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Economics of Education Review

October 2018 Volume 66, Number 1

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Table of Contents

Number of articles: 18

  1. Are two subjects better than one? The effects of developmental English courses on language minority and native English-speaking students’ community college outcomes

    Michelle Hodara, Education Northwest and Community College Research Center, United States; Di Xu, University of California-Irvine and Community College Research Center, United States

    Developmental reading and writing courses seek to provide underprepared college students with the academic literacy skills necessary to succeed in college-level coursework. Yet, little is known... More

    pp. 1-13

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  2. The effects of incentives to exercise on student performance in college

    Hans Fricke, Stanford University and IZA, United States; Michael Lechner, University of St. Gallen, IZA, CESifo, and CEPR, Switzerland; Andreas Steinmayr, University of Munich (LMU), IFW Kiel and IZA, Germany

    What are the effects of on-campus recreational sports and exercise on educational outcomes of university students? We randomize financial incentives to encourage students’ participation in on... More

    pp. 14-39

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  3. When does it count? The timing of food stamp receipt and educational performance

    Chad Cotti, University of Wisconsin-Oshkosh, United States; John Gordanier & Orgul Ozturk, University of South Carolina, United States

    The effect of poor nutrition has been established as an important determinant of learning and achievement among school-age children. Further, it has been shown that households’ receiving food... More

    pp. 40-50

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  4. Improving educational and labor outcomes through child labor regulation

    Elena Del Rey, Universitat De Girona, Spain; Sergi Jimenez-Martin, Universitat Pompeu Fabra and Barcelona Gse, Spain; Judit Vall Castello, Department of Economics & Institut D'economia De Barcelona (Ieb), Spain

    We explore the effects of a child labor regulation that changed the statutory minimum working age in Spain in 1980. In particular, the reform raised the minimum working age from 14 to 16, while the... More

    pp. 51-66

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  5. The potential output gains from using optimal teacher incentives: An illustrative calibration of a hidden action model

    Nirav Mehta

    This paper examines the potential output gains from the implementation of optimal teacher incentive pay schemes, by calibrating the Hölmstrom and Milgrom (1987) hidden action model using data from ... More

    pp. 67-72

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  6. Concentrating efforts on low-performing schools: Impact estimates from a quasi-experimental design

    Felipe Barrera-Osorio, Harvard Graduate School of Education, United States; Sandra García, School of Government, Colombia; Catherine Rodríguez & Fabio Sánchez, Department of Economics, Colombia; Mateo Arbeláez, Ph.D. Student, Department of Economics, United States

    This paper presents the impact evaluation results of the Colombian program "Todos a Aprender" ("Everyone Learning Program, ELP)," a multi-level intervention targeting low-performing schools. The... More

    pp. 73-91

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  7. Parent skills and information asymmetries: Experimental evidence from home visits and text messages in middle and high schools

    Peter Bergman, Teachers College, United States; Chana Edmond-Verley, Believe 2 Become, United States; Nicole Notario-Risk, Groundwork Community Consulting, United States

    This paper studies the ability to foster parent skills and resolve information problems as a means to improving student achievement. We conducted a three-arm randomized control trial in which... More

    pp. 92-103

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  8. The effects of making performance information public: Regression discontinuity evidence from Los Angeles teachers

    Peter Bergman, Teachers College, United States; Matthew J. Hill, Loyola Marymount University, United States

    This paper uses school-district data and a regression discontinuity design to study the effects of making teachers’ value-added ratings available to the public and searchable by name. We find that ... More

    pp. 104-113

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  9. Private schools and student learning achievements in Kenya

    Fredrick M. Wamalwa & Justine Burns

    We examine the effect of private school attendance on literacy and numeracy skill acquisition among children mainly drawn from lower primary grades in Kenya. The empirical analysis is based on... More

    pp. 114-124

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  10. Do financial incentives crowd out intrinsic motivation to perform on standardized tests?

    John A. List, The Kenneth C. Griffin Department of Economics; NBER, United States; Jeffrey A. Livingston, Bentley University; Susanne Neckermann, The Kenneth C. Griffin Department of Economics, United States

    Financial incentives linked to academic performance have been proposed as a potentially cost-effective way to support improvement. However, a large literature across disciplines finds that... More

    pp. 125-136

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  11. Why are professors “Poorly paid”?

    Daniel S. Hamermesh

    pp. 137-141

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  12. High times: The effect of medical marijuana laws on student time use

    Yu-Wei Luke Chu, School of Economics and Finance, New Zealand; Seth Gershenson, School of Public Affairs, United States

    Medical marijuana laws (MMLs) represent a major change of marijuana policy in the U.S. Previous research shows that these laws increase marijuana use among adults. In this paper, we estimate the... More

    pp. 142-153

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  13. Achievement effects from new peers: Who matters to whom?

    Duncan McVicar, Queen's Management School, United Kingdom; Julie Moschion & Chris Ryan, Melbourne Institute of Applied Economic and Social Research, University of Melbourne, Australia

    This paper presents estimates of achievement-related peer effects on school students’ literacy using data from national test scores, across multiple literacy measures and student cohorts, for the... More

    pp. 154-166

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  14. Educational resources and student achievement: Evidence from the Save Harmless provision in New York State

    Philip Gigliotti & Lucy C. Sorensen

    A long-standing debate in the economics of education literature is whether increasing educational resources moves the needle on student achievement. Education finance reformers advocate delivering ... More

    pp. 167-182

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  15. The effects of relative and absolute age in the measurement of grit from 9th to 12th grade

    Pablo A. Peña, Microanalitica, United States; Angela L. Duckworth, University of Pennsylvania, United States

    The measurement of grit and other character skills in schools, most often using self-report questionnaires, has grown in recent years. Very little is known about whether self-report questionnaires ... More

    pp. 183-190

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  16. Understanding and evaluating the SAS® EVAAS® Univariate Response Model (URM) for measuring teacher effectiveness

    Kelly N. Vosters, University of North Carolina Charlotte, United States; Cassandra M. Guarino, University of California Riverside, United States; Jeffrey M. Wooldridge, Michigan State University, United States

    Despite little attention or exposure in the evaluation literature, the two SAS® EVAAS®models for estimating teacher effectiveness are used by several states and districts, in some cases for high... More

    pp. 191-205

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  17. Do children benefit from universal early childhood education and care? A meta-analysis of evidence from natural experiments

    Thomas van Huizen & Janneke Plantenga

    This study examines the effects of universal Early Childhood Education and Care (ECEC) on child development and children's later life outcomes. Using meta-analytical techniques, we synthesize the... More

    pp. 206-222

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  18. Enrollment and degree completion in higher education without admission standards

    Koen Declercq, KU Leuven; Frank Verboven, KU Leuven and CEPR

    Many countries organize their higher education system with limited or no ex ante admission standards. They instead rely more heavily on an ex post selection mechanism, based on the students’... More

    pp. 223-244

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