The Life-Cycle Pattern of Collegiate GPA: Longitudinal Cohort Analysis and Grade Inflation

Individual semester-by-semester undergraduate grade point average for each of the eight semesters of the collegiate academic life cycle for five entire student cohorts for the classes of 1998, 1999, 2000, 2001, and 2002 at a large, private university in the northeast (N = 12,663) reveal a "check-mark" pattern: students' grades fell in the second semester, rose thereafter, and slumped in the last academic term. Attrition and participation in the Greek system explain over half of the longitudinal change in academic achievement. A comparison of the five cohorts of students indicates a rate of grade inflation comparable to that obtained for multischool studies covering the period 1960 to the late 1990s.     

Evaluating credit risk and loan performance in online Peer-to-Peer (P2P) lending

Online Peer-to-Peer (P2P) lending has emerged recently. This micro loan market could offer certain benefits to both borrowers and lenders. Using data from the Lending Club, which is one of the popular online P2P lending houses, this article explores the P2P loan characteristics, evaluates their credit risk and measures loan performances. We find that credit grade, debt-to-income ratio, FICO score and revolving line utilization play an important role in loan defaults. Loans with lower credit grade and longer duration are associated with high mortality rate. The result is consistent with the Cox Proportional Hazard test which suggests that the hazard rate or the likelihood of the loan default increases with the credit risk of the borrowers. Finally, we find that higher interest rates charged on the high-risk borrowers are not enough to compensate for higher probability of the loan default. The Lending Club must find ways to attract high FICO score and high-income borrowers in order to sustain their businesses.     

The Economics of School Quality

Abstract. Recent national concerns about student performance on PISA tests and similar assessments appear warranted because of the direct relationship between student cognitive skills and both individual earnings and national growth. The evidence on the impacts of school quality indicates very large economic effects. Available research shows, however, that improving school quality is difficult and not closely related to spending levels. One approach supported by research is improving teacher quality, which can yield sizable gains in student performance. Instituting appropriate policies to alter the teacher force will necessarily take significant time.     

Econometrics as a Capstone Course in Economics

The author describes an econometrics capstone course design at a large public university that offers economics degrees in both business (BBA) and liberal arts (BS). The goal of the capstone is to provide a research experience similar to those in the honors college but on the smaller scale of a one-semester course. The revisions for converting an existing course to a capstone, the student activities adopted, and sample outcomes are addressed. The hurdles overcome within the respective colleges in order to create a capstone course are discussed. Summaries of several student projects as well as publication of faculty-mentored student research papers illustrate the viability of econometrics as a capstone course for institutions unable to establish a stand-alone research course for that purpose.     

Scholastic Effort: An Empirical Test of Student Choice Models

A measure of student effort based on time and the efficiency of its use was found to be significant in several learning models. The report discusses variations of a generalized learning model, different definitions of student input, and the use of pre-TUCE scores as a variable. The authors ask whether the pre-TUCE is more appropriate as a measure of economic knowledge or as a proxy for student aptitude. The findings and methodology should be of considerable interest to others doing research on student effort.     

Subject pool effects in price competition games: students versus professionals

Questioning the external validity of experiments that rely on student participants is an evergreen theme in experimental economics. Yet, there is ambiguous evidence of potential subject-pool bias. We add to the subject-pool debate by enlarging the set of experiments for which subject-pool differences have been studied. In a duopolistic Bertrand market setup designed to test for collusive behaviour, we test two treatments. The first is a baseline treatment, where participants cannot communicate with each other, while the second is a communication treatment in which participants are allowed to communicate. Each treatment is first conducted with students and then replicated with professionals. Our results show that student subjects and professionals differ significantly. However, these differences manifest themselves in quantitative rather than qualitative terms. Professionals do collude more, but their behavioural difference between treatments is similar. Students are thus a valid surrogate, if the research question is qualitative, but results generated by student samples should be handled with caution, if quantitative differences matter.     

Student Evaluations of Teaching and the Cognitive Level of Economics Courses

The Journal of Economic Education of Fall 1973 was devoted to the subject of student evaluations of teachers. That issue has engendered a great many papers, only a few of which can be published in the JEE because of space limitations. Michael Everett's report is not a mere replication of previous research on the subject, but adds a new dimension—the possible effect of student evaluations on the cognitive level of college economics courses. His finding that students may favor professors who emphasize lower level cognitive material will surely be distressing to many teachers, and should cause sober reflection on the part of administrators and others involved in establishing faculty evaluation procedures and policies.     

EXAM SCHEDULING AND STUDENT PERFORMANCE

This paper uses data from a single School of a UK university to estimate the impact of a switch from end‐of‐semester to end‐of‐year final exams on student performance. The identification strategy exploits the fact that while the timing of final exams changed, the timing of mid‐term exams remained the same. Estimates are based on a difference‐in‐differences methodology that compares final and mid‐term exam scores after the switch, with final and mid‐term exam scores before the switch. The empirical findings suggest that the shift of final exams to the end of the academic year had a negative effect on student achievement. Many changes in higher education are often done on the basis of financial, administrative or ideological considerations, underestimating the magnitude of their effect on student learning and student performance.     

International student migration to Germany

The past decades have witnessed an impressive growth of international student mobility. This article presents first empirical evidence on international student migration to Germany, one of the most important destination countries for international students worldwide. While previous research in the field has mainly used data on international trade in educational services, I use a novel approach that analyzes student mobility as a form of migration, using data on international student migrants. An augmented gravity equation is the basis for the theoretical and empirical framework. I also provide extensive sensitivity checks of the empirical results and estimates using both the usual log-linearized and a multiplicative specification of the gravity equation, following recent work by Santos Silva and Tenreyro (Rev Econ Stat 88(4): 641–658, 2006). The results provide evidence for the importance of distance—a familiar result from the empirical migration literature. Unlike for international migration on the whole, the importance of disposable income in the home country does not seem to be too big for students, and student migrant flows from politically unfree countries are significantly lower.     

SYSTEMATIC INFLUENCES ON TEACHING EVALUATIONS: THE CASE FOR CAUTION*

In this paper, we examine eight years of Quality of Teaching (QOT) responses from an Economics Department in an Australian University. This is done to determine what factors, besides the instructor, have an impact on the raw average student evaluation scores. Most of the previous research on student ratings has been conducted in the US. One significant difference between US and Australian tertiary education is that, on average, the number of foreign undergraduate students in Australia is ten times the number in US institutions. We find that cultural background significantly affects student evaluations. Other factors that have an influence on the average QOT score include: year level; enrolment size; the quantitative nature of the subject; the gender of the student; fee‐paying status by gender; course of study; the differences between the course mark and previous marks; the quality of workbooks; the quality of textbooks; and the QOT score relative to those in other subjects taught at the same time. In addition, average QOT scores for instructors who have taught in a mix of subjects are similar to those based on scores adjusted to account for subject and student characteristics.     

The duration of trade revisited

The recent literature on the duration of trade has predominantly analyzed the determinants of trade flow durations using Cox proportional hazards models. The purpose of this article is to show why it is inappropriate to analyze the duration of trade with continuous-time models such as the Cox model, and to propose alternative discrete-time models which are more suitable for estimation. In brief, the Cox model has three major drawbacks when applied to large trade data sets. First, it faces problems in the presence of many tied duration times, leading to biased coefficient estimates and standard errors. Second, it is difficult to properly control for unobserved heterogeneity, which can lead to parameter bias and bias in the estimated survivor function. Third, the Cox model imposes the restrictive and empirically questionable assumption of proportional hazards. In contrast, with discrete-time models there is no problem handling ties; unobserved heterogeneity can be controlled for without difficulty; and the restrictive proportional hazards assumption can easily be bypassed. By replicating an influential study by Besede? and Prusa (J Int Econ 70:339?C358, 2006b), but employing discrete-time models as well as the original Cox model, we find empirical support for each of these arguments against the Cox model. Moreover, when comparing estimation results obtained from a Cox model and our preferred discrete-time specification, we find significant differences in both the predicted survivor functions and the estimated effects of explanatory variables on the hazard. In other words, the choice between models affects the economic conclusions that can be drawn.     

学科差异下的大学英语成绩-基于北京市七所高校本科生的分析

在对北京市海淀区七所"211工程"高校计算机及经管专业大四本科学生问卷调查的基础上,及在将新、旧四六级成绩统一转化为可比的旧四级成绩后,利用一般MLE回归模型纠正、解释了学科差异与大学英语成绩间的生态学谬误。学科差异对于个人的英语成绩并不存在直接影响。还利用国外教育界经常采用的分层线性模型重新估计了学科差异对于我国大学生英语成绩的影响。在理工科学生组中,解释变量对于因变量的影响更为强烈。     

A Student Learning Inventory for Economics Based on the Students' Experience of Learning: A Preliminary Study

The authors present the initial development of a student learning inventory (SLI) that is specific to economics. This approach, which is based on the student experience of learning (SEL) literature, emphasizes aspects of prior knowledge in the learning history of entering first-year students. Preliminary insights from a first SLI suggest that on entry to university, students show considerable variation in their perceptions of what economics is and what economists do. From the SEL perspective, such variation affects student learning. It is argued that continued development of an economic-specific SLI may result in a better understanding of students' learning engagement with economics and ultimately assist instructors in better understanding student learning difficulties and increase student success in first-year economics.     

基于生态学视角的高校学生管理工作研究

高等学校作为一个独特的生态系统,学生管理是学生这一生命主体在高等学校特定环境中的生态发展过程,而管理质量则是生命主体与其所处环境相互作用的结果。以生态学视角探析高校学生管理工作,就是借用生态学理论和方法论原则,运用其所确立的研究视角,以学生生命的充分发展为目的,探讨环境对于学生管理的影响,探寻提高学生管理质量的路径方法,为高校学生管理工作提供创新思路。     

A Preliminary Report on the Efficiency of Introductory Economics Courses

This article is the first report of a project in which the efficiency of the introductory economics course at Queen's University in Canada is being examined. Finding that the TUCE “relies too heavily on a knowledge of U.S. institutions,” Crowley and Wilton assembled a set of questions from several sources (including TUCE items adapted to the Canadian situation). Taking into account the student's initial understanding of economics, sex, major field, student year, the instructor's ability to arouse and maintain interest, and the amount of time spent on the course, the authors employ a regression model with student score on the posttest as the dependent variable. Their findings, although preliminary, add to the growing body of research on the introductory course and suggest some interesting possibilities. Among these possibilities is the fact that some “natural” learning may occur among students not exposed to a formal economics course.     

A waste management model for optimal recycling-landfilling policies under macroeconomic conditions

This research provides a waste management model in the presence of macroeconomic conditions. An optimal control problem which integrates the recycling-landfilling decision with industry supply-demand dynamics is designed to achieve the value-maximizing objective. The model simultaneously considers idiosyncratic technical and aggregate demand shocks, while the stoppage time for landfill use is assumed to follow a Cox process with the intensity function of a firm's total waste collection. The closed-form solution of the optimal recycling ratio is also derived. The results suggest that when macroeconomic effects are neglected, optimal recycling ratios tend to be underestimated.     

改进高校理论课教学的几点启示——基于师本教育和生本教育的辩证认识

如何改善现有高校理论课枯燥乏味和灌输式教学的现状呢？通过讨论＂以教师为中心＂的师本教育与＂以学生为中心＂的生本教育之间的关系,认为我国高校理论课的教学应当立足于现实,在师本教育的基础上,尽量多地融入＂以学生为中心＂的教学方法。＂以学生为中心＂,即是在以往灌输式教学过程中融入研究式教学、启发式教学和理论实践相结合等方式,以提高学生的自主性、积极性和创造性。     

Publications and papers

America’s elementary and secondary educational system is faced with an inefficiency stemming from a basic problem associated with unobservability: moral hazard. In this case, the teacher (agent) has an incentive to exert less effort (given cost associated with more work) if the school district (principal) cannot distinguish between low student performance due to a lack of teacher effort and low student performance due low student quality (random variable). This research develops an optimal incentive scheme that guarantees the teacher a fixed payment, plus a variable payment that would be a function of teacher ‘action’ variables thereby reducing moral hazard.     

大学生创新思维能力形成影响因素的实证分析

构建了大学生创新思维能力形成影响因素分析模型。在此基础上,设计调查问卷,利用调查数据对影响大学生创新思维能力形成的因素及其与大学生创新思维能力的相关性进行实证分析。实证分析结果表明:大学生创新思维能力仍较低;大学生自身维度因素对其创新思维能力的影响较大,说明大学生创新思维能力的形成是一个长期积累的过程;教育体系维度因素对大学生创新思维能力有一定影响;家庭培养维度因素、社会创新环境维度因素的影响较弱。     

基于知识的创新型人才培养研究

知识经济时代,科技的迅猛发展和知识创新速度加快,知识呈现出综合化、一体化的趋势,对人才的培养质量提出了更高的要求。高校必须适应时代的变化,创新人才培养模式,通过创新现代化教育手段和产学研互动平台,促进学生个性健康成长,提升学生科研素养,加速创新型人才培养。