Economics of Education Review最新文献

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Building education resilience through parenting style and out-of-school learning: Field experimental evidence from rural Bangladesh

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.

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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

When Effective teacher training falls short in the classroom: Evidence from an experiment in primary schools 当有效的教师培训在课堂上出现不足时：小学实验的证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-11-12 DOI: 10.1016/j.econedurev.2024.102599

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.

尽管在职教师培训项目旨在提高几批学生的成绩，但有关其效果持续性的证据却很少。我们在法国开展了一项针对在职教师强化培训项目的随机研究，在培训项目实施期间和之后的两年时间里，我们展示了研究结果。我们的研究结果凸显了培训项目的短期效果：它成功地提高了学生的成绩，但仅限于项目实施的那一年。对教师成果的详细分析表明，教师们改变了教学理念和教学实践，但之后却很难将技能运用到培训期间未直接涉及的内容上。

引用次数: 0

Peer effects and honor probation: Evidence from USAFA 同伴效应和荣誉缓刑：来自美国空军学院的证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-11-04 DOI: 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.

学术作弊是高等教育中一个令人担忧的现象，因为它破坏了成绩和学位完成情况作为学术能力和技能积累信号的价值。本研究利用美国空军学院的行政数据来估算同学荣誉感化的因果效应。通过有条件的随机中队分配，我发现在一个中队中有更多经历过留校察看的同龄人的学生，他们自己最终受到留校察看处分的可能性较小。对于大学准备不足的学生来说，荣誉留校察看的减少幅度最大。这些结果表明，提高对荣誉留校察看惩罚的认识和重视，可以阻止高等教育中的学术作弊行为。

引用次数: 0

Weighting for progressivity? An analysis of implicit tradeoffs associated with weighted student funding in Tennessee 加权以求进步？田纳西州与加权学生资助相关的隐性权衡分析

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-11-01 DOI: 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.

我们研究了田纳西州加权学生资助公式下学区资助的累进性。我们根据贫困学生和非贫困学生在获得学区生均经费方面的差异，提出了渐进性的简单定义。田纳西州学区经费的实际累进性要小得多，只有公式权重直接暗示的大约 17%。这种衰减是由地区内贫困学生和非贫困学生的混合造成的。我们进一步表明，田纳西州公式中未明确与学生贫困状况挂钩的部分仅具有适度的进步性。

引用次数: 0

Comprehensive early literacy policy and the “Mississippi Miracle” 全面的早期扫盲政策和 "密西西比奇迹"

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-10-22 DOI: 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.

2013 年，密西西比州在 "全国教育进展评估 "中的四年级阅读成绩排名为第 49 位。到 2019 年，该州排名第 29 位。我研究了密西西比州 2013 年颁布的《基于读写能力的促进法案》（LBPA）--一项旨在提高 K-3 年级读写能力的多层面战略--是否在这一排名上升过程中发挥了作用。通过使用合成差分法，我估计 LBPA 有意义地提高了四年级在全国评估中的阅读和数学考试成绩。

引用次数: 0

Does the provision of universal free school meals improve school attendance? 提供全民免费校餐是否能提高入学率？

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2024-10-21 DOI: 10.1016/j.econedurev.2024.102597

Daniel Borbely , Markus Gehrsitz , Stuart McIntyre , Gennaro Rossi

We examine the effects of universal free school meal (UFSM) policies on school attendance and health-related absences. We leverage UFSM implementation in Scotland where all pupils in the first three grades of primary schools became automatically entitled to claim free meals, regardless of their households’ financial circumstances. We estimate a difference-in-differences model with variation in school-level exposure to the policy and find that, in spite of a large increase in take-up rates, attendance did not improve. Using an alternative exposure measure that includes those pupils switching from paid to free school meals, we find small positive and negative effects on attendance and health-related absences respectively. These findings would suggest the presence of a channel whereby financial savings by families encourage attendance, but these effects are too small to be considered economically meaningful.

我们研究了全民免费校餐（UFSM）政策对学校出勤率和健康相关缺勤率的影响。在苏格兰，所有小学一至三年级的学生，无论其家庭经济状况如何，均可自动申请免费膳食。我们估算了一个差异模型，其中包含了学校层面对该政策的接触程度，结果发现，尽管该政策的接受率大幅提高，但出勤率并没有改善。我们采用了另一种测量方法，即把那些从付费校餐转为免费校餐的学生包括进来，结果发现，该方法分别对出勤率和与健康有关的缺勤率产生了微小的正效应和负效应。这些研究结果表明，存在着一种渠道，即家庭的经济储蓄鼓励出勤率的提高，但这些影响太小，不能认为具有经济意义。

引用次数: 0

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