Pub Date : 2022-04-13DOI: 10.1080/09645292.2022.2061428
Léo Moulin
ABSTRACT This article investigates the effect of private lower secondary schools on student achievement in France. I use propensity score matching on a large French database to estimate the effect of enrollment in a private school on academic achievement as measured by ninth-grade test scores in three school subjects. I find that private school attendance has a large and significant effect on educational success. Boys' (girls') scores in private school were between 0.193 (0.138) and 0.222 (0.198) standard deviations higher on standardized tests in ninth grade. A series of checks confirm the robustness of these results.
{"title":"Do private schools increase academic achievement? Evidence from France","authors":"Léo Moulin","doi":"10.1080/09645292.2022.2061428","DOIUrl":"https://doi.org/10.1080/09645292.2022.2061428","url":null,"abstract":"ABSTRACT This article investigates the effect of private lower secondary schools on student achievement in France. I use propensity score matching on a large French database to estimate the effect of enrollment in a private school on academic achievement as measured by ninth-grade test scores in three school subjects. I find that private school attendance has a large and significant effect on educational success. Boys' (girls') scores in private school were between 0.193 (0.138) and 0.222 (0.198) standard deviations higher on standardized tests in ninth grade. A series of checks confirm the robustness of these results.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"247 - 274"},"PeriodicalIF":1.2,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42344020","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}
Pub Date : 2022-04-13DOI: 10.1080/09645292.2022.2063796
I. Arnold
ABSTRACT This paper adds to the literature on the relationship between procrastination and academic performance. We measure procrastination as the speed with which students do an online math course on the ALEKS learning platform. This pre-admission course is mandatory for students that are weak in math. Using a large dataset of undergraduate students at a Dutch school of economics, we estimate linear probability models for dropout and graduation rates. Controlling for students’ background characteristics, we find that procrastination increases dropout rates and decreases graduation rates. The coefficient estimates indicate that the influence of procrastination on dropout and graduation rates is sizable.
{"title":"The link between procrastination and graduation rates: evidence from the ALEKS learning platform","authors":"I. Arnold","doi":"10.1080/09645292.2022.2063796","DOIUrl":"https://doi.org/10.1080/09645292.2022.2063796","url":null,"abstract":"ABSTRACT This paper adds to the literature on the relationship between procrastination and academic performance. We measure procrastination as the speed with which students do an online math course on the ALEKS learning platform. This pre-admission course is mandatory for students that are weak in math. Using a large dataset of undergraduate students at a Dutch school of economics, we estimate linear probability models for dropout and graduation rates. Controlling for students’ background characteristics, we find that procrastination increases dropout rates and decreases graduation rates. The coefficient estimates indicate that the influence of procrastination on dropout and graduation rates is sizable.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"275 - 287"},"PeriodicalIF":1.2,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46065968","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}
Pub Date : 2022-04-06DOI: 10.1080/09645292.2022.2059804
Gabriel Heller‐Sahlgren
ABSTRACT We study the relationship between adult education and training (AET) and employment in Sweden. Exploiting rich data from the Programme for the International Assessment of Adult Competencies, and using an inverse-probability weighted regression-adjustment estimator, we find that AET is positively related to the probability of doing paid work. This relationship is driven by non-formal, job-related AET, such as on-the-job training. We also find that the relationship – the strength of which increases with training intensity – is similar across different types of non-formal, job-related AET. The results suggest that policies stimulating relevant AET take-up have promise to secure higher employment.
{"title":"Lifelong learning and employment outcomes: evidence from Sweden","authors":"Gabriel Heller‐Sahlgren","doi":"10.1080/09645292.2022.2059804","DOIUrl":"https://doi.org/10.1080/09645292.2022.2059804","url":null,"abstract":"ABSTRACT We study the relationship between adult education and training (AET) and employment in Sweden. Exploiting rich data from the Programme for the International Assessment of Adult Competencies, and using an inverse-probability weighted regression-adjustment estimator, we find that AET is positively related to the probability of doing paid work. This relationship is driven by non-formal, job-related AET, such as on-the-job training. We also find that the relationship – the strength of which increases with training intensity – is similar across different types of non-formal, job-related AET. The results suggest that policies stimulating relevant AET take-up have promise to secure higher employment.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"189 - 210"},"PeriodicalIF":1.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41718455","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}
Pub Date : 2022-03-15DOI: 10.1080/09645292.2022.2052807
Kadio Eric Kadio
ABSTRACT This paper provides empirical evidence on students’ achievements determinants in Sub-Saharan Africa based on a sample of 26602 students from the ten countries that participated in the PASEC 2014 assessment. By using a two-level hierarchical linear model, I find that learning inequalities are primarily explained by differences in schools’ characteristics. Furthermore, the estimation findings corroborate this result by showing the relevance of resources at the school level and how it affects students’ performances depending on school type and location. Additionally, my results showed gender disparities and peer effects related to socioeconomic status, which disproportionately influence children from disadvantaged backgrounds.
{"title":"Academic achievements in Sub-Saharan Africa: contexts, peers and inequalities","authors":"Kadio Eric Kadio","doi":"10.1080/09645292.2022.2052807","DOIUrl":"https://doi.org/10.1080/09645292.2022.2052807","url":null,"abstract":"ABSTRACT This paper provides empirical evidence on students’ achievements determinants in Sub-Saharan Africa based on a sample of 26602 students from the ten countries that participated in the PASEC 2014 assessment. By using a two-level hierarchical linear model, I find that learning inequalities are primarily explained by differences in schools’ characteristics. Furthermore, the estimation findings corroborate this result by showing the relevance of resources at the school level and how it affects students’ performances depending on school type and location. Additionally, my results showed gender disparities and peer effects related to socioeconomic status, which disproportionately influence children from disadvantaged backgrounds.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"52 11-12","pages":"166 - 188"},"PeriodicalIF":1.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41301178","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}
Pub Date : 2022-03-09DOI: 10.1080/09645292.2022.2050995
L. Cultrera, B. Mahy, F. Rycx, G. Vermeylen
ABSTRACT This paper is among the first to investigate the impact of over-education and over-skilling on workers’ wages using a unique pan-European database covering twenty-eight countries for the year 2014, namely the CEDEFOP’s European Skills and Jobs (ESJ) survey. Overall, the results suggest the existence of a wage penalty associated with over-education. When the educational and the skills mismatches are interacted with each other in order to distinguish apparent over-education from genuine over-education, the results highlight that the workers with the highest wage penalty are those who are both over-educated and over-skilled.
{"title":"Educational and skills mismatches: unravelling their effects on wages across Europe","authors":"L. Cultrera, B. Mahy, F. Rycx, G. Vermeylen","doi":"10.1080/09645292.2022.2050995","DOIUrl":"https://doi.org/10.1080/09645292.2022.2050995","url":null,"abstract":"ABSTRACT This paper is among the first to investigate the impact of over-education and over-skilling on workers’ wages using a unique pan-European database covering twenty-eight countries for the year 2014, namely the CEDEFOP’s European Skills and Jobs (ESJ) survey. Overall, the results suggest the existence of a wage penalty associated with over-education. When the educational and the skills mismatches are interacted with each other in order to distinguish apparent over-education from genuine over-education, the results highlight that the workers with the highest wage penalty are those who are both over-educated and over-skilled.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"30 1","pages":"561 - 573"},"PeriodicalIF":1.2,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42442883","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}
Pub Date : 2022-02-22DOI: 10.1080/09645292.2022.2042202
A. Bryson, L. Stokes, D. Wilkinson
ABSTRACT Linking the Workplace Employment Relations Surveys 2004 and 2011 to administrative data on pupil attainment in England we examine whether secondary and primary schools who deploy more intensive human resource management (HRM) practices have higher pupil attainment. We find intensive use of HRM practices is positively and significantly correlated with higher labour productivity and quality of provision, and with better financial performance, most notably in primary schools, but it is not associated with higher pupil attainment as indicated by assessment scores at Key Stage 2, Key Stage 4 and value-added measures based on assessments at these points.
{"title":"Is pupil attainment higher in well-managed schools?","authors":"A. Bryson, L. Stokes, D. Wilkinson","doi":"10.1080/09645292.2022.2042202","DOIUrl":"https://doi.org/10.1080/09645292.2022.2042202","url":null,"abstract":"ABSTRACT Linking the Workplace Employment Relations Surveys 2004 and 2011 to administrative data on pupil attainment in England we examine whether secondary and primary schools who deploy more intensive human resource management (HRM) practices have higher pupil attainment. We find intensive use of HRM practices is positively and significantly correlated with higher labour productivity and quality of provision, and with better financial performance, most notably in primary schools, but it is not associated with higher pupil attainment as indicated by assessment scores at Key Stage 2, Key Stage 4 and value-added measures based on assessments at these points.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"129 - 144"},"PeriodicalIF":1.2,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48940099","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}
Pub Date : 2022-02-22DOI: 10.1080/09645292.2022.2042203
J. Ashworth, Michael Olabisi
ABSTRACT We use the score reports of 375,000 US-based GMAT® test takers to document patterns of mismatch between student ability and school quality. We find substantial levels of mismatch in candidates' selection of MBA programs for score-sending, and by extension, applications. The evidence suggests that the high levels of mismatch in the selection of schools by candidates can explain some of the academic mismatch attributed to school policies. Using discrete choice models, we find candidates are discouraged by distance and motivated by in-state programs. We also find that much of the application overmatch is explained by candidates' preference for high-quality programs.
{"title":"Distance and mismatch in graduate school selection","authors":"J. Ashworth, Michael Olabisi","doi":"10.1080/09645292.2022.2042203","DOIUrl":"https://doi.org/10.1080/09645292.2022.2042203","url":null,"abstract":"ABSTRACT We use the score reports of 375,000 US-based GMAT® test takers to document patterns of mismatch between student ability and school quality. We find substantial levels of mismatch in candidates' selection of MBA programs for score-sending, and by extension, applications. The evidence suggests that the high levels of mismatch in the selection of schools by candidates can explain some of the academic mismatch attributed to school policies. Using discrete choice models, we find candidates are discouraged by distance and motivated by in-state programs. We also find that much of the application overmatch is explained by candidates' preference for high-quality programs.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"1 - 30"},"PeriodicalIF":1.2,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45659495","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}
Pub Date : 2022-02-17DOI: 10.1080/09645292.2022.2036322
N. Horie, I. Iwasaki
ABSTRACT This paper conducts a meta-analysis of 1599 estimates extracted from 69 previous studies to identify time-series changes in returns to schooling in 20 European emerging markets. We examine possible difference in returns to schooling across the region. A meta-synthesis suggests a decreasing trend over time in returns to schooling in European emerging markets. Synthesis results also indicate that the western part of the region tends to have higher returns to schooling than the eastern part. Both the meta-regression analysis of literature heterogeneity and the test for publication selection bias produced findings that are highly consistent with the meta-synthesis results.
{"title":"Returns to schooling in European emerging markets: a meta-analysis","authors":"N. Horie, I. Iwasaki","doi":"10.1080/09645292.2022.2036322","DOIUrl":"https://doi.org/10.1080/09645292.2022.2036322","url":null,"abstract":"ABSTRACT This paper conducts a meta-analysis of 1599 estimates extracted from 69 previous studies to identify time-series changes in returns to schooling in 20 European emerging markets. We examine possible difference in returns to schooling across the region. A meta-synthesis suggests a decreasing trend over time in returns to schooling in European emerging markets. Synthesis results also indicate that the western part of the region tends to have higher returns to schooling than the eastern part. Both the meta-regression analysis of literature heterogeneity and the test for publication selection bias produced findings that are highly consistent with the meta-synthesis results.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"102 - 128"},"PeriodicalIF":1.2,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47139420","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}
Pub Date : 2022-02-15DOI: 10.1080/09645292.2022.2035322
Boukje Compen, Kristof De Witte, Koen Declercq, Wouter Schelfhout
ABSTRACT We evaluate whether a scalable online teacher professional development (OTPD) module that requires little time investment enhances students’ financial literacy. Two randomised controlled trials were performed, with 1827 students, 53 teachers and 47 schools participating. The financial education programme on its own increased students’ financial knowledge, but did not improve financial behaviour. Regarding the OTPD effects, we observed that students’ knowledge scores did not significantly improve, but that behaviour scores were enhanced relative to students whose teachers did not receive access to the OTPD module. In comparison with students in the control condition, behaviour scores improved with 0.39 SD.
{"title":"Improving students’ financial literacy by training teachers using an online professional development module","authors":"Boukje Compen, Kristof De Witte, Koen Declercq, Wouter Schelfhout","doi":"10.1080/09645292.2022.2035322","DOIUrl":"https://doi.org/10.1080/09645292.2022.2035322","url":null,"abstract":"ABSTRACT We evaluate whether a scalable online teacher professional development (OTPD) module that requires little time investment enhances students’ financial literacy. Two randomised controlled trials were performed, with 1827 students, 53 teachers and 47 schools participating. The financial education programme on its own increased students’ financial knowledge, but did not improve financial behaviour. Regarding the OTPD effects, we observed that students’ knowledge scores did not significantly improve, but that behaviour scores were enhanced relative to students whose teachers did not receive access to the OTPD module. In comparison with students in the control condition, behaviour scores improved with 0.39 SD.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"31 1","pages":"77 - 101"},"PeriodicalIF":1.2,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47241139","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}
Pub Date : 2022-02-09DOI: 10.1080/09645292.2022.2035321
Héctor Espinoza, S. Speckesser
ABSTRACT Not much is known about higher technical education in England, but current education policy looks positively at it to improve labour productivity and social mobility. We provide updated estimates of individual earnings differentials associated with such education, compared to achieving degrees, for all secondary school leavers in 2003. We find an early advantage of higher technical education, which erode over time. By age 30, most degree holders earn more. However, for men with higher technical education in STEM, earnings remain significantly above those of many degree holders. For women, such differences were not found.
{"title":"A comparison of earnings related to higher technical and academic education","authors":"Héctor Espinoza, S. Speckesser","doi":"10.1080/09645292.2022.2035321","DOIUrl":"https://doi.org/10.1080/09645292.2022.2035321","url":null,"abstract":"ABSTRACT Not much is known about higher technical education in England, but current education policy looks positively at it to improve labour productivity and social mobility. We provide updated estimates of individual earnings differentials associated with such education, compared to achieving degrees, for all secondary school leavers in 2003. We find an early advantage of higher technical education, which erode over time. By age 30, most degree holders earn more. However, for men with higher technical education in STEM, earnings remain significantly above those of many degree holders. For women, such differences were not found.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":"30 1","pages":"644 - 659"},"PeriodicalIF":1.2,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46765497","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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