Pub Date : 2025-02-01Epub Date: 2025-01-08DOI: 10.1016/j.econedurev.2024.102618
Sie Won Kim
In 202122, Texas implemented a policy requiring all public high school seniors to complete a financial aid application. This paper examines the early impacts of this requirement on Free Application for Federal Student Aid (FAFSA) completion rates and college enrollment using a difference-in-differences model. First, using a sample of high schools in Texas, I find that the FAFSA requirement increases FAFSA completion rates in public schools by percentage points relative to private schools. Second, using a multi-valued discrete treatment, I find positive effects on FAFSA completion rates across all treated schools, ranging from to percentage points. Furthermore, this increase in FAFSA completion rates is associated with an increase in college enrollment for schools with lower pre-treatment FAFSA completion rates.
{"title":"Early impacts of the FAFSA requirement in Texas","authors":"Sie Won Kim","doi":"10.1016/j.econedurev.2024.102618","DOIUrl":"10.1016/j.econedurev.2024.102618","url":null,"abstract":"<div><div>In 2021<span><math><mo>−</mo></math></span>22, Texas implemented a policy requiring all public high school seniors to complete a financial aid application. This paper examines the early impacts of this requirement on Free Application for Federal Student Aid (FAFSA) completion rates and college enrollment using a difference-in-differences model. First, using a sample of high schools in Texas, I find that the FAFSA requirement increases FAFSA completion rates in public schools by <span><math><mrow><mn>6</mn><mo>.</mo><mn>3</mn></mrow></math></span> percentage points relative to private schools. Second, using a multi-valued discrete treatment, I find positive effects on FAFSA completion rates across all treated schools, ranging from <span><math><mrow><mn>3</mn><mo>.</mo><mn>1</mn></mrow></math></span> to <span><math><mn>7</mn></math></span> percentage points. Furthermore, this increase in FAFSA completion rates is associated with an increase in college enrollment for schools with lower pre-treatment FAFSA completion rates.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"104 ","pages":"Article 102618"},"PeriodicalIF":1.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140955","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 : 2025-02-01Epub 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":"2025-02-01","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 : 2025-02-01Epub Date: 2024-12-25DOI: 10.1016/j.econedurev.2024.102617
Perihan O. Saygin , Xi Zhang
The disparity in teaching evaluations between male and female instructors is well documented. This paper demonstrates that, even when controlling for specific components of the same evaluation surveys, students tend to give lower overall ratings to female instructors compared to their male counterparts. Importantly, on popular rating platforms used by students, the average overall ratings are more prominently displayed than the detailed components of these evaluations. To explore the potential implications of this, we analyze data from two widely used teaching evaluation tools at a U.S. public research university: the online platform RateMyProfessors.com (RMP) and official university-conducted evaluations. By merging RMP ratings, official evaluations, and course enrollment data, we find that RMP’s overall quality ratings have a greater influence on course enrollment than official evaluations, particularly affecting the enrollment decisions of female students. Additionally, our analysis reveals that conditional on all of these evaluations, male students have lower enrollment rates in the sections of the same courses offered by female instructors even when accounting for the average grades in these courses from previous semesters.
{"title":"Gender Gap in Teaching Evaluations and its Effect on Course Enrollments","authors":"Perihan O. Saygin , Xi Zhang","doi":"10.1016/j.econedurev.2024.102617","DOIUrl":"10.1016/j.econedurev.2024.102617","url":null,"abstract":"<div><div>The disparity in teaching evaluations between male and female instructors is well documented. This paper demonstrates that, even when controlling for specific components of the same evaluation surveys, students tend to give lower overall ratings to female instructors compared to their male counterparts. Importantly, on popular rating platforms used by students, the average overall ratings are more prominently displayed than the detailed components of these evaluations. To explore the potential implications of this, we analyze data from two widely used teaching evaluation tools at a U.S. public research university: the online platform <span><span>RateMyProfessors.com</span><svg><path></path></svg></span> (RMP) and official university-conducted evaluations. By merging RMP ratings, official evaluations, and course enrollment data, we find that RMP’s overall quality ratings have a greater influence on course enrollment than official evaluations, particularly affecting the enrollment decisions of female students. Additionally, our analysis reveals that conditional on all of these evaluations, male students have lower enrollment rates in the sections of the same courses offered by female instructors even when accounting for the average grades in these courses from previous semesters.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"104 ","pages":"Article 102617"},"PeriodicalIF":1.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140952","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 : 2025-02-01Epub Date: 2025-01-11DOI: 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.
{"title":"Does starting a Division III college football program benefit the institution?","authors":"Bryan C. McCannon","doi":"10.1016/j.econedurev.2025.102621","DOIUrl":"10.1016/j.econedurev.2025.102621","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"104 ","pages":"Article 102621"},"PeriodicalIF":1.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140956","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 : 2025-02-01Epub Date: 2024-12-03DOI: 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.
{"title":"Dropping out of university in response to the COVID-19 pandemic","authors":"Etienne Dagorn, Léonard Moulin","doi":"10.1016/j.econedurev.2024.102604","DOIUrl":"10.1016/j.econedurev.2024.102604","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"104 ","pages":"Article 102604"},"PeriodicalIF":1.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140954","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 : 2025-02-01Epub Date: 2025-01-16DOI: 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.
{"title":"Does intelligence shield children from the effects of parental non-employment?","authors":"Nurfatima Jandarova","doi":"10.1016/j.econedurev.2024.102620","DOIUrl":"10.1016/j.econedurev.2024.102620","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"104 ","pages":"Article 102620"},"PeriodicalIF":1.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140953","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}
We conducted an at-scale randomized control trial among 18,281 secondary students in Tanzania to examine the effects of self-set academic goals on students’ efforts and academic outcomes. We also tested the impact of combining goal setting with non-financial rewards. We found that goal-setting had a significant positive effect on self-reported student time use, study effort, and self-discipline, along with a positive but statistically insignificant impact on test performance. We also found that combining goal setting with recognition awards for achieving the goals did not demonstrate any complementary effects. Heterogeneity analysis suggested that goal-setting had a higher impact on test performance for students in the middle of the distribution of baseline learning levels. We also found that the impact of the treatment did not vary significantly across students’ gender, socioeconomic background, or type of chosen goals.
{"title":"All pain and no gain: When goal setting leads to more effort but no gains in test scores","authors":"Asad Islam , Sungoh Kwon , Eema Masood , Nishith Prakash , Shwetlena Sabarwal , Deepak Saraswat","doi":"10.1016/j.econedurev.2024.102594","DOIUrl":"10.1016/j.econedurev.2024.102594","url":null,"abstract":"<div><div>We conducted an at-scale randomized control trial among 18,281 secondary students in Tanzania to examine the effects of self-set academic goals on students’ efforts and academic outcomes. We also tested the impact of combining goal setting with non-financial rewards. We found that goal-setting had a significant positive effect on self-reported student time use, study effort, and self-discipline, along with a positive but statistically insignificant impact on test performance. We also found that combining goal setting with recognition awards for achieving the goals did not demonstrate any complementary effects. Heterogeneity analysis suggested that goal-setting had a higher impact on test performance for students in the middle of the distribution of baseline learning levels. We also found that the impact of the treatment did not vary significantly across students’ gender, socioeconomic background, or type of chosen goals.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102594"},"PeriodicalIF":1.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142422319","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 : 2024-12-01Epub 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":"2024-12-01","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 : 2024-12-01Epub Date: 2024-10-22DOI: 10.1016/j.econedurev.2024.102598
Noah Spencer
In 2013, Mississippi ranked 49th in fourth grade reading achievement on the National Assessment of Education Progress. By 2019, the state ranked 29th. I study whether Mississippi’s 2013 Literacy-Based Promotion Act (LBPA), a multi-faceted strategy for improving K-3 literacy, played a part in this ascension. Using a synthetic difference-in-differences approach, I estimate that the LBPA meaningfully improved grade 4 reading and math test scores on the national assessment.
{"title":"Comprehensive early literacy policy and the “Mississippi Miracle”","authors":"Noah Spencer","doi":"10.1016/j.econedurev.2024.102598","DOIUrl":"10.1016/j.econedurev.2024.102598","url":null,"abstract":"<div><div>In 2013, Mississippi ranked 49th in fourth grade reading achievement on the National Assessment of Education Progress. By 2019, the state ranked 29th. I study whether Mississippi’s 2013 Literacy-Based Promotion Act (LBPA), a multi-faceted strategy for improving K-3 literacy, played a part in this ascension. Using a synthetic difference-in-differences approach, I estimate that the LBPA meaningfully improved grade 4 reading and math test scores on the national assessment.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102598"},"PeriodicalIF":1.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532607","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 : 2024-12-01Epub Date: 2024-09-16DOI: 10.1016/j.econedurev.2024.102592
Zijing He
Correctional education is prevalent but costly. However, there is limited evidence on how educational programs affect outcomes like recidivism. This paper examines the impact of correctional education downsizing on reincarceration likelihood, focusing on the Windham School District within the Texas Department of Criminal Justice. In the 2012 academic year, educational programs in certain facilities were downsized due to budget cuts. Using released inmates and campus profiles data, and a difference-in-difference strategy, the study finds that inmates released from downsized facilities are 11% less likely to be reincarcerated within 12 months. Although I cannot rule out other mechanisms, suggestive evidence shows that higher gains accrued to students who remained in the program. These students might have benefited from smaller class sizes and better peer composition, potentially offsetting the negative effects of fewer inmates receiving training. The study underscores the need for targeted and efficiency in correctional education programs.
{"title":"When less is more: The effects of correctional education downsizing on reincarceration","authors":"Zijing He","doi":"10.1016/j.econedurev.2024.102592","DOIUrl":"10.1016/j.econedurev.2024.102592","url":null,"abstract":"<div><p>Correctional education is prevalent but costly. However, there is limited evidence on how educational programs affect outcomes like recidivism. This paper examines the impact of correctional education downsizing on reincarceration likelihood, focusing on the Windham School District within the Texas Department of Criminal Justice. In the 2012 academic year, educational programs in certain facilities were downsized due to budget cuts. Using released inmates and campus profiles data, and a difference-in-difference strategy, the study finds that inmates released from downsized facilities are 11% less likely to be reincarcerated within 12 months. Although I cannot rule out other mechanisms, suggestive evidence shows that higher gains accrued to students who remained in the program. These students might have benefited from smaller class sizes and better peer composition, potentially offsetting the negative effects of fewer inmates receiving training. The study underscores the need for targeted and efficiency in correctional education programs.</p></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"103 ","pages":"Article 102592"},"PeriodicalIF":1.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243008","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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