学校类型与流动儿童的教育-来自上海的经验证据

本文根据在上海地区进行的问卷调查和标准化考试结果,考察学校类型对于流动儿童考试成绩的影响。我们在控制家庭和学生个人因素,并通过工具变量法调整学校选择的内生性问题后,发现在民工子弟学校就读和在公办学校就读的流动儿童之间仍存在较大的成绩差距。进一步的分位数回归结果显示学校类型对于成绩较差的学生影响更大。我们的研究结果与目前民工子弟学校教学质量普遍低于公办学校的观察相吻合。     

Why is There a Graduate Earnings Premium for Students From Independent Schools?

We examine the determinants of occupational earnings of UK 1993 graduates and focus on the influence of the type of school the graduate attended prior to university entrance. For data reasons, we restrict attention to graduates who attended school in England. We estimate that, on average, a male (female) graduate who attended an Independent school receives an earnings premium of 3.1 per cent (3.4 per cent) over and above the earnings of a graduate who attended an LEA school, ceteris paribus . We also find considerable variation across different Independent schools in the size of the graduate earnings premium, especially for males, and show that in the case of males the premium increases with the level of school fees, but is not statistically related to measures of school–level average academic performance.     

Designing effective transfers: Lessons from India’s school meal program

We estimate attendance gains for primary school children from a cost‐neutral change in the design of India’s school meal program. Municipal schools in the capital region of Delhi shifted from packaged food to cooked meals in 2003, with no change in payments to meal providers. Using the staggered implementation of this transition and child‐level panel data, we estimate a 3 percentage point increase in average monthly attendance, with large effects for early grades. We also find that girls are more responsive to the cooked meals, but because they attend morning schools, whereas boys attend afternoon schools, this may simply reflect benefits from better‐timed meals. Our study illustrates how better‐designed transfers can improve outcomes within tightly constrained budgets.     

Teachers’ versus parental choice and the tracking distribution of students: a natural experiment

This article studies the secondary school track choice and considers to what extent parents’ and teachers’ assessment of students diverge. We take advantage of a reform in the German state of North Rhine-Westphalia (NRW) in 2006. The reform replaced parents’ choice about their children’s secondary school type by a binding teacher recommendation. Our data comprise class-level information on all public primary schools in the state. We find that teachers tend to recommend higher school types than parents. However, more precise analysis shows that this effect can be limited to districts with above average proportion of immigrants.     

Residential segregation and educational attainment of children from regional migrant families in China

This paper studies the residential segregation effects on educational attainment of children from regional migrant families in China. We find that if migrant families live in segregated communities with fewer local residents, the school dropout rate of the children living with their parents in the host cities is higher and their high school enrollment rate is lower. We employ a unique set of nationwide survey data of regional migrants in China in 2012 and 2013 that comprises more than 150,000 individuals in each year. We first use the ratio of migrants over the total population residing in a community to measure segregation. When the ratio increases by 10%, the school dropout rate of migrant children increases by 4.7% from the mean value. Secondly, we identify segregation from the housing type of the migrant family. When they reside in the dorms provided by their employers or in the workplace, they will also be surrounded by many migrant colleagues. We find that living in such places increases the “not‐going‐to‐high‐school rate” of migrant children by 35% from the mean value. Our subsample analysis indicates that the segregation effects only exist in the samples of male migrant children and rural hukou families.     

THE INFLUENCE OF TYPE OF HIGH SCHOOL ATTENDED ON UNIVERSITY PERFORMANCE*

It is widely reported that the main determinant of success at university is the score on university entrance exams. Recent studies have argued that the outcomes at university also differ according to the type of high school attended. This paper examines the impact of attending a non‐Government school on the marks of first‐year university students. Non‐Government school students are found to have lower marks at university than Government school students, with the mark differential being slightly larger for those who do not perform well at tertiary study. The main factors influencing the size of the gap between the university marks of students from Government and non‐Government schools are university entrance exam results and attendance at same‐sex high schools.     

Constrained school choice

Recently, several school districts in the US have adopted or consider adopting the Student-Optimal Stable mechanism or the Top Trading Cycles mechanism to assign children to public schools. There is evidence that for school districts that employ (variants of) the so-called Boston mechanism the transition would lead to efficiency gains. The first two mechanisms are strategy-proof, but in practice student assignment procedures typically impede a student to submit a preference list that contains all his acceptable schools. We study the preference revelation game where students can only declare up to a fixed number of schools to be acceptable. We focus on the stability and efficiency of the Nash equilibrium outcomes. Our main results identify rather stringent necessary and sufficient conditions on the priorities to guarantee stability or efficiency of either of the two mechanisms. This stands in sharp contrast with the Boston mechanism which has been abandoned in many US school districts but nevertheless yields stable Nash equilibrium outcomes.     

Assessing the Impact of District Primary Education Program in India

We examine the impact of India's District Primary Education Program (DPEP) introduced in the mid‐1990s. We exploit the fact that the DPEP was targeted towards primary school age children and was introduced in phases to different districts in India, and many of the districts never got the program to implement a difference‐in‐difference strategy to find the causal impact of the program on probability of attended primary school, probability of completed primary education and years of schooling. We find that the DPEP program increased the probability of attended primary school and completed primary school by about 2 percentage points. Similarly, the program increased the years of schooling by 0.16 years.     

The impact of school choice on student outcomes: an analysis of the Chicago Public Schools

We explore the impact of school choice on student outcomes in the context of open enrollment within the Chicago Public Schools (CPS). Roughly half of the students opt out of their assigned high school to attend a different CPS school, and these students are much more likely than those who remain in their assigned schools to graduate. To determine the source of this apparent benefit, we compare outcomes across (i) similar students with differential access to schooling options and (ii) travelers and non-travelers within the same school. The results suggest that, other than for students who select career academies, the observed cross-sectional benefits are likely spurious.     

The impact of charter school attendance on student performance

We employ a panel of individual student data on math and reading test performance for five cohorts of students in Texas to study the impact of charter school attendance. We control for school mobility effects and distinguish movement to a charter school from movement within and between traditional public school districts. We find students experience poor test score growth in their initial year in a charter school, but that this is followed by recovery in the subsequent years. Failure to account for this pattern may lead to potentially misleading estimates of the impact of charter attendance on student achievement. Students who remain in charters largely recover from the initial disruption within approximately 3 years, and there is weak evidence that there may be overall gains from charter attendance within this period. Furthermore, students who return to traditional public schools after just 1 or 2 years in a charter do not appear to suffer a lasting negative impact despite their poor average performance in their first year of charter attendance.     

流动儿童的学校适应不良图式及其对学校适应的影响

采用问卷调查法对923名流动儿童的学校适应不良图式与学校适应进行测查,以探讨流动儿童的学校适应不良图式与学校适应的关系。结果发现：流动儿童在自我放纵性上呈极其显著的性别差异,男生显著高于女生;除猜疑感外,学校适应不良图式总分及其他维度存在非常显著的年龄段差异,初中生显著地强于小学高年级学生;流动儿童的学校适应不良图式与学校适应存在极其显著的负相关;在控制性别、年龄段的作用后,学校适应不良图式对学校适应有极显著的负向预测效应,其中无助感和自我放纵性预测力更佳。研究表明,流动儿童适应不良图式与其学校适应关系密切。     

Gender and wages: a cohort study of primary school teachers

This study uses cohort data to analyse the observed (or gross) salary differential between male and female primary school teachers. The teachers in this sample, who are all employed in state-sector schools in the same geographic locality, are observed 20 years after first entering the teaching profession. The main finding is that two-fifths of the differential cannot be explained by gender differences in the levels of experience, qualification and mobility within our sample and so is attributed to labour market discrimination and other unobservable gender influences.     

Sorting,school performance and quality: Evidence from China

School choice reforms give talented students the option to sort out of low-performing schools but often leave disadvantaged students behind. This study shows how a Chinese city was successful in helping its low-performing schools to catch up by encouraging talented students to sort into these schools. The city identified eleven low-performing middle schools and guaranteed elite high school admission to their top ten-percent graduates. This study documents that the policy improved school performance by 0.19-0.26 standard deviations. Using data on lottery middle school assignment, I further test for potential mechanisms, including strategic sorting and improvement in school value-added.     

Peer effects in medical school

Using data on the universe of students who graduated from US medical schools between 1996 and 1998, we examine whether the abilities and specialty preferences of a medical school class affect a student's academic achievement in medical school and his choice of specialty. We mitigate the selection problem by including school-specific fixed effects, and show that this method yields an upper bound on peer effects for our data. We estimate positive peer effects that disappear when school-specific fixed effects are added to control for the endogeneity of a peer group. We find no evidence that peer effects are stronger for blacks, that peer groups are formed along racial lines, or that students with relatively low ability benefit more from their peers than students with relatively high-ability. However, we do find some evidence that peer groups form along gender lines.     

Charter school quality and parental decision making with school choice

Charter schools have become a very popular instrument for reforming public schools, because they expand choices, facilitate local innovation, and provide incentives for the regular public schools while remaining under public control. Despite their conceptual appeal, analysis has been hindered by the selective nature of their student populations. This paper investigates the quality of charter schools in Texas in terms of mathematics and reading achievement and finds that average school quality in the charter sector is not significantly different from that in regular public schools after an initial start-up period but that there is considerable heterogeneity. Perhaps more important for policy, however, is the finding that the parental decision to exit a charter school is significantly related to school quality. The magnitude of this relationship is substantially larger than the relationship between the probability of exit and quality in the regular public school sector and consistent with the notion that the introduction of charter schools substantially reduces the transactions costs of switching schools.     

The demand for primary schooling in Madagascar: Price,quality, and the choice between public and private providers

We estimate a discrete choice model of primary schooling and simulate policy alternatives for rural Madagascar. Among school quality factors, the results highlight the negative impacts on schooling demand of poor facility quality and the use of multigrade teaching (several grades being taught simultaneously by one teacher) in public schools. Simulations indicate the feasibility of reducing multigrade in public schools by adding teachers and classrooms, a policy that would lead to modest improvements in overall enrollments and would disproportionately benefit poor children. Given much higher price elasticities for poorer households, raising school fees to cover some of the additional costs would strongly counteract these favorable distributional outcomes. An alternative policy of consolidation of primary schools combined with multigrade reduction or other quality improvements is likely to be ineffective because of the strongly negative impact of distance to school.     

Parental expectations and school enrolment decisions: Evidence from rural Ghana

We use field data to investigate factors that influence parents' decisions to enrol children in schools in rural Ghana. The empirical results identified a host of socio‐economic and household‐level factors including remittances parents expect from investing in education, parents perception of a child's desirable professions, cost of schooling and discount rate as significant determinants of parental school enrolment decision. When gender of the child and remittances are taken into account, we show male parents are more likely to invest in education of boys than girls because they expect significantly higher returns from their investment in boys. Female parents do not show such gender preference. The proportion of children enrolled in school is positively related to average cost of schooling for male parents Gender of parent plays a significant role in school enrolment decision making.     

Must conditional cash transfer programs be conditioned to be effective? The impact of conditioning transfers on school enrollment in Mexico

A growing body of evidence suggests that conditional cash transfer (CCT) programs can have strong, positive effects on a range of welfare indicators for poor households in developing countries. However, there is little evidence about how important each component of these programs is towards achieving these outcomes. This paper tests the importance of conditionality on one specific outcome related to human capital formation, school enrollment, using data collected during the evaluation of Mexico's PROGRESA program. We exploit the fact that some beneficiaries who received transfers did not receive the forms needed to monitor the attendance of their children at school. We use a variety of techniques, including nearest neighbor matching and household fixed effects regressions, to show that the absence of these forms reduced the likelihood that children attended school with this effect most pronounced when children are transitioning to lower secondary school. We provide substantial evidence that these findings are not driven by unobservable characteristics of households or localities.     

Detracking Swedish compulsory schools: any losers, any winners?

In this article, I use within-school variation to estimate the effect of tracking. I exploit the fact not only that different tracking policies were practiced simultaneously in Swedish compulsory schools but also that tracking policies changed overtime within schools. I estimate not only if being in a tracked math environment had any effect on the probability of graduating from high school but also if tracking status had any impact on the math grade in high school. The results show that there are no significant average effects of tracking. However, there are effects in the lower part of the grade distribution. Students with a low-educated family background are more likely to fail math at high school if they have attended a compulsory school that practiced tracking compared to similar students in a non-tracked environment.