Pub Date : 2022-12-26DOI: 10.1080/09645292.2022.2156981
Valentine Jacobs, Kevin Pineda-Hernández, François Rycx, Mélanie Volral
We provide first evidence of the impact of over-education, among natives and immigrants, on firm-level productivity and wages. Our results show that the over-education wage premium is higher for na...
{"title":"Does over-education raise productivity and wages equally? The moderating role of workers’ origin and immigrants’ background","authors":"Valentine Jacobs, Kevin Pineda-Hernández, François Rycx, Mélanie Volral","doi":"10.1080/09645292.2022.2156981","DOIUrl":"https://doi.org/10.1080/09645292.2022.2156981","url":null,"abstract":"We provide first evidence of the impact of over-education, among natives and immigrants, on firm-level productivity and wages. Our results show that the over-education wage premium is higher for na...","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":"138507516","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 : 2022-11-18DOI: 10.1080/09645292.2022.2141199
Nadja Bömmel, Guido Heineck
ABSTRACT
Many studies suggest a relationship between education and political participation, but only some address causality. We add to this by re-examining the German case. For identification, we exploit an exogenous increase in compulsory schooling, and use data from the National Educational Panel Study (NEPS). The data enable analyses that do not rely solely on the conversion of school-leaving qualifications into schooling duration but use the individuals’ actual length of schooling as part of their educational biographies. Our results indicate that the well-known association between education and political participation partially reflects causal effects.
{"title":"Revisiting the causal effect of education on political participation and interest","authors":"Nadja Bömmel, Guido Heineck","doi":"10.1080/09645292.2022.2141199","DOIUrl":"https://doi.org/10.1080/09645292.2022.2141199","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>Many studies suggest a relationship between education and political participation, but only some address causality. We add to this by re-examining the German case. For identification, we exploit an exogenous increase in compulsory schooling, and use data from the National Educational Panel Study (NEPS). The data enable analyses that do not rely solely on the conversion of school-leaving qualifications into schooling duration but use the individuals’ actual length of schooling as part of their educational biographies. Our results indicate that the well-known association between education and political participation partially reflects causal effects.</p>","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138507522","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 : 2022-11-03DOI: 10.1080/09645292.2022.2141200
J. Monks
ABSTRACT Despite increased scrutiny of administrators’ salaries in higher education, little is known about the determinants of executive-level compensation at universities. This study examines the individual and institutional determinants of compensation of business school deans, in the United States, with a focus on differentials between private and public university deans, in the level of remuneration and the structure of compensation. Specifically, using a Oaxaca-decomposition, I estimate that despite managing smaller, less research intensive business schools, private university business school deans earn approximately 15% more than comparable public university deans, and that they are compensated more for managing finances than for managing students.
{"title":"Public versus private business school deans’ salary levels and structure in the United States","authors":"J. Monks","doi":"10.1080/09645292.2022.2141200","DOIUrl":"https://doi.org/10.1080/09645292.2022.2141200","url":null,"abstract":"ABSTRACT Despite increased scrutiny of administrators’ salaries in higher education, little is known about the determinants of executive-level compensation at universities. This study examines the individual and institutional determinants of compensation of business school deans, in the United States, with a focus on differentials between private and public university deans, in the level of remuneration and the structure of compensation. Specifically, using a Oaxaca-decomposition, I estimate that despite managing smaller, less research intensive business schools, private university business school deans earn approximately 15% more than comparable public university deans, and that they are compensated more for managing finances than for managing students.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47447828","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 : 2022-09-29DOI: 10.1080/09645292.2022.2128053
Rafiuddin Najam, Alison Johnston
ABSTRACT Public higher education is chronically under-funded in developing countries, making private investment necessary for human capital development. We investigate if information provision mobilizes support for private investment in public higher education by employing an online RCT in Afghanistan. We find that information cues impact respondents’ support for how education should be financed. Respondents that received information about the current amount of funding devoted to different levels of education (including tuition amounts for private tertiary programs), became more partial to prioritizing public funding for primary and secondary education over tertiary education but also became more supportive of tuition introduction in public universities.
{"title":"Information provision and preferences toward tuition introduction in public universities: evidence from a survey experiment in Afghanistan","authors":"Rafiuddin Najam, Alison Johnston","doi":"10.1080/09645292.2022.2128053","DOIUrl":"https://doi.org/10.1080/09645292.2022.2128053","url":null,"abstract":"ABSTRACT Public higher education is chronically under-funded in developing countries, making private investment necessary for human capital development. We investigate if information provision mobilizes support for private investment in public higher education by employing an online RCT in Afghanistan. We find that information cues impact respondents’ support for how education should be financed. Respondents that received information about the current amount of funding devoted to different levels of education (including tuition amounts for private tertiary programs), became more partial to prioritizing public funding for primary and secondary education over tertiary education but also became more supportive of tuition introduction in public universities.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498223","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 : 2022-09-19DOI: 10.1080/09645292.2022.2113861
G. Wyness, L. Macmillan, Jake Anders, Catherine Dilnot
ABSTRACT Students in the UK apply to university with teacher-predicted examination grades, rather than actual results. These predictions have been shown to be inaccurate, and to favour certain groups, leading to concerns about teacher bias. We ask whether it is possible to improve on the accuracy of teachers’ predictions by predicting pupil achievement using prior attainment data and machine learning techniques. While our models do lead to a quantitative improvement on teacher predictions, substantial inaccuracies remain. Our models also underpredict high-achieving state school pupils and low socio-economic status pupils, suggesting they have more volatile education trajectories. This raises questions about the use of predictions in the UK system.
{"title":"Grade expectations: how well can past performance predict future grades?","authors":"G. Wyness, L. Macmillan, Jake Anders, Catherine Dilnot","doi":"10.1080/09645292.2022.2113861","DOIUrl":"https://doi.org/10.1080/09645292.2022.2113861","url":null,"abstract":"ABSTRACT Students in the UK apply to university with teacher-predicted examination grades, rather than actual results. These predictions have been shown to be inaccurate, and to favour certain groups, leading to concerns about teacher bias. We ask whether it is possible to improve on the accuracy of teachers’ predictions by predicting pupil achievement using prior attainment data and machine learning techniques. While our models do lead to a quantitative improvement on teacher predictions, substantial inaccuracies remain. Our models also underpredict high-achieving state school pupils and low socio-economic status pupils, suggesting they have more volatile education trajectories. This raises questions about the use of predictions in the UK system.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44053696","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 : 2022-09-10DOI: 10.1080/09645292.2022.2119549
A. Inoue, Ryuichi Tanaka
ABSTRACT We examine whether and how teachers’ major fields in college affect students’ achievement, exploiting within-student variation across subfields in natural science (i.e. physics, chemistry, biology, and Earth science). Using middle-school students’ data from the TIMSS and controlling for student-teacher fixed effects, we find that teachers improve students’ achievement in subfields of natural sciences correspond to their college majors. Teaching practices explain about half of the effect, mostly accounted for by teachers’ preparation for teaching science topics. The results are robust to potential endogenous matching between students and teachers.
{"title":"Do teachers’ college majors affect students’ academic achievement in the sciences? A cross-subfields analysis with student-teacher fixed effects","authors":"A. Inoue, Ryuichi Tanaka","doi":"10.1080/09645292.2022.2119549","DOIUrl":"https://doi.org/10.1080/09645292.2022.2119549","url":null,"abstract":"ABSTRACT We examine whether and how teachers’ major fields in college affect students’ achievement, exploiting within-student variation across subfields in natural science (i.e. physics, chemistry, biology, and Earth science). Using middle-school students’ data from the TIMSS and controlling for student-teacher fixed effects, we find that teachers improve students’ achievement in subfields of natural sciences correspond to their college majors. Teaching practices explain about half of the effect, mostly accounted for by teachers’ preparation for teaching science topics. The results are robust to potential endogenous matching between students and teachers.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49127701","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 : 2022-09-05DOI: 10.1080/09645292.2022.2119550
L. Melo-Becerra, Jorge Enrique Ramos-Forero, Jorge Leonardo Rodríguez Arenas, Héctor M. Zárate-Solano
ABSTRACT This paper describes some indicators of the Colombian educational system considering the effect of the pandemic and assesses the causal effect of an alternation plan between face-to-face and remote education, conducted in 2020, on the results of an achievement test. Indicators reveal that the pandemic caused a greater demand for education services in public schools, increased dropout, and repetition rates, and widened the gaps in academic performance. The causal empirical exercise indicates that the students who participated in the experiment obtained, on average, better results in the achievement test compared to students who remained in the non-face-to-face scheme.
{"title":"The impact of an alternation plan between face-to-face and remote education on academic achievement","authors":"L. Melo-Becerra, Jorge Enrique Ramos-Forero, Jorge Leonardo Rodríguez Arenas, Héctor M. Zárate-Solano","doi":"10.1080/09645292.2022.2119550","DOIUrl":"https://doi.org/10.1080/09645292.2022.2119550","url":null,"abstract":"ABSTRACT This paper describes some indicators of the Colombian educational system considering the effect of the pandemic and assesses the causal effect of an alternation plan between face-to-face and remote education, conducted in 2020, on the results of an achievement test. Indicators reveal that the pandemic caused a greater demand for education services in public schools, increased dropout, and repetition rates, and widened the gaps in academic performance. The causal empirical exercise indicates that the students who participated in the experiment obtained, on average, better results in the achievement test compared to students who remained in the non-face-to-face scheme.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42155216","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 : 2022-08-25DOI: 10.1080/09645292.2022.2113858
Weili Ding, Yipeng Tang, Yongmei Hu
ABSTRACT In this paper, we analyze recently collected data that conducts a unique assessment of high school student performance for over two thousand students from five Chinese provinces. Across three domains of scientific intelligence tested, we document heterogeneous gender gaps in academic performance. These differences generally arise due to differential productivity of inputs to the education production process and not differential levels of inputs. At many quantiles of the achievement distribution, girls perform better than boys when identifying scientific issues, whereas the converse holds on the portion of the assessment that measures whether one can apply scientific evidence. These differences may partially explain the subsequent gap in decision to major in specific STEM disciplines in college. Further, our results imply caution from using a single summative gender achievement gap measure when gender gaps in subject knowledge are not constant across each domain of intelligence examined within the test.
{"title":"Closing the gender gap in science: new evidence from urban China","authors":"Weili Ding, Yipeng Tang, Yongmei Hu","doi":"10.1080/09645292.2022.2113858","DOIUrl":"https://doi.org/10.1080/09645292.2022.2113858","url":null,"abstract":"ABSTRACT In this paper, we analyze recently collected data that conducts a unique assessment of high school student performance for over two thousand students from five Chinese provinces. Across three domains of scientific intelligence tested, we document heterogeneous gender gaps in academic performance. These differences generally arise due to differential productivity of inputs to the education production process and not differential levels of inputs. At many quantiles of the achievement distribution, girls perform better than boys when identifying scientific issues, whereas the converse holds on the portion of the assessment that measures whether one can apply scientific evidence. These differences may partially explain the subsequent gap in decision to major in specific STEM disciplines in college. Further, our results imply caution from using a single summative gender achievement gap measure when gender gaps in subject knowledge are not constant across each domain of intelligence examined within the test.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43528085","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 : 2022-08-23DOI: 10.1080/09645292.2022.2113860
Rodrigo Alegría, Pablo Cárabe, Alejandro Chahoud, Ainara González de San Román
ABSTRACT This research considers the innovative educational strategy known as the liquid learning system, which allows students attending classes either online or face-to-face. This system was implemented for the first time at a private European university in 2020 as a reaction to the Covid-19 pandemic. Emphasis is placed on the effect of the online choice on student academic performance. Using Instrumental Variables to control for self-selection bias, our findings show a significant gap in the form of lower grades for online students. Quantile regressions reveal that those in the lower tail of the grade distribution are the most adversely affected.
{"title":"The novel liquid learning system and the online gap in academic performance","authors":"Rodrigo Alegría, Pablo Cárabe, Alejandro Chahoud, Ainara González de San Román","doi":"10.1080/09645292.2022.2113860","DOIUrl":"https://doi.org/10.1080/09645292.2022.2113860","url":null,"abstract":"ABSTRACT This research considers the innovative educational strategy known as the liquid learning system, which allows students attending classes either online or face-to-face. This system was implemented for the first time at a private European university in 2020 as a reaction to the Covid-19 pandemic. Emphasis is placed on the effect of the online choice on student academic performance. Using Instrumental Variables to control for self-selection bias, our findings show a significant gap in the form of lower grades for online students. Quantile regressions reveal that those in the lower tail of the grade distribution are the most adversely affected.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43807674","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 : 2022-08-08DOI: 10.1080/09645292.2022.2104812
R. Ambler, Gervas Huxley, Mike W. Peacey
ABSTRACT Using the rights contained in the Freedom of Information Act, we collected data on the teaching undertaken by staff at 52 UK universities. In contrast to workload modelling, our data reveals the extent of the variation in contact hours by institution, subject, and seniority. We provide for the first time an accurate measure of the teaching undertaken by staff on different contract types. One of our findings is that few universities employ full-time Teaching-only staff. It is some of the most prestigious universities that are leading the way in promoting this specialisation, with important implications for teaching and research.
{"title":"Teaching at university","authors":"R. Ambler, Gervas Huxley, Mike W. Peacey","doi":"10.1080/09645292.2022.2104812","DOIUrl":"https://doi.org/10.1080/09645292.2022.2104812","url":null,"abstract":"ABSTRACT Using the rights contained in the Freedom of Information Act, we collected data on the teaching undertaken by staff at 52 UK universities. In contrast to workload modelling, our data reveals the extent of the variation in contact hours by institution, subject, and seniority. We provide for the first time an accurate measure of the teaching undertaken by staff on different contract types. One of our findings is that few universities employ full-time Teaching-only staff. It is some of the most prestigious universities that are leading the way in promoting this specialisation, with important implications for teaching and research.","PeriodicalId":46682,"journal":{"name":"Education Economics","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44635951","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：