Economics of Education Review最新文献

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Wage returns to human capital resulting from an extra year of primary school: Evidence from Egypt 多上一年小学教育带来的人力资本工资回报：来自埃及的证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2026-01-27 DOI: 10.1016/j.econedurev.2026.102760

Ragui Assaad , Abdurrahman B. Aydemir , Meltem Dayıoğlu , Murat Güray Kırdar

In this paper, we examine the wage returns to an extra year of primary school using a policy reform in Egypt, which reduced compulsory primary schooling from 6 to 5 years. Since this policy changed the duration of primary school while providing the same diploma, we can estimate the human capital effects holding the sheepskin effects constant. We find that the wage returns to an extra year of primary school for Egyptian men aged 24–44 are a statistically insignificant 2–4 percent. Despite the low returns for the overall population, the returns are much higher for men born in rural areas and men whose fathers have low levels of education—indicating important human capital effects for underprivileged boys. Consistent with this result, we find that the policy effects of a one-year reduction in primary schooling on schooling attainment at various levels are more adverse for underprivileged boys. Our findings, therefore, suggest that such a policy could be particularly detrimental for students from lower socioeconomic groups—contributing to increased inequality.

在本文中，我们使用埃及的一项政策改革来检验额外一年小学教育的工资回报，该政策改革将义务小学教育从6年减少到5年。由于该政策在提供相同文凭的情况下改变了小学教育年限，我们可以在保持羊皮效应不变的情况下估计人力资本效应。我们发现，对于24-44岁的埃及男性来说，多上一年的小学教育所带来的工资回报在统计上微不足道，只有2 - 4%。尽管总体回报率较低，但出生在农村地区的男性和父亲受教育程度较低的男性的回报率要高得多——这表明，对贫困男孩来说，人力资本效应很重要。与这一结果一致，我们发现，减少一年小学教育对各级学校教育成就的政策影响对贫困男孩更为不利。因此，我们的研究结果表明，这样的政策对社会经济地位较低的学生尤其有害，会加剧不平等。

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引用次数: 0

From teacher quality to teaching quality: Instructional productivity and teaching practices 从教师素质到教学质量：教学生产力与教学实践

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2026-01-20 DOI: 10.1016/j.econedurev.2026.102759

Simon Briole

This paper estimates the causal effects of math instructional time on student achievement using within-student variation across math topics in the TIMSS 2011 data. Based on the assessment’s detailed measurement of math skills, it shows that each weekly hour of math instruction in a given topic increases student test scores in that topic by 4.3% of a SD. However, the productivity of instructional time varies significantly based on the implementation of teaching practices that prioritize student active participation: teachers emphasizing these practices are more than twice as productive as other teachers. This result holds true regardless of student gender, social origin, and is observed internationally in 42 countries.

本文利用2011年TIMSS数据中数学主题的学生内部差异来估计数学教学时间对学生成绩的因果影响。根据该评估对数学技能的详细测量，它表明，每周在给定主题上每上一个小时的数学教学，学生在该主题上的考试成绩就会提高4.3%的标准差。然而，教学时间的生产力根据优先考虑学生积极参与的教学实践的实施而有很大差异：强调这些实践的教师的生产力是其他教师的两倍以上。无论学生的性别、社会出身如何，这一结果都是正确的，并且在42个国家得到了观察。

引用次数: 0

Influence of within-class age differences on adolescents’ eating behaviors 班级内年龄差异对青少年饮食行为的影响

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2026-01-13 DOI: 10.1016/j.econedurev.2025.102756

Luca Fumarco , Sven A. Hartmann , Francesco Principe

This study examines within-class age differences as a novel determinant of adolescents’ dietary behaviors, isolating it from confounders such as absolute age, season of birth, and country-specific school entry rules. Using a multi-country dataset of over 600,000 European students, we find that younger students within a class exhibit poorer dietary habits. Since confounders are controlled for, these effects are likely driven by peer influence. The findings are robust across various model specifications, with minimal variation across gender, socio-economic status, and family composition, highlighting the broad relevance of relative age effects on adolescent diet.

本研究将班级内年龄差异作为青少年饮食行为的新决定因素进行了调查，将其与绝对年龄、出生季节和国家特定入学规则等混杂因素隔离开来。使用超过60万欧洲学生的多国数据集，我们发现一个班级中年龄较小的学生表现出较差的饮食习惯。由于混杂因素是可控的，这些影响很可能是由同伴影响驱动的。研究结果在各种模型规格中都是稳健的，性别、社会经济地位和家庭组成之间的差异最小，突出了相对年龄对青少年饮食影响的广泛相关性。

引用次数: 0

From curriculum to career: Early-career labor market effects of the Common Core 从课程到职业：共同核心对早期职业劳动力市场的影响

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2026-01-08 DOI: 10.1016/j.econedurev.2025.102758

Dong Woo Hahm

This paper examines early-career labor market effects of the Common Core State Standards (CCSS), a nationwide curriculum standards reform aimed at raising K-12 instructional standards. Leveraging variation in the timing of CCSS adoption across states and differential exposure across birth cohorts, I apply a difference-in-differences framework to American Community Survey data. The results show that greater CCSS exposure increases young adults’ wage income, primarily through higher labor supply along the intensive margin rather than through changes in educational attainment or labor force participation. Evidence on occupations, industries, and college degree fields suggests that the CCSS improved sorting into jobs requiring less physical abilities and more interpersonal and cognitive skills. The findings highlight the potential of nationwide, standards-based reforms to enhance baseline labor market readiness and support more equitable early-career outcomes.

本文研究了共同核心州标准（CCSS）对早期职业劳动力市场的影响，CCSS是一项旨在提高K-12教学标准的全国性课程标准改革。利用各州CCSS采用时间的差异和出生队列的差异暴露，我将差异中的差异框架应用于美国社区调查数据。结果表明，较高的社会保障风险敞口增加了年轻人的工资收入，这主要是通过提高劳动力供给，而不是通过教育程度或劳动力参与率的变化。职业、行业和大学学位领域的证据表明，CCSS改善了对体力要求较低、人际关系和认知技能要求较高的工作的分类。研究结果强调了在全国范围内开展以标准为基础的改革的潜力，以提高劳动力市场的基准准备程度，并支持更公平的早期职业成果。

引用次数: 0

What happens when we pay our teachers more? Evidence from New Jersey public schools 如果我们给老师加薪会怎么样？来自新泽西公立学校的证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2026-01-06 DOI: 10.1016/j.econedurev.2025.102755

Prasiddha Shakya

This paper examines the impact of increasing teacher salaries on student outcomes by exploiting variation from the “50K The First Day” campaign that established a $50,000 salary floor for new teachers across New Jersey school districts. Using school-level data from 2003 to 2019, I employ a staggered difference-in-differences design with variation in both timing and magnitude and first show that the campaign shifted the entire salary schedule, raising pay for incumbents as well as new teachers (approximately $1500 on average). I then estimate effects on standardized achievement, graduation, and near-term college enrollment. Achievement gains emerge gradually: by five years after adoption, high school Math and ELA increase by about 0.15–0.20 and 0.12–0.17 standard deviations (SD), respectively with modest increases in Grade 4 Math, average effects are 0.03–0.05 SD. Despite higher salaries across the experience distribution, per-pupil spending – both total and teacher-specific – does not increase. Instead, districts appear to finance the schedule change through modest staffing reductions. Analyzing the mechanisms through which these positive effects could have been observed, I rule out teacher migration as a key driver suggesting that the observed improvements are more likely due to changes in teacher motivation and the quality of new teachers entering the profession.

本文研究了教师工资增加对学生成绩的影响，通过利用“50K第一天”活动的变化，该活动为新泽西州各学区的新教师建立了50,000美元的工资底线。利用2003年至2019年的学校层面数据，我采用了时间和幅度都不同的交错差异设计，首先表明该活动改变了整个工资时间表，提高了在职教师和新教师的工资（平均约为1500美元）。然后估计对标准化成绩、毕业和近期大学入学的影响。成绩的提高是逐渐显现的：收养5年后，高中数学和ELA分别提高了约0.15-0.20和0.12-0.17个标准差（SD），其中四年级数学有适度的提高，平均效果为0.03-0.05 SD。尽管经历分配的每个学生的工资都有所提高，但每个学生的支出——无论是总体支出还是针对教师的支出——并没有增加。相反，各学区似乎通过适度裁员来为时间表的改变提供资金。通过分析观察到这些积极影响的机制，我排除了教师迁移是一个关键驱动因素的可能性，这表明观察到的改善更有可能是由于教师动机的变化和新教师进入该行业的质量。

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引用次数: 0

Expanding school counseling: The impacts of California funding changes 扩大学校咨询：加州资金变化的影响

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2026-01-03 DOI: 10.1016/j.econedurev.2025.102754

Daniel Sparks , Christine Mulhern

Counselors are a common school resource for students navigating complicated and consequential education choices, but most students have limited access to them. We study one of the largest U.S. policies to increase access to school counselors. We use a variety of panel-based estimators to show that California’s Supplemental School Counseling Program increased the number of counselors on staff by about one and improved counselor to student ratios, but reduced average counselor experience. We find that increased funding for counselors led to large increases in high school graduation and measures of school climate. The policy also led to more modest gains in California high school exit exam performance and some public college enrollment rates. These impacts were largest at high poverty and rural schools, as well as for students who were male, socioeconomically disadvantaged, or Black or Hispanic. Thus, expanding access to counselors may help address equity gaps in college access and student well-being.

辅导员是一种常见的学校资源，帮助学生做出复杂而重要的教育选择，但大多数学生接触他们的机会有限。我们研究了美国最大的政策之一，以增加获得学校辅导员的机会。我们使用了各种基于小组的估算方法来显示，加州的补充学校咨询项目增加了大约1名辅导员的数量，提高了辅导员与学生的比例，但却降低了辅导员的平均经验。我们发现，增加对辅导员的资助导致高中毕业率和学校氛围的大幅增加。该政策还导致加州高中毕业考试成绩和一些公立大学入学率略有提高。这些影响在高度贫困和农村学校，以及男性、社会经济弱势、黑人或西班牙裔学生中最大。因此，扩大获得辅导员的机会可能有助于解决大学入学机会和学生福利方面的公平差距。

引用次数: 0

Scaling up: Advanced Placement Incentive Program 扩大规模：大学先修课程激励计划

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2026-01-02 DOI: 10.1016/j.econedurev.2025.102753

Hande Celebi

This paper investigates the long-term effects of Advanced Placement (AP) courses on college and labor market outcomes. I examine the staggered rollout of the AP Incentive Program in Texas, designed to expand AP participation. The pilot phase targeted a small group of high schools, while the scaled-up phase extended the program to half of all Texas high schools in 2001. This structure allows me to test whether the program scaled effectively. Using detailed administrative data for all Texas students, I estimate impacts separately for each phase. In the pilot phase, the program increased AP enrollment by 50% and the number of AP courses taken by 40%, while college enrollment rose by 24%, graduation by 6%, and wages by 7%. In contrast, students in schools that adopted the program during the scaled-up phase show no improvement in any outcomes. A plausible explanation for these divergent effects is that student demand for AP courses differed across the two phases.

本文调查了大学先修课程（AP）对大学和劳动力市场结果的长期影响。我研究了德克萨斯州AP激励计划的交错推出，该计划旨在扩大AP的参与。试点阶段的目标是一小部分高中，而扩大阶段在2001年将该项目扩展到德克萨斯州一半的高中。这个结构允许我测试程序是否有效地伸缩。使用所有德州学生的详细管理数据，我对每个阶段的影响分别进行了估计。在试点阶段，该计划将AP入学人数增加了50%，AP课程的数量增加了40%，大学入学人数增加了24%，毕业人数增加了6%，工资增加了7%。相比之下，在扩大阶段采用该计划的学校的学生在任何结果上都没有任何改善。对于这些不同的影响，一个合理的解释是，学生对AP课程的需求在两个阶段有所不同。

引用次数: 0

The effects of classroom incentives: Experimental evidence from Kenya 课堂激励的效果：来自肯尼亚的实验证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-30 DOI: 10.1016/j.econedurev.2025.102757

Ronak Jain , Brandon Joel Tan

We conduct a randomized experiment in 225 low-cost primary schools in Kenya using non-monetary incentives (certificates and badges) for students based on performance in Math and English. We randomized over 20,000 students to receive either individual-level, classroom-level, combined, or no incentives for a month. Being in any incentive treatment arm significantly raised test scores by 0.15 and 0.14 standard deviations for Math and English, respectively, generated positive spillovers to non-incentivized subjects, and improved student attendance. The standard errors are too large to distinguish between the effects of the three incentive schemes.

我们在肯尼亚的225所低成本小学进行了一项随机实验，根据学生在数学和英语方面的表现，采用非金钱奖励（证书和徽章）对学生进行奖励。我们随机抽取了2万多名学生，让他们在一个月内接受个人奖励、课堂奖励、联合奖励或不接受奖励。在任何激励治疗组中，数学和英语的测试成绩分别显著提高了0.15和0.14个标准差，对非激励科目产生了积极的溢出效应，并提高了学生的出勤率。标准误差太大，无法区分这三种激励方案的效果。

引用次数: 0

The impact of need-based aid on higher education achievement: Evidence from Portugal 基于需求的援助对高等教育成就的影响：来自葡萄牙的证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-23 DOI: 10.1016/j.econedurev.2025.102752

Sophie Guthmuller , Elena Claudia Meroni

This paper examines the impact of receiving need-based aid, which includes a fee waiver and additional cash support, on students’ university matriculation and academic performance among aid applicants accepted to university in Portugal. The paper uses a regression discontinuity approach. We are able to measure the effect, at the intensive margin, on various short- and longer-term outcomes, thanks to precise administrative data. We find that the fee waiver has a small positive effect on matriculation, but no effect on performance and persistence measured as the likelihood of obtaining the enrolled credits, the credits needed for the aid renewal, graduating, and matriculating into second and third years. In a context of low tuition fees and weak merit requirements, these findings suggest that financial aid alone may not be sufficient to improve student outcomes.

本文考察了接受基于需求的援助（包括学费减免和额外的现金支持）对葡萄牙大学录取的援助申请人的大学入学和学习成绩的影响。本文采用回归不连续方法。由于精确的行政数据，我们能够在密集的边际上衡量各种短期和长期结果的影响。我们发现学费减免对入学有很小的积极影响，但对成绩和持久性没有影响，以获得注册学分的可能性为衡量标准，助学金更新所需的学分，毕业，以及进入第二年和第三年的录取。在低学费和弱成绩要求的背景下，这些发现表明，经济援助本身可能不足以改善学生的成绩。

引用次数: 0

Time investment responses of parents and students to school inputs 家长和学生对学校投入的时间投入反应

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-18 DOI: 10.1016/j.econedurev.2025.102749

Nicolás Badaracco

The paper studies how households respond to school quality. I combine large-scale administrative and survey data from Chile to estimate parental and child time investment responses to classroom inputs and teachers from fourth to tenth grade. Since classroom inputs are not directly observable, I estimate a dynamic skill formation technology that provides classroom and teacher effects as a by-product, in a similar fashion as value-added models. I address selection by leveraging repeated observations of students and rich data on factors involved in household decisions. Parents of fourth graders compensate for low quality teachers and classroom inputs, while parents of high school students reinforce the quality of these inputs. Students, on the other hand, increase time self-investment if their classroom environment improves at every grade, but the responses are larger for older children.

本文研究了家庭对学校质量的反应。我结合了来自智利的大规模行政和调查数据，以估计从四年级到十年级家长和孩子对课堂投入和教师的时间投入反应。由于课堂输入不能直接观察到，我估计一种动态技能形成技术，以与增值模型类似的方式，将课堂和教师效应作为副产品。我通过利用学生的反复观察和家庭决策因素的丰富数据来解决选择问题。四年级学生的家长弥补了低质量的教师和课堂投入，而高中生的家长则加强了这些投入的质量。另一方面，如果每个年级的课堂环境都有所改善，学生们会增加自我投入的时间，但对年龄较大的孩子来说，这种反应更大。

引用次数: 0

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