Economics of Education Review最新文献

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Rethinking student loan design: Evidence from a price-based reform in Chilean higher education 重新思考学生贷款设计：来自智利高等教育价格基础改革的证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-01 Epub Date: 2025-11-01 DOI: 10.1016/j.econedurev.2025.102735

Pinjas Albagli , Andrés García-Echalar

This paper examines the effects of a major 2012 student loan reform in Chile that reduced interest rates from 6% to 2% and introduced more flexible repayment terms. Unlike studies of initial loan implementation, this reform offers a rare opportunity to examine how changes in the cost of borrowing affect enrollment decisions among already-eligible students. Using rich administrative data and a difference-in-differences design, we estimate the effects of the reform on immediate enrollment, second-year enrollment, and second-year dropout. To strengthen causal inference, we complement our strategy with a difference-in-discontinuities approach that leverages eligibility thresholds. We find a compositional shift in immediate enrollment: university enrollment increases by 2.5 percentage points, offset by an equal decline in vocational institutions, with no effect on overall enrollment. This shift persists into second-year outcomes, where university students exhibit slightly higher dropout and vocational students show improved persistence. These effects are concentrated among students from voucher schools and are absent among students from public schools, likely due to persistent academic and financial constraints. We also find that overall enrollment declines for female students, which may reflect greater risk aversion in response to uncertainty. These findings shed light on how price-based reforms to student loan programs can generate unequal responses across student groups and institutional sectors, offering valuable lessons for the design of equitable higher education financing.

本文考察了2012年智利学生贷款重大改革的影响，该改革将利率从6%降至2%，并引入了更灵活的还款条款。与对初始贷款实施的研究不同，这项改革提供了一个难得的机会，可以研究借贷成本的变化如何影响已经符合条件的学生的入学决定。利用丰富的行政数据和差异中之差设计，我们估计了改革对立即入学、第二年入学和第二年辍学的影响。为了加强因果推理，我们用一种利用资格阈值的不连续性差异方法来补充我们的策略。我们发现直接入学的构成发生了变化：大学入学人数增加了2.5个百分点，被职业院校入学人数的同样下降所抵消，但对总体入学人数没有影响。这种转变持续到第二年的结果，大学学生的辍学率略高，而职业学生的坚持程度有所提高。这些影响主要集中在代金券学校的学生身上，而在公立学校的学生身上则没有，可能是由于持续的学术和财政限制。我们还发现，女生的总体入学率下降，这可能反映了对不确定性的更大风险厌恶。这些发现揭示了以价格为基础的学生贷款项目改革如何在学生群体和机构部门之间产生不平等的反应，为设计公平的高等教育融资提供了宝贵的经验。

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引用次数: 0

School enrollment shifts five years after the pandemic 大流行五年后，学校入学人数发生变化

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-01 Epub Date: 2025-10-21 DOI: 10.1016/j.econedurev.2025.102734

Abigail Francis, Joshua Goodman

The pandemic induced a substantial enrollment shift away from public schools in fall 2020 and a partial return of students in fall 2021, leaving longer-term impacts unclear. We use Massachusetts state- and district-level data to explore enrollment patterns five years after the pandemic’s onset. Relative to pre-pandemic trends, fall 2024 enrollment is down 2% in local public schools, up 16% in private schools, and up 50% in home schools. The highest income 20% of districts have lost more public school students than the other 80% combined, with these lower income districts having largely recovered. White and Asian public school enrollments have stabilized at levels 3% and 8% below pre-pandemic trends, while Black and Hispanic enrollments have more than fully recovered. Public school losses are almost entirely concentrated in middle grades (5-8), where enrollment is down 8%, suggesting families place particular weight on those ages when making post-pandemic schooling choices. Five years in, the pandemic has had sustained effects on the size and demographic composition of public schools. Many of the changes observed in Massachusetts appear in national data, suggesting these patterns are widespread.

新冠肺炎疫情导致2020年秋季公立学校的入学人数大幅减少，2021年秋季部分学生返校，长期影响尚不清楚。我们使用马萨诸塞州和地区层面的数据来探索大流行爆发五年后的入学模式。与大流行前的趋势相比，2024年秋季，当地公立学校的入学率下降了2%，私立学校的入学率上升了16%，家庭学校的入学率上升了50%。收入最高的20%的地区失去的公立学校学生比其他80%的总和还要多，而这些收入较低的地区已经基本恢复。白人和亚裔公立学校的入学率稳定在比大流行前的趋势低3%和8%的水平，而黑人和西班牙裔的入学率已经完全恢复。公立学校的损失几乎全部集中在中年级（5-8年级），入学率下降了8%，这表明家庭在大流行后选择上学时特别重视这些年龄段。5年来，这一流行病对公立学校的规模和人口构成产生了持续影响。在马萨诸塞州观察到的许多变化出现在全国数据中，表明这些模式是普遍存在的。

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引用次数: 0

The selection effect of childhood abilities on educational decisions 儿童能力对教育决策的选择效应

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-01 Epub Date: 2025-09-11 DOI: 10.1016/j.econedurev.2025.102703

Zuoqi Zhang , Andrew M. Jones , Nigel Rice

Do people with stronger abilities have a greater probability of progressing to higher levels of education? We address this question by examining the influence of childhood cognitive and non-cognitive abilities on three sequential educational decisions made following completion of compulsory education. Using data from the 1970 British Cohort Study, we specify a structural model which combines a sequential decision model with a cognitive development model, and apply confirmatory factor analysis in a measurement model for latent abilities. Estimation follows a structural equation modelling approach. We find that both cognitive and non-cognitive abilities have positive selection effects on encouraging people to progress to the next stage of education irrespective of the level completed. For females preschool cognitive ability plays a more important role in determining educational decisions than it does for men.

能力更强的人是否更有可能获得更高水平的教育？我们通过研究儿童认知和非认知能力对完成义务教育后做出的三个连续教育决策的影响来解决这个问题。利用1970年英国队列研究的数据，我们建立了一个将顺序决策模型与认知发展模型相结合的结构模型，并将验证性因子分析应用于潜在能力的测量模型。估计遵循结构方程建模方法。我们发现，认知能力和非认知能力对鼓励人们进入下一阶段的教育都有积极的选择效应，而不管完成的水平如何。与男性相比，女性学前认知能力在决定教育决策方面起着更重要的作用。

引用次数: 0

Signals of aptitude and female STEM career choices 资质和女性STEM职业选择的信号

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-01 Epub Date: 2025-11-01 DOI: 10.1016/j.econedurev.2025.102727

Marcos Agurto , Sandra Boisvert , Siddharth Hari , Valeria Quevedo , Sudipta Sarangi , Susana Vegas

Gender disparities in STEM field participation persist widely across all levels. This study examines whether signals about academic aptitude influence participation in STEM fields. We draw on 10 years of administrative data on aptitude tests administered by a private university in Peru to approximately 3,000 high school students annually. Prior to taking the exam, students indicate their non-binding preferences for college majors. Admission to majors is based on cutoff scores on the exam. Using a regression discontinuity design, we find that among students whose preferred major was not engineering, meeting the engineering math cutoff increases the probability of enrolling in engineering by 10–12 percentage points. These effects are particularly strong and statistically significant for female students. We also find evidence that the signal had a positive effect on graduation from engineering. Our results highlight the importance of external validation in shaping career decisions and carry important policy implications.

STEM领域参与的性别差异在各个层面普遍存在。本研究探讨学术能力的信号是否会影响STEM领域的参与。我们利用秘鲁一所私立大学10年来每年对大约3000名高中生进行的能力倾向测试的行政数据。在参加考试之前，学生们表明他们对大学专业的非约束性偏好。专业录取是以考试的分数线为基础的。使用回归不连续设计，我们发现，在那些首选专业不是工程的学生中，满足工程数学的临界值会使他们进入工程专业的概率增加10-12个百分点。这些影响在女学生中表现得尤为明显。我们还发现有证据表明，信号对工程毕业有积极的影响。我们的研究结果强调了外部验证在塑造职业决策中的重要性，并具有重要的政策含义。

引用次数: 0

Costly withdrawals reduce future college-going for low-income students: Evidence from Return of Title IV funds 昂贵的提款减少了低收入学生未来上大学的机会：来自第四章资金返还的证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-01 Epub Date: 2025-09-24 DOI: 10.1016/j.econedurev.2025.102723

Ari Anisfeld , Elizabeth Bell , Oded Gurantz , Dennis A. Kramer II

Governments must strike a balance between promoting access to financial aid while at the same time remaining good stewards of taxpayer funds by preventing fraudulent access. This paper focuses on one of the largest-scale and most consequential policies determining whether students maintain access to Title IV aid, the “Return of Title IV” funds policy, referred to as R2T4. Students receiving Title IV aid who withdraw from college before completing the academic term are subject to an R2T4 calculation that could require the student or college to pay back any unearned Title IV funds to the federal government. We estimate the causal impacts of the R2T4 policy on student outcomes in a regression discontinuity design, leveraging a cutoff in the formula that determines whether a student or their college is required to return aid. We find that students at our threshold, who earn 60 percent of the federal aid to which they were entitled, must return $1,600 on average. Such debt makes students almost four percentage points less likely to re-enroll in college the following year and 2.6 percentage points within 4 years. These results are driven by students in the bottom half of the R2T4 income distribution who experience persistent enrollment declines of roughly 5.5 percentage points. Our findings add to a growing body of literature revealing the detrimental impacts of complex administrative processes on student outcomes, particularly for students from marginalized communities interacting with federal policies.

各国政府必须在促进获得财政援助的同时，通过防止欺诈性获得资金，保持纳税人资金的良好管理之间取得平衡。本文关注的是决定学生是否能继续获得第四章资助的规模最大、影响最大的政策之一，即“第四章资助返还”政策，简称R2T4。获得第四章资助的学生在完成学期之前退学，需要进行R2T4计算，这可能要求学生或学院向联邦政府偿还任何未获得的第四章资金。我们在回归不连续设计中估计了R2T4政策对学生成绩的因果影响，利用公式中的截止点来确定学生或其大学是否需要归还援助。我们发现，处于我们的门槛的学生，他们获得了他们有权获得的联邦援助的60%，平均必须归还1600美元。这种债务使学生第二年重新入学的可能性降低了近4个百分点，在4年内降低了2.6个百分点。这些结果是由R2T4收入分配后一半的学生推动的，他们的入学率持续下降了大约5.5个百分点。我们的发现增加了越来越多的文献揭示复杂的行政程序对学生成绩的有害影响，特别是对来自边缘化社区的学生与联邦政策的互动。

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引用次数: 0

Combating Learning Poverty: Experimental Evidence on Improving Instruction Through Teacher Training 对抗学习贫困：通过教师培训改善教学的实验证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-01 Epub Date: 2025-10-13 DOI: 10.1016/j.econedurev.2025.102729

Xinjie Zhang , Lu Wang , Xiaoyang Ye

We experimentally evaluate the impact of a supply-side intervention—a targeted teacher training program in systematic phonics instruction—on students’ foundational learning. The intervention significantly improves student achievement by 0.112 standard deviations, with effects potentially driven by increased teacher subject knowledge, shifts in teaching beliefs and practices, and improvements in students’ learning attitudes. Our findings suggest that teacher training in instructional methods that directly enhances classroom instruction can play a critical role in improving educational outcomes. We discuss implications for education policy and teacher training reform.

我们通过实验评估了供应方干预对学生基础学习的影响，这是一项针对系统语音教学的教师培训计划。该干预措施显著提高了学生的成绩，提高了0.112个标准差，其效果可能是由教师学科知识的增加、教学信念和实践的转变以及学生学习态度的改善所驱动的。我们的研究结果表明，教师的教学方法培训可以直接提高课堂教学，在提高教育成果方面发挥关键作用。我们讨论了对教育政策和教师培训改革的影响。

引用次数: 0

Messaging teachers to boost student EdTech use 给老师发信息，提高学生对教育科技的使用

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-01 Epub Date: 2025-09-11 DOI: 10.1016/j.econedurev.2025.102706

Roberto Araya , Julian Cristia , Lisseth Escalante , Raissa Fabregas , Carolina Méndez , Gera Ríos

The use of self-led educational technologies holds significant potential for improving student learning at scale, but sustaining student engagement with these platforms remains a challenge. We present results from an experimental evaluation implemented following the scale-up of a math platform in Peru, where primary school teachers received weekly WhatsApp messages summarizing their students’ platform activity and encouraging them to promote engagement. The messages increased the average weekly share of students using the platform by 5 percentage points (a 17% increase) and the average share of math exercises completed by 4 percentage points (a 16% increase). Effects dissipated once the messages stopped, suggesting that salience and simplified monitoring are likely mechanisms. We find little evidence of impact heterogeneity based on teacher characteristics or students’ prior platform use and achievement. Non-experimental evidence suggests that increased use of the student math platform improved math learning. Overall, our findings indicate that light-touch communication with teachers can cost-effectively strengthen engagement with EdTech platforms scaled through the education system.

自主教育技术的使用在大规模改善学生学习方面具有巨大潜力，但保持学生对这些平台的参与仍然是一个挑战。我们展示了在秘鲁扩大数学平台规模后实施的一项实验性评估的结果，在那里，小学教师每周都会收到WhatsApp消息，总结学生的平台活动，并鼓励他们促进参与。这些消息使使用该平台的学生平均每周的份额增加了5个百分点（增加了17%），完成数学练习的平均份额增加了4个百分点（增加了16%）。一旦信息停止，影响就会消失，这表明突出和简化监控可能是机制。我们没有发现基于教师特征或学生先前平台使用和成就的影响异质性的证据。非实验证据表明，增加学生数学平台的使用可以改善数学学习。总体而言，我们的研究结果表明，与教师的轻触式沟通可以经济有效地加强与教育系统中扩展的EdTech平台的接触。

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引用次数: 0

Educational pathways and earnings trajectories of second-generation immigrants in Australia: New insights from linked census-administrative data 澳大利亚第二代移民的教育路径和收入轨迹：来自相关人口普查管理数据的新见解

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-01 Epub Date: 2025-09-18 DOI: 10.1016/j.econedurev.2025.102716

Ha Trong Nguyen , Tomasz Zając , Wojtek Tomaszewski , Francis Mitrou

This study employs 2011 Census data linked to population-based administrative datasets to explore disparities in educational attainment and earnings trajectories among Australian-born children of diverse parental migration backgrounds from mid-adolescence to early adulthood. Non-English Speaking Background (NESB) second-generation immigrants exhibit superior academic outcomes, primarily driven by children of parents from select Asian countries. These individuals are more likely to complete higher education, particularly bachelor’s and master’s degrees, and specialise in fields such as management and commerce, health, natural and physical sciences, and engineering. Children of NESB immigrant parents initially earn less than their peers with Australian-born parents at ages 21–22. However, this gap closes by ages 23–24 and reverses by ages 26–27, with children of NESB fathers out-earning their counterparts by ages 28–29. Conversely, children of English-Speaking Background (ESB) immigrant parents, who exhibit weaker academic performance, also experience lower earnings compared to peers with Australian-born parents. This disparity emerges by ages 22–23 and widens throughout the study period, peaking at ages 28–29. The findings underscore the academic and economic advantages of NESB second-generation immigrants, contrasting with the challenges faced by ESB migrant counterparts. Overall, the results highlight the critical role of education in supporting the economic integration of migrants and their descendants in the host country.

本研究采用2011年人口普查数据与基于人口的行政数据集相关联，探讨不同父母移民背景的澳大利亚出生的孩子从青春期中期到成年早期的教育程度和收入轨迹的差异。非英语背景（NESB）的第二代移民表现出优异的学业成绩，这主要是由来自特定亚洲国家的父母的子女推动的。这些人更有可能完成高等教育，特别是学士和硕士学位，并专注于管理和商业、健康、自然和物理科学以及工程等领域。NESB移民父母的子女在21-22岁时的收入最初低于澳大利亚出生父母的同龄人。然而，这一差距在23-24岁时缩小，在26-27岁时逆转，NESB父亲的孩子在28-29岁时收入超过同龄人。相反，英语背景（ESB）移民父母的孩子，学习成绩较差，与澳大利亚出生的父母的同龄人相比，收入也较低。这种差异在22-23岁时出现，并在整个研究期间扩大，在28-29岁时达到顶峰。研究结果强调了NESB第二代移民的学术和经济优势，对比了ESB移民所面临的挑战。总体而言，研究结果突出了教育在支持移民及其后代融入东道国经济方面的关键作用。

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引用次数: 0

Free to improve? The impact of free school attendance in England 自由改进？英国免费上学的影响

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-01 Epub Date: 2025-09-30 DOI: 10.1016/j.econedurev.2025.102717

Marco Bertoni , Gabriel Heller-Sahlgren , Olmo Silva

We evaluate the impact of attending two secondary free schools in England – new autonomous state-funded start-ups – using admission lotteries and a distance-based regression discontinuity design. We characterise each school’s ethos through text analysis of vision statements: one follows a 'no excuses' paradigm common among US charter schools; the other adopts a 'classical liberal', knowledge-rich approach. These features distinguish them from each other and from counterfactual schools attended by rejected applicants. Despite pedagogical differences, both schools significantly improve test scores, reduce absences, and lower student mobility. Our findings support policies promoting horizontal differentiation in publicly funded education.

我们使用抽签和基于距离的回归不连续设计来评估参加英国两所免费中学的影响——新的自治国家资助的初创企业。我们通过对愿景声明的文本分析来描述每所学校的校风：一所学校遵循美国特许学校中常见的“没有借口”范式；另一种则采用“古典自由主义”、知识丰富的方法。这些特征将它们彼此区分开来，并将它们与被拒绝的申请人就读的虚假学校区分开来。尽管教学方式不同，但两所学校都显著提高了考试成绩，减少了缺勤，降低了学生的流动性。我们的研究结果支持促进公共资助教育横向差异化的政策。

引用次数: 0

The declining relative quality of the child care workforce 儿童看护人员的相对质量下降

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-12-01 Epub Date: 2025-10-05 DOI: 10.1016/j.econedurev.2025.102726

Chris M. Herbst

Although it is widely acknowledged that high-skilled teachers are integral to service quality and young children’s well-being in child care settings, little is known about the qualifications and skills of the child care workforce. This paper combines data from multiple sources to provide a comprehensive assessment of the quality of individuals employed in the child care sector. I find that today’s workforce is relatively low-skilled: child care workers have less schooling than those in other occupations, they score substantially lower on tests of cognitive ability, and they are among the lowest-paid individuals in the economy. I also show that the relative skills of the child care workforce is declining, in part because higher-skilled individuals increasingly find the child care sector less attractive than other occupations. Furthermore, I provide evidence that at least three other factors are placing downward pressure on worker quality. First, the recent proliferation of community college programs offering child care-related certificates and degrees may divert students away from attending four-year schools. Second, those majoring in child care-related fields are negatively selected for their cognitive skills, thereby decreasing the quality of the child care labor pool. Third, I show that the increased availability of outside employment options for high-skilled women had a detrimental effect on the quality of the child care workforce.

虽然人们普遍认为，高技能的教师是儿童保育环境中服务质量和幼儿福祉不可或缺的一部分，但人们对儿童保育工作人员的资格和技能知之甚少。本文结合了来自多个来源的数据，以提供在儿童保育部门就业的个人质量的全面评估。我发现，今天的劳动力技能相对较低：儿童保育工作者受教育程度低于其他职业的人，他们在认知能力测试中的得分明显较低，而且他们是经济中收入最低的人群之一。我还表明，儿童保育工作人员的相对技能正在下降，部分原因是高技能的个人越来越觉得儿童保育行业不如其他职业有吸引力。此外，我提供的证据表明，至少还有另外三个因素对工人素质造成了下行压力。首先，最近提供儿童保育相关证书和学位的社区大学项目的激增可能会转移学生上四年制学校的兴趣。其次，儿童保育相关专业的学生因其认知能力而被消极选择，从而降低了儿童保育劳动力的质量。第三，我表明，高技能女性外部就业选择的增加对儿童保育劳动力的质量产生了不利影响。

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