Pub Date : 2025-06-05DOI: 10.1016/j.econedurev.2025.102673
Ilse Tobback , Dieter Verhaest , Kristof De Witte
We investigate how work-based versus school-based learning impacts students’ cognitive (numeracy, literacy) and non-cognitive outcomes (student motivation, engagement, academic self-concept, well-being) in vocational secondary education. To this end, we exploit longitudinal test score and survey data on a cohort of Belgian pupils. We rely on school-field-of-study fixed effects, (non-)cognitive test scores in the preceding grades, and detailed background characteristics to remove the bias resulting from self-selection into educational programmes. Within the technical track aimed at preparing students both for the labour market and further education, we find the effects of substituting school-based for work-based learning on both cognitive and non-cognitive outcomes to be negative. Within the purely vocational track, by contrast, effects seem to be more mixed and to depend on the outcome and amount of workplace learning. These results are consistent with cognitive and non-cognitive outcomes being crucial mechanisms underlying the effects of work-based programmes on educational and labour market career outcomes.
{"title":"The impact of work-based versus school-based learning on cognitive and non-cognitive outcomes in vocational secondary education","authors":"Ilse Tobback , Dieter Verhaest , Kristof De Witte","doi":"10.1016/j.econedurev.2025.102673","DOIUrl":"10.1016/j.econedurev.2025.102673","url":null,"abstract":"<div><div>We investigate how work-based versus school-based learning impacts students’ cognitive (numeracy, literacy) and non-cognitive outcomes (student motivation, engagement, academic self-concept, well-being) in vocational secondary education. To this end, we exploit longitudinal test score and survey data on a cohort of Belgian pupils. We rely on school-field-of-study fixed effects, (non-)cognitive test scores in the preceding grades, and detailed background characteristics to remove the bias resulting from self-selection into educational programmes. Within the technical track aimed at preparing students both for the labour market and further education, we find the effects of substituting school-based for work-based learning on both cognitive and non-cognitive outcomes to be negative. Within the purely vocational track, by contrast, effects seem to be more mixed and to depend on the outcome and amount of workplace learning. These results are consistent with cognitive and non-cognitive outcomes being crucial mechanisms underlying the effects of work-based programmes on educational and labour market career outcomes.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102673"},"PeriodicalIF":1.8,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213210","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 : 2025-06-03DOI: 10.1016/j.econedurev.2025.102660
Xiaozhou Ding , Yaxiang Song
In this paper, we study how maternal education affects children’s early childhood health outcomes and the development of social and motor skills. We take advantage of the higher education expansion in China, which creates credible exogenous variation in access to colleges that improves mothers’ educational attainment, to examine these effects through an instrumental variable approach. Our results show that increases in years of schooling beyond the nine-year compulsory education level significantly improve children’s outcomes. Specifically, we find that more maternal education reduces the likelihood of low birth weight and accelerates the development of skills such as speaking, counting, and walking. We also conduct multiple hypothesis tests to confirm robustness, finding that the positive effects on child development remain significant. Mechanism analyses suggest that maternal schooling is associated with assortative marriage, rural–urban migration, delayed fertility, and potentially greater awareness of effective child care and investment strategies. This study provides new evidence on the intergenerational benefits of maternal education on a comprehensive set of child outcomes in an emerging economy and contributes to the literature by focusing on educational attainment beyond compulsory schooling.
{"title":"Maternal education and early childhood outcomes in China","authors":"Xiaozhou Ding , Yaxiang Song","doi":"10.1016/j.econedurev.2025.102660","DOIUrl":"10.1016/j.econedurev.2025.102660","url":null,"abstract":"<div><div>In this paper, we study how maternal education affects children’s early childhood health outcomes and the development of social and motor skills. We take advantage of the higher education expansion in China, which creates credible exogenous variation in access to colleges that improves mothers’ educational attainment, to examine these effects through an instrumental variable approach. Our results show that increases in years of schooling beyond the nine-year compulsory education level significantly improve children’s outcomes. Specifically, we find that more maternal education reduces the likelihood of low birth weight and accelerates the development of skills such as speaking, counting, and walking. We also conduct multiple hypothesis tests to confirm robustness, finding that the positive effects on child development remain significant. Mechanism analyses suggest that maternal schooling is associated with assortative marriage, rural–urban migration, delayed fertility, and potentially greater awareness of effective child care and investment strategies. This study provides new evidence on the intergenerational benefits of maternal education on a comprehensive set of child outcomes in an emerging economy and contributes to the literature by focusing on educational attainment beyond compulsory schooling.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102660"},"PeriodicalIF":1.8,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144194475","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 : 2025-06-01DOI: 10.1016/j.econedurev.2025.102650
Rakesh Banerjee , Tushar Bharati
We examine the impact of school closures and the transition to online learning on the average learning outcomes of Australian children. Using longitudinal data on annual school-level performance in standardized assessments across five subjects and four grade levels, we analyse trends over 14 years (2008–2022, excluding 2020) for all Australian schools. Our analysis compares regions with varying levels of disruption to face-to-face teaching. Our findings indicate that COVID-related school closures led to a decline in standardized test scores (all-subject average). This decline occurs both in primary and secondary grades, affecting language and numeracy skills. The negative effects persist for at least three years after schools resumed in-person teaching. Heterogeneity analyses reveal that students from relatively advantaged background, who potentially made better use of the school inputs, suffered more. Additionally, we find (i) school closures reduced learning disparities among secondary school students attending the same school as well as across secondary schools in a region, (ii) schools with higher teacher–student ratios were better able to mitigate the negative effects of closures, and (iii) government income support helped alleviate the adverse impact of school closures on student learning.
{"title":"Learning disruptions and academic outcomes","authors":"Rakesh Banerjee , Tushar Bharati","doi":"10.1016/j.econedurev.2025.102650","DOIUrl":"10.1016/j.econedurev.2025.102650","url":null,"abstract":"<div><div>We examine the impact of school closures and the transition to online learning on the average learning outcomes of Australian children. Using longitudinal data on annual school-level performance in standardized assessments across five subjects and four grade levels, we analyse trends over 14 years (2008–2022, excluding 2020) for all Australian schools. Our analysis compares regions with varying levels of disruption to face-to-face teaching. Our findings indicate that COVID-related school closures led to a <span><math><mrow><mn>0</mn><mo>.</mo><mn>17</mn><mi>σ</mi></mrow></math></span> decline in standardized test scores (all-subject average). This decline occurs both in primary and secondary grades, affecting language and numeracy skills. The negative effects persist for at least three years after schools resumed in-person teaching. Heterogeneity analyses reveal that students from relatively advantaged background, who potentially made better use of the school inputs, suffered more. Additionally, we find (i) school closures reduced learning disparities among secondary school students attending the same school as well as across secondary schools in a region, (ii) schools with higher teacher–student ratios were better able to mitigate the negative effects of closures, and (iii) government income support helped alleviate the adverse impact of school closures on student learning.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102650"},"PeriodicalIF":1.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144185358","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 : 2025-05-26DOI: 10.1016/j.econedurev.2025.102662
Elghafiky Bimardhika , Lolita Moorena
Volcanic eruptions occur frequently in Indonesia, especially on the densely populated island of Java; therefore, policies aimed at strengthening resilience in children’s education are important. We examined the causal impact of the 2010 Mt. Merapi eruption on children’s educational outcomes. Using the difference-in-difference (DiD) method, we found that the volcanic eruption reduced the likelihood of children being enrolled in school, and the negative impact worsened over time. The eruption increased the likelihood of children dropping out of school to work and reduced cognitive ability. The disruption operated through increased incidences of chronic illness, a higher number of children being forced into marriage, and an increased number of school closures in affected areas. Children from poor households were more likely to drop out of school. Enrollment rate, child labor, and early marriage did not differ between boys and girls, but boys experienced a larger cognitive score decline than girls.
{"title":"Disruption to schooling: Evidence from the Mt. Merapi volcano eruption on Java Island, Indonesia","authors":"Elghafiky Bimardhika , Lolita Moorena","doi":"10.1016/j.econedurev.2025.102662","DOIUrl":"10.1016/j.econedurev.2025.102662","url":null,"abstract":"<div><div>Volcanic eruptions occur frequently in Indonesia, especially on the densely populated island of Java; therefore, policies aimed at strengthening resilience in children’s education are important. We examined the causal impact of the 2010 Mt. Merapi eruption on children’s educational outcomes. Using the difference-in-difference (DiD) method, we found that the volcanic eruption reduced the likelihood of children being enrolled in school, and the negative impact worsened over time. The eruption increased the likelihood of children dropping out of school to work and reduced cognitive ability. The disruption operated through increased incidences of chronic illness, a higher number of children being forced into marriage, and an increased number of school closures in affected areas. Children from poor households were more likely to drop out of school. Enrollment rate, child labor, and early marriage did not differ between boys and girls, but boys experienced a larger cognitive score decline than girls.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102662"},"PeriodicalIF":1.8,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144134210","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 : 2025-05-19DOI: 10.1016/j.econedurev.2025.102657
Minhaj Mahmud , Yasuyuki Sawada , Mai Seki , Kazuma Takakura
The COVID-19 pandemic and associated school closures exacerbated the global learning crisis, especially for children in developing countries. Teaching at the right level is gaining greater importance in the policy arena as a means to recover learning loss. This study forms part of an emerging body of work to examine the long-term effects of experimental educational interventions. In particular, we investigate the long-term effects of Kumon’s “self-learning at the right level” program, which was previously found to be effective in the short run in improving both the cognitive and non-cognitive abilities of disadvantaged students in Bangladesh. We revisit these students almost six years after the intervention followed by COVID-19 school closures. The program’s impact on non-cognitive abilities seems to remain perceptible, whereas its effect on cognitive abilities might have been attenuated. This suggests that such individualized self-learning interventions can effectively sustain students’ non-cognitive abilities amid academic disruptions.
{"title":"Self-learning at the right level, COVID-19, school closure, and non-cognitive abilities","authors":"Minhaj Mahmud , Yasuyuki Sawada , Mai Seki , Kazuma Takakura","doi":"10.1016/j.econedurev.2025.102657","DOIUrl":"10.1016/j.econedurev.2025.102657","url":null,"abstract":"<div><div>The COVID-19 pandemic and associated school closures exacerbated the global learning crisis, especially for children in developing countries. Teaching at the right level is gaining greater importance in the policy arena as a means to recover learning loss. This study forms part of an emerging body of work to examine the long-term effects of experimental educational interventions. In particular, we investigate the long-term effects of Kumon’s “self-learning at the right level” program, which was previously found to be effective in the short run in improving both the cognitive and non-cognitive abilities of disadvantaged students in Bangladesh. We revisit these students almost six years after the intervention followed by COVID-19 school closures. The program’s impact on non-cognitive abilities seems to remain perceptible, whereas its effect on cognitive abilities might have been attenuated. This suggests that such individualized self-learning interventions can effectively sustain students’ non-cognitive abilities amid academic disruptions.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102657"},"PeriodicalIF":1.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084398","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 : 2025-05-17DOI: 10.1016/j.econedurev.2025.102661
Menghan Shen , Xiangrui Zheng , Tong Wang , Xiaoyang Ye
This paper examines the return to advanced data analysis skills among job applicants from economics undergraduate programs employing a resume audit experiment. We randomly assigned fictitious resumes with three levels of data analysis skills (basic, medium, and strong) and submitted them to online job postings. Resumes with basic data analysis skills indicated proficiency in Excel. Resumes with medium data analysis skills demonstrated proficiency in Stata and SPSS, while resumes with strong data analysis skills indicated proficiency in Python and SQL, in addition to Stata and SPSS. Compared to resumes with basic skills, those with medium and strong skills received callback rates that were 2.5 and 2.8 percentage points higher, representing increases of 19.2 % and 21.5 %, respectively. For female applicants, resumes with medium and strong skills received callback rates that were 3.4 and 5.1 percentage points higher, corresponding to increases of 29.8 % and 44.7 %, respectively. These differences in callback rates were statistically significantly different from zero for both the overall sample and female applicants. On the other hand, no statistically significant effect was observed for male applicants. Interview evidence suggests that employers demand data analysis skills as tangible skills, rather than merely considering them as signals of ability. This finding is consistent with human capital theory, as opposed to signaling theory. Moreover, we find evidence of gender discrimination among applicants with basic data analysis skills, where women received statistically significantly lower callback rate than men. However, for resumes indicating advanced data analysis skills, no significant gender differences emerged, suggesting statistical discrimination.
{"title":"The demand for data analytical skills by gender: Evidence from a field experiment","authors":"Menghan Shen , Xiangrui Zheng , Tong Wang , Xiaoyang Ye","doi":"10.1016/j.econedurev.2025.102661","DOIUrl":"10.1016/j.econedurev.2025.102661","url":null,"abstract":"<div><div>This paper examines the return to advanced data analysis skills among job applicants from economics undergraduate programs employing a resume audit experiment. We randomly assigned fictitious resumes with three levels of data analysis skills (basic, medium, and strong) and submitted them to online job postings. Resumes with basic data analysis skills indicated proficiency in Excel. Resumes with medium data analysis skills demonstrated proficiency in Stata and SPSS, while resumes with strong data analysis skills indicated proficiency in Python and SQL, in addition to Stata and SPSS. Compared to resumes with basic skills, those with medium and strong skills received callback rates that were 2.5 and 2.8 percentage points higher, representing increases of 19.2 % and 21.5 %, respectively. For female applicants, resumes with medium and strong skills received callback rates that were 3.4 and 5.1 percentage points higher, corresponding to increases of 29.8 % and 44.7 %, respectively. These differences in callback rates were statistically significantly different from zero for both the overall sample and female applicants. On the other hand, no statistically significant effect was observed for male applicants. Interview evidence suggests that employers demand data analysis skills as tangible skills, rather than merely considering them as signals of ability. This finding is consistent with human capital theory, as opposed to signaling theory. Moreover, we find evidence of gender discrimination among applicants with basic data analysis skills, where women received statistically significantly lower callback rate than men. However, for resumes indicating advanced data analysis skills, no significant gender differences emerged, suggesting statistical discrimination.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102661"},"PeriodicalIF":1.8,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144070989","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 : 2025-05-14DOI: 10.1016/j.econedurev.2025.102654
Antonia K. Entorf , Thomas J. Dohmen
Personality traits, preferences, and attitudes significantly influence labor market outcomes, and these non-cognitive skills are shaped by the social environment. While curriculum interventions can impact these skills, the effect of compulsory education on non-cognitive skills is less well understood. This study investigates the impact of extending compulsory education by examining educational reforms in four low- and middle-income countries. Utilizing cross-sectional data from the World Bank’s 2012/2013 initiative, we analyze the within-country variation in compulsory education years. Our findings indicate that increased compulsory education decreases emotional stability, grit, hostile attribution bias, patience, and willingness to take risks, while enhancing openness to experience and alternative solution or consequential thinking.
{"title":"The effect of compulsory education on non-cognitive skills: Evidence from low- and middle-income countries","authors":"Antonia K. Entorf , Thomas J. Dohmen","doi":"10.1016/j.econedurev.2025.102654","DOIUrl":"10.1016/j.econedurev.2025.102654","url":null,"abstract":"<div><div>Personality traits, preferences, and attitudes significantly influence labor market outcomes, and these non-cognitive skills are shaped by the social environment. While curriculum interventions can impact these skills, the effect of compulsory education on non-cognitive skills is less well understood. This study investigates the impact of extending compulsory education by examining educational reforms in four low- and middle-income countries. Utilizing cross-sectional data from the World Bank’s 2012/2013 initiative, we analyze the within-country variation in compulsory education years. Our findings indicate that increased compulsory education decreases emotional stability, grit, hostile attribution bias, patience, and willingness to take risks, while enhancing openness to experience and alternative solution or consequential thinking.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102654"},"PeriodicalIF":1.8,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143941257","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 : 2025-05-13DOI: 10.1016/j.econedurev.2025.102652
Steven W. Hemelt , Brennan Mange , Samantha Raynor
Many students leave college after appreciable progress toward a degree. Growing curricular complexity, dwindling financial aid, and meager mid-college advising may contribute to late departure. In an experiment conducted with a public 4-year university, we study an enhanced advising intervention (HEART) that targets students at least halfway through college. HEART includes access to a trained advisor with a reduced caseload, easy-to-digest information on remaining financial aid and academic progress, and a modest grant structured as an incentive over two terms. On average, although HEART generated additional and longer meetings between students and advisors, in which they discussed a wider array of topics than their counterparts in the control group, we fail to detect an appreciable effect of HEART on college completion. However, we find suggestive evidence of different effects by gender, with HEART hastening college completion among male students, and perhaps encouraging female students to augment their program of study. We find limited evidence of beneficial effects on postsecondary outcomes for other pre-specified subgroups, including students grouped by baseline propensity to complete college in 5 years. These findings indicate that medium-touch, mid-college interventions may be insufficient to boost college completion, at least markedly, while also offering insights into differences by student gender in responses to advising-heavy interventions in college.
{"title":"Take HEART: Experimental evidence on enhanced advising and postsecondary progress","authors":"Steven W. Hemelt , Brennan Mange , Samantha Raynor","doi":"10.1016/j.econedurev.2025.102652","DOIUrl":"10.1016/j.econedurev.2025.102652","url":null,"abstract":"<div><div>Many students leave college after appreciable progress toward a degree. Growing curricular complexity, dwindling financial aid, and meager mid-college advising may contribute to late departure. In an experiment conducted with a public 4-year university, we study an enhanced advising intervention (HEART) that targets students at least halfway through college. HEART includes access to a trained advisor with a reduced caseload, easy-to-digest information on remaining financial aid and academic progress, and a modest grant structured as an incentive over two terms. On average, although HEART generated additional and longer meetings between students and advisors, in which they discussed a wider array of topics than their counterparts in the control group, we fail to detect an appreciable effect of HEART on college completion. However, we find suggestive evidence of different effects by gender, with HEART hastening college completion among male students, and perhaps encouraging female students to augment their program of study. We find limited evidence of beneficial effects on postsecondary outcomes for other pre-specified subgroups, including students grouped by baseline propensity to complete college in 5 years. These findings indicate that medium-touch, mid-college interventions may be insufficient to boost college completion, at least markedly, while also offering insights into differences by student gender in responses to advising-heavy interventions in college.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102652"},"PeriodicalIF":1.8,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936123","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 : 2025-05-07DOI: 10.1016/j.econedurev.2025.102655
Jonas Larsson Taghizadeh, Marcus Österman
This article presents evidence on how students’ risk of dropping out or becoming inactive (NEET) are affected by pursuing a general (academic) versus vocational upper secondary education. We use a regression discontinuity design exploiting the grade-based admission process in Sweden. The results suggest that, among those students who apply to both types of education, starting a general program is associated with a higher likelihood of not graduating on time and spending more time without employment and outside studies during early adulthood. Furthermore, students on general programs perform worse in tests for courses mandatory for graduation, compared to students on vocational programs. We also find an increased dropout risk among students starting general programs when running family fixed effects models on the population of upper secondary students.
{"title":"Choosing the right path: The effects of pursuing general versus vocational secondary education on dropout risk and youth inactivity","authors":"Jonas Larsson Taghizadeh, Marcus Österman","doi":"10.1016/j.econedurev.2025.102655","DOIUrl":"10.1016/j.econedurev.2025.102655","url":null,"abstract":"<div><div>This article presents evidence on how students’ risk of dropping out or becoming inactive (NEET) are affected by pursuing a general (academic) versus vocational upper secondary education. We use a regression discontinuity design exploiting the grade-based admission process in Sweden. The results suggest that, among those students who apply to both types of education, starting a general program is associated with a higher likelihood of not graduating on time and spending more time without employment and outside studies during early adulthood. Furthermore, students on general programs perform worse in tests for courses mandatory for graduation, compared to students on vocational programs. We also find an increased dropout risk among students starting general programs when running family fixed effects models on the population of upper secondary students.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102655"},"PeriodicalIF":1.8,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143917364","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 : 2025-05-06DOI: 10.1016/j.econedurev.2025.102656
Hai-Anh H. Dang , Minh N.N. Do , Cuong Viet Nguyen
Very few studies have examined the impacts of both climate change and air pollution on student education outcomes, particularly in a developing country setting. Analyzing a rich database consisting of household and school surveys, test scores, and temperature and air pollution data over the past decade for Viet Nam, we find that a 1 µg/m3 increase in PM2.5 concentration in the month preceding exams leads to 0.015 and 0.010 standard deviation decreases in math and reading scores, respectively. We also find some indicative evidence of stronger impacts of air pollution for younger, primary school students who reside in urban areas and in districts with higher temperatures. While we find some mixed effects of temperature, we do not find significant effects on students' test scores for temperature extremes and air pollution over the past 12 months. Our findings offer policy-relevant inputs for the country’s ongoing efforts to fight air pollution.
{"title":"The impacts of climate change and air pollution on children’s education outcomes: Evidence from Vietnam","authors":"Hai-Anh H. Dang , Minh N.N. Do , Cuong Viet Nguyen","doi":"10.1016/j.econedurev.2025.102656","DOIUrl":"10.1016/j.econedurev.2025.102656","url":null,"abstract":"<div><div>Very few studies have examined the impacts of both climate change and air pollution on student education outcomes, particularly in a developing country setting. Analyzing a rich database consisting of household and school surveys, test scores, and temperature and air pollution data over the past decade for Viet Nam, we find that a 1 µg/m<sup>3</sup> increase in PM2.5 concentration in the month preceding exams leads to 0.015 and 0.010 standard deviation decreases in math and reading scores, respectively. We also find some indicative evidence of stronger impacts of air pollution for younger, primary school students who reside in urban areas and in districts with higher temperatures. While we find some mixed effects of temperature, we do not find significant effects on students' test scores for temperature extremes and air pollution over the past 12 months. Our findings offer policy-relevant inputs for the country’s ongoing efforts to fight air pollution.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102656"},"PeriodicalIF":1.8,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905892","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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