Economics of Education Review
June 2018 Volume 64, Number 1
Table of Contents
Number of articles: 20
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
