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Economics of Education Review

June 2014 Volume 40, Number 1

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Table of Contents

Number of articles: 14

  1. Reading to young children: A head-start in life?

    Guyonne Kalb, Melbourne Institute of Applied Economic and Social Research, University of Melbourne, Australia; Jan C. van Ours, Department of Economics and CentER, Tilburg University

    This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4–5 has positive and significant effects on... More

    pp. 1-24

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  2. The long-lasting effects of family background: A European cross-country comparison

    Fabrizio Mazzonna, University of Lugano (USI), Switzerland

    This paper investigates how and to what extent the association between family socio-economic status (SES) during childhood and old age health, income and cognition varies across 11 European... More

    pp. 25-42

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  3. Intergenerational analysis of social interaction and social skills: An analysis of U.S. and U.K. panel data

    Sarah Brown, Jolian McHardy & Karl Taylor

    A body of empirical evidence supports a positive relationship between educational attainment and social interaction. We build on this literature by exploring the relationship between the social... More

    pp. 43-54

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  4. Understanding the role of time-varying unobserved ability heterogeneity in education production

    Weili Ding & Steven F. Lehrer, Queen's University, Canada

    Unobserved ability heterogeneity has long been postulated to play a key role in human capital development. Traditional strategies to estimate education production functions do not allow for varying... More

    pp. 55-75

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  5. Teacher heterogeneity, value-added and education policy

    Scott Condie, 136 Faculty Office Building, United States; Lars Lefgren, 182 Faculty Office Building, United States; David Sims, 164 Faculty Office Building, United States

    This study examines the theoretical and practical implications of ranking teachers with a one-dimensional value-added metric when teacher effectiveness varies across subjects or student types. We... More

    pp. 76-92

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  6. Does attending a STEM high school improve student performance? Evidence from New York City

    Matthew Wiswall, W.P. Carey School of Business, Arizona State University, United States; Leanna Stiefel & Amy Ellen Schwartz, Steinhardt and Wagner Schools, New York University, United States; Jessica Boccardo, Boston Consulting Group

    We investigate the role of specialized science, technology, engineering, and mathematics (STEM) high schools in New York City (NYC) in promoting performance in science and mathematics and in... More

    pp. 93-105

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  7. Until when does the effect of age on academic achievement persist? Evidence from Korean data

    Kigon Nam

    According to an analysis of Korean student panel survey data, monthly differences in age had a significant influence on academic achievement until middle school (lower secondary education). However... More

    pp. 106-122

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  8. The impact of Israel's class-based affirmative action policy on admission and academic outcomes

    Sigal Alon, Department of Sociology and Anthropology, Tel Aviv University, Israel; Ofer Malamud, University of Chicago and NBER, United States

    In the early to mid-2000s, four flagship Israeli selective universities introduced a voluntary need-blind and color-blind affirmative action policy for students from disadvantaged backgrounds. The ... More

    pp. 123-139

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  9. Analysis of group performance with categorical data when agents are heterogeneous: The evaluation of scholastic performance in the OECD through PISA

    Carmen Herrero, University of Alicante & IVIE, Spain; Ildefonso Mendez, University of Murcia, Spain; Antonio Villar, Pablo de Olavide University & Ivie, Spain

    This paper analyzes the evaluation of the relative performance of a set of groups when their outcomes are defined in terms of categorical data and the groups’ members are heterogeneous. This type... More

    pp. 140-151

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  10. Public expenditures, educational outcomes and grade inflation: Theory and evidence from a policy intervention in the Netherlands

    Kristof De Witte, Top Institute for Evidence Based Education Research, Maastricht University; Benny Geys, Norwegian Business School (BI), Norway; Catharina Solondz, Technical University of Dresden, Chair of Economic Policy and Economic Research, Germany

    This article argues that resource expansion can fail to improve actual student performance because it might cause educators to soften grading standards (i.e., induce grade inflation). Our... More

    pp. 152-166

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  11. Money, mentoring and making friends: The impact of a multidimensional access program on student performance

    Kevin Denny & Orla Doyle, UCD School of Economics & UCD Geary Institute, University College Dublin, Ireland; Patricia McMullin, Comparative Life Course & Inequality Research Centre, European University Institute, Italy; Vincent O'Sullivan, Trinity College Dublin & Economic and Social Research Institute, Ireland

    This study evaluates a comprehensive university access program that provides financial, academic and social support to low socioeconomic students using a natural experiment which exploits the time ... More

    pp. 167-182

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  12. Skills, productivity and the evaluation of teacher performance

    Douglas N. Harris, Department of Economics, Tulane University, United States; Tim R. Sass, Department of Economics, Georgia State University, United States

    We examine the relationships between observational ratings of teacher performance, principals’ evaluations of teachers’ cognitive and non-cognitive skills and test-score based measures of teachers’... More

    pp. 183-204

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  13. Higher education expansion and unskilled labour market outcomes

    Veruska Oppedisano

    The increasing demand for higher education reduces the supply and changes the composition of unskilled secondary school graduates, and it may therefore affect their labour market outcomes. However,... More

    pp. 205-220

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  14. One year of preschool or two: Is it important for adult outcomes?

    Irma Arteaga, Truman School of Public Affairs, University of Missouri, United States; Sarah Humpage, Mathematica Policy Research, Inc.; Arthur J. Reynolds, Institute of Child Development, University of Minnesota, United States; Judy A. Temple, Department of Applied Economics, University of Minnesota, United States

    Until recently, public funding for preschool education had been growing rapidly over a decade with most state programs providing one year of preschool for four year olds. Fewer three year olds are ... More

    pp. 221-237

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