Economics of Education Review最新文献

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Dropping out of university in response to the COVID-19 pandemic 为应对COVID-19大流行而辍学

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-02-01 DOI: 10.1016/j.econedurev.2024.102604

Etienne Dagorn, Léonard Moulin

This study empirically examines the impact of the COVID-19 pandemic on university students’ enrollment behaviors using a comprehensive database of university enrollments from 2012 to 2022. Our analysis reveals a 3.7% decline in the probability of re-enrollment for the subsequent academic year among the first cohort affected by the pandemic. This effect is particularly pronounced among students entering university, as well as among non-free lunch students, international students, and male students. The medium-term analysis indicates that the pandemic led to a significant shift in enrollment behaviors, decreasing the likelihood of enrolling in subsequent years and reducing graduation rates two years after the pandemic. Moreover, we find that exposure to stricter lockdown policies led to a 3.8% decrease in enrollment behaviors. We investigate three potential mechanisms: (i) exposure to the pandemic, (ii) labor market opportunities, and (iii) university quality. However, we find little evidence to support that these factors are significantly associated with changes in enrollment behaviors. These findings contribute to our understanding of the disruptive consequences of the COVID-19 pandemic on students’ educational trajectories and highlight its lasting impact on enrollment behaviors.

本研究利用2012 - 2022年高校招生综合数据库，实证检验了新冠肺炎疫情对大学生招生行为的影响。我们的分析显示，在受大流行影响的第一个队列中，下一学年重新入学的可能性下降了3.7%。这种影响在进入大学的学生、非免费午餐学生、国际学生和男生中尤为明显。中期分析表明，大流行导致了入学行为的重大转变，降低了随后几年入学的可能性，并在大流行两年后降低了毕业率。此外，我们发现，受到更严格的封锁政策的影响，入学行为减少了3.8%。我们调查了三个潜在的机制：(i)暴露于大流行，（ii）劳动力市场机会，（iii）大学质量。然而，我们发现很少有证据支持这些因素与入学行为的变化显著相关。这些发现有助于我们了解COVID-19大流行对学生教育轨迹的破坏性后果，并强调其对入学行为的持久影响。

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引用次数: 0

Does starting a Division III college football program benefit the institution? 开办三级大学橄榄球项目对学校有利吗？

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-02-01 DOI: 10.1016/j.econedurev.2025.102621

Bryan C. McCannon

I ask whether the addition of a college football team playing at the Division III level effects three dimensions to an institution’s success: enrollment, gender balance, and endowment. I consider all higher education institutions in the U.S. which compete in Division III athletics and evaluate the impact of adding college football. I find that the overall effect on undergraduate enrollment is statistically indistinguishable from zero. Further, I show that the proportion of the student body who are women falls. Finally, I are unable to provide evidence that the drawing of the endowments prior to football’s adoption slowed.

我的问题是，在三级联赛中加入一支大学橄榄球队，是否会对一所大学的成功产生三个方面的影响：招生、性别平衡和捐赠。我考虑了美国所有参加三级体育比赛的高等教育机构，并评估了增加大学橄榄球的影响。我发现，从统计上看，对本科生入学率的总体影响几乎为零。此外，我表明学生中女性的比例下降了。最后，我无法提供证据证明，在足球被采用之前，捐赠基金的提取速度有所放缓。

引用次数: 0

Does intelligence shield children from the effects of parental non-employment? 智力是否能保护孩子免受父母失业的影响？

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-02-01 DOI: 10.1016/j.econedurev.2024.102620

Nurfatima Jandarova

Current literature offers several potential channels through which jobless parents can affect children. In this paper, I provide new evidence based on variation across intelligence of children. The results suggest that loss of human capital investments into children is the driving mechanism. I find that gap in education widens with higher intelligence, while the gap in labour-market outcomes narrows. I rationalise these findings using the skill formation and employer learning theories.

目前的文献提供了失业父母影响孩子的几个潜在渠道。在本文中，我提供了基于儿童智力差异的新证据。研究结果表明，对儿童人力资本投资的损失是驱动机制。我发现，智商越高，教育方面的差距越大，而劳动力市场结果方面的差距则越小。我使用技能形成和雇主学习理论来合理化这些发现。

引用次数: 0

When do ordinal ability rank effects emerge? Evidence from the timing of school closures 顺序能力等级效应何时出现？来自学校关闭时间的证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-01-31 DOI: 10.1016/j.econedurev.2025.102633

Marco Bertoni, Saeideh Parkam

We leverage the timing of pandemic-induced school closures to learn about the emergence of ordinal rank effects in education. Using administrative data from Italian middle schools for four cohorts of students, our study reveals that disrupting peer interactions during the first year of middle school – when students are still unfamiliar with one another – substantially diminishes the impact of ordinal rank on test scores. Instead, later interruptions to peer interactions do not significantly affect the strength of these interpersonal comparisons.

我们利用大流行导致学校关闭的时机，了解教育中出现的序数等级效应。利用意大利中学四组学生的行政数据，我们的研究表明，在初中一年级，当学生们彼此还不熟悉时，扰乱同伴互动，大大减少了序数等级对考试成绩的影响。相反，后来同伴互动的中断并没有显著影响这些人际比较的强度。

引用次数: 0

Building education resilience through parenting style and out-of-school learning: Field experimental evidence from rural Bangladesh 通过父母教养方式和校外学习建立教育韧性：来自孟加拉国农村的实地实验证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-01-24 DOI: 10.1016/j.econedurev.2025.102623

Hashibul Hassan , Asad Islam , Imrul Kayes , Liang Choon Wang

This study evaluates the impacts of two mobile-phone-based distance education interventions, involving direct parental engagement, on parenting styles and children's cognitive development. Drawing from two randomised controlled trials conducted in rural Bangladesh during the Covid-19 pandemic, we examine two interventions: 1) Telementoring, where volunteers mentored mothers and tutored children over the phone; and 2) IVR Audio-lessons, where mothers accessed pre-recorded audio lessons for their children via a toll-free number. The Telementoring program significantly increased mothers’ authoritative parenting scores by 0.53 SD, while the IVR Audio-lesson program led to a 0.24 SD increase. Mediation analyses suggest that changes in parenting style accounted for 0.03 SD and 0.04 SD increase in children's test scores, or mediated 4 % and 8 % of the total intervention effect on children's test scores for Telementoring and IVR Audio-lessons, respectively. The findings underscore the potential of scalable and cost-effective phone-based interventions to enhance parental roles and foster children's human capital development in low-resource settings.

本研究评估了两种基于移动电话的远程教育干预措施，包括父母直接参与，对父母教养方式和儿童认知发展的影响。根据2019冠状病毒病大流行期间在孟加拉国农村进行的两项随机对照试验，我们研究了两种干预措施：1)远程教学，志愿者通过电话指导母亲和儿童；2) IVR音频课程，母亲通过免费电话号码为孩子访问预先录制的音频课程。远程教育项目显著提高了母亲的权威教养得分0.53个标准差，而IVR音频课程项目则提高了0.24个标准差。中介分析表明，父母教养方式的改变对儿童测试成绩的影响分别为0.03 SD和0.04 SD，或对儿童远程教学和IVR音频课程测试成绩的总干预效应分别有4%和8%的中介作用。研究结果强调了基于电话的可扩展和具有成本效益的干预措施在资源匮乏环境中加强父母角色和促进儿童人力资本发展的潜力。

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引用次数: 0

Expression of Concern: “Building Education Resilience through Parenting Style and Out-of-school Learning: Field Experimental Evidence from Rural Bangladesh” [Economics of Education Review Volume 105, April 2025, 102623] 关注表达：“通过父母教养方式和校外学习建立教育弹性：来自孟加拉国农村的实地实验证据”[教育经济学评论第105卷，2025年4月，102623]

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-01-01

引用次数: 0

The impact of pre-conference advice on academic talk effectiveness 会前建议对学术讲座效果的影响

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-11-24 DOI: 10.1016/j.econedurev.2024.102607

Nikolas Breitkopf , Matti Keloharju

Utilizing a randomized controlled trial, we explore the effect of advice on presentation quality at a prestigious academic finance conference. Employing a panel of MTurk workers to evaluate presentations for effectiveness, our findings show that treated speakers are 0.22 standard deviations more likely to win a comparison for effectiveness against non-treated counterparts. We further corroborate these results by examining the treatment effects on presentation slides, overall presentation quality, Zoom talk attendance duration, and YouTube viewings. This evidence suggests that informing speakers about good presentation practices can substantially improve the effectiveness of conference talks.

通过随机对照试验，我们探讨了建议对著名学术金融会议演讲质量的影响。通过使用 MTurk 工作者小组对演讲效果进行评估，我们的研究结果表明，与未接受治疗的演讲者相比，接受治疗的演讲者在效果比较中获胜的可能性要高出 0.22 个标准差。我们通过研究处理对演讲幻灯片、整体演讲质量、Zoom 演讲出席时长和 YouTube 观看次数的影响，进一步证实了这些结果。这些证据表明，让演讲者了解良好的演讲方法可以大大提高会议演讲的效果。

引用次数: 0

Effect of secondary education on cognitive and non-cognitive skills 中等教育对认知和非认知技能的影响

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-11-19 DOI: 10.1016/j.econedurev.2024.102603

Jani-Petteri Ollikainen , Tuomas Pekkarinen , Roope Uusitalo , Hanna Virtanen

We examine the effects of secondary education on cognitive and non-cognitive skills using admission cutoffs to general secondary schools. We measure these skills using the Finnish Defence Forces Basic Skills Test, which, due to compulsory military service, covers the vast majority of Finnish men and serves as a strong predictor of later labor market success. We find that the large differences in the average skills across men that differ in their schooling when entering military service are due to selection rather than causal effects of secondary education on either cognitive or non-cognitive skills.

我们利用普通中学的录取分数线来考察中等教育对认知和非认知技能的影响。我们使用芬兰国防军基本技能测试（Finnish Defence Forces Basic Skills Test）来衡量这些技能，由于实行义务兵役制，该测试涵盖了绝大多数芬兰男性，是日后劳动力市场成功与否的有力预测指标。我们发现，不同男性在入伍时的平均技能存在巨大差异，这是由于选择造成的，而不是中学教育对认知或非认知技能的因果效应。

引用次数: 0

Uncovering the sources of gender earnings gaps among teachers: The role of compensation off the salary schedule 揭示教师性别收入差距的根源：工资表之外的报酬的作用

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-11-13 DOI: 10.1016/j.econedurev.2024.102602

Diana Quintero , Michael Hansen , Nicolas Zerbino

This paper examines teacher earnings to provide empirical evidence on the sources and the extent of gender gaps in the teaching profession. Using data from two waves of the National Teacher and Principal Survey, we show that on average male teachers have a small advantage of over $700 in base pay (1.3 % of the sample average) compared to female teachers with similar characteristics and in similar contexts. Men also significantly outearn women, all else equal, on three of four different types of school-based supplemental compensation, raising the adjusted earnings gap to 7.2 % of total school earnings. Teachers’ participation in extra duties and the likelihood of earning compensation for them differ by gender. Male teachers are both more likely to perform extra duties and receive compensation for those activities than female teachers, and the earnings gap increases when schools have a male principal. Our results provide insight into teacher compensation and have implications on practices that could promote more equitable pay.

本文通过对教师收入的研究，为教师职业中性别差距的来源和程度提供了经验证据。利用两轮全国教师和校长调查的数据，我们发现，与具有相似特征和处于相似环境中的女教师相比，男教师的基本工资平均略高 700 多美元（占样本平均值的 1.3%）。在其他条件相同的情况下，男性在四种不同类型的校内补充报酬中的三种上的收入也明显高于女性，使调整后的收入差距达到学校总收入的 7.2%。不同性别的教师参与额外工作的情况以及因此获得报酬的可能性也不尽相同。与女教师相比，男教师更有可能履行额外职责，也更有可能因这些活动而获得报酬，而当学校有一位男校长时，收入差距就会拉大。我们的研究结果提供了对教师报酬的深入了解，并对可以促进更公平报酬的做法产生了影响。

引用次数: 0

Expecting less in hard times: How the state of the economy influences students’ educational expectations 困难时期期望值降低：经济状况如何影响学生的教育期望

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-11-12 DOI: 10.1016/j.econedurev.2024.102606

Jessica L. Arnup , Nicole Black , David W. Johnston

Students’ realistic aspirations about their educational attainment (expectations) are predictive of their efforts, actions, and future outcomes. Limited evidence suggests these expectations are affected by the macroeconomy; however, the direction is ambiguous. We combine seven waves of Programme for International Student Assessment (PISA) data to examine this relationship in 38 OECD countries. Using within-country fixed-effect regressions, we find students have significantly lower educational expectations when GDP growth is low or negative. Assessing the heterogeneity of these relationships, we find that the expectations of students with below-average reading skills or who attend non-metropolitan schools are most strongly affected by the state of the economy. The results also suggest that when GDP growth is weak, students are significantly more likely to complete zero homework and arrive late to school, are less likely to participate in extracurricular academic programs, and expect lower labour market returns to completed education.

学生对其教育成就的现实期望（期望值）可以预测他们的努力、行动和未来结果。有限的证据表明，这些期望会受到宏观经济的影响；然而，影响的方向并不明确。我们结合国际学生评估项目（PISA）的七波数据，研究了 38 个经合组织国家的这种关系。通过国内固定效应回归，我们发现当 GDP 增长率较低或为负数时，学生的教育期望会明显降低。在评估这些关系的异质性时，我们发现阅读能力低于平均水平或就读于非大都市学校的学生的期望值受经济状况的影响最大。结果还表明，当 GDP 增长乏力时，学生完成零作业和迟到的几率明显增加，参加课外学术项目的几率降低，完成教育后的劳动力市场回报预期降低。

引用次数: 0

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