Economics of Education Review最新文献

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Foreign language skills and labor market outcomes: The case of English in Mexico 外语技能和劳动力市场结果：以墨西哥的英语为例

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-08-30 DOI: 10.1016/j.econedurev.2025.102702

Oscar Galvez-Soriano

This paper examines the labor market effects of English instruction in the context of a developing, non-English-speaking country. I leverage a natural experiment in Mexico, where six states introduced English as a subject in public elementary schools during the 1990s. Using individual-level data from the 2014 Subjective Well-being Survey, which uniquely includes a self-reported measure of English-speaking ability, I estimate the causal effects of these policy changes using a staggered Difference-in-Differences design with robust estimators that account for treatment effect heterogeneity. The results indicate that state English programs increased English proficiency, especially among individuals from higher-income households and those with more educated parents. However, despite this improvement in language skills, the programs had no significant effect on wages. I show that this null effect is consistent with general equilibrium dynamics: the interventions expanded labor supply, particularly among women and low-educated individuals, but did not raise labor demand sufficiently to generate wage gains. Complementary analyses show no impact on higher education enrollment, domestic or international migration, or shifts between formal and informal employment. These findings suggest that while early exposure to English instruction can increase language proficiency and labor force participation, the broader economic benefits may be limited in the absence of complementary labor demand shocks. This contributes new evidence to the literature on language skills and labor markets, highlighting the importance of considering equilibrium effects and workforce composition when evaluating education policies.

本文以一个发展中非英语国家为背景，考察英语教学对劳动力市场的影响。我利用了墨西哥的一个自然实验，在20世纪90年代，墨西哥的六个州在公立小学中引入了英语作为一门课程。使用2014年主观幸福感调查的个人层面数据，其中独特地包括英语能力的自我报告测量，我使用交错差中差设计和稳健估计器来估计这些政策变化的因果影响，这些估计器考虑了治疗效果的异质性。结果表明，国家英语课程提高了英语水平，尤其是那些来自高收入家庭和父母受教育程度更高的人。然而，尽管语言技能有所提高，但这些项目对工资没有显著影响。我表明，这种零效应与一般均衡动力学是一致的：干预扩大了劳动力供应，特别是在女性和受教育程度低的个人中，但没有充分提高劳动力需求来产生工资增长。补充分析显示，对高等教育入学率、国内或国际移民、正式和非正式就业之间的转变没有影响。这些发现表明，虽然早期接触英语教学可以提高语言能力和劳动力参与率，但在缺乏互补的劳动力需求冲击的情况下，更广泛的经济效益可能有限。这为语言技能和劳动力市场的文献提供了新的证据，强调了在评估教育政策时考虑均衡效应和劳动力构成的重要性。

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引用次数: 0

Skills, degrees, and labor market inequality 技能、学位和劳动力市场不平等

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-08-29 DOI: 10.1016/j.econedurev.2025.102704

Peter Q. Blair , Papia Debroy , Justin Heck

Income inequality between workers with and without bachelor’s degrees has grown sharply over the past 50 years. Canonical explanations attribute this trend to skill-biased technological change, often labeling workers with bachelor’s degrees as “skilled” and those without as “unskilled.” We offer a complementary approach by using the skill requirements of a worker’s current job as a proxy for their skill set. This method enables skill-based comparisons across educational backgrounds and ties observed skills directly to labor market demand. It also broadens the definition of a skilled worker to include those who develop expertise through work experience. We refer to such workers as Skilled Through Alternative Routes (STARs), consistent with the idea that human capital is accumulated not only through formal education but also through on-the-job work experience. Building on this framework, we develop a model of job transitions in which the Absolute Skill Mobility Friction (ASMF) is defined as the elasticity of the flow rate between two occupations with respect to the skill distance separating them. Empirically, we find that STARs and bachelor’s degree holders experience similar mobility frictions when moving between jobs with comparable skill requirements. However, STARs face greater friction than bachelor’s degree holders when moving to higher-wage jobs that demand more skills than their current occupation. This gap in upward mobility persists unmitigated in tight labor markets, suggesting that human capital differences alone do not account for labor market inequality by education.

在过去的50年里，拥有和没有学士学位的工人之间的收入差距急剧扩大。规范的解释将这种趋势归因于技能偏向的技术变革，通常将拥有学士学位的工人称为“熟练”，而没有学士学位的工人则称为“不熟练”。我们提供了一种互补的方法，即使用工人当前工作的技能要求作为其技能集的代理。这种方法可以实现跨教育背景的技能比较，并将观察到的技能直接与劳动力市场需求联系起来。它还扩大了技术工人的定义，包括那些通过工作经验发展专业知识的人。我们将这些工人称为通过替代途径（STARs）的熟练工人，这与人力资本不仅通过正规教育而且通过在职工作经验积累的观点一致。在此框架的基础上，我们开发了一个工作转换模型，其中绝对技能流动性摩擦（ASMF）被定义为两个职业之间相对于分离它们的技能距离的流动速率的弹性。根据经验，我们发现，当在技能要求相当的工作之间转换时，明星和学士学位持有者经历了类似的流动性摩擦。然而，与拥有学士学位的人相比，明星们在跳槽到工资更高、对技能要求更高的工作时面临着更大的摩擦。这种向上流动的差距在紧张的劳动力市场中仍然存在，这表明人力资本差异本身并不能解释教育造成的劳动力市场不平等。

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引用次数: 0

The timing of the unconditional cash transfers and human capital accumulation: experimental evidence from Malawi 无条件现金转移和人力资本积累的时机：来自马拉维的实验证据

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-08-23 DOI: 10.1016/j.econedurev.2025.102705

Paul Sirma , Sudhanshu Handa , Maxton Tsoka

Unconditional Cash Transfers (UCTs) are effective policy instruments to increase schooling outcomes, but are UCTs effective in the long term? This paper provides the first evidence on the long-term schooling impacts of a national cash transfer program in Africa. Specifically, we follow a panel of school-aged children in the Malawi Social Cash Transfer Program (SCTP) in three waves (2013-baseline, 2015-endline, and 2021-follow-up) and compare their schooling outcomes between children randomized to receive transfers early and those randomized to receive the transfers later. In the short-term, we find that school enrollment and highest-grade completion are significantly higher for children in the early treatment group, and these impacts are highest for children who were not in school at baseline, and for older children, these impacts are enhanced the closer the distance to a secondary school. In the long term, five years after the late treatment group started receiving transfers, these impacts disappeared. The results are consistent with the school environment for this population in Malawi, where very few children manage to complete primary school and transition to secondary school. The policy implication is that UCTs alone cannot raise grade attainment without complementary investments in school quality.

无条件现金转移支付是提高教育成果的有效政策工具，但无条件现金转移支付是否长期有效？本文首次提供了非洲国家现金转移支付项目对学校教育长期影响的证据。具体来说，我们对马拉维社会现金转移计划（SCTP）的一组学龄儿童进行了三波（2013年基线、2015年结束和2021年随访）的跟踪调查，并比较了被随机分配到较早接受转移的儿童和被随机分配到较晚接受转移的儿童的学业成绩。在短期内，我们发现早期治疗组的儿童入学率和最高年级结业率明显更高，这些影响对于基线时未上学的儿童来说是最高的，对于年龄较大的儿童来说，这些影响越接近中学，这些影响就越强。从长期来看，在晚治疗组开始接受转移治疗5年后，这些影响就消失了。结果与马拉维这一人口的学校环境相一致，在那里很少有儿童能够完成小学学业并过渡到中学。政策的含义是，如果没有对学校质量的补充投资，仅靠UCTs是无法提高成绩的。

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引用次数: 0

The quality of online instruction and returns to instructor experience 在线教学的质量与讲师的经验息息相关

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-08-20 DOI: 10.1016/j.econedurev.2025.102700

Xi Zhang , Ann Atwater

We examine student satisfaction and performance in online versus in-person sections at a large research university in the United States, exploring whether observed gaps are inherent to online instruction or can be mitigated with increased teaching experience. Using administrative data from over 40,000 course sections taught over eight years, we find that students evaluate online courses as worse than in-person courses, despite minimal differences in performance. This gap persists even when restricting the sample to courses taught using both modalities by the same professor in the same semester, and after matching on observable student characteristics. Lower evaluations are primarily driven by student perceptions of instructor availability, concern for students, and the ability to stimulate interest in the course. Although teaching experience improves evaluations in online sections, the gap between modes remains, suggesting fundamental challenges in online instruction beyond technological familiarity.

我们研究了美国一所大型研究型大学的学生在在线和面对面部分的满意度和表现，探索观察到的差距是在线教学固有的还是可以通过增加教学经验来缓解。通过对8年来教授的4万多个课程的管理数据进行分析，我们发现，学生对在线课程的评价比面对面课程差，尽管在表现上存在很小的差异。即使将样本限制为同一教授在同一学期使用两种模式教授的课程，并且在匹配可观察到的学生特征之后，这种差距仍然存在。较低的评价主要是由学生对教师可用性的看法、对学生的关心以及激发学生对课程兴趣的能力所驱动的。尽管教学经验改善了在线部分的评估，但模式之间的差距仍然存在，这表明在线教学面临着技术熟悉之外的根本挑战。

引用次数: 0

The pandemic exodus: What drives private-to-public school migration in Peru 流行病外流：秘鲁私立学校向公立学校迁移的原因

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-08-19 DOI: 10.1016/j.econedurev.2025.102685

Gregory Elacqua , Nicolás Figueroa , Andrés Fontaine , Juan Margitic , Carolina Méndez

In 2020, the Peruvian Ministry of Education responded to the COVID-19 pandemic and an unprecedented rise in demand for public schools by implementing a centralized assignment mechanism that allowed thousands of students at various levels of education to move from the private to the public sector. In this study, we explore empirically the determinants of both accepting a place and remaining in the assigned public school. Exploiting the randomness in assignment created by oversubscribed schools within the deferred acceptance algorithm, we causally estimate the role of distance in the decision to accept the assignment and explore its impact on the decision to remain. We also shed light on the determinants influencing parental preferences. Our results show that families care about distance to the assigned public school, as well as academic and peer quality with respect to their school of origin. Parents weigh distance to school, academic performance, and peer demographics differently based on their familiarity with these characteristics. Consequently, experiencing a given school environment can alter the significance of specific attributes when later deciding whether to stay in the assigned school. While school quality (measured by math scores) is more influential at the acceptance stage, distance and peer demographics become more important in the decision to remain. Our findings offer valuable insights into how governments can strengthen the supply of public schooling.

2020年，秘鲁教育部为应对2019冠状病毒病大流行和公立学校需求的空前增长，实施了一项集中分配机制，使数千名各级教育学生从私立转到公立学校。在这项研究中，我们实证地探讨了接受一个地方和留在指定的公立学校的决定因素。利用延迟接受算法中超额认购学校分配的随机性，我们对距离在接受分配决策中的作用进行了因果估计，并探讨了距离对留下决定的影响。我们还揭示了影响父母偏好的决定因素。我们的研究结果表明，家庭关心的是与指定公立学校的距离，以及学术和同伴质量与他们的原学校有关。父母根据对这些特征的熟悉程度，对学校距离、学习成绩和同伴人口统计数据进行不同的衡量。因此，在决定是否留在指定的学校时，经历一个给定的学校环境可以改变特定属性的重要性。虽然学校质量（以数学成绩衡量）在录取阶段更有影响力，但距离和同伴人口统计在决定留下时变得更重要。我们的研究结果为政府如何加强公立学校的供应提供了有价值的见解。

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引用次数: 0

The labour market returns to graduation: reconciling administrative and survey data estimates 劳动力市场回归毕业：调和行政和调查数据估计

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-08-14 DOI: 10.1016/j.econedurev.2025.102701

Anna Adamecz , Matt Dickson , Nikki Shure

This paper contributes to the literature on the earnings returns to university graduation. Recent evidence using administrative earnings data from England suggests a zero return to graduation for men and positive returns to graduation for women in annual earnings at age 26. We show that once hours worked are taken into account – typically not available in administrative tax data – returns to graduation in hourly wages are considerably smaller for women than returns in annual wages at this age. Graduate women work more hours than comparable non-graduate women; thus, not taking hours worked into account leads to overestimating returns to graduation for women by more than two-fold. This highlights the importance of using both survey and administrative data sources when estimating the returns to university graduation.

本文对大学毕业后的收入回报进行了文献分析。最近使用英国行政收入数据的证据表明，在26岁时，男性毕业后的年收入回报为零，而女性毕业后的年收入回报为正。我们的研究表明，一旦将工作时间考虑在内（通常在行政税收数据中无法获得），女性毕业时的小时工资回报要远远低于该年龄段的年收入回报。大学毕业的女性比同等学历的女性工作时间更长；因此，如果不把工作时间考虑在内，就会把女性的毕业回报高估两倍以上。这突出了在估计大学毕业回报率时同时使用调查和行政数据来源的重要性。

引用次数: 0

How do classmates matter for the class-size effects? 同学对班级规模的影响有多大？

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-08-06 DOI: 10.1016/j.econedurev.2025.102689

Ryuichi Tanaka , Tong Wang

This paper investigates the effect of class-size reduction on students’ academic outcomes, with a particular emphasis on its heterogeneity based on classmates’ characteristics. We estimate the causal effects of class-size reduction on students’ mathematics and language test scores by controlling for student and teacher fixed effects. To address potential endogeneity, we employ the predicted class size with a cap as an instrumental variable for the actual class size. Utilizing rich panel data on Japanese primary school students, our findings indicate a positive and robust average effect of class-size reduction on mathematics test scores. Furthermore, we find that classes with high-ability classmates benefit even more from class-size reduction in terms of language test scores. The effect of class-size reduction on mathematics test scores is found to depend positively on the ability of the lowest-achieving student in a class. Additionally, classes with a higher proportion of female students tend to benefit more from class-size reduction. Our results lend support to the theoretical framework proposed by Lazear (2001).

本文研究了班级规模缩小对学生学业成绩的影响，并特别强调了其基于同学特征的异质性。我们通过控制学生和教师的固定效应来估计班级规模减少对学生数学和语言考试成绩的因果效应。为了解决潜在的内生性问题，我们采用带有上限的预测班级规模作为实际班级规模的工具变量。利用日本小学生的丰富面板数据，我们的研究结果表明班级规模减少对数学考试成绩的平均影响是积极的和稳健的。此外，我们发现有高能力同学的班级在语言测试成绩方面从班级规模的减少中受益更多。研究发现，班级规模缩小对数学考试成绩的影响正依赖于班级中成绩最低的学生的能力。此外，女生比例较高的班级往往从班级规模缩小中受益更多。我们的研究结果支持了Lazear（2001）提出的理论框架。

引用次数: 0

Buying time: Financial aid allows college students to work less while enrolled 购买时间：经济援助允许大学生在入学期间减少工作量

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-08-02 DOI: 10.1016/j.econedurev.2025.102686

Drew M. Anderson, Melanie A. Zaber

Many empirical studies have found that financial aid improves college attainment. Few have been able to test why. This study used administrative records of employment and earnings to get a more complete picture of students’ finances during college and test one potential mechanism: financial aid buys students time by allowing them to work less in off-campus jobs. We studied recipients of New Jersey’s need-based Tuition Aid Grant (TAG). We used the eligibility cutoffs of TAG to identify groups of otherwise similar students who received sharply different amounts of aid. A prior study took the same approach and found that TAG increased on-time graduation rates from public universities. At these schools, 80 percent of TAG recipients worked at some point during the year. This study found that when students received additional aid, on average they reduced earnings dollar for dollar.

许多实证研究发现，经济援助提高了大学成绩。很少有人能够检验其中的原因。这项研究使用了就业和收入的行政记录，以更全面地了解学生在大学期间的财务状况，并测试一种潜在的机制：经济援助通过允许学生减少在校外工作来节省时间。我们研究了新泽西州基于需求的学费援助补助金（TAG）的接受者。我们使用TAG的资格截止点来确定其他方面相似的学生群体，他们获得的援助金额相差很大。之前的一项研究采用了同样的方法，发现TAG提高了公立大学的准时毕业率。在这些学校，80%的援助计划受助人在一年中的某个时间点工作。这项研究发现，当学生获得额外的资助时，他们的平均收入会相应减少。

引用次数: 0

Early exposure to foreign language training and students’ educational trajectories 早期接触外语训练与学生的教育轨迹

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-07-25 DOI: 10.1016/j.econedurev.2025.102684

Maurizio Strazzeri , Enzo Brox , Chantal Oggenfuss , Stefan C. Wolter

We estimate the impact of a large curriculum reform in Switzerland that substantially increased the share of foreign language classes in compulsory school on students’ subsequent educational choices in upper secondary school. Our analysis focuses on students from German-speaking cantons that introduced English as the first foreign language. Using detailed student register data and exploiting the staggered implementation of the curriculum reform, we find that exposure to more foreign language classes has only minor effects on educational trajectories of the overall student population. However, we find substantial effect heterogeneity: while the reform has no effect on the direct educational progression of low-track female or high-track students, it impedes low-track male students’ transition to upper secondary education.

我们估计了瑞士大规模课程改革的影响，该改革大幅增加了义务教育学校外语课程的份额，对学生随后在高中的教育选择产生了影响。我们的分析重点是来自德语州的学生，这些州将英语作为第一外语。利用详细的学生注册数据并利用课程改革的交错实施，我们发现接触更多的外语课程对整个学生群体的教育轨迹只有很小的影响。然而，我们发现了实质性的效应异质性：改革对低轨女学生和高轨男学生的直接升学没有影响，但阻碍了低轨男学生向高中教育的过渡。

引用次数: 0

Home broadband and human capital formation 家庭宽带与人力资本形成

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review

Pub Date : 2025-07-19 DOI: 10.1016/j.econedurev.2025.102679

Rosa Sanchis-Guarner , José Montalbán , Felix Weinhardt

Using administrative data from England, we estimate the effect of home broadband speed on student-level value-added test scores. Our primary estimation leverages jumps in connection quality between close neighbors across thousands of invisible telephone exchange station catchment area boundaries. We find that home broadband speed has positive effects on general measures of human capital, with these effects concentrated among high-ability students and those not eligible for free school meals. These positive outcomes result from more education-oriented internet use. However, these effects are observed only for students who attend schools with faster broadband connections. Our study documents a complementarity between home and school technology in relation to general measures of human capital. Policies introducing new learning technologies should take this complementarity into account.

使用来自英国的行政数据，我们估计了家庭宽带速度对学生水平增值测试成绩的影响。我们的初步估计利用了跨越数千个无形电话交换站集水区边界的近邻之间连接质量的跳跃。我们发现，家庭宽带速度对人力资本的一般衡量指标有积极影响，这些影响集中在高能力学生和没有资格享受免费校餐的学生中。这些积极的结果源于更多以教育为导向的互联网使用。然而，这些影响只观察到那些在宽带连接更快的学校上学的学生。我们的研究记录了家庭和学校技术在人力资本的一般衡量标准方面的互补性。引进新学习技术的政策应考虑到这种互补性。

引用次数: 0

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