District-wide school reform and student performance: Evidence from Montgomery County,Maryland

In the early 2000s, the Montgomery County (Maryland) Public School system implemented district-wide changes to funding, curriculum, staffing, and technology. Using data from 1995 to 2014, we employ a difference-in-differences strategy to show that the reforms significantly increased the percentage of students in Montgomery County who scored advanced on third- and fifth-grade math and reading tests. Using an event study strategy, we find that the positive impacts extended through the end of the panel. Our results contribute to the literature on school reform by finding positive impacts of school reform in a district that was high performing prior to reforms.     

高职高专会展文案写作课程实施教学改革探索

会展业的发展对会展实用人才的需求越来越高,会展教育应适应行业需求培养复合应用型人才。通过对会展文案写作课程从教学理念、思路、方法等方面实施教学改革,将过去以文种类别体系为系统的课程改革为行动体系课程,有利于培养学生在会展企业的实际写作能力,提高教学效果。     

Does Attending a Catholic School Make a Difference? Evidence From Italy

This paper analyses whether attending a Catholic high school in Italy yields higher benefits in student achievement compared with enrolment at a public school. Because a measure of the success of a given high school might be how its students perform after leaving high school, our attention is focused on university participation and the risk of university dropout. We find that attending a Catholic school increases the likelihood of enrolling at university but has no effect on dropout behaviour. Additionally, our findings show that the source of the effectiveness of Catholic schools in boosting university participation does not lie in better resource availability, peer group influences or positive selection.     

The effect of coffee price shock on school dropout: new evidence from the 2008 global financial crisis

This article examines the effect of coffee price shock on the school dropout status of children in rural Ethiopia. To identify the effect, I exploit the exogenous coffee price shock caused by the 2008 global financial crisis. Using a unique rural data set collected before and shortly after the crisis, I compare the school dropout status of children in coffee-producing and non–coffee-producing villages. The difference-in-difference estimate suggests that the decline in the global price of coffee during the financial crisis increased school dropout rates among children aged 15–18 in coffee-producing villages. The effect is more pronounced among female children in this age group.     

Can information and counseling help students from poor rural areas go to high school? Evidence from China

Recent studies have shown that only about two-thirds of the students from poor, rural areas in China finish junior high school and enter high school. One factor that may be behind the low rates of high school attendance is that students may be misinformed about the returns to schooling or lack career planning skills. We therefore conduct a cluster-randomized controlled trial (RCT) using a sample of 131 junior high schools and more than 12,000 students to test the effects of providing information on returns or career planning skills on student dropout, academic achievement and plans to go to high school. Contrary to previous studies, we find that information does not have significant effects on student outcomes. Unlike information, counseling does have an effect. However, the effect is somewhat surprising. Our findings suggest that counseling increases dropouts and seems to lower academic achievement. In our analysis of the causal chain, we conclude that financial constraints and the poor quality of education in junior high schools in poor, rural areas (the venue of the study) may be contributing to the absence of positive impacts on student outcomes from information and counseling. The negative effects of counseling on dropout may also be due to the high and growing wages for unskilled labor (high opportunity costs) in China’s transitioning economy. It is possible that when our counseling curriculum informed the students about the reality of how difficult were the requirements for entering academic high school, it may have induced them to revise their benefit-cost calculations and come to the realization that they are better off dropping out and/or working less hard in school.     

School tracking and intergenerational income mobility: Evidence from the Finnish comprehensive school reform

This paper estimates the effect of a major education reform on intergenerational income mobility. The Finnish comprehensive school reform of 1972–1977 replaced the old two-track school system with a uniform nine-year comprehensive school and shifted the selection of students to vocational and academic tracks from age 11 to age 16. We estimate the effect of this reform on the intergenerational income elasticity using a representative sample of males born between 1960 and 1966. The identification strategy relies on a differences-in-differences approach and exploits the fact that the reform was implemented gradually across the country during a six-year period. The results indicate that the reform reduced the intergenerational income elasticity by 23% from the pre-reform elasticity of 0.30 to post-reform elasticity of 0.23.     

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.     

Can state language policies distort students’ demand for education?

We exploit a recent natural experiment in Ukraine’s school system to study how stricter requirements for proficiency in the state language affect linguistic minority students’ demand for education. The reform obligated linguistic minority students to take a standardized school exit test in Ukrainian, thus denying them access to translated versions of the test. We study the implications of this reform for students in schools with Hungarian and Romanian/Moldovan languages of instruction. Using school-level data and employing difference-in-difference estimation techniques, we find that the reform resulted in a decline in the number of subjects taken by minority students. They particularly withdrew from linguistically-demanding subjects such as History and Biology, taking more Math instead. Given the implications for minority students’ fields of future study, the reform may have affected their educational outcomes in a distortive way.     

Is the high school dropout rate an increasing function of the proportion of the population in the US cities that is Hispanic? Exploratory evidence

This empirical note seeks to provide preliminary insights into factors that may have influenced the high school dropout rate in the US cities. For some 300-plus cities for the year 2011, OLS estimates reveal that the dropout rate is a decreasing function of both the per cent of the population that is Hispanic and per pupil public education spending at the elementary and secondary levels. In addition, the estimates find that the dropout rate is an increasing function of the per cent of the population that consisted of families with children and that was classified as being at or below the poverty level and the per cent of the population aged 25 years and older that did not have a high school diploma.     

Labour market consequences of a high school diploma

This article compares the labour market outcomes of high school dropouts to high school graduates who did not enrol into higher education, but immediately entered the labour market. Using parental educational background as an instrument on a rich administrative dataset in the Flemish Region of Belgium, we find no returns to a high school diploma on average. However, these results hide considerable heterogeneity by gender and educational track. While females and individuals in vocational education may benefit from a diploma, male graduates and students holding a general education diploma may even be worse off on the labour market than dropouts. We show that sectoral heterogeneity acts as an underlying mechanism in the returns to a high school diploma.