The transition from school to jail: Youth crime and high school completion among black males

In this paper, we study the relationship among schooling, youth employment and youth crime. The framework, a multinomial discrete choice vector autoregression, provides a comprehensive analysis of the dynamic interactions among a youth׳s schooling, work and crime decisions and arrest and incarceration outcomes. We allow for observable initial conditions, unobserved heterogeneity, measurement error and missing data. We use data from the NLSY97 on black male youths starting from age 14. The estimates indicate important roles both for heterogeneity in initial conditions and for stochastic events that arise during one׳s youth in determining outcomes as young adults.     

The effects of a financial literacy intervention on the financial and economic knowledge of high school students

The authors taught financial concepts to students in 12th-grade economics classes, where one treatment was intensive in money management (MM) topics and the other was intensive in financial investment (FI) topics. Two control groups, consisting of 11th-grade students with no exposure to economics and 12th-grade economics students, received no treatment. Both treatment groups showed a 13 percentage point increase in test scores from pretest to posttest, while neither control group showed gains. Neither treatment group outperformed the other in the financial literacy test.     

The effects of the high school curriculum on school dropout

High school dropouts and their lower employment prospects are a major concern for developed countries. This article answers the question whether the high school curriculum has the potential to affect students’ dropout decision. Focusing on the curriculum is also motivated by the manifold curriculum reforms or reform initiatives worldwide. Using a quasi-experimental evaluation design, we identify the effects of a curriculum reform on students’ probability to drop out of high school in the short run, i.e. for the first three cohorts graduating under the new curriculum requirements. The reform increased the curriculum requirements in high school, for instance, by reducing the freedom of choice in course selection. The results show that high school dropout rates increased for males and females alike.     

The importance of relative performance feedback information: Evidence from a natural experiment using high school students

We study the effect of providing relative performance feedback information on performance, when individuals are rewarded according to their absolute performance. A natural experiment that took place in a high school offers an unusual opportunity to test this effect in a real-effort setting. For one year only, students received information that allowed them to know whether they were performing above (below) the class average as well as the distance from this average. We exploit a rich panel dataset and find that the provision of this information led to an increase of 5% in students' grades. Moreover, the effect was significant for the whole distribution. However, once the information was removed, the effect disappeared. To rule out the concern that the effect may be artificially driven by teachers within the school, we verify our results using national level exams (externally graded) for the same students, and the effect remains.     

高师生教师职业情感缺失与对策探讨

高师生教师职业情感缺失,这既有师范生自身的主观原因,也有客观原因。而教师职业情感是教师素养的重要构成部分,对教育工作起着极其重要的支配作用。师范学校应结合学校和学生实际,从设置教师教育课程、改革教学方式方法、阅读教育著作、组织学生活动、教师榜样作用、建设校园文化等多方面加强对师范生教师职业情感的培养。     

Analysis of loan guarantees among the Korean Chaebol affiliates

This paper analyses corporate loan guarantees among the Korean chaebol affiliates. Loan guarantees are found to be efficiency‐neutral under a set of ideal conditions characterized by perfect and symmetric information, no agency problem, and no governmental interference in private financial contracts. In reality though, corporate loan guarantees have negative as well as positive effects. The negative effects of loan guarantees arise from the agency problem between the controlling minority shareholders and outside investors. Government's implicit support to financial institutions worsens the problem. Without such distortions, a loan guarantee by the guarantor firm may signal the quality of the investment project of the borrowing firm, if the guarantor firm has more information than the lending bank with regards to the type of the borrowing firm's investment project.     

The impact of computer-based tutorials on high school math proficiency

The benefits of mathematical-related skills are well documented in the economics and education literature. Even in spite of such evidence, proficiency levels among US high school students remain persistently low. This is especially true for the State of Nevada. As a result, the Clark County School District (CCSD) made available to students a computer-aided math tutorial prior to taking the High School Proficiency Exam (HSPE) in mathematics. As such, we utilize a novel dataset and explore the impact of computer-aided learning on mathematics proficiency rates for 10th and 11th graders in the CCSD. Our results provide some evidence of increased proficiency in mathematics related to tutorial participation. This is especially true for minority students. However, causal claims are limited due to the inability to rule out a zero lower bound on the estimated average treatment effects.     

The effect of primary school type on the high school opportunities of migrant children in China

Using longitudinal data collected from China, this paper studies how primary school type affects migrant children’s high school opportunities. We use parental residence prior to a policy change in Shanghai as an instrument for primary school type, and find that migrant children who attended private primary schools are 10% less likely to enter high schools without retention than their counterparts who attended public primary schools. We show that both institutional barriers and learning at the primary school stage affect students’ probability of entering high school and whether they go to regular or vocational high schools.     

多媒体在高中中国地理教学中的应用

通过分析中学中国地理教学的地位以及重要性,来介绍多媒体在教学中的相关内容及特点.通过对多媒体在教学中的应用、特点和实践等方面的研究,对其不足进行逐一的分析与陈述,从而得出一系列的解决办法,为多媒体教学能够在高中中国地理教学中得到良好的应用,为地理课堂增加丰富的色彩,提供了借鉴和帮助.     

The effect of private high school education on the college trajectory

We use the National Education Longitudinal Study (NELS) to estimate the effect of private secondary schooling on the average college trajectory of a student in the United States, examining college enrollment and degree attainment across the private and public sectors. We provide the first estimates of the effect of private schooling on college degree attainment using the most recent NELS survey. To account for potential non-random selection we exploit the variation in the grade spans of the students’ middle schools. Results indicate that private schooling has a significant, positive effect on college enrollment and degree attainment. The effect on college enrollment diminishes with time, suggesting that private schools influence degree attainment by getting students to college sooner.     

Ambiguity aversion among student subjects: the role of probability interval and emotional parameters

In the literature on decision-making under uncertainty, it has been shown that decision-makers tend to prefer taking gambles with known-risk probabilities (pure risk) over equivalent gambles with ambiguous probabilities. This article contributes to the ongoing discussion in the literature on cognitive and non-cognitive covariates of ambiguity aversion. Through a series of experiments, it finds that subjects are more ambiguity-averse to prospects with wide probability intervals than to an equivalent prospect with narrow intervals, and that subjects’ inherent trust, happiness and level of optimism affect the level of ambiguity aversion.     

Estimating the benefit of high school for university‐bound students: evidence of subject‐specific human capital accumulation

Numerous studies suggest that the value of high school education is large for potential dropouts, yet we know much less about the benefits for students who will go on to post‐secondary education. To help fill this gap I measure, using a recent Ontario high school reform, the value‐added (in terms of university grades) of an extra year of high‐school mathematics for university‐bound students. The estimated benefit is small for these students: 2.3 points on a 100‐point scale. This evidence helps to explain why the literature has found only modest effects of taking more mathematics in high school on wages.     

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.     

Evolution of the gender earnings gap among Canadian university graduates

This paper reports the results of an empirical analysis of the gender earnings gap among recent Canadian Bachelor's level university graduates. The overall gap as of two years leaving university narrowed significantly across successive cohorts of graduates, but widened significantly from two to five years out for all groups. Differences in the explanatory variables ‘explain’ account for between 40% and essentially the entire gap across the different periods, this portion rising from two to five years out and across cohorts. By the final group, all of the gap is thus ‘explained’ at the two-year point in time, and most of it is explained at the five-year mark, meaning that labour market returns (measured in this manner) are largely gender-neutral for the last group of graduates. Hours of work is the single most important influence, while past work experience, job characteristics, family status, and province of residence and language have smaller and more mixed effects.     

The determinants of student loan take-up in the United Kingdom

Survey data are used to identify the variables which influence the decision of undergraduates at a British university to take up subsidized loans for maintenance support. Inferences are drawn about the existence and magnitude of any gender and class biases in the willingness to enter a debt arrangement with the Student Loans Company. It is established that women are significantly less likely to take out a loan of this kind than are men, but that low parental occupational status does not deter students from taking out a loan. There is some evidence that vocational relevance of the subject read positively influences student' willingness to enter a debt arrangement     

Education and saving:: The long-term effects of high school financial curriculum mandates

Over the last 40 years, a majority of states have adopted consumer education policies, and a sizable minority have mandated that high school students receive instruction on topics related to household financial decision-making. In this paper, we attempt to determine whether these mandates have had any effect on subsequent decisions. We exploit the variation in requirements both across states and over time to identify the effects of interest. The evidence indicates that mandates have raised both exposure to financial curricula and subsequent asset accumulation once exposed students reached adulthood. The estimated effects are gradual, probably due to implementation lags.     

The effect of ambiguity aversion on reward scheme choice

We test the implications of ambiguity aversion in a principal–agent problem with multiple agents. Models of ambiguity aversion suggest that, under ambiguity, comparative compensation schemes may become more attractive than independent wage contracts. We test this by presenting agents with a choice between comparative reward schemes and independent contracts, which are designed such that under uncertainty about output distributions (that is, under ambiguity), ambiguity averse agents should typically prefer comparative reward schemes, independent of their degree of risk aversion. We indeed find that the share of agents who choose the comparative scheme is higher under ambiguity.