A signalling model of school grades under different evaluation systems

We examine the role of school grades as a signal of worker productivity under different examination systems in relation to errors that may affect student performance. Firms use school grades as a signal of workers’ effective skills, taking into account that these evaluations are effected by stochastic shocks. We show that more precise evaluation systems, being associated with a higher reactivity of wages to school grades, induce students to provide more effort. Low ability students tend to react less than high ability students. Moreover, individuals with low abilities may prefer less accurate evaluation systems. Nevertheless, when productivity increases, these systems become less convenient and the number of individuals preferring them diminishes. Our analysis highlights an important trade-off between centralised and decentralised evaluation systems. On the one hand, frequent evaluations, typical of decentralised systems, weaken the impact on grades of those errors which influence student performance and, so, reduce signal noise, while, on the other hand, different teachers generally adopt different performance assessment standards, leading to noisier evaluations.     

RELATIVE TEACHER SALARIES AND THE DECISION TO TEACH

Using the 3‐year microdata sample of the American Community Survey for 2009–2011, we examine the effect of state‐level public school teacher salaries relative to those of other college graduates in the state not employed in education on the decision to teach. We find that relative teacher salaries in the state positively affect the share of education majors that are employed as public school teachers at the time of the survey. The effect for males majoring in math, science, and computer education is largest among all estimated effects. A statistically significant effect is also found among females majoring in elementary education. (JEL H75, I20, R23)     

DOES TEACHER‐FAMILY EXPERIENCE AFFECT TEST SCORES?

Since families play a pivotal role in elementary schools, student learning may be influenced by how well the teacher knows a family and how well the parents know the teacher. We test this hypothesis by evaluating whether assignment to a teacher who has previously taught an older sibling affects test scores. We refer to teachers who have previously taught the older sibling as having “teacher‐family experience” when teaching the younger sibling. Using a novel data set that includes administrative data on students and teachers matched to family identifiers, we find that when the older sibling's teacher is teaching in the younger sibling's grade, 40% of younger siblings are assigned their older sibling teachers. We find that teacher‐family experience does not have any significant effects on test scores and we can statistically rule out small effects. (JEL I20)     

How and Why Has Teacher Quality Changed in Australia?

International research suggests that differences in teacher performance can explain a large portion of student achievement. Yet little is known about how the quality of the Australian teaching profession has changed over time. Using consistent data on the academic aptitude of new teachers, we compare those who have entered the teaching profession in Australia over the past two decades. We find that the aptitude of new teachers has fallen considerably. Between 1983 and 2003, the average percentile rank of those entering teacher education fell from 74 to 61, while the average rank of new teachers fell from 70 to 62. We find that two factors account for much of the decline: a fall in average teacher pay (relative to other occupations) and a rise in pay differentials in non‐teaching occupations.     

THE WAGE IMPACT OF TEACHERS UNIONS: A META‐ANALYSIS

The literature examining the impact of teachers unions on education is very large and diverse. We meta‐analyze the literature on the wage impacts of teachers unions to try to draw out general findings, the importance of empirical model specification, and samples. A key finding of this study is that the average wage impact estimated by the included papers is modest, around 2%–4.5%. Our findings also suggest that the quality of an empirical strategy significantly affects the size of the estimated impact. We find that teachers union wage impacts have varied over time. The largest impacts appear to be following the rapid expansion of teacher unionism in the 1970s. Finally, we gain new insight into the goals of teachers unions by using the increased statistical power of meta‐analytic techniques to show that unions increase the wages of new teachers and not just senior teachers. (JEL J51, I21, I30)     

Bonus pay for teachers,spatial sorting,and student achievement

Bonus pay policy for teachers in the U.S. is analyzed in this paper. We quantitatively argue that, because of the decentralized education finance system in the U.S., this policy may lead to higher teacher and household sorting across school districts. This then may lead to higher variance of achievement and lower mean achievement. Formally, we use an equilibrium political economy model of education at which households, heterogeneous in exogenously set income, and teachers, heterogeneous in exogenously set quality, are endogenously allocated across two school districts. Public education expenditures, which includes teachers’ wage payment and non-teacher related education spending, are financed through local income taxation. Income tax rate in each district is determined via majority voting. Achievement depends on the efforts chosen by teachers and non-teacher related education spending. Teacher efficiency wage per unit of quality is determined at the national teacher labor market. We first calibrate our benchmark model by matching certain statistics from the U.S. data. Then in a computational experiment, we introduce bonus pay for teachers which rises with average achievement. We find that for the recently observed level of average bonus pay (6.59% of average base salary), variance of achievement is 2.46% higher and mean achievement is 1.79% lower than the benchmark. Variance of achievement reaches its peak when average bonus pay is 14.06% and then it starts falling. Also, mean achievement always falls as average bonus pay rises.     

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.     

Economic globalization and the change of electoral rules

This paper takes up an argument from Ronald Rogowski about the “natural affinity” between trade and an electoral system with proportional representation. We draw on literature on the historical determinants of electoral system choice to advance the general argument that trade integration and PR are related because the adoption of PR helps to secure gains from trade. Our specific model of electoral rule changes in the age of globalization predicts that the likelihood of electoral rule change towards more proportionality increases with levels of trade integration in the world economy. The theoretical model draws on a micro model of the distributive effects of increased economic integration. Because more proportional systems are more credibly able to commit to compensate the losers of globalization processes, there will be increased demand to change the electoral system towards more proportionality under economic circumstances that increase the costs of maintaining a closed economy. In accordance with our model, our empirical tests find a positive association between (a) trade integration and the proportionality of the electoral system, (b) proportionality and social spending, and (c) global integration levels and the probability of electoral rules changes that render voting rules more proportional.     

基于ANP的高校教师绩效考核实证研究

高校是现代化建设过程中人才培养的主要阵地,高校教师的绩效直接影响人才培养的质量.因此,研究如何科学的评价高校教师绩效是一项十分有意义的工作.高校教师的工作绩效考核会涉及到众多考核指标,且指标之间通常具有依赖与反馈关系.因此,论文引入ANP的方法构建具有网络层次的指标体系,有效解决了高校教师绩效考评过程中评价指标之间不完全独立的问题,并使用Super Decisions软件计算出网络层指标的最终权重,据此对多个教师的绩效水平进行了考核.通过本文所构建的高校教师缋效评价指标体系以及网络层次法所建立的网络模型,为高校教师绩效考核问题提供了一个有效的解决办法.实证研究的结果证明了该方法应用于高校教师缋效考核的科学性与可行性.     

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.     

Fair ranking of teachers

Economic theory suggests that it is optimal to reward teachers depending on the relative performance of their students. We develop an econometric approach, based on stochastic frontier analysis, to construct a fair ranking that accounts for the socio-economic background of students and schools and the imprecision inherent in achievement data. Using German PIRLS (IGLU) data, we exploit the hierarchical structure of the data to estimate the efficiency of each teacher. A parsimonious set of control variables suffices to get a “fair” estimate of unobserved teacher quality. A Hausman–Taylor type estimator is the preferred estimator because teacher efficiency and some exogenous variables may be correlated.     

Individual teacher incentives and student performance

This paper is the first to systematically document the relationship between individual teacher performance incentives and student achievement using the United States data. We combine data from the National Education Longitudinal Survey on schools, students, and their families with our own survey conducted in 2000 regarding the use of teacher incentives. This survey on teacher incentives has unique data on frequency and magnitude of merit raises and bonuses, teacher evaluation, and teacher termination. We find that test scores are higher in schools that offer individual financial incentives for good performance. Moreover, the estimated relationship between the presence of merit pay in teacher compensation and student test scores is strongest in schools that may have the least parental oversight. The association between teacher incentives and student performance could be due to better schools adopting teacher incentives or to teacher incentives eliciting more effort from teachers; it is impossible to rule out the former explanation with our cross sectional data.     

Racial/ethnic match and student–teacher relationships

This paper explores the role of teacher race/ethnicity in the teacher-perceived relationships with kindergarten and early elementary school students. Employing a model with both student and teacher fixed effects, we discover a positive link between the racial/ethnic match and the teacher-reported relationships with students. Specifically, minority students tend to have closer relationships with their teachers when they are taught by a minority teacher. Our analyses also provide suggestive evidence that the effects on the teacher–student relationships could not be driven by differential racial discrimination between white and minority teachers. Particularly, white and minority teachers are not differentially biased in judging their relationships with minority students, implying that the source of the racial/ethnic interaction effects is likely to come from the role modeling of behaviors. Given the importance of the relationships between young children and nonparental adults in their early stages of life, these findings have crucial policy implications.     

Securing basic well-being for all

The purpose of this article is to examine the possibility of a social choice rule to implement a social policy for “securing basic well-being for all.” The article introduces a new scheme of social choice, called a social relation function (SRF), which associates a reflexive and transitive binary relation over a set of social policies to each profile of individual well-being appraisals and each profile of group evaluations. As part of the domains of SRFs, the available class of group evaluations is constrained by three conditions. Furthermore, the non-negative response (NR) and the weak Pareto condition (WP) are introduced. NR demands giving priority to group evaluation, while treating the groups as formally equal relative to each other. WP requires treating impartially the well-being appraisals of all individuals. In conclusion, this article shows that under some reasonable assumptions, there exists an SRF that satisfies NR and WP.     

ASSESSING THE ASSESSMENT OR,THE RAE AND THE OPTIMAL ORGANIZATION OF UNIVERSITY RESEARCH

The UK Research Assessment Exercise (RAE) is assessed as an incentive scheme affecting the allocation of research talent of varying ‘quality’ across departments. The ‘centres of excellence’ policy implicitly pursued through the RAE is an optimal allocation strategy only if all departments in all disciplines are of the generalist variety, i.e. each pursues a research path through all its stages. Conversely, the RAE‐induced research allocation minimizes efficiency if applied to specialist departments, when resources are concentrated on one specific research obstacle. It is argued that the RAE should not take the organization of University research as exogenous, but rather should encourage specialization. All results are obtained by applying to University research concepts and solutions borrowed from the mathematical theory of systems reliability.     

高校教师素质综合评价体系存在的问题与对策

实施教师素质综合评价,是高校科学管理的重要手段。高校必须改革教师素质综合评价体系,根据教育教学规律和教师职业特征,明确教师素质综合评价的目标,合理设置评价内容,运用正确的评价手段,调动教师的工作积极性,促进教师队伍建设,提高高校竞争力。     

Incentives and teacher effort

Few would contest that teachers are a very important determinant of how much students learn in school, and how to improve teacher performance has been the focus of lively policy debate in both rich and poor countries. This paper examines how teacher incentives, both pecuniary and non‐pecuniary, correlate with teacher effort. Using school survey data from Lao PDR, we estimate measures of teacher effort, including the number of hours that teachers spend preparing for classes and teacher provision of private tutoring outside of class hours, which are not the typical measures used in previous research. Estimation results fit well under the standard labour supply framework and indicate that greater teacher effort is associated with non‐pecuniary incentives such as more teacher autonomy over teaching materials and monitoring as measured by the existence of an active parent – teacher association and the ability of school principals to dismiss teachers. Methodologically, this paper provides a detailed derivation of a simultaneous OLS‐probit model with school random effects that can jointly estimate teacher work hours and tutoring provision.     

Does data matter? Statewide longitudinal data systems and student performance in the U.S.

Although many industries have benefited from advances in data-driven technology, education is making small steps in capitalizing on the huge potential of data systems. Since 2005, the U.S. Federal Government has been making large grants to help states build statewide longitudinal data systems (SLDS) with the goal of improving programme and teacher evaluation and engage in data-driven decision-making. We analyse whether the introduction of SLDSs improved student performance, measured using test scores for math and reading tests for 4th and 8th graders, as well as high school graduation rates. We find no effects of SLDSs on student performance up to 10 years from implementation. However, we find suggestive evidence that these systems may have long-run effects, emphasizing the long-run nature of educational data collection and policy analysis.     

EVALUATING EU POLICIES ON PUBLIC SERVICES: A CITIZENS' PERSPECTIVE

ABSTRACT ** : This article evaluates EU policies on public services – particularly public network services – from the citizens' point of view. It is first argued that citizens' perceptions are important because the provision of fundamental services is at stake and because they constitute the infrastructure necessary for social and economic development. Citizens’‘voice’ can, therefore, be known, analyzed and used in the design of improved policy on public services along with other indicators. Changing EU policy on public services is synthesized and classified into two main phases in section two. Citizen satisfaction with public services as revealed through surveys from 1997 to 2007 is explored in the third section. In the discussion, the prospects for EU policy on public services are considered and, it is argued that, from the perspectives of subsidiarity and proportionality, policy towards strengthening the common market is being increasingly uploaded to the supranational level in the form of directives, whilst cohesion and redistribution policies are being downloaded to the national level or dealt with at the supranational level by ‘soft’ instruments.     

BANK EFFICIENCY AND THE EFFECTIVENESS OF MONETARY POLICY

Advances in information technology and bank consolidation have altered the way banks operate by necessitating that banks control costs and provide services efficiently to remain competitive. Given the unique role bank operations play in the transmission of monetary policy, a key unresolved question is whether bank efficiency alters monetary policy outcomes. Using a stochastic frontier approach to measure cost‐efficiency and panel data of U.S. bank balance sheets, we show that banks with greater cost‐efficiency are more sensitive to monetary shocks. (JEL E52, E44, E51)