Economics of Education Review
October 2013 Volume 36, Number 1
Table of Contents
Number of articles: 20
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The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands
Erik Meyer & Chris Van Klaveren
Policies that aim at improving student achievement frequently increase instructional time, for example by means of an extended day program. There is, however, hardly any evidence that these... More
pp. 1-11
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Educational evaluation schemes and gender gaps in student achievement
Torberg Falch, Department of Economics, Norwegian University of Science and Technology (NTNU), Norway; Linn Renée Naper, EC Group AS, Norway
This paper investigates whether gender gaps in student achievement are related to evaluation schemes. We exploit different evaluations at the end of compulsory education in Norway in a difference... More
pp. 12-25
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Information, college decisions and financial aid: Evidence from a cluster-randomized controlled trial in China
Prashant Loyalka, Stanford University, Freeman-Spogli Institute for International Studies, United States; Yingquan Song, Jianguo Wei & Weiping Zhong, China Institute for Educational Finance Research, Peking University, China; Scott Rozelle, Stanford University, Freeman-Spogli Institute for International Studies, United States
Past studies find that disadvantaged students in the United States are often misinformed about college costs and financial aid opportunities and thus may make sub-optimal decisions regarding... More
pp. 26-40
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The long-run impacts of early childhood education: Evidence from a failed policy experiment
Philip DeCicca, Department of Economics, McMaster University, Canada; Justin Smith, Department of Economics, Wilfrid Laurier University, Canada
We investigate short and long-term effects of early childhood education using variation created by a policy experiment in British Columbia, Canada. Our findings imply being in kindergarten longer... More
pp. 41-59
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Principal turnover and student achievement
Ashley Miller
Principals have important management roles, including responsibilities for teachers, curricula and budgets. Schools change principals frequently; about 20% of public school principals in the United... More
pp. 60-72
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Single-sex classes & student outcomes: Evidence from North Carolina
Michael R. Strain
The effects of single-sex education are hotly contested, both in academic and policy circles. Despite this heated debate, there exists little credible empirical evidence of the effect of a U.S.... More
pp. 73-87
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Not just for poor kids: The impact of universal free school breakfast on meal participation and student outcomes
Jacob Leos-Urbel, Wagner Graduate School of Public Service, Institute for Education and Social Policy, New York University, United States; Amy Ellen Schwartz, Wagner Graduate School of Public Service, Institute for Education and Social Policy, Steinhardt School of Education, New York University, United States; Meryle Weinstein & Sean Corcoran, Steinhardt School of Education, Institute for Education and Social Policy, New York University, United States
This paper examines the impact of the implementation of a universal free school breakfast policy on meals program participation, attendance, and academic achievement. In 2003, New York City made... More
pp. 88-107
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Peer effects and academic achievement: a regression discontinuity approach
Arna Vardardottir
In this paper, I study ability peer effects among teenagers. The identification relies on a fuzzy regression discontinuity approach where assignment into high-ability classes constitutes the source... More
pp. 108-121
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What makes special-education teachers special? Teacher training and achievement of students with disabilities
Li Feng, Department of Finance and Economics, Texas State University, United States; Tim R. Sass, Department of Economics, Georgia State University, United States
Using statewide data from Florida, we analyze the impact of both pre-service and in-service training on the ability of teachers to promote academic achievement among students with disabilities. We ... More
pp. 122-134
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The academic achievement of American Indians
Stefanie Fischer, Department of Economics, University of California Santa Barbara, United States; Christiana Stoddard, Department of Agricultural Economics and Economics, Montana State University, United States
The academic achievement of American Indians has not been extensively studied. Using NAEP supplements, we find that the average achievement relative to white students resembles other disadvantaged ... More
pp. 135-152
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The male–female gap in post-baccalaureate school quality
Adam Stevenson
Women are less likely than men to earn degrees from high quality post-baccalaureate programs, and this tendency has been growing over time. I show that, aside from the biomedical sciences, this... More
pp. 153-165
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Ova and out: Using twins to estimate the educational returns to attending a selective college
Jonathan Smith
Research has shown that attending a relatively selective four-year college over a less selective alternative is positively related to bachelor's degree completion. This paper revisits that question... More
pp. 166-180
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Tax benefits for graduate education: Incentives for whom?
Steven Bednar, Department of Economics, Elon University, United States; Dora Gicheva, Department of Economics, University of North Carolina at Greensboro, United States
Numerous studies have examined the enrollment responses of traditional undergraduate students to the introduction of government-provided tuition subsidies, but far less attention has been devoted... More
pp. 181-197
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The Returns to Private Education: Evidence from Mexico
Chiara Binelli, The University of Southampton, Department of Economics, United Kingdom; Marta Rubio-Codina, Centre for the Evaluation of Development Policies, Institute for Fiscal Studies, United Kingdom
Despite the rapid expansion and increasing importance of private education in developing countries, little is known on the impact of studying in private schools on education and wages. This paper... More
pp. 198-215
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Is a good elementary teacher always good? Assessing teacher performance estimates across subjects
Dan Goldhaber, James Cowan & Joe Walch
In most elementary schools, teachers are responsible for several subjects. Various personnel policies, such as evaluating teachers based on value-added estimates aggregated across subjects or... More
pp. 216-228
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Occupation–education mismatch of immigrant workers in Europe: Context and policies
Mariya Aleksynska, CEPII, France; Ahmed Tritah, GAINS-TEPP, Université du Maine, France
This paper analyses occupational matching of immigrants from over seventy countries of origin to 22 European countries. Using European Social Survey for the years 2002–2009, we show that immigrants... More
pp. 229-244
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Estimating an educational production function for five countries of Latin America on the basis of the PISA data
Joseph Deutsch, Department of Economics, Bar-Ilan University, Israel; Audrey Dumas, CAEPEM, Université de Perpignan Via Domitia, France; Jacques Silber, Department of Economics, Bar-Ilan University, Israel
This paper takes a new look at the determinants of cognitive ability. Using the results of the 2006 PISA survey for five Latin American countries (Brazil, Chile, Colombia, Mexico and Uruguay) it... More
pp. 245-262
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The impact of surplus skills on earnings: Extending the over-education model to language proficiency
Barry R. Chiswick, Department of Economics, George Washington University, United States; Paul W. Miller, School of Economics and Finance, Curtin University, Australia
This paper examines whether the framework developed in the educational mismatch field of research can be generalized to language skills. It uses data from the Occupational Information Network (O... More
pp. 263-275
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Pure ethnic gaps in educational attainment and school to work transitions: When do they arise?
Stijn Baert & Bart Cockx, Sherppa – Ghent University, Belgium
This article decomposes the observed gaps in educational attainment and school-to-work transitions in Belgium between grandchildren of natives and of women of “non-Western” nationality into (i)... More
pp. 276-294
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Involuntary volunteering: The impact of mandated service in public schools
Sara E. Helms, School of Business, University of Alabama at Birmingham, United States
In 1992, Maryland became the first—and only—state to require service activity of all public high school graduates. Proponents of mandates note that since individual volunteer activity is correlated... More
pp. 295-310
