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  1. Matching in the dark?
    inequalities in student to degree match
    Autor*in: Campbell, Stuart; Macmillan, Lindsey; Murphy, Richard; Wyness, Gill
    Erschienen: August 2021
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    This paper examines inequalities in the match between student and degree quality using linked administrative data from schools, universities and tax authorities. We analyse two measures of match at the university-subject level: undergraduate... mehr

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    This paper examines inequalities in the match between student and degree quality using linked administrative data from schools, universities and tax authorities. We analyse two measures of match at the university-subject level: undergraduate enrollment qualifications, and graduate earnings. We find for both that disadvantaged students match to lower quality degrees across the entire distribution of achievement, in a setting with uniform fees and a generous financial aid system. While there are negligible gender gaps in academic match, high-attaining women systematically undermatch in terms of expected earnings, driven by subject choice. These inequalities in match are largest among the most undermatched.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/245442
    Schriftenreihe: CESifo working paper ; no. 9261 (2021)
    Schlagworte: higher education; educational economics; college choice; mismatch; undermatch
    Umfang: 1 Online-Ressource (circa 61 Seiten), Illustrationen
  2. College credit on the table?
    advanced placement course and exam taking
    Autor*in: Fazlul, Ishtiaque; Jones, Todd R.; Smith, Jonathan
    Erschienen: August 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Millions of high school students who take an Advanced Placement (AP) course in one of over 30 subjects can earn college credit by performing well on the corresponding AP exam. Using data from four metro-Atlanta public school districts, we find that... mehr

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    Millions of high school students who take an Advanced Placement (AP) course in one of over 30 subjects can earn college credit by performing well on the corresponding AP exam. Using data from four metro-Atlanta public school districts, we find that 15 percent of students' AP courses do not result in an AP exam. We predict that up to 32 percent of the AP courses that do not result in an AP exam would result in a score of 3 or higher, which generally commands college credit at colleges and universities across the United States. Next, we examine disparities in AP exam-taking rates by demographics and course taking patterns. Most immediately policy relevant, we find evidence consistent with the positive impact of school district exam subsidies on AP exam-taking rates. In fact, students on free and reduced-price lunch (FRL) in the districts that provide a higher subsidy to FRL students than non-FRL students are more likely to take an AP exam than their non-FRL counterparts, after controlling for demographic and academic covariates.

     
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    Weitere Identifier:
    hdl: 10419/245703
    Schriftenreihe: Discussion paper series / IZA ; no. 14652
    Schlagworte: educational economics; advanced placement; high school coursework
    Umfang: 1 Online-Ressource (circa 52 Seiten), Illustrationen
  3. Child education-induced migration and its impact on the economic behaviors of migrated households in China
    Autor*in: Yan, Weibo; Nie, Peng
    Erschienen: August 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Using the 2011-2013 China Migrants Dynamic Survey, this paper utilizes the quarter of the year in which a child was born as an instrumental variable to measure child education shock and explores its impact on migrated households. We only find... mehr

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    Using the 2011-2013 China Migrants Dynamic Survey, this paper utilizes the quarter of the year in which a child was born as an instrumental variable to measure child education shock and explores its impact on migrated households. We only find significant education-induced migration among boys, which we attribute to son preference in China. Due to child education-induced migration, the per capita household consumption increases by 56.7%, the savings rate decreases by 40.3%, and remittances sent home decline by about 1.3 monthly household incomes, however, there are no effects on income, food consumption, and house rent. After exploring the mechanisms underlying child education-induced migration, we find that children migrate with their parents for a better education in urban areas. Because of the closure and consolidation of rural primary schools, children are forced to migrate due to their education needs. The accessibility of primary schools in urban areas is also responsible for migration decisions regarding children. This paper facilitates understanding of how Hukou influences gender inequality in China. We also provide evidence to show that the segregation of the education system through Hukou is a possible explanation for the low consumption rate of migrants.

     
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    Weitere Identifier:
    hdl: 10419/245704
    Schriftenreihe: Discussion paper series / IZA ; no. 14653
    Schlagworte: educational economics; advanced placement; high school coursework
    Umfang: 1 Online-Ressource (circa 43 Seiten), Illustrationen
  4. Do ethnically-congruent teachers really matter little for Hispanic students?a re-examination of the data
    Autor*in: Seah, Kelvin
    Erschienen: June 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    While there is now much evidence in the literature that assignment to ethnically-congruent teachers results in better student outcomes like achievement and teachers' evaluations of their behavior for Black and White students, findings appear to be... mehr

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    While there is now much evidence in the literature that assignment to ethnically-congruent teachers results in better student outcomes like achievement and teachers' evaluations of their behavior for Black and White students, findings appear to be noticeably mixed for Hispanic students. This paper shows that a potential reason for the mixed findings for Hispanic students lies in the fact that previous studies have not adequately accounted for the cultural background of students and teachers. Unlike existing studies, which define matches to occur when a student and teacher report having the same race, I define matches to occur only if the student and teacher report having both the same race and native language. The rationale is that race and native language together provide a more complete picture of ethnic identity compared to only race. Employing a student fixed effects strategy, and comparing two different teachers' evaluations of the same student, I find that Hispanic students receive more favorable evaluations from Hispanic teachers who share the same native language than Hispanic teachers who speak a different native language or non-Hispanic teachers. This suggests that more coherent findings may emerge if researchers additionally consider native language in defining ethnic matches.

     
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    Weitere Identifier:
    hdl: 10419/245567
    Schriftenreihe: Discussion paper series / IZA ; no. 14516
    Schlagworte: educational economics; Hispanic students; race and native language matching; student-teacher assignment
    Umfang: 1 Online-Ressource (circa 12 Seiten)
  5. Educational achievement and gender differences
    the role of the interaction between emotional stability and conscientiousness
    Autor*in: Wehner, Caroline; Schils, Trudie
    Erschienen: [2019]
    Verlag:  Graduate School of Business and Economics, Maastricht

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Format: Online
    Schriftenreihe: [Research memorandum] / Maastricht University, Graduate School of Business and Economics (GSBE) ; RM/19, 021
    Schlagworte: human capital; educational economics; personality differences; gender heterogeneity
    Umfang: 1 Online-Ressource (circa 42 Seiten), Illustrationen
  6. Educational achievement and gender differences
    the role of the interaction between emotional stability and conscientiousness
    Autor*in: Wehner, Caroline; Schils, Trudie
    Erschienen: [2019]
    Verlag:  Research Centre for Education and the Labour Market, Maastricht

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    Schriftenreihe: ROA research memorandum / Researchcentrum voor Onderwijs en Arbeidsmarkt ; ROA-RM-2019, 5 (July 2019)
    Schlagworte: human capital; educational economics; personality differences; gender heterogeneity
    Umfang: 1 Online-Ressource (circa 42 Seiten), Illustrationen
  7. What works?
    interventions aimed at reducing student dropout in higher education
    Autor*in: Ibsen, Kristoffer Holst Kroustrup; Rosholm, Michael
    Erschienen: March 2024
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    High student dropout rates are a continuing concern within higher education and have received considerable attention for decades. Despite numerous proposed interventions, it remains unclear which interventions are effective, and what the pivotal... mehr

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    High student dropout rates are a continuing concern within higher education and have received considerable attention for decades. Despite numerous proposed interventions, it remains unclear which interventions are effective, and what the pivotal active ingredients are. This paper systematically synthesizes the effects of different interventions on dropout and graduation rates in higher education. Screening around 7250 abstracts of potentially relevant studies, we found 38 (quasi-)experimental studies that met our pre-specified inclusion criteria. We describe the studies in various dimensions and conduct a narrative systematic review as well as a meta-analysis. Our findings indicate a general tendency towards positive effects. Interventions manipulating peer group composition, particularly those adjusting for gender and ability, show the most promising outcomes. We discuss the economic implications of effect sizes and show that they are considerable. This paper contributes to understanding effective strategies for addressing student dropout, providing valuable insights for higher education institutions and policymakers.

     
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    Weitere Identifier:
    hdl: 10419/295876
    Schriftenreihe: Discussion paper series / IZA ; no. 16853
    Schlagworte: student dropout; intervention; higher education; meta-analysis; educational economics; efficiency
    Umfang: 1 Online-Ressource (circa 55 Seiten), Illustrationen
  8. Keeping it in the family
    student to degree match
    Autor*in: Murphy, Richard; Silva, Pedro Luis
    Erschienen: April 2024
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This paper examines systematic inequalities in the match between students and the university degree they apply to, and enroll in. Using linked administrative data on the population of Portuguese applicants we create a transparent and continuous... mehr

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    This paper examines systematic inequalities in the match between students and the university degree they apply to, and enroll in. Using linked administrative data on the population of Portuguese applicants we create a transparent and continuous measure of student-to-degree match employing minimal assumptions. We find that students who are the first in the family to attend post-secondary education consistently match to lower quality degrees across the entire achievement distribution. In contrast, only the highest achieving female students relatively undermatch. These gaps are larger at the application stage. We explore the role of student preferences and the consequences for intergenerational mobility.

     
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    Weitere Identifier:
    hdl: 10419/295954
    Schriftenreihe: Discussion paper series / IZA ; no. 16931
    Schlagworte: higher education; educational economics; college choice; mismatch; undermatch
    Umfang: 1 Online-Ressource (circa 25 Seiten), Illustrationen
  9. Keeping it in the family
    student to degree match
    Autor*in: Murphy, Richard; Silva, Pedro Luis
    Erschienen: April 2024
    Verlag:  CESifo, Munich, Germany

    This paper examines systematic inequalities in the match between students and the university degree they apply to, and enroll in. Using linked administrative data on the population of Portuguese applicants we create a transparent and continuous... mehr

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    Verlag (kostenfrei)
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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 63
    Fernleihe:
    keine Fernleihe

     

    This paper examines systematic inequalities in the match between students and the university degree they apply to, and enroll in. Using linked administrative data on the population of Portuguese applicants we create a transparent and continuous measure of student-to-degree match employing minimal assumptions. We find that students who are the first in the family to attend post-secondary education consistently match to lower quality degrees across the entire achievement distribution. In contrast, only the highest achieving female students relatively undermatch. These gaps are larger at the application stage. We explore the role of student preferences and the consequences for intergenerational mobility.

     
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    Format: Online
    Weitere Identifier:
    hdl: 10419/296164
    Schriftenreihe: CESifo working papers ; 11075 (2024)
    Schlagworte: higher education; educational economics; college choice; mismatch; undermatch
    Umfang: 1 Online-Ressource (circa 25 Seiten), Illustrationen
  10. Maturity and school outcomes in an inflexible system
    evidence from Catalonia
    Autor*in: Calsamiglia, Caterina; Loviglio, Annalisa
    Erschienen: December 2016
    Verlag:  CEMFI, Centro de estudios monetarios y financieros, Madrid

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    Format: Online
    Schriftenreihe: Working paper / CEMFI ; 1613
    Schlagworte: Human capital; educational economics; kindergarten cutoff
    Umfang: 1 Online-Ressource (circa 45 Seiten), Illustrationen