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Essays On The Economics Of Education And Language Of Instruction
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Book Synopsis Essays on the Economics of Education and Language of Instruction by : Lyliana Elizabeth Gayoso de Ervin
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.
Book Synopsis Essays on the Economics of Education by : Emily P. Hoffman
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:
Book Synopsis Essays on the Economics of Education by : Richard Wells Patterson
Download or read book Essays on the Economics of Education written by Richard Wells Patterson and published by . This book was released on 2015 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examines various economic factors that influence student academic performance. In the first essay, I explore the role of behavioral factors in educational performance by testing whether time-management tools can improve academic outcomes for online students. I design three software tools including (1) a commitment device that allows students to pre-commit to time limits on distracting Internet activities, (2) a reminder tool that is triggered by time spent on distracting websites, and (3) a focusing tool that allows students to block distracting sites when they go to the course website. I test the impact of these tools in a large-scale randomized experiment (n=657) conducted in a massive open online course (MOOC) hosted by Stanford University. Relative to students in the control group, students in the commitment device treatment spend 24% more time working on the course, receive course grades that are 0.29 standard deviations higher, and are 40% more likely to complete the course. In contrast, outcomes for students in the reminder and focusing treatments are not statistically distinguishable from the control. These results suggest that tools designed to address procrastination can have a significant impact on online student performance. In the second essay, I examine whether trends in parenting time could help explain the black-white test score gap. I use data from the American Time Use Survey (ATUS) to examine the patterns in the time black and white children receive from mothers at each age between birth and age 14 and compare these patterns to corresponding test-score gaps documented in the Early Childhood Longitudinal Study (ECLS-K). I observe that black children spend significantly less time with their mothers than white children in the first years of life and that differences are concentrated in activities that may be especially important during these years. Differences in parenting time, however, rapidly decline with age. Contrastingly, when socioeconomic variables are controlled, black-white test score gaps are small in kindergarten, but then grow over time. The results of this study suggest that contemporaneous differences in parent time are unlikely to be a significant factor in black-white test score trends. In the third essay, coauthored with Jordan Matsudaira, I study whether charter school unionization impacts student academic outcomes. We use administrative school-level data coupled with data on the timing of union recognition collected via our own public records requests (PRR) and records of unionization from the state Public Employment Relations Board (PERB) to construct difference-in-difference estimates the of the impact of teacher unionization on student outcomes. We find that unionization has a positive and statically significant impact on student math performance and a positive but only marginally significant impact on english performance. In our preferred estimates, we find that unions increase average grade-level math test scores by 0.17-0.21 standard deviations (SD) and English scores by 0.06-0.08 SD. These estimates allow us to rule out even modest negative effects of unionization on student academic outcomes.
Book Synopsis Determinants and Consequences of Language-in-education Policies by : Christelle Garrouste-Norelius
Download or read book Determinants and Consequences of Language-in-education Policies written by Christelle Garrouste-Norelius and published by . This book was released on 2007 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Essays on the Economics of Education by : Peter Sturmthal Bergman
Download or read book Essays on the Economics of Education written by Peter Sturmthal Bergman and published by . This book was released on 2012 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: I study three separate questions in this dissertation. In Chapter 1, I examine how information frictions between parents and their children affect human capital investment, and how much reducing those friction can improve student effort and achievement. I find that providing additional information to parents regarding missing assignments is a potentially cost-effective strategy to increase parental investments and improve student achievement. In Chapter 2, we measure the impact of high-quality charter schools on teen fertility using admission lotteries to several Los Angeles charter schools as a natural experiment. We find evidence that admission to high-quality charter schools can substantially reduce teen pregnancies. In Chapter 3, we semi-parametrically estimate teacher effects on student test scores using data from the Los Angeles Unified School District. We document that there is significantly more within-teacher variation in teachers' effects than across teacher variation. We find that interacting the teacher indicator variables with a function of the students' lagged test scores captures most of the nonlinearities, preserves the heterogeneity of teacher effects, and provides more accurate estimates.
Book Synopsis Essays on the Economics of Education by : William Jesse Wood
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.
Book Synopsis Essays on the Economics of Education by : Elizabeth Dhuey
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.
Book Synopsis Essays on the Economics of Education by : Yusuke Jinnai
Download or read book Essays on the Economics of Education written by Yusuke Jinnai and published by . This book was released on 2013 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Although numerous reforms for improving public education have been proposed in the United States, the effects of implemented programs remain controversial. Focusing on recent reform policies, my dissertation examines the impact of school choice, educational accountability, and teacher performance-pay programs on student achievement. Chapter One analyzes the effects of introducing charter schools, fast-growing school-choice programs, on students at neighboring traditional public schools. Unlike prior work, which estimates the effects at the school level, this study examines the impact at the grade level by exploiting the fact that charter schools expand their grade ranges over time. I define direct impact as the impact on traditional-school students in overlapping grades and indirect impact as the impact on those in non-overlapping grades. Using student-level panel data from North Carolina, this study shows that the entry of charter schools generates a positive and significant direct impact on student achievement. Moreover, I demonstrate that one-quarter of the positive direct impact is driven by student sorting while three-quarters result from competition. Chapter Two presents evidence from a regression-discontinuity analysis of North Carolina's accountability program, in which teachers are awarded an additional cash bonus for improving their students' achievement. Results show that teachers who failed to reach an expected benchmark for their students' achievement, resulting in no bonuses, performed significantly better in the subsequent year than those who reached this benchmark and thus received a bonus. Moreover, the results demonstrate that such impact disappeared once the state government repealed the pay scheme - another indication that teachers actively respond to monetary bonuses. Chapter Three examines the performance-pay program from a different viewpoint. To date, no studies in this literature have examined the potentially negative effects of repealing incentive bonuses. This chapter exploits North Carolina's policy changes, which first reduced and finally repealed its teacher incentive bonuses. This paper shows that, as a result, student achievement at the lowest-performing schools significantly decreased after the reduction and further decreased after the repeal of the bonus. These findings illustrate that once incentives are introduced it is not cost-free to reduce or remove them"--Pages v-vi.
Book Synopsis Essays on the Economics of Quality Teaching by : Joshua Hollinger
Download or read book Essays on the Economics of Quality Teaching written by Joshua Hollinger and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This thesis consists of three essays on the economics of education. These essays focus on how educators affect student outcomes in the short run and long run, and they assess the effects of policies aimed at educators' incentives. Chapter 1 considers the effects of test-score-based school accountability on students' test scores and long-run outcomes, as well as the relationship between these two different types of effects. While many education policies target test scores as a contemporaneous measure of student learning, a common concern is that these policies may generate higher test scores in a way that fails to translate to more important student outcomes in the long run. I use administrative data from North Carolina and two regression discontinuity designs to estimate the impact of school accountability pressure under No Child Left Behind on elementary students' test scores and their long-run outcomes at the end of high school. I find modest positive effects on elementary test scores and a significant increase in SAT scores years later. There is some evidence for a small increase in high school GPA, mixed evidence for an increase in students intending to attend a 4-year instead of a 2-year college, and no effect on high school graduation or intention to attend any college. Further evidence suggests the effect on SAT scores may be explained by persistent test-score effects in years after accountability exposure. Altogether, these results lend support to a mixed story for No Child Left Behind: while accountability pressure led to a long-run increase in skill captured by tests, these learning gains were not strong or broad enough to yield meaningful improvements in other long-run outcomes like educational attainment. Chapter 2 evaluates the test score effects of individual teacher performance pay schemes implemented in a number of high-need schools in North Carolina. Since performance bonuses were paid to teachers with value-added above a threshold toward the top of the district-wide distribution, I evaluate whether this policy generates larger incentives for teachers with higher probability of attaining the bonus. I find evidence for the opposite: those expected to be further away from the threshold increased their value-added, though the performance incentives did not have a significant overall effect. I show that the single-year value-added estimates are quite noisy, which likely was a reason for this. I also find that almost all of the teachers in these high-need schools were predicted to have value-added below the performance threshold. Both of these factors could explain the lack of overall incentive effectiveness. One possibility is that lower value-added teachers have more scope to improve effort. Chapter 3 addresses the questions of whether the assignment of less effective teachers contributes to worse short-term and longer-term outcomes for disadvantaged students. We leverage transfers of elementary teachers across schools in North Carolina to measure differences in teachers' effects on contemporaneous and future test scores according to students' socio-economic characteristics. We quantify the importance of these differences to account for the observed test score gaps between disadvantaged and advantaged students. Variation in teacher quality accounts for 3% of the total variation in contemporaneous test scores. We also find that teacher quality accounts for similar proportions when we consider variability in test scores taken two and three years after. Our estimates are robust to bias-correction methods that account for limited mobility bias."--Pages viii-ix.
Book Synopsis Essays in Economics of Education by : David Martinez De Lafuente
Download or read book Essays in Economics of Education written by David Martinez De Lafuente and published by . This book was released on 2021 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis consists of three independent essays in economics of education. In the first chapter, I investigate the connection between cultural identities and parental schooling decisions. By leveraging the case of the Basque Country (Spain), this essay studies how parents trade off academic quality for being educated in the regional language. Using a discrete choice structural model, I show that households display strong preferences for the Basque-monolingual model. Results indicate a willingness to forego a substantial amount of mean academic performance to evade the Spanish and the bilingual models. By means of regression analysis, I find a strong association between nationalistic voting and educational language choices. This suggests that schooling decisions are significantly shaped by parents' affiliation to the regional culture. In the second chapter, I test whether the cultural assimilation efforts of immigrant families mitigate discriminatory attitudes of schools. To this end, I sent fictitious visit requests to more than 2,500 schools located in the Community of Madrid (Spain). I find that Romanian families who gave a Spanish name to their child are 50% less discriminated than those who selected a Romanian name. Emails from families whose members have Romanian names are 12% less likely to receive a response than those from native Spanish-name families. The results show a consistent response pattern across school characteristics. The third chapter, co-authored with Lucas Gortazar and Ainhoa Vega-Bayo, studies the presence of systematic differences between teacher non-blind assessments and external quasiblindly graded standardized tests. We use a rich administrative database covering two cohorts from publicly-funded schools in the Basque Country. We find that systematic underassessment exists for boys, children with immigrant origin, and poorer students. The results indicate that stereotyping is a consistent mechanism through which our findings can be interpreted.
Book Synopsis Essays on the Economics of Teachers and Teaching by : Eric S. Taylor
Download or read book Essays on the Economics of Teachers and Teaching written by Eric S. Taylor and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Across three papers I study how differences in the quality and quantity of classroom instruction contribute to differences in what students learn in school. The first two papers focus on teachers--specifically what gives rise to differences between teachers in student learning. The third paper focuses on the quantity of instruction time students receive. The results are immediately relevant to both ongoing education policy debates about teaching quality and the day-to-day management of a large workforce. First, in paper one, I study the effects of a labor-replacing computer technology on the productivity of classroom teachers. In a series of field-experiments, teachers were provided computer-aided instruction (CAI) software for use in their classrooms; CAI provides individualized tutoring and practice to students one-on-one. In math classes, CAI reduces by one-fifth the variance of teacher productivity, as measured by student test score gains. The smaller variance comes both from productivity improvements for otherwise low-performing teachers, but also losses among high-performers. The change in productivity partly reflects changes in teachers' level of work effort and teachers' decisions about how to allocate class time. Second, I study whether and how teachers' assigned job tasks--the basic instructional practices they are asked to use in the classroom--affect the returns to math skills in teacher productivity. The empirical results demonstrate the value distinguishing between workers' skills and the job tasks to which those skills are applied, as in Acemoglu and Autor (2011). I use data from a randomized-trial of different approaches to teaching early-elementary math, each approach codified in a set of day-to-day tasks for teachers; the data include a baseline test of each teacher's math skills--knowledge of math concepts, procedures, and pedagogy. Teacher productivity, as measured by contributions to student math test score growth, is increasing in math skills when teachers are asked to follow conventional "direct-instruction" practices which rely on teachers explaining and modeling math rules and procedures for their students. The relationship is weaker, perhaps even negative, when teachers use newer "student-led" practices. The difference in productivity is pronounced for the high-skilled (top-tercile) teachers where the difference between direct-instruction and student-led is 0.13-0.16 student standard deviations. Additionally, assigning teachers to use student-led practices reduces the total variation in productivity by one-third or more compared to direct-instruction. Finally, for students whose math skills lag expectations, public schools often increase the fraction of the school day spent on math instruction. Studying middle-school students and using regression discontinuity methods, I estimate the causal effect of requiring two math classes--one remedial, one regular--instead of just one class. Math achievement grows much faster under the requirement, 0.16-0.18 student standard deviations. Yet, one year after returning to a regular one-class schedule, the initial gains decay by as much as half, and two years later just one-third of the initial treatment effect remains. This pattern of decaying effects over time mirrors other educational interventions--assignment to a more skilled teacher, reducing class size, retaining students--but spending more time on math carries different costs. One cost is notable, more time in math crowds out instruction in other subjects.
Book Synopsis Shaping the Learning Curve by : Franklin G. Mixon Jr.
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.
Book Synopsis Essays on the Economics of Education by : Scott A. Imberman
Download or read book Essays on the Economics of Education written by Scott A. Imberman and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Essays on the Economics of Education by : Alessandro Tampieri
Download or read book Essays on the Economics of Education written by Alessandro Tampieri and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The first chapter proposes a theory on how students? social background affects school teaching and job opportunities. We study a set-up where students differ in ability and social background, and we analyse the interaction between a school and an employer. Students with disadvantaged background are penalised compared to other students: they receive less teaching and/or are less likely to be hired. A surprising result is that policy aiming to subsidise education for disadvantaged students might in fact decrease their job opportunities. The second chapter argues that assortative matching can explain over-education. Education determines individuals? income and, due to the presence of assortative matching, the quality of the partner, who can be a colleague or a spouse. Thus an individual acquires some education to improve the expected partner?s quality. But since everybody does that, the expected partner?s quality does not increases and over-education emerges. Public intervention can solve over-education through a progressive income tax. The third chapter examines how higher education affects job and marital satisfaction. We build up a model with assortative matching where individuals decide whether to attend university both for obtaining job satisfaction and for increasing the probability to be matched with an educated partner. The theoretical results suggest that, as assortative matching increases, the number of educated individuals increases, their job satisfaction falls while their marital satisfaction increases. We test our model using the British Household Panel Survey data for the years 2003-2006. Our empirical findings support the theoretical results.
Book Synopsis Essays on the Economics of Education by : Frank Erickson
Download or read book Essays on the Economics of Education written by Frank Erickson and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation consists of three chapters on the economics of education. The first chapter empirically investigates assortative matching between elementary teachers and school districts through descriptive analyses of job matching and mobility. The second chapter continues the same research program by structurally estimating a model of teacher job choice. The final chapter goes in a different direction, using simulated data to study measurement of the `value added' by teachers or other educational inputs to student test scores.
Book Synopsis Three Essays on the Economics of Education by : Steven Dieterle
Download or read book Three Essays on the Economics of Education written by Steven Dieterle and published by . This book was released on 2012 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Essays in the Economics of Education by : Weili Ding
Download or read book Essays in the Economics of Education written by Weili Ding and published by . This book was released on 2002 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt:
