The research aimed to determine the influence of interest in learning, teaching style, and attitude of discipline on learning achievement. This research was conducted using a kuesioner data collection technique. While the population in this study amounted to 100 respondents who were random sampling consisting of students. Data were processed using IBM SPSS Statistics 23.00 using the classial assumption test, multiple regression, T test and F test as well as the coefficient of determination. The result of this study indicate that interest in learning, teaching style, and attitude of discipline have a significant influence on learning achievement.
{"title":"The Influence of Interests in Learning, Teaching Style, and Attitude of Discipline on Learning Achievement","authors":"Alfirda Riyani, Osly Usman","doi":"10.2139/ssrn.3768188","DOIUrl":"https://doi.org/10.2139/ssrn.3768188","url":null,"abstract":"The research aimed to determine the influence of interest in learning, teaching style, and attitude of discipline on learning achievement. This research was conducted using a kuesioner data collection technique. While the population in this study amounted to 100 respondents who were random sampling consisting of students. Data were processed using IBM SPSS Statistics 23.00 using the classial assumption test, multiple regression, T test and F test as well as the coefficient of determination. The result of this study indicate that interest in learning, teaching style, and attitude of discipline have a significant influence on learning achievement.","PeriodicalId":277595,"journal":{"name":"EduRN: Student Assessment (Topic)","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115927781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We explore whether the choice of broad versus specialized university curricula affects subsequent labor market outcomes, as measured by earnings, full-time permanent employment, and unemployment six months after university graduation. We exploit a unique episode in the history of the National University of Singapore, in which a university-wide revision in graduation requirements in 2007 prompted students in one of the largest faculties to read a narrower, more specialized, curriculum. Using a difference-in-differences strategy, we compare changes in the labor market outcomes of graduate cohorts from the affected faculty, before-and-after the curriculum revision, to changes in the labor market outcomes of graduate cohorts from the other faculties. We do not find evidence that curriculum breadth matters for these labor market outcomes. Similar conclusions are obtained using regression-control strategies and rich administrative data on student characteristics and academic ability for the broader population of undergraduates at NUS.
{"title":"Breadth of University Curriculum and Labor Market Outcomes","authors":"Kelvin K. C. Seah, Jessica Pan, Poh Lin Tan","doi":"10.2139/ssrn.3566977","DOIUrl":"https://doi.org/10.2139/ssrn.3566977","url":null,"abstract":"We explore whether the choice of broad versus specialized university curricula affects subsequent labor market outcomes, as measured by earnings, full-time permanent employment, and unemployment six months after university graduation. We exploit a unique episode in the history of the National University of Singapore, in which a university-wide revision in graduation requirements in 2007 prompted students in one of the largest faculties to read a narrower, more specialized, curriculum. Using a difference-in-differences strategy, we compare changes in the labor market outcomes of graduate cohorts from the affected faculty, before-and-after the curriculum revision, to changes in the labor market outcomes of graduate cohorts from the other faculties. We do not find evidence that curriculum breadth matters for these labor market outcomes. Similar conclusions are obtained using regression-control strategies and rich administrative data on student characteristics and academic ability for the broader population of undergraduates at NUS.","PeriodicalId":277595,"journal":{"name":"EduRN: Student Assessment (Topic)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131355558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cheating is an act that is often done by students. Many factors influence a person to cheat. This study aims to determine whether there is the influence of self-efficacy, independent learning, discipline learning and achievement motivation in students cheating behavior. This study was conducted over three months, starting from October to December 2019. The research method used a survey method with a comparative approach. The population in this study were high school students and equal level and also students from various universities, which totaling 220 respondents. Data collection techniques using literature techniques and questionnaires. Data were analyzed using SmartPLS software version 3, with structural equation analysis (SEM). It can be said if someone has high cheating behavior, this because they have self-efficacy, independent learning, discipline learning and achievement motivation is low. If their self-efficacy, independent learning, discipline learning and achievement motivation are high, it will make the behavior of someone cheating is low. This description shows that there are significant jointly and significant correlations between Self Efficacy, Independent Learning, Discipline Learning and Achievement Motivation in Students Cheating Behavior.
{"title":"The Influence of Self Efficacy, Independent Learning, Discipline Learning, and Achievement Motivation in Students Cheating Behavior","authors":"Osly Usman, Yessy Alviolenta","doi":"10.2139/ssrn.3510703","DOIUrl":"https://doi.org/10.2139/ssrn.3510703","url":null,"abstract":"Cheating is an act that is often done by students. Many factors influence a person to cheat. This study aims to determine whether there is the influence of self-efficacy, independent learning, discipline learning and achievement motivation in students cheating behavior. This study was conducted over three months, starting from October to December 2019. The research method used a survey method with a comparative approach. The population in this study were high school students and equal level and also students from various universities, which totaling 220 respondents. Data collection techniques using literature techniques and questionnaires. Data were analyzed using SmartPLS software version 3, with structural equation analysis (SEM). It can be said if someone has high cheating behavior, this because they have self-efficacy, independent learning, discipline learning and achievement motivation is low. If their self-efficacy, independent learning, discipline learning and achievement motivation are high, it will make the behavior of someone cheating is low. This description shows that there are significant jointly and significant correlations between Self Efficacy, Independent Learning, Discipline Learning and Achievement Motivation in Students Cheating Behavior.","PeriodicalId":277595,"journal":{"name":"EduRN: Student Assessment (Topic)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115387202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many student internships are short term and do not delay graduation. Some internships however are lengthier and delay graduation by a whole year. These internships, in addition to facilitating the transition from school to work, are expected to have educational benefits. This paper estimates the causal effects of year-long internships (known as work placements in the UK) on post-internship academic performance and degree classification. These effects are identified using instrumental variable methods that rely on detailed institution-level information. We find that the average internship effect on the post-internship grades is in effect zero, but the effect on the probability of a degree in one of the top two classes is in the order of 10 percent. Using (unconditional) quantile treatment effects we find two features that reconcile these estimates. First, internship effects decrease as one moves up the grade distribution. Second, internship effects are positive just below the threshold of a ‘good’ degree. These findings do not support skill-based arguments in support of subsidizing internships. Instead they suggest that students use work experience to update their beliefs on the market value of educational attainment and adjust their efforts accordingly.
{"title":"The Causal Effects of Internships on Academic Outcomes: A Shred of Evidence from the UK","authors":"Thanos Mergoupis","doi":"10.2139/ssrn.3448042","DOIUrl":"https://doi.org/10.2139/ssrn.3448042","url":null,"abstract":"Many student internships are short term and do not delay graduation. Some internships however are lengthier and delay graduation by a whole year. These internships, in addition to facilitating the transition from school to work, are expected to have educational benefits. This paper estimates the causal effects of year-long internships (known as work placements in the UK) on post-internship academic performance and degree classification. These effects are identified using instrumental variable methods that rely on detailed institution-level information. We find that the average internship effect on the post-internship grades is in effect zero, but the effect on the probability of a degree in one of the top two classes is in the order of 10 percent. Using (unconditional) quantile treatment effects we find two features that reconcile these estimates. First, internship effects decrease as one moves up the grade distribution. Second, internship effects are positive just below the threshold of a ‘good’ degree. These findings do not support skill-based arguments in support of subsidizing internships. Instead they suggest that students use work experience to update their beliefs on the market value of educational attainment and adjust their efforts accordingly.","PeriodicalId":277595,"journal":{"name":"EduRN: Student Assessment (Topic)","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129340521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. van der Berg, Gabrielle Wills, Rebecca Selkirk, C. Adams, Christopher J. Van Wyk
An almost unnoticed problem in the South African education system is the high rate of grade repetition. In this report, a combination of household and administrative datasets is used to identify patterns in learner repetition and dropout in South African schooling and the costs associated with these issues. According to the most conservative estimate, the number of learners in public schools repeating in grades 1 to 12 could have been 1 180 000. In monetary terms, this implies that the cost of having repeaters in the public education system was at least R20 billion (in 2018 prices), absorbing 8% of the total national budget allocated to basic education in 2018/2019. At least a half of these repetition costs is attributed to the high prevalence of repetition in the secondary school phase, with the largest number of repeaters located in grade 10 (at least 1 in every 5 grade 10 learners repeat). Despite the promulgation of repetition policy that limits the number of times learners can repeat a school phase, repetition trends in the past decade display a strong inertia, especially in higher grades. To monitor these trends better, and to track the implementation of these policies, significant improvements will need to be made to the quality of reporting on repeaters and dropout in EMIS data. While repetition is a problem, it is merely a symptom of a weakly functioning education system. The repetition debate is thus secondary to the need to address the quality of the education provided in our schools, and particularly in the foundation phase. Quality improvements will also make it easier to implement sensible policies on repetition and to provide remediation and support where these are needed. Moreover, by freeing resources currently needed to deal with repetition, improved education quality would also make remediation more feasible.
{"title":"The Cost of Repetition in South Africa","authors":"S. van der Berg, Gabrielle Wills, Rebecca Selkirk, C. Adams, Christopher J. Van Wyk","doi":"10.2139/ssrn.3505854","DOIUrl":"https://doi.org/10.2139/ssrn.3505854","url":null,"abstract":"An almost unnoticed problem in the South African education system is the high rate of grade repetition. In this report, a combination of household and administrative datasets is used to identify patterns in learner repetition and dropout in South African schooling and the costs associated with these issues. According to the most conservative estimate, the number of learners in public schools repeating in grades 1 to 12 could have been 1 180 000. In monetary terms, this implies that the cost of having repeaters in the public education system was at least R20 billion (in 2018 prices), absorbing 8% of the total national budget allocated to basic education in 2018/2019. At least a half of these repetition costs is attributed to the high prevalence of repetition in the secondary school phase, with the largest number of repeaters located in grade 10 (at least 1 in every 5 grade 10 learners repeat). Despite the promulgation of repetition policy that limits the number of times learners can repeat a school phase, repetition trends in the past decade display a strong inertia, especially in higher grades. To monitor these trends better, and to track the implementation of these policies, significant improvements will need to be made to the quality of reporting on repeaters and dropout in EMIS data. While repetition is a problem, it is merely a symptom of a weakly functioning education system. The repetition debate is thus secondary to the need to address the quality of the education provided in our schools, and particularly in the foundation phase. Quality improvements will also make it easier to implement sensible policies on repetition and to provide remediation and support where these are needed. Moreover, by freeing resources currently needed to deal with repetition, improved education quality would also make remediation more feasible.","PeriodicalId":277595,"journal":{"name":"EduRN: Student Assessment (Topic)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133206751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The importance of business ethics as a subject in management schools has its roots in the study published by Paul (1987). The main aim of education is to equip the learner with wisdom of choosing the right over the wrong, and making sensible decisions in his / her personal and professional life. The perception level of an individual affects ones ethical behavior which forms ethical attitude. Unethical behavior may stem from lack of proper education / ethical orientation at school level. (Alleyne et al.; 2014). The debate remains, whether including business ethics as a subject in management education at post graduate level, changes their ethical attitude in their personal and professional lives? Does ethical education play a significant role in making ethical decisions in business? Does the ethical attitude depend on the level of maturity and work experience of individuals? This study explores the attitude of management graduates towards business ethics, its importance in their personal and professional lives, and the role of ethics education in managerial decision making. The results show that age and maturity level in management graduates influence ethical behavior. Overall, the study supports the theory of reasoned action (Ajzen and Fishbein (1974).
商业伦理在管理学院作为一门学科的重要性源于Paul(1987)发表的一项研究。教育的主要目的是使学习者具备选择对错的智慧，并在他/她的个人和职业生活中做出明智的决定。个体的感知水平影响个体的伦理行为，进而形成伦理态度。不道德的行为可能源于学校层面缺乏适当的教育/道德导向。(Alleyne et al.;2014)。争论仍然存在，是否将“商业道德”作为研究生管理教育的一门学科，会改变他们在个人和职业生活中的道德态度?道德教育在企业的道德决策中扮演重要角色吗?道德态度是否取决于个人的成熟程度和工作经验?本研究探讨管理专业毕业生对商业道德的态度、商业道德在他们个人和职业生活中的重要性，以及道德教育在管理决策中的作用。结果表明，管理专业毕业生的年龄和成熟程度对道德行为有影响。总体而言，本研究支持理性行为理论(Ajzen and Fishbein, 1974)。
{"title":"Ethics Education Effectiveness and Business Decision Making: Perspectives of Management School Graduates","authors":"Madhuri Malhotra","doi":"10.2139/ssrn.3376428","DOIUrl":"https://doi.org/10.2139/ssrn.3376428","url":null,"abstract":"The importance of business ethics as a subject in management schools has its roots in the study published by Paul (1987). The main aim of education is to equip the learner with wisdom of choosing the right over the wrong, and making sensible decisions in his / her personal and professional life. The perception level of an individual affects ones ethical behavior which forms ethical attitude. Unethical behavior may stem from lack of proper education / ethical orientation at school level. (Alleyne et al.; 2014). The debate remains, whether including business ethics as a subject in management education at post graduate level, changes their ethical attitude in their personal and professional lives? Does ethical education play a significant role in making ethical decisions in business? Does the ethical attitude depend on the level of maturity and work experience of individuals? \u0000This study explores the attitude of management graduates towards business ethics, its importance in their personal and professional lives, and the role of ethics education in managerial decision making. The results show that age and maturity level in management graduates influence ethical behavior. Overall, the study supports the theory of reasoned action (Ajzen and Fishbein (1974).","PeriodicalId":277595,"journal":{"name":"EduRN: Student Assessment (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127418221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educational assortative matching among couples, i.e. the phenomenon whereby the high-educated have partners who are also high-educated, has gained attention in popular media and academic research as a driver of recent changes in the distribution of household income. We examine the effect of educational assortative matching on the distribution of household income in New Zealand - a country which has experienced rising inequality, increased educational attainment and a relatively low, and falling, wage premium for higher levels of education. Using data from the 1986, 1991, 1996, 2001, 2006 and 2013 Census of Population and Dwellings and a counterfactual randomisation methodology that accounts for secular changes in the educational distribution, we find that educational assortative matching has increased but, contrary to some evidence overseas, this increase was driven by increased matching in the middle of the educational distribution. Spatially, we find higher and increasing levels of educational assortative matching in metropolitan areas compared to non-metropolitan areas where assortative matching was lower and decreasing. We find that educational assortative matching has had an inequality-increasing impact on the distribution of income, especially for the full-time employed – for whom the matching impact is around 20 percent of the Mean Log Deviation measure of inequality. Additionally, sorting on observable characteristics such as age and location (with the higher educated being disproportionally attracted to the metropolitan areas) are also inequality-increasing and sorting on unobservable characteristics that impact on income can play an important role as well.
{"title":"Who Partners Up? Educational Assortative Matching and the Distribution of Income in New Zealand","authors":"Omoniyi B. Alimi, David C. Maré, J. Poot","doi":"10.2139/ssrn.3477044","DOIUrl":"https://doi.org/10.2139/ssrn.3477044","url":null,"abstract":"Educational assortative matching among couples, i.e. the phenomenon whereby the high-educated have partners who are also high-educated, has gained attention in popular media and academic research as a driver of recent changes in the distribution of household income. We examine the effect of educational assortative matching on the distribution of household income in New Zealand - a country which has experienced rising inequality, increased educational attainment and a relatively low, and falling, wage premium for higher levels of education. Using data from the 1986, 1991, 1996, 2001, 2006 and 2013 Census of Population and Dwellings and a counterfactual randomisation methodology that accounts for secular changes in the educational distribution, we find that educational assortative matching has increased but, contrary to some evidence overseas, this increase was driven by increased matching in the middle of the educational distribution. Spatially, we find higher and increasing levels of educational assortative matching in metropolitan areas compared to non-metropolitan areas where assortative matching was lower and decreasing. We find that educational assortative matching has had an inequality-increasing impact on the distribution of income, especially for the full-time employed – for whom the matching impact is around 20 percent of the Mean Log Deviation measure of inequality. Additionally, sorting on observable characteristics such as age and location (with the higher educated being disproportionally attracted to the metropolitan areas) are also inequality-increasing and sorting on unobservable characteristics that impact on income can play an important role as well.","PeriodicalId":277595,"journal":{"name":"EduRN: Student Assessment (Topic)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125604886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Selective high schools are a polarizing topic in education policy, despite only having a small presence in some Australian states. These schools perform exceptionally well when their students’ educational and career outcomes are considered, but this is perhaps unsurprising because admission is based on academic performance. This paper asks whether academically selective schools improve their students’ university entrance results beyond what they would have achieved otherwise. Following a cohort of students through high school from an anonymized Australian state, we estimate the selective school effect via two methods: propensity score matching, which compares students of similar background and prior achievement, and regression discontinuity (RD), which compares marginal selective and non-selective students on the basis of the entrance exam. Our results point to small effects in terms of university entrance ranks, which is consistent with findings from similar studies in the UK, the USA, and other Australian research. Overall, the small selective school effect appears to reflect the high levels of educational aspiration of both selective students as well as applicants who attended other schools. Both groups of students appear to be among the most driven and motivated, being disproportionately from immigrant and socio-economically advantaged backgrounds, and having implicitly signaled an aspirational intent by applying to the schools.
{"title":"Achievement Gains from Attendance at Selective High Schools","authors":"B. Houng, C. Ryan","doi":"10.2139/ssrn.3203990","DOIUrl":"https://doi.org/10.2139/ssrn.3203990","url":null,"abstract":"Selective high schools are a polarizing topic in education policy, despite only having a small presence in some Australian states. These schools perform exceptionally well when their students’ educational and career outcomes are considered, but this is perhaps unsurprising because admission is based on academic performance. This paper asks whether academically selective schools improve their students’ university entrance results beyond what they would have achieved otherwise. Following a cohort of students through high school from an anonymized Australian state, we estimate the selective school effect via two methods: propensity score matching, which compares students of similar background and prior achievement, and regression discontinuity (RD), which compares marginal selective and non-selective students on the basis of the entrance exam. Our results point to small effects in terms of university entrance ranks, which is consistent with findings from similar studies in the UK, the USA, and other Australian research. Overall, the small selective school effect appears to reflect the high levels of educational aspiration of both selective students as well as applicants who attended other schools. Both groups of students appear to be among the most driven and motivated, being disproportionately from immigrant and socio-economically advantaged backgrounds, and having implicitly signaled an aspirational intent by applying to the schools.","PeriodicalId":277595,"journal":{"name":"EduRN: Student Assessment (Topic)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128458481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educators and policy makers are increasingly intent on using scientifically-based evidence when making decisions about education policy. Thus, education research today must necessarily be focused on identifying the causal relationships between education inputs and student outcomes. In this paper we discuss methodologies for estimating the causal effect of resources on education outcomes; we also review what we believe to be the best evidence from economics on a few important inputs: spending, class size, teacher quality, the length of the school year, and technology. We conclude that while the number of papers using credible identification strategies is thin, the body of credible research on causal relationships is growing, and we have started to gather evidence that some school inputs matter while others do not.
{"title":"Causality, Causality, Causality: The View of Education Inputs and Outputs from Economics","authors":"Lisa Barrow, C. Rouse","doi":"10.2139/ssrn.869440","DOIUrl":"https://doi.org/10.2139/ssrn.869440","url":null,"abstract":"Educators and policy makers are increasingly intent on using scientifically-based evidence when making decisions about education policy. Thus, education research today must necessarily be focused on identifying the causal relationships between education inputs and student outcomes. In this paper we discuss methodologies for estimating the causal effect of resources on education outcomes; we also review what we believe to be the best evidence from economics on a few important inputs: spending, class size, teacher quality, the length of the school year, and technology. We conclude that while the number of papers using credible identification strategies is thin, the body of credible research on causal relationships is growing, and we have started to gather evidence that some school inputs matter while others do not.","PeriodicalId":277595,"journal":{"name":"EduRN: Student Assessment (Topic)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125459659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We analyze the effects of several class compositional dimensions on individual student achievement. We make use of a rich dataset that allows tackling major endogeneity concerns stemming from non-random allocation of students between and within schools. We find that increasing the percentage of high achievers in a 6th grade class has a negative effect on student performance, while in a 9th grade class the effect is in general non-significant. Students with no past retentions do better with an increasing proportion of this same type of classmate. Larger shares of low-income classmates hurt performance in general. Apart from the past retention dimension in which there is evidence supporting students’ tracking, along all other compositional dimensions each class should reflect the respective school-grade population heterogeneity. Class composition rearrangements are estimated to provide a larger increment to performance than comparable reductions of class size.
{"title":"Class Composition and Student Achievement: Evidence from Portugal","authors":"João Firmino, L. Nunes, A. B. Reis, Carmo Seabra","doi":"10.2139/ssrn.3146904","DOIUrl":"https://doi.org/10.2139/ssrn.3146904","url":null,"abstract":"We analyze the effects of several class compositional dimensions on individual student achievement. We make use of a rich dataset that allows tackling major endogeneity concerns stemming from non-random allocation of students between and within schools. We find that increasing the percentage of high achievers in a 6th grade class has a negative effect on student performance, while in a 9th grade class the effect is in general non-significant. Students with no past retentions do better with an increasing proportion of this same type of classmate. Larger shares of low-income classmates hurt performance in general. Apart from the past retention dimension in which there is evidence supporting students’ tracking, along all other compositional dimensions each class should reflect the respective school-grade population heterogeneity. Class composition rearrangements are estimated to provide a larger increment to performance than comparable reductions of class size.","PeriodicalId":277595,"journal":{"name":"EduRN: Student Assessment (Topic)","volume":"136-137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117143897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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