Pub Date : 2025-01-31DOI: 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.
{"title":"When do ordinal ability rank effects emerge? Evidence from the timing of school closures","authors":"Marco Bertoni, Saeideh Parkam","doi":"10.1016/j.econedurev.2025.102633","DOIUrl":"10.1016/j.econedurev.2025.102633","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"105 ","pages":"Article 102633"},"PeriodicalIF":1.8,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143133971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-24DOI: 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.
{"title":"Building education resilience through parenting style and out-of-school learning: Field experimental evidence from rural Bangladesh","authors":"Hashibul Hassan , Asad Islam , Imrul Kayes , Liang Choon Wang","doi":"10.1016/j.econedurev.2025.102623","DOIUrl":"10.1016/j.econedurev.2025.102623","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"105 ","pages":"Article 102623"},"PeriodicalIF":1.8,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143133513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"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]","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102658"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-24DOI: 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.
{"title":"The impact of pre-conference advice on academic talk effectiveness","authors":"Nikolas Breitkopf , Matti Keloharju","doi":"10.1016/j.econedurev.2024.102607","DOIUrl":"10.1016/j.econedurev.2024.102607","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"104 ","pages":"Article 102607"},"PeriodicalIF":1.8,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-19DOI: 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.
{"title":"Effect of secondary education on cognitive and non-cognitive skills","authors":"Jani-Petteri Ollikainen , Tuomas Pekkarinen , Roope Uusitalo , Hanna Virtanen","doi":"10.1016/j.econedurev.2024.102603","DOIUrl":"10.1016/j.econedurev.2024.102603","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102603"},"PeriodicalIF":1.8,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-13DOI: 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.
{"title":"Uncovering the sources of gender earnings gaps among teachers: The role of compensation off the salary schedule","authors":"Diana Quintero , Michael Hansen , Nicolas Zerbino","doi":"10.1016/j.econedurev.2024.102602","DOIUrl":"10.1016/j.econedurev.2024.102602","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102602"},"PeriodicalIF":1.8,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142652582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-12DOI: 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。
{"title":"Expecting less in hard times: How the state of the economy influences students’ educational expectations","authors":"Jessica L. Arnup , Nicole Black , David W. Johnston","doi":"10.1016/j.econedurev.2024.102606","DOIUrl":"10.1016/j.econedurev.2024.102606","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102606"},"PeriodicalIF":1.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142652581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-12DOI: 10.1016/j.econedurev.2024.102599
Suzanne Bellue , Adrien Bouguen , Marc Gurgand , Valerie Munier , André Tricot
Although in-service teacher training programs are designed to enhance the performance of several cohorts of students, there is little evidence on the persistence of their effects. We present the two-year results of a randomized study of an intensive in-service teacher training program conducted in France during and after the training program’s implementation. Our results highlight the short-run effectiveness of the training program: it successfully improves students’ performance but only during the implementation year. A detailed analysis of teachers’ outcomes indicates that teachers changed their pedagogical vision and practices but afterward struggled to apply skills to contents not directly covered during training.
{"title":"When Effective teacher training falls short in the classroom: Evidence from an experiment in primary schools","authors":"Suzanne Bellue , Adrien Bouguen , Marc Gurgand , Valerie Munier , André Tricot","doi":"10.1016/j.econedurev.2024.102599","DOIUrl":"10.1016/j.econedurev.2024.102599","url":null,"abstract":"<div><div>Although in-service teacher training programs are designed to enhance the performance of several cohorts of students, there is little evidence on the persistence of their effects. We present the two-year results of a randomized study of an intensive in-service teacher training program conducted in France during and after the training program’s implementation. Our results highlight the short-run effectiveness of the training program: it successfully improves students’ performance but only during the implementation year. A detailed analysis of teachers’ outcomes indicates that teachers changed their pedagogical vision and practices but afterward struggled to apply skills to contents not directly covered during training.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102599"},"PeriodicalIF":1.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142652580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-04DOI: 10.1016/j.econedurev.2024.102601
Aaron Albert
Academic cheating is a troubling phenomenon in higher education because it undermines the value of grades and degree completion as a signal of academic ability and skills accumulated. This study uses administrative data from the United States Air Force Academy to estimate the causal effect of honor probation of one’s peers. Using conditionally random squadron assignment, I find that students in a squadron with more peers that have experienced honor probation are less likely to end up on honor probation themselves. This decrease in honor probation is highest for students with low college preparation. These results suggest that increased awareness and salience of punishment for honor probation may discourage academic cheating in higher education.
{"title":"Peer effects and honor probation: Evidence from USAFA","authors":"Aaron Albert","doi":"10.1016/j.econedurev.2024.102601","DOIUrl":"10.1016/j.econedurev.2024.102601","url":null,"abstract":"<div><div>Academic cheating is a troubling phenomenon in higher education because it undermines the value of grades and degree completion as a signal of academic ability and skills accumulated. This study uses administrative data from the United States Air Force Academy to estimate the causal effect of honor probation of one’s peers. Using conditionally random squadron assignment, I find that students in a squadron with more peers that have experienced honor probation are less likely to end up on honor probation themselves. This decrease in honor probation is highest for students with low college preparation. These results suggest that increased awareness and salience of punishment for honor probation may discourage academic cheating in higher education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102601"},"PeriodicalIF":1.8,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.econedurev.2024.102600
Christopher A. Candelaria , Ishtiaque Fazlul , Cory Koedel , Kenneth A. Shores
We study the progressivity of school district funding under Tennessee's weighted student funding formula. We propose a simple definition of progressivity based on the difference in exposure to district per-pupil funding between poor and non-poor students. The realized progressivity of district funding in Tennessee is much smaller—only about 17 percent as large—as the formula weights imply directly. The attenuation is driven by the mixing of poor and non-poor students within districts. We further show the components of the Tennessee formula not explicitly tied to student poverty are only modestly progressive.
{"title":"Weighting for progressivity? An analysis of implicit tradeoffs associated with weighted student funding in Tennessee","authors":"Christopher A. Candelaria , Ishtiaque Fazlul , Cory Koedel , Kenneth A. Shores","doi":"10.1016/j.econedurev.2024.102600","DOIUrl":"10.1016/j.econedurev.2024.102600","url":null,"abstract":"<div><div>We study the progressivity of school district funding under Tennessee's weighted student funding formula. We propose a simple definition of progressivity based on the difference in exposure to district per-pupil funding between poor and non-poor students. The realized progressivity of district funding in Tennessee is much smaller—only about 17 percent as large—as the formula weights imply directly. The attenuation is driven by the mixing of poor and non-poor students within districts. We further show the components of the Tennessee formula not explicitly tied to student poverty are only modestly progressive.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102600"},"PeriodicalIF":1.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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