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Early earnings trajectories of international students after graduation from postsecondary programs: evidence from Canadian administrative data 国际学生高等教育项目毕业后的早期收入轨迹:来自加拿大行政数据的证据
IF 1.2 Q3 Social Sciences
Education Economics
Pub Date : 2022-07-20 DOI: 10.1080/09645292.2022.2102151
Youjin Choi, F. Hou, Ping Ching Winnie Chan
ABSTRACT Using two administrative datasets, this study investigates the role of various pre-graduation characteristics in accounting for earnings differences between international and domestic students during their first five years after graduation from Canadian postsecondary institutions. It demonstrates that international students earned less than domestic students when they worked in Canada after graduation. Fewer years of pre-graduation work experience and lower levels of pre-graduation earnings among international students accounted for most of their observed disadvantage in post-graduation earnings. We discuss possible interpretations of the results and the implications in reducing the earnings gaps between international and domestic students after graduation.
摘要:本研究使用两个管理数据集，调查了各种毕业前特征在加拿大高等教育机构毕业后前五年国际学生和国内学生收入差异中的作用。它表明，国际学生毕业后在加拿大工作时的收入低于国内学生。国际学生毕业前的工作经验较少，毕业前的收入水平较低，这是他们在毕业后收入方面的主要劣势。我们讨论了对研究结果的可能解释，以及对缩小国际学生和国内学生毕业后收入差距的影响。
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引用次数: 2
Local education spending mandates: Indonesia’s 20 percent rule 地方教育支出规定：印尼20%的规定
IF 1.2 Q3 Social Sciences
Education Economics
Pub Date : 2022-07-05 DOI: 10.1080/09645292.2022.2095353
B. Lewis
ABSTRACT Education spending mandates are popular around the world, especially among central governments in large, decentralized nations, who find that they may be useful in influencing varied local fiscal behavior. I evaluate Indonesia’s education spending mandate policy, which insists that district governments allocate at least 20 percent of their budgets to education. I find that the mandate has indeed induced some districts to spend more on education than they otherwise might have, thereby meeting the official target. However, the evidence indicates that the local spending mandate has had no significant effect on improving school participation and learning outcomes.
摘要教育支出授权在世界各地都很受欢迎，尤其是在权力分散的大国的中央政府中，他们发现这些授权可能有助于影响不同的地方财政行为。我评估了印尼的教育支出授权政策，该政策坚持要求地区政府将至少20%的预算用于教育。我发现，这项授权确实促使一些地区在教育方面的支出超过了其他地区，从而达到了官方目标。然而，有证据表明，地方支出授权对提高学校参与度和学习成绩没有显著影响。
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引用次数: 2
Low-stakes standardized tests in British Columbia, Canada: system accountability and/or individual feedback? 加拿大不列颠哥伦比亚省的低风险标准化考试：系统问责制和/或个人反馈？
IF 1.2 Q3 Social Sciences
Education Economics
Pub Date : 2022-06-21 DOI: 10.1080/09645292.2022.2091113
Sergei Filiasov, Arthur Sweetman
ABSTRACT A jurisdiction-wide zero-stakes Foundational Skills Assessment administered in grade 4 in British Columbia, Canada, used a three-point scale to publicly disseminate aggregate school/district-level results, and a five-point scale to convey results to students/parents. For a variety of long-term outcomes, a regression discontinuity analysis shows a positive, but modest in magnitude, ‘system accountability’ effect for girls who fall just below the lowest threshold on the three-point scale for reading. For numeracy the findings are less precise but suggest a positive ‘feedback effect’ for girls who fall just below the highest five-point scale cut-off. No statistically significant effects are observed for boys.
摘要加拿大不列颠哥伦比亚省4年级进行的一项全司法管辖区的零风险基础技能评估使用了三分制来公开传播学校/地区层面的综合成绩，并使用了五分制来向学生/家长传达成绩。对于各种长期结果，回归不连续性分析显示，对于在三点阅读量表中略低于最低阈值的女孩来说，“系统问责”效应是积极的，但幅度不大。对于计算能力，研究结果不太准确，但对那些刚好低于最高五分制界限的女孩来说，这是一种积极的“反馈效应”。没有观察到对男孩有统计学意义的影响。
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引用次数: 1
Socio-economic gaps in educational aspirations: do experiences and attitudes matter? 教育愿望方面的社会经济差距：经验和态度重要吗？
IF 1.2 Q3 Social Sciences
Education Economics
Pub Date : 2022-06-14 DOI: 10.1080/09645292.2022.2082385
T. Agasisti, Konstantina I. Maragkou
ABSTRACT We use detailed survey data linked to administrative records from secondary schools in England to investigate potential channels contributing to the socio-economic gap in post-compulsory educational aspirations. We investigate the role of experiences and attitudes including the provision of information, advice and guidance (IAG), bullying victimisation, locus of control and self-perception of academic potential. Our findings indicate a significant socio-economic gap in aspirations to stay in education, to follow the academic rather than the vocational route, and to attend university. We use decomposition analysis to show that the experiences we consider are not statistically correlated with the observed socio-economic gap while differences in attitudes explain up to 22% of the effect. The findings suggest that investing in self-esteem building and attribution training programmes within schools could contribute to equalising educational outcomes.
摘要：我们使用与英格兰中学行政记录相关的详细调查数据，调查造成义务教育后教育愿望社会经济差距的潜在渠道。我们调查了经验和态度的作用，包括提供信息、建议和指导（IAG）、欺凌受害者、控制点和对学术潜力的自我感知。我们的研究结果表明，在继续接受教育、走学术而非职业道路以及上大学的愿望方面，存在着巨大的社会经济差距。我们使用分解分析来表明，我们考虑的经历与观察到的社会经济差距在统计上没有相关性，而态度的差异解释了高达22%的影响。研究结果表明，在学校内投资于自尊建设和归因培训计划有助于均衡教育成果。
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引用次数: 1
Socioeconomic disadvantage, ability to pay and university attendance in Australia 社会经济劣势，支付能力和在澳大利亚的大学入学率
IF 1.2 Q3 Social Sciences
Education Economics
Pub Date : 2022-06-07 DOI: 10.1080/09645292.2022.2085668
Buly A. Cardak, C. Ryan
ABSTRACT Evidence from around the world shows low university participation among young people from low socioeconomic status backgrounds. A common concern is that disadvantaged young people may be unable to afford higher education costs. Using data on government benefits intended to support students from low income households in high school, we identify students at risk of being unable to pay higher education costs. Large differences in university participation rates are observed which are no longer evident after controlling for high school achievement. Results suggest improving high school achievement is an important channel through which disadvantaged student participation may be improved.
摘要来自世界各地的证据表明，社会经济地位低的年轻人的大学参与率较低。一个普遍的担忧是，处境不利的年轻人可能无法负担更高的教育费用。利用旨在支持低收入家庭高中学生的政府福利数据，我们确定了有无力支付高等教育费用风险的学生。观察到大学参与率的巨大差异，在控制了高中成绩后，这种差异不再明显。研究结果表明，提高高中成绩是提高弱势学生参与度的重要途径。
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引用次数: 0
The effect of terrorism on continuing education: evidence from Pakistan 恐怖主义对继续教育的影响：来自巴基斯坦的证据
IF 1.2 Q3 Social Sciences
Education Economics
Pub Date : 2022-05-05 DOI: 10.1080/09645292.2022.2073584
Umer Javeid, S. Pratt, Handi Li, Guochang Zhao
ABSTRACT Education has wide-ranging benefits to both the individual and wider society. This article investigates the consequences of terrorist incidents on whether households can further their children’s schooling. Using both the Global Terrorism Database and Pakistan’s Social and Living Standards Measurement, we find that persistent exposure to terrorism significantly reduces the likelihood that parents will continue their children’s education. The result suggests, that for every million people, an increase in terrorist incidents causes 26,501 fewer children to continue their education at the primary school education level. We also examine the results by various demographic segments and types of terrorism attacks.
摘要教育对个人和整个社会都有广泛的好处。这篇文章调查了恐怖事件对家庭是否可以继续让孩子上学的影响。通过使用全球恐怖主义数据库和巴基斯坦的社会和生活水平衡量，我们发现，持续接触恐怖主义大大降低了父母继续子女教育的可能性。结果表明，每100万人中，恐怖事件的增加导致继续接受小学教育的儿童减少26501人。我们还审查了不同人口群体和恐怖主义袭击类型的结果。
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引用次数: 0
Getting to Grade 10 in Vietnam: does an employment boom discourage schooling? 越南上10年级：就业热潮会阻碍上学吗？
IF 1.2 Q3 Social Sciences
Education Economics
Pub Date : 2022-05-01 DOI: 10.1080/09645292.2022.2068138
I. Coxhead, N. Vuong, Phong Nguyen
ABSTRACT Blue-collar employment growth increases schooling opportunities by raising incomes, but also reduces incentives for some students to advance beyond compulsory education. These contradictory influences may help to explain relatively slow and uneven growth of progression to upper-secondary schooling in Vietnam, which has experienced a foreign investment boom in mainly low-skill manufacturing industries. We use data on participation rates and scores in an upper-secondary school entrance exam to analyze variation due to demand-side and supply-side factors. The data come from less advanced provinces and so illuminate the challenges of deepening educational development at the extensive margin, especially among ethnic minority populations.
蓝领就业的增长通过提高收入增加了受教育的机会，但也减少了一些学生超越义务教育的动力。这些相互矛盾的影响可能有助于解释越南高中教育进展相对缓慢和不平衡的增长，越南经历了主要是低技能制造业的外国投资热潮。我们使用高中入学考试参与率和分数的数据来分析由于需求侧和供给侧因素造成的变化。这些数据来自不太发达的省份，因此说明了在广泛的边缘地区，特别是少数民族地区，深化教育发展所面临的挑战。
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引用次数: 2
Industrial composition and intergenerational educational mobility 产业构成与代际教育流动
IF 1.2 Q3 Social Sciences
Education Economics
Pub Date : 2022-04-20 DOI: 10.1080/09645292.2022.2061427
Stephan D. Whitaker

ABSTRACT

Using the National Longitudinal Surveys of Youth (NLSY), this article examines the influence of a region’s industrial composition on the educational attainment of children raised by parents who do not have college degrees. The NLSY’s geo-coded panel allows for precise measurements of the local industries that shaped the parents’ employment opportunities and the labor market that the children directly observed. For cohorts finishing school in the 1990s and early 2000s, concentrations of manufacturing are positively associated with both high school and college attainment. Concentrations of college-degree-intensive industries are positively associated with college attainment. I investigate several potential mechanisms that could relate the industrial composition to educational attainment, including returns to education, opportunity costs, parental inputs, community resources, and information.

摘要本文运用全国青年纵向调查(NLSY)，考察了地区产业构成对无大学学历家庭子女受教育程度的影响。NLSY的地理编码面板可以精确测量影响父母就业机会的当地产业，以及孩子们直接观察到的劳动力市场。对于20世纪90年代和21世纪初完成学业的人群来说，制造业的集中度与高中和大学成绩呈正相关。大学学位密集型产业的集中度与大学成绩呈正相关。我研究了几个可能将产业构成与受教育程度联系起来的潜在机制，包括教育回报、机会成本、父母投入、社区资源和信息。
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引用次数: 0
Does graduate education abroad matter? Evidence from Burkina Faso 国外的研究生教育重要吗？来自布基纳法索的证据
IF 1.2 Q3 Social Sciences
Education Economics
Pub Date : 2022-04-13 DOI: 10.1080/09645292.2022.2059805
Abdoulganiour Almame Tinta, S. Ouedraogo, Noel Thiombiano
ABSTRACT This paper addresses international student migration, return migration and labor market entry by examining the effects of graduate educational migration on employment, type of employment, wage and wait time to obtain employment. Using primary data collected in 2021 on 1774 burkinabè graduates, including non-migrants and migrants (returnees and non-returnees), the results are mixed. Migration for studies does not provide better access to employment for returnees because they take longer to get a job despite having degrees from schools abroad and earning more. Controlling for selection bias, Ph.D. graduates take longer to find jobs than do Master's graduates. Arbitrating between unemployment and a lower-skilled job, the findings highlight that the returnees prefer unemployment. Assignment and queuing theories are supported for returnees.
摘要本文通过研究研究生教育移民对就业、就业类型、工资和就业等待时间的影响，探讨了国际学生移民、回国移民和劳动力市场进入问题。使用2021年收集的1774名布基纳法索毕业生的初步数据，包括非移民和移民（回返者和非回返者），结果喜忧参半。留学移民并不能为回国者提供更好的就业机会，因为尽管他们拥有国外学校的学位，收入也更高，但他们找工作的时间更长。为了控制选拔偏见，博士毕业生比硕士毕业生找工作的时间更长。在失业和低技能工作之间进行权衡，研究结果突出表明，回归者更喜欢失业。分配理论和排队理论支持返回者。
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引用次数: 0
Digital device use and scientific literacy: an examination using Programme for International Student assessment (PISA) 2015 data 数字设备使用和科学素养:使用2015年国际学生评估项目(PISA)数据的考试
IF 1.2 Q3 Social Sciences
Education Economics
Pub Date : 2022-04-13 DOI: 10.1080/09645292.2022.2063797
Fan Dong, M. Kula
ABSTRACT This paper uses data from the OECD’s 2015 PISA and an endogenous treatment effects model to investigate the impact of different intensities of digital device use for academic purposes on science learning outcomes. When we do not differentiate the location of device use, we find that greater use can help students improve their science scores in most of the countries. When we consider school and outside-of-school use separately, we find the above positive results are driven by outside-of-school digital device use and that there are more negative results of increased device use at school.
摘要:本文利用经合组织2015年国际学生评估项目(PISA)的数据和内源性治疗效应模型，研究了不同强度的学术数字设备使用对科学学习成果的影响。当我们不区分设备使用的位置时，我们发现，在大多数国家，更多地使用设备可以帮助学生提高他们的科学成绩。当我们单独考虑学校和校外使用时，我们发现上述积极结果是由校外数字设备使用驱动的，而在学校增加设备使用则有更多的负面结果。
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引用次数: 0
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