Pub Date : 2023-03-08DOI: 10.1080/09645292.2023.2185570
Jamin D. Speer
{"title":"Student performance in online health courses","authors":"Jamin D. Speer","doi":"10.1080/09645292.2023.2185570","DOIUrl":"https://doi.org/10.1080/09645292.2023.2185570","url":null,"abstract":"","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46216350","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 : 2023-03-03DOI: 10.1080/09645292.2023.2181748
E. Greaves
{"title":"Segregation by choice? School choice and segregation in England","authors":"E. Greaves","doi":"10.1080/09645292.2023.2181748","DOIUrl":"https://doi.org/10.1080/09645292.2023.2181748","url":null,"abstract":"","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47826295","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 : 2023-02-25DOI: 10.1080/09645292.2023.2165639
Guilherme Strifezzi Leal, Álvaro Choi
ABSTRACT The effects of affirmative action on the incentives to human capital accumulation are ambiguous from a theoretical perspective and the scarce empirical evidence on the matter provides mixed results. In this paper, we address this issue by investigating the impacts of Brazil’s Law of Quotas on the students’ performance in the college entrance exam, the ENEM. We provide causal evidence that the law fostered incentives to pre-college human capital accumulation, inducing students to attain higher ENEM scores. Moreover, the effects of the quotas were greater in quantitative-intensive subjects and these impacts increased throughout the first years after the law’s implementation.
{"title":"Racial quotas in higher education and pre-college academic performance: evidence from Brazil","authors":"Guilherme Strifezzi Leal, Álvaro Choi","doi":"10.1080/09645292.2023.2165639","DOIUrl":"https://doi.org/10.1080/09645292.2023.2165639","url":null,"abstract":"ABSTRACT The effects of affirmative action on the incentives to human capital accumulation are ambiguous from a theoretical perspective and the scarce empirical evidence on the matter provides mixed results. In this paper, we address this issue by investigating the impacts of Brazil’s Law of Quotas on the students’ performance in the college entrance exam, the ENEM. We provide causal evidence that the law fostered incentives to pre-college human capital accumulation, inducing students to attain higher ENEM scores. Moreover, the effects of the quotas were greater in quantitative-intensive subjects and these impacts increased throughout the first years after the law’s implementation.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43088023","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 : 2023-02-15DOI: 10.1080/09645292.2023.2178640
Amina Ahmed Lahsen, Alan T. Piper, Ida-Anna Thiele
{"title":"The role of gender inequality in the overeducation and life satisfaction relationship: an empirical analysis using panel data from Korea","authors":"Amina Ahmed Lahsen, Alan T. Piper, Ida-Anna Thiele","doi":"10.1080/09645292.2023.2178640","DOIUrl":"https://doi.org/10.1080/09645292.2023.2178640","url":null,"abstract":"","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46162708","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 : 2023-02-13DOI: 10.1080/09645292.2023.2176826
Anna Adamecz-Volgyi, Morag Henderson, Nikki Shure
While it has been shown that university attendance is strongly predicted by parental education, we know very little about why some potential first-generation students make it to university and others do not. This paper looks at the role of non-cognitive skills in the university participation of this disadvantaged group in England. We find that having higher levels of locus of control, academic self-concept, work ethic, and self-esteem in adolescence is positively related to intergenerational educational mobility to university. Our results indicate these skills help potential first-generation students to compensate for their relative disadvantage, and they are especially crucial for boys.
{"title":"Intergenerational educational mobility – The role of non-cognitive skills","authors":"Anna Adamecz-Volgyi, Morag Henderson, Nikki Shure","doi":"10.1080/09645292.2023.2176826","DOIUrl":"https://doi.org/10.1080/09645292.2023.2176826","url":null,"abstract":"While it has been shown that university attendance is strongly predicted by parental education, we know very little about why some potential first-generation students make it to university and others do not. This paper looks at the role of non-cognitive skills in the university participation of this disadvantaged group in England. We find that having higher levels of locus of control, academic self-concept, work ethic, and self-esteem in adolescence is positively related to intergenerational educational mobility to university. Our results indicate these skills help potential first-generation students to compensate for their relative disadvantage, and they are especially crucial for boys.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901841","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 : 2023-02-07DOI: 10.1080/09645292.2023.2170983
Anand Kumar, S. Sahoo
{"title":"Caste, gender, and intersectionality in stream choice: evidence from higher secondary education in India","authors":"Anand Kumar, S. Sahoo","doi":"10.1080/09645292.2023.2170983","DOIUrl":"https://doi.org/10.1080/09645292.2023.2170983","url":null,"abstract":"","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45239430","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 : 2023-02-01DOI: 10.1080/09645292.2023.2173148
F. A. I. González, J. A. Dip
{"title":"School entry cutoff and the timing of births: evidence from Argentina","authors":"F. A. I. González, J. A. Dip","doi":"10.1080/09645292.2023.2173148","DOIUrl":"https://doi.org/10.1080/09645292.2023.2173148","url":null,"abstract":"","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42657900","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 : 2023-02-01DOI: 10.1080/09645292.2023.2169252
María Gil-Izquierdo, J. Cordero, Víctor Cristóbal
ABSTRACT This paper aims to provide evidence on whether the specialization of schools in certain teaching strategies contributes to promoting student skills. Specifically, we will focus on comparing those that make intensive use of innovative practices with those specialized in the use of traditional methodologies. By employing propensity score matching (PSM) to reduce potential bias related to the different characteristics of schools, we provide robust evidence that specialization in the use of innovative teaching practices does not lead to better academic performance and may even be harmful to some competencies.
{"title":"Teaching strategy specialization and student achievement","authors":"María Gil-Izquierdo, J. Cordero, Víctor Cristóbal","doi":"10.1080/09645292.2023.2169252","DOIUrl":"https://doi.org/10.1080/09645292.2023.2169252","url":null,"abstract":"ABSTRACT This paper aims to provide evidence on whether the specialization of schools in certain teaching strategies contributes to promoting student skills. Specifically, we will focus on comparing those that make intensive use of innovative practices with those specialized in the use of traditional methodologies. By employing propensity score matching (PSM) to reduce potential bias related to the different characteristics of schools, we provide robust evidence that specialization in the use of innovative teaching practices does not lead to better academic performance and may even be harmful to some competencies.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42874528","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 : 2022-12-26DOI: 10.1080/09645292.2022.2160432
Dániel Horn, Z. Hermann
ABSTRACT The paper studies a unique education reform that decreased the length of secondary-level vocational education from 4 to 3 years, reducing the time spent on general subjects while keeping the time spent on vocational training. We use a difference-in-difference strategy by comparing reformed schools with early adopters before and after the reform. We find that students’ general skills have dropped considerably, but the probability of dropout has decreased, and the probability of getting a secondary qualification has increased. These results suggest that such a reform will have mixed labour market consequences, at least in the short run.
{"title":"The effect of decreased general training on skills and dropout - Evidence from a vocational school reform in Hungary","authors":"Dániel Horn, Z. Hermann","doi":"10.1080/09645292.2022.2160432","DOIUrl":"https://doi.org/10.1080/09645292.2022.2160432","url":null,"abstract":"ABSTRACT The paper studies a unique education reform that decreased the length of secondary-level vocational education from 4 to 3 years, reducing the time spent on general subjects while keeping the time spent on vocational training. We use a difference-in-difference strategy by comparing reformed schools with early adopters before and after the reform. We find that students’ general skills have dropped considerably, but the probability of dropout has decreased, and the probability of getting a secondary qualification has increased. These results suggest that such a reform will have mixed labour market consequences, at least in the short run.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47181324","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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