You are here:

Economics of Education Review

December 2018 Volume 67, Number 1

Search this issue

Table of Contents

Number of articles: 16

  1. Is post-secondary education a safe port and for whom? Evidence from Canadian data

    Diana Alessandrini

    Previous studies document that adverse labor market conditions, proxied by the unemployment rate, stimulate post-secondary enrollment. This paper shows for the first time that unemployment not only... More

    pp. 1-13

    View Abstract
  2. The threat of competition and public school performance: Evidence from Poland

    Paweł Bukowski, Centre for Economic Performance, United Kingdom; Martyna Kobus, Institute of Economics, Polish Academy of Sciences, Poland

    Theoretical literature on whether school competition raises public school productivity is ambiguous (e.g. ) and empirical evidence is mixed (e.g. Hsieh and Urquiola, 2006). Moreover, competition... More

    pp. 14-24

    View Abstract
  3. The role of time preferences in educational decision making

    Daniel Kemptner & Songül Tolan, DIW Berlin, Germany

    We analyze the implication of time-inconsistent preferences in educational decision making and corresponding policies using a structural dynamic choice model. We make two important research... More

    pp. 25-39

    View Abstract
  4. The Effect of Teachers’ Unions on Student Achievement in the Short Run: Evidence from Wisconsin’s Act 10

    E. Jason Baron

    This study examines the short-run impact of a weakening of teachers’ unions on student achievement. In 2011, Wisconsin enacted the Budget Repair Bill, or Act 10, which significantly limited the... More

    pp. 40-57

    View Abstract
  5. Teacher hiring decisions: How do governments react to an exogenous redistribution of education funds?

    Tassia Cruz

    This paper examines the teacher hiring decisions of Brazilian local governments in response to an education funding reform, called FUNDEF. The reform redistributed funding across municipalities and... More

    pp. 58-81

    View Abstract
  6. Gender achievement gaps among Chinese middle school students and the role of teachers’ gender

    Di Xu & Qiujie Li

    Based on a nationally representative data of middle school students from China, this paper intends to document gender performance gaps among middle school students in China and the role of teachers... More

    pp. 82-93

    View Abstract
  7. You can't always get what you want: Capacity constraints in a choice-based school system

    Jane Arnold Lincove, School of Public Policy, United States; Jon Valant, The Brookings Institution, United States; Joshua M. Cowen, Michigan State University, College of Education, United States

    Centralized school enrollment is designed to improve the allocation of seats in choice-based systems. We study the quality of K-12 public school placements relative to revealed family preferences... More

    pp. 94-109

    View Abstract
  8. Introducing a performance-based component into Jakarta's school grants: What do we know about its impact after three years?

    Samer Al-Samarrai, Unika Shrestha & Amer Hasan, Education Global Practice, World Bank Group, United States; Nozomi Nakajima, Harvard Graduate School of Education, United States; Santoso Santoso & Wisnu Harto Adi Wijoyo, Education Global Practice, World Bank Group, United States

    Using administrative data, this paper evaluates the early impact of introducing a performance-based component into Jakarta's long-standing school grant program on learning outcomes. The authors use... More

    pp. 110-136

    View Abstract
  9. Training and changes in job Tasks

    Marcus Tamm

    This study investigates the impact of non-formal training on job tasks of workers. The analysis is based on panel data from Germany covering detailed information on tasks performed at work at the... More

    pp. 137-147

    View Abstract
  10. Aid after enrollment: Impacts of a statewide grant program at public two-year colleges

    Drew M. Anderson, RAND Corporation, Sara Goldrick-Rab, United States; Sara Goldrick-Rab, Temple University, United States

    Most students who begin at community colleges do not finish with a degree. The net price of college commonly shifts after enrollment, and there is little evidence on how these shifts affect two... More

    pp. 148-157

    View Abstract
  11. Academic achievement across the day: Evidence from randomized class schedules

    Kevin M. Williams, Department of Economics, United States; Teny Maghakian Shapiro, Slack Research & Analytics, United States

    This study expands our understanding of how school day schedules affect achievement. We focus on three aspects related to scheduling: student fatigue, time of instruction, and instructor schedules.... More

    pp. 158-170

    View Abstract
  12. Do students benefit from longer school days? Regression discontinuity evidence from Florida's additional hour of literacy instruction

    David Figlio, Northwestern University and NBER, 2040 Sheridan Road, Evanston, IL 60208, United States; Kristian L. Holden & Umut Ozek, American Institutes for Research, 1000 Thomas Jefferson Street, N.W., Washington, DC 20007, United States

    Instructional time is a fundamental educational input, yet we have little causal evidence about the effect of longer school days on student achievement. This paper uses a sharp regression... More

    pp. 171-183

    View Abstract
  13. Teaching styles and achievement: Student and teacher perspectives

    Ana Hidalgo-Cabrillana, Universidad Autonoma de Madrid, Spain; Cristina Lopez-Mayan, Euncet Business School and Universitat Autonoma de Barcelona, Spain

    We analyze the relationship between the use of modern and traditional teaching styles and the achievement in math and reading in primary education. As a novelty, we explore whether that... More

    pp. 184-206

    View Abstract
  14. The added value of more accurate predictions for school rankings

    Fritz Schiltz, University of Leuven, Belgium; Paolo Sestito, Bank of Italy, Italy; Tommaso Agasisti, Politecnico di Milano, Italy; Kristof De Witte, University of Leuven, Belgium

    School rankings based on value-added (VA) estimates are subject to prediction errors, since VA is defined as the difference between predicted and actual performance. We introduce the use of random ... More

    pp. 207-215

    View Abstract
  15. Learning intensity effects in students’ mental and physical health – Evidence from a large scale natural experiment in Germany

    Sarah Hofmann, WifOR & University of Duisburg-Essen, Germany; Andrea Mühlenweg, WifOR & Leibniz University Hannover, Institute of Labour Economics, Germany

    In this study, we analyze the health effects of a recent education reform in Germany exposing students to increased learning intensity. The reform shortened the higher secondary education track by ... More

    pp. 216-234

    View Abstract
  16. The effect of multigrade classes on cognitive and non- cognitive skills. Causal evidence exploiting minimum class size rules in Italy✰

    Daniele Checchi, University of Milan, Italy; Maria De Paola, IZA, Germany

    We analyse how schooling in multigrade classes affects the formation of student cognitive and non-cognitive skills. Our identification strategy is based on some institutional features of the... More

    pp. 235-253

    View Abstract