjustment. Using comprehensive student data provided by Indiana University Learning Analytics, we are able to explore whether such impact is discipline-specific. We show, in particular, that there is a positive correlation between family income and consistency of initial choices, i.e., persistence, is seen across all broad academic categories for both men and women, except for Social Sciences and Humanities where the magnitude of the effect of income is notably smaller, if not negligible. The paper also offers new evidence that higher education, rather than being a vehicle for social mobility, tends to strengthen the advantage gap between students from different family income levels.
Author : Sarah Rose Cohodes
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (914 download)
Download or read book Essays on the Economics of Education written by Sarah Rose Cohodes and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation includes three essays in the field of economics of education.
Author : Alan B. Krueger
Publisher :
ISBN 13 : 9781840641066
Total Pages : 0 pages
Book Rating : 4.6/5 (41 download)
Download or read book Education Matters written by Alan B. Krueger and published by . This book was released on 2000 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: A summary of economic research on education conducted by Krueger in the 1990s. The papers are divided into four major sections: estimating the payoff of completing more education; estimating the payoff of school quality; issues related to race and education; and changes in educational payoff over time, including technological change. A final two essays consider education and economic growth, with a focus on Sweden, and evaluate whether American schools are "broken." Krueger (economics and public affairs, Princeton U.) is also author of Education matters and served as the chief economist of the U.S. Labor Department of in 1994 and 1995. Annotation copyrighted by Book News Inc., Portland, OR
Author : Lyliana Elizabeth Gayoso de Ervin
Publisher :
ISBN 13 :
Total Pages : 121 pages
Book Rating : 4.:/5 (987 download)
Download or read book Essays on the Economics of Education and Language of Instruction written by Lyliana Elizabeth Gayoso de Ervin and published by . This book was released on 2016 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the third essay, I use survival analysis techniques to identify factors affecting primary school drop out by Guarani, Spanish, and bilingual speaking students. The results indicate that language-disadvantaged students, the Guarani speakers, are more likely to drop out at any grade after second grade, and the risk of dropping out is highest after sixth grade. The overall findings of this dissertation reveal that language plays an important role in educational outcomes.
Author : William Jesse Wood
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.8/5 (417 download)
Download or read book Essays on the Economics of Education written by William Jesse Wood and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation provides three chapters on the economics of education. In the first chapter, I provide evidence that diversifying the labor supply of teachers to better reflect the racial distribution of students improves noncognitive outcomes for students of color without diminishing outcomes for White students. I use administrative data spanning 2007 to 2017 from the Los Angeles Unified School District, one of the most racially diverse school districts in the country, to measure the effect of student-teacher race matching on various noncognitive and behavior outcomes: GPA, work habits, cooperation, grade retention, suspensions, absences, and a data generated noncognitive index. I mitigate the concern that race matches are endogenous by including school-grade and student fixed effects in a linear regression model. My findings indicate that students of color are expected to experience increases in GPA, work habits, and cooperation and see decreases in suspensions and absenteeism when matched with a teacher of the same race. I do not find statistically significant effects on White students' outcomes. Because noncognitive outcomes lead to higher high school graduation rates, college enrollment rates, and wages, such effects could lead to a tightening in the achievement and wage gap found between students of color and White students. This result can be achieved with an increase in institutional efforts to ensure teacher populations more closely reflect that of their students. The second chapter estimates the impact of race matched faculty (i.e., any teacher outside of a particular student's classroom) on student test scores. While the student population rapidly diversifies, the teaching corps' diversification continues to lag behind. For example, the proportion of Latino student enrollment in public schools has increased from 11 to 27 percent in just the last two decades. In contrast, the share of Latino public school teachers during this same period has increased from 3 to only 9 percent (Pew Research Center, 2021). If the disparity between student and teacher racial distributions continues to grow, students of color may find it more difficult to benefit from direct student-teacher race matching. However, it may still be possible for students to benefit from same-race teachers even if they are not placed in the same classroom. Using administrative panel data between school years 2008-09 through 2017-18 from Los Angeles Unified School District, I estimate that Latino students see positive impacts of race matched faculty. By basing this study in an area with a large proportion of Latino students and teachers, we can fill a gap within the literature by examining the effects of race match and faculty race match on Latino students. The findings indicate that matching Latino students to racially congruent teachers and faculty can improve math and English Language Arts test scores. Increasing the supply of Latino teachers may provide a crucial catalyst in decreasing the achievement gaps found between Latino and white students. The final chapter continues along the lines of educational equity. The success of many students with disabilities (SWDs) depends on access to high-quality general education teachers. Yet, most teacher value-added measures (VAMs) fail to distinguish between a teacher's effectiveness in educating students with and without disabilities. I create two VAMs: one focusing on teachers' effectiveness in improving outcomes for SWDs, and one for non-SWDs. I find top-performing teachers for non-SWDs often have relatively lower VAMs for SWDs, and SWDs sort to teachers with lower scores in both VAMs. Overall, SWD-specific VAMs may be more suitable for identifying which teachers have a history of effectiveness with SWDs and could play a role in ensuring that students are being optimally assigned to these teachers.
Author : Zárate Vasquez Zárate
Publisher :
ISBN 13 :
Total Pages : 168 pages
Book Rating : 4.:/5 (111 download)
Download or read book Essays in the Economics of Education written by Zárate Vasquez Zárate and published by . This book was released on 2019 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis consists of three chapters that study how characteristics of peers and schools affect human capital. The first chapter reports estimates of academic and social peer effects from a large-scale field experiment at selective boarding schools in Peru. The experimental design overcomes some methodological challenges in the peer effects literature. I randomly varied the characteristics of neighbors in dormitories with two treatments: (a) less or more sociable peers (identified by their position in the school's friendship network before the intervention) and (b) lower- or higher-achieving peers (identified by admission test scores). While more sociable peers enhance the formation of social skills, higher-achieving peers do not improve academic achievement; in fact, they further reduce the academic performance of lower-achieving students. These results appear to be driven by students' self-confidence. The second chapter studies whether students prefer friends who are similar to them and whether these preferences persist when students have to interact frequently. I use network surveys and exploit variation in the exact position of the students in the allocation to dormitories at selective boarding schools in Peru. Students are more likely to form social relations with peers who are of their same poverty status, academic level, and sociability. However, students who are neighbors in the allocation to dormitories are more likely to become friends, and this occurs regardless of their type. Furthermore, being exposed to peers of a different type also encourages more diverse friendships and study groups that go beyond the neighbors in the dormitories. The third chapter (co-authored with Joshua Angrist and Parag Pathak) evaluates mismatch in Chicago's selective public exam schools, which admit students using neighborhood-based diversity criteria as well as test scores. Regression discontinuity estimates for applicants favored by affirmative action indeed show no gains in reading and substantial negative effects of exam school attendance on math scores. These results hold for more selective schools and for applicants most likely to benefit from affirmative-action, a pattern suggestive of mismatch. However, exam school effects in Chicago are explained by the high quality of schools attended by applicants who are not offered an exam school seat. Specifically, mismatch arises because exam school admission diverts many applicants from high-performing Noble Network charter schools, where they would have done well.
Author : Franklin G. Mixon Jr.
Publisher : iUniverse
ISBN 13 : 0595338062
Total Pages : 149 pages
Book Rating : 4.5/5 (953 download)
Download or read book Shaping the Learning Curve written by Franklin G. Mixon Jr. and published by iUniverse. This book was released on 2005 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume contains a collection of essays that reflect a broad area of economic education inquiry ranging from teaching assessment to the philosophy of the classroom. Written by economics scholars from across the nation, this volume presents recent discoveries in presentation, assessment, and other aspects of economic education at colleges and universities in the U.S. These articles represent but a sample of the growing commentary among academics on the importance of effective teaching and economic education scholarship.
Author : Sally Lindquist Hudson
Publisher :
ISBN 13 :
Total Pages : 115 pages
Book Rating : 4.:/5 (971 download)
Download or read book Essays on the Economics of Education written by Sally Lindquist Hudson and published by . This book was released on 2016 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation combines three essays on the economics of education. The essays share a common focus on comparing experimental and non-experimental econometric methods. I present findings from randomized evaluations of two prominent education interventions for low-income students. In the spirit of LaLonde's (1986) pioneering re-analysis of experimental evidence on federal job training programs, I leverage the experimental data to assess nonexperimental methods for evaluating program impacts. The first chapter - written jointly with Joshua Angrist, David Autor, and Amanda Pallais - reports early results from a randomized evaluation of the Susan Thompson Buffett Foundation (STBF) scholarship, a large, privately-funded financial aid program for applicants to Nebraska's public colleges. Randomly-assigned scholarship offers boosted average grants received by $6,300 per year and dramatically improved enrollment and retention, especially for groups with historically-low persistence rates. Four years after award receipt, nonwhite students and first-generation college goers were nearly 20 percentage points more likely to be enrolled in college. Awards generated similarly large gains for students with the weakest high school GPAs in the eligible applicant pool. Over time, scholarships shifted many students from two- to four-year colleges, reducing associate's degree completion in the process. The economic returns to scholarship support will therefore likely hinge on whether award winners convert their extended enrollment into bachelor's degrees. The oldest study cohort will record its four-year graduation rate in the summer of 2016, but many students will likely take five or more years to finish. A complete picture of award impacts on degree receipt may therefore still be several years away. In the second chapter, I assess how selection bias distorts non-experimental estimates of STBF scholarship impacts. I show that observed gaps in retention rates between scholarship winners and rejected applicants overstate the causal effect of scholarships on dropout by nearly double. Controlling for high school GPA and Expected Family Contribution (EFC) - two widely-used criteria for awarding merit aid - explains roughly half the gap between the experimental benchmarks and observed enrollment rates. Conditional on GPA and EFC, however, additional demographic traits like race, gender, and parental education have little explanatory power. Thus, scholarship winners are positively selected on potential enrollment in the absence of treatment, and a variety of observational estimation strategies overstate the causal impacts of scholarships on enrollment and retention. Among the replication strategies, Kline's (2011) Oaxaca-Blinder procedure outperforms both discrete covariate matching and propensity score weighting on bias and precision. Because STBF award effects are larger for students who are less likely to win scholarships, linear regression estimates are even bigger than the biased estimates of treatment on treated (TOT) effects. In the final chapter, I use experimental estimates of Teach for America's (TFA) impacts on student achievement to validate a non-experimental strategy for measuring the long-run effects of hiring TFA teachers. Randomized evaluations show that TFA teachers outperform colleagues in boosting achievement at hard-to-staff schools. Despite this cross-sectional evidence, TFA's long-run effects remain unknown, a key concern for policymakers. High turnover among TFA recruits - who commit to serve for just two years - may undercut the long-run returns to hiring non-TFA teachers, who improve steeply with experience. To assess this potential tradeoff, I measure the short- and long-run effects of TFA hiring in North Carolina, where schools have employed TFA teachers since the program's founding in 1990. I identify TFA hiring effects by exploiting quasi-random variation in teacher hiring shocks across grades within schools. In the short run, TFA rookies increase math scores markedly relative to the non-TFA teachers schools might otherwise hire; TFA's initial advantage in reading is modest. When schools replace exiting TFA teachers with new TFA recruits, these gains more than offset the costs of lost experience, increasing long-run achievement. On the other hand, when TFA supply fluctuates, schools may have to replace exiting TFA teachers with inexperienced and lower-performing non-TFA hires. On net, short run achievement gains from one-shot TFA hiring still exceed the costs. JEL Classification: C93, I22, J63.
Author : Pooya Almasi
Publisher :
ISBN 13 :
Total Pages : 192 pages
Book Rating : 4.:/5 (116 download)
Download or read book Two Essays in Economics of Education and Political Economy written by Pooya Almasi and published by . This book was released on 2020 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation consists of two unrelated topics in economics. One in economics of education and another one in political economy.
Author : William G. Bowen
Publisher :
ISBN 13 :
Total Pages : 144 pages
Book Rating : 4.3/5 (91 download)
Download or read book Economic Aspects of Education written by William G. Bowen and published by . This book was released on 1964 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Philip Mirowski
Publisher : University of Chicago Press
ISBN 13 : 9780226538563
Total Pages : 590 pages
Book Rating : 4.5/5 (385 download)
Download or read book Science Bought and Sold written by Philip Mirowski and published by University of Chicago Press. This book was released on 2002-01-03 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt: From essays examining economic welfare to the idea of scientists as agents to the digital aspects of higher education, presents a comprehensive overview of the new directions of this expanding area.
Author : Mary Jean Bowman
Publisher :
ISBN 13 :
Total Pages : 945 pages
Book Rating : 4.:/5 (797 download)
Download or read book Readings in the economics of education written by Mary Jean Bowman and published by . This book was released on 1968 with total page 945 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Alex Johann
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.3/5 (795 download)
Download or read book Three Essays in the Economics of Education written by Alex Johann and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The two arms of my dissertation research are on bringing the role of neighborhood peers and cohort exposure into the school context and investigating gender gaps in noncognitive skills. Both projects are united in expanding our understanding of human capital. Much of the research in the economics of education focuses on the efficacy of specific policies, which is valuable in its own right. However, my research looks upstream of existing policy frameworks to better understand human capital accumulation at a more fundamental level. Through this approach, my dissertation research helps devise new frameworks and tools that not only build upon our current successes but also expand the bounds of what we think is possible.In my first chapter, In the School, Down the Block: Achievement Effects of Peers in the School, Neighborhood, and Cohort, I estimate the effect of mean peer ability on students? test scores using data on all Michigan public school students over thirteen years. I consider peers in the same cohort at school?as well as peers in adjacent cohorts, and peers living on the same block. I contribute two novel findings to the literature. First, school peer effects are much stronger than block effects. For peers in the same cohort, the school effect is 10 times larger. Second, cohort membership plays a substantial role in determining peer influence in schools but not in neighborhoods. For students in the same school, the adjacent-cohort peer effect is 40-80% smaller than the same-cohort effect. Meanwhile, for students living on the same block, peer effects are similar, regardless of cohort. These results are robust to a regression discontinuity design focusing on students near the birthdate cutoff for entry into kindergarten. I also find evidence that peers in the older cohort matter more than peers in the younger cohort, particularly in the school context, suggesting that relative age also plays a role in determining peer influence.My second and third chapters, Equalizing Inputs, Enduring Gaps: Examining Changes in Levels and Correlates of Gender Gaps in Noncognitive Skills Over Time and Raising Boys, Raising Girls: Modeling Gender Differences in the Process of Early Childhood Skill Formation, approach the issue of gender gaps in noncognitive skills with two alternative analytic frameworks. In both papers, I leverage the smaller but more in-depth ECLS-K datasets to combine information on teacher-reported noncognitive skills in elementary school with background characteristics and extensive data on parental education activities. The second chapter, Equalizing Inputs, Enduring Gaps: Examining Changes in Levels and Correlates of Gender Gaps in Noncognitive Skills Over Time, takes a more descriptive and correlative approach by examining changes over time in boy-girl gender gaps between the two waves of the ECLS-K survey, finding that gender gaps in noncognitive skills remain large and persistent between the 1998-1999 and 2010-2011 nationally representative kindergarten cohorts. Additionally, I use factor analysis and Oaxaca- Blinder decomposition to examine changes in observable inputs to noncognitive skills over time and find that changes in these inputs would predict a narrowing of gender gaps between the two cohorts, despite no such change occurring.℗ My third chapter, Raising Boys, Raising Girls: Modeling Gender Differences in the Dynamic Process of Early Childhood Skill Formation, uses a more structural approach on the same datasets to attempt to provide an answer to the mystery raised in the first: if our usual predictors do not appear valid, what causes gender gaps in noncognitive skills? Differences in inputs? Or differences in production functions? Specifically, I apply the Technology of Skill Formation model proposed by Cunha and Heckman (2008) that takes a Markov chain approach and incorporates both cognitive and noncognitive skills to estimate parameters of skill investment over time. This approach leverages the panel structure of the ECLS-K datasets as well as the availability of both cognitive and noncognitive skill measures. Results are inconclusive, as correctly measuring and determining meaningful parental inputs in the investment process is tricky. I test the robustness of the Cunha and Heckman (2008) model to modeling assumptions and measurement of parental inputs, and find 1) the value-added model sufficiently captures the process of skill formation, relative to the cumulative model of Todd and Wolpin (2003), and 2) parental investment as captured by the measures available in the ECLS-K do not have a statistically detectable impact on the formation of noncognitive skills, regardless of the specification used.
Author :
Publisher :
ISBN 13 :
Total Pages : 174 pages
Book Rating : 4.:/5 (86 download)
Download or read book Two Essays in Economic Education written by and published by . This book was released on 2013 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior researchers (Anderson et al. 1994; Ballard & Johnson 2004; Hoag & Benedict 2010) have shown that different math abilities do not equally correlate with success in economics, yet no research has specifically compared algebra and geometry skills as predictors of economics success. In the first essay, I find that students' standardized geometry scores are a much greater predictor of success in economics than standardized algebra test scores. The study uses a rich data set that includes all Georgia public high school students who took a mandatory economics course in 2006, 2007, or 2008. Results from this study provide supporting evidence that utilizing a generic math proxy is probably unwise for researchers modeling economics success. These findings can also be used to strengthen recruitment efforts since geometry scores seem to be a strong predictor of economics aptitude. Although causality cannot be inferred from my findings, it is plausible that a mandatory geometry course prior to economics would improve student outcomes in economics. In the second essay, I analyze the relationship between economics education and macroeconomic policy attitudes of the general public following the financial crisis of 2008. Using survey data of all 50 states, I find that economics literacy is correlated with preferences for three of the six policies preferences studied. Specifically, economics literacy is positively correlated with support for decreased taxes and a smaller government, and negatively correlated with supporting a ceiling on CEO salaries. Additionally, the completion of college and high school economics is positively associated with supporting a decreased role of government. While prior researchers (Roos 2007; Walstad 1997) found that economics literacy can influence policy preferences, there have been no prior studies, to my knowledge, that analyzed the effects of economics knowledge and economics course-taking on policy preferences within the same dataset. My results show that economics literacy and course-taking exert independent effects on macroeconomic preferences for some policies. Thus, any researcher predicting economic preferences should consider controlling for these economics literacy and economics course-taking variables. Furthermore, my findings suggest that the advancing prevalence of economics education could lead to a shift in public preferences.
Author : Diana Hidalgo Saá
Publisher :
ISBN 13 : 9789400301207
Total Pages : 140 pages
Book Rating : 4.3/5 (12 download)
Download or read book Essays in Economics of Education and Training written by Diana Hidalgo Saá and published by . This book was released on 2017 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This thesis collects four studies on the economics of education and training. The first study examines the impact on school attendance of the provision of free school uniforms to children in poor urban areas in Ecuador. Consistent with a sunk-cost effect, it finds that free school uniforms increase absenteeism from school. The second study analyzes the effects of training vouchers for low-skilled workers on their training participation, types of training, earnings and labor market mobility. Vouchers lead to more training but come with a high deadweight loss. Vouchers also seem to shift participation from more specific to more general forms of training. The third study uses data from four waves of PISA to inquire the factors that explain the substantial decline between 2003 and 2012 in math scores of 15 years-old students in the Netherlands. The key finding is that despite substantial changes in the characteristics of students and schools, most of the decline should be attributed to changes in the coefficients from a regression of math scores on characteristics. The last study reports the results from an evaluation of a pilot program in which context learning for the teaching of mathematics is replaced by a new curriculum that emphasizes concepts and mathematical thinking. It turns out that girls tend to shy away from (advanced) math when the new curriculum is offered, but that girls do not perform worse relative to boys when exposed to the new curriculum."--Samenvatting auteur.
