You are here:

Economics of Education Review

June 2018 Volume 64, Number 1

Search this issue

Table of Contents

Number of articles: 20

  1. A teacher who knows me: The academic benefits of repeat student-teacher matches

    Andrew J. Hill, Montana State University, United States; Daniel B. Jones, University of South Carolina, United States

    We provide new empirical evidence that increased student-teacher familiarity improves academic achievement in elementary school. Drawing on rich statewide administrative data, we observe small but ... More

    pp. 1-12

    View Abstract
  2. The rising cost of child care in the United States: A reassessment of the evidence

    Chris M. Herbst

    Anecdotal evidence suggests that the cost of child care in the U.S. has increased substantially over the past few decades. This paper marshals data from a variety of sources to rigorously assess... More

    pp. 13-30

    View Abstract
  3. Juvenile crime and the four-day school week

    Stefanie Fischer, Cal Poly State University, United States; Daniel Argyle, FiscalNote, United States

    We leverage the adoption of a four-day school week across schools within the jurisdiction of rural law enforcement agencies in Colorado to examine the causal link between school attendance and... More

    pp. 31-39

    View Abstract
  4. Are good researchers also good teachers? The relationship between research quality and teaching quality

    Ali Palali, Roel van Elk & Jonneke Bolhaar, CPB Netherlands Bureau for Economic Policy Analysis, Netherlands; Iryna Rud, Top Institute for Evidence Based Education Research (TIER), Netherlands

    We investigate the relationship between research quality and teaching quality, by comparing students that follow the same course, taught by different teachers. We use publication records of... More

    pp. 40-49

    View Abstract
  5. Does the precision and stability of value-added estimates of teacher performance depend on the types of students they serve?

    Brian Stacy, Department of Economics, United States; Cassandra Guarino, Graduate School of Education, United States; Jeffrey Wooldridge, Department of Economics, United States

    In this paper, we investigate how the precision and year-to-year stability of a teacher’s value-added estimate relate to student characteristics. We find that teachers serving initially higher... More

    pp. 50-74

    View Abstract
  6. Do high school sports build or reveal character? Bounding causal estimates of sports participation

    Michael R Ransom & Tyler Ransom, Department of Economics, United States

    We examine the extent to which participation in high school athletics in the United States has beneficial effects on future education, labor market, and health outcomes. Due to the absence of... More

    pp. 75-89

    View Abstract
  7. Bilingual schooling and earnings: Evidence from a language-in-education reform

    Lorenzo Cappellari, Department of Economics and Finance, Italy; Antonio Di Paolo, AQR-IREA, Spain

    We estimate the wage effects of bilingual education for the first time using a reform that introduced bilingualism in Catalan schools. Variation across years of schooling and birth cohorts provides... More

    pp. 90-101

    View Abstract
  8. English proficiency and mathematics test scores of immigrant children in the US

    Ainhoa Aparicio Fenoll

    This paper explores whether native-immigrant differences in mathematics test scores can be accounted for by a lack of English proficiency. To identify the causal effect of English proficiency on... More

    pp. 102-113

    View Abstract
  9. Tuition fees and student effort at university

    P. Beneito, J.E. Boscá & J. Ferri, University of Valencia, Spain

    This paper presents theoretical and empirical evidence that an increase in tuition fees may boost university students’ academic effort. We examine the tuition fee rise introduced in 2012 by Spanish... More

    pp. 114-128

    View Abstract
  10. The puzzle of missing female engineers: Academic preparation, ability beliefs, and preferences

    Ying Shi

    This paper uses administrative North Carolina data linked from high school to college and national surveys to characterize the largest contributor to the STEM gender gap: engineering. Disparities... More

    pp. 129-143

    View Abstract
  11. The contribution of early childhood and schools to cognitive gaps: New evidence from Peru

    Juan F. Castro, Universidad del Pacifico,, Peru; Caine Rolleston, University College London, United Kingdom

    Cognitive gaps between children of different socioeconomic backgrounds are particularly significant in the developing world. We propose and use a new decomposition strategy to measure the... More

    pp. 144-164

    View Abstract
  12. Do mentoring, information, and nudge reduce the gender gap in economics majors?

    Hsueh-Hsiang Li

    The gender gap in economics majors (i.e., male students are much more likely to major in economics than are their female counterparts) has remained large, despite narrowing gaps observed in many... More

    pp. 165-183

    View Abstract
  13. Can UTeach? Assessing the relative effectiveness of STEM teachers

    Ben Backes, Dan Goldhaber, Whitney Cade, Kate Sullivan & Melissa Dodson

    UTeach is a well-known, university-based program designed to increase the number of high-quality STEM teachers in the workforce. Despite substantial investment and rapid program diffusion, there is... More

    pp. 184-198

    View Abstract
  14. Exposure to academic fields and college major choice

    Hans Fricke, Stanford University; Jeffrey Grogger, University of Chicago; Andreas Steinmayr, University of Munich, Germany

    This study investigates how exposure to a field of study influences students’ major choices. If students have incomplete information, exposure potentially helps them to learn about the scope of a... More

    pp. 199-213

    View Abstract
  15. Through the looking glass: Can classroom observation and coaching improve teacher performance in Brazil?

    Barbara Bruns, Center for Global Development, United States; Leandro Costa, World Bank, United States; Nina Cunha, Stanford University, United States

    We conducted a randomized evaluation of a program in Brazil that provided secondary schools with classroom observation feedback and access to expert coaching. Coaching content was based on "Teach... More

    pp. 214-250

    View Abstract
  16. Measuring teacher non-cognitive skills and its impact on students: Insight from the Measures of Effective Teaching Longitudinal Database

    Albert Cheng, Program on Education Policy and Governance, United States; Gema Zamarro, University of Arkansas, United States

    Despite research showing labor-market returns to non-cognitive skills, we lack research on how teachers’ noncognitive skills relate to other available measures of teacher quality and student... More

    pp. 251-260

    View Abstract
  17. Are states winning the fight? Evidence on the impact of state laws on bullying in schools

    Julia Manzella

    Bullying is a prevalent problem. Researchers have provided legislative recommendations to combat it. Examining whether, and to what extent, state laws reduce in-school bullying is important for... More

    pp. 261-281

    View Abstract
  18. Gendered choices of STEM subjects for matriculation are not driven by prior differences in mathematical achievement

    Moshe Justman, School of Economics and Business Administration, Israel; Susan J. Méndez, Melbourne Institute of Applied Economic and Social Research, Australia

    Women's under-representation in high-paying jobs in STEM fields (science, technology, engineering and mathematics) mirrors their earlier choices of matriculation electives: male students favour... More

    pp. 282-297

    View Abstract
  19. How much does teacher quality vary across teacher preparation programs? Reanalyses from six states

    Paul T. von Hippel, LBJ School of Public Affairs, United States; Laura Bellows, Sanford School of Public Policy, United States

    At least sixteen US states have taken steps toward holding teacher preparation programs (TPPs) accountable for teacher value-added to student test scores. Yet it is unclear whether teacher quality ... More

    pp. 298-312

    View Abstract
  20. Nudging in education

    Mette Trier Damgaard & Helena Skyt Nielsen

    Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken ... More

    pp. 313-342

    View Abstract