Intra-school competition and student achievement

Within the economics of education literature, numerous studies have investigated the relationship between educational market competition and educational achievement. Educational market competition has been defined as either the availability of vouchers within a community or the number of schools or school districts within the relevant market structure. While these studies have shown that increases in inter-district competition result in increased student achievement, no studies, to our knowledge, have yet investigated the effect of intra-school competition on student achievement. Within this study, a measure of intra-school competition is developed and the findings indicate that increased intra-school competition leads to increased student achievement.     

Industrial actions in schools: strikes and student achievement

Many jurisdictions ban teacher strikes on the assumption that they negatively affect student achievement, but there is surprisingly little research on this question. The majority of existing studies make cross‐section comparisons of the achievement of students who do or do not experience a strike. They conclude that strikes do not have an impact. I present new estimates of this impact of strikes using an empirical strategy that controls for fixed student characteristics at the school cohort level, and a sample of industrial actions by teachers in the province of Ontario. The results indicate that teacher strikes in grades 5 or 6 have a negative, statistically significant impact on test score growth between grade 3 and grade 6. The largest impact is on math scores: 29% of the standard deviation of test scores across school/grade cohorts.     

Institutional arrangements and public debt threshold limits

Inter-governmental Organisations, such as the IMF and OECD, advocate a medium-term reduction in deficit spending and public debt accumulation among advanced economies to satisfy conditions of fiscal sustainability. Buttressing the need for fiscal austerity, Reinhart and Rogoff claim to have identified a so-called tipping point, beyond which public debt accumulation negatively affects economic growth. While recent data seem to indicate that some Eurozone (non-sovereign) economies have reached a tipping point, for other advanced (sovereign) economies, such as the US, UK and Japan, this is not clear. The mainstream tipping point literature however does not recognise the importance of institutional arrangements for the conduct of fiscal and monetary policy. Furthermore, the literature sheds little light on the transmission mechanism between high public debt and low economic growth. This article draws on the principles of Modern Monetary Theory to discuss institutional arrangements and to justify the theoretical and empirical focus on Eurozone economies. The empirical analysis unpacks the transmission mechanism(s) to reveal that Eurozone economies have reached a public debt threshold limit with respect to long-term interest rates.     

Equality of opportunity and educational achievement in Portugal

Portugal has one of the highest levels of income inequality in Europe, and low wages and unemployment are concentrated among low skill individuals. Education is an important determinant of inequality. However, there are large differences in the educational attainment of different individuals in the population, and the sources of these differences emerge early in the life-cycle when families play a central role in individual development. We estimate that most of the variance of school achievement at age 15 is explained by family characteristics. Observed school inputs explain very little of adolescent performance. Children from highly educated parents benefit of rich cultural environments in the home and become highly educated adults. Education policy needs to be innovative: (1) it needs to explicitly recognize the fundamental long run role of families on child development; (2) it needs to acknowledge the failure of traditional input based policies.

Financial liberalization and the selection of emigrants: a cross-national analysis

This paper explores the impact of financial liberalization on the migration of high skilled labor from 46 countries to the Organization for Economic Cooperation and Development, taken at 5-year intervals over the period 1985–2000. Using an exploratory factor analysis, we are able to distinguish between two dimensions of financial liberalization, namely the robustness of the markets and their freedom from direct government control. We find that a standard deviation improvement in the robustness of the source country financial sector magnifies the extent of skilled emigration by a factor of about 3.9–5.1 % points on the average. However, a corresponding increase in the freedom of the source country financial sector from government control has a statistically insignificant impact. Further, the impact of improved financial sector robustness on selection is more pronounced for countries with a better quality of institutions in terms of the perceived credibility of the regime in terms of its ability to protect property rights.     

Media freedom and gender equality: a cross-national instrumental variable quantile analysis

We investigate the impact of media freedom on gender equality in education for a sample of 63 countries taken over the period 1995–2004. Our analysis is motivated by the idea that the impact of media freedom on gender equality may differ over the conditional distribution of the response variable. Using instrumental variable quantile regression to control for endogeneity in per capita income, we find that greater freedom of the media improves gender equality only in the 0.25 and 0.50 quantiles of the conditional distribution. Countries with the greatest disparities in gender outcomes experience no significant impact of media freedom.     

Institutional arrangements and price rebalancing: empirical evidence from the United States and Europe

This paper explores the rebalancing of prices for voice service in the United States (US) and the European Union (EU) from conceptual and empirical perspectives. We determine the overall cost and structure of a standardized basket of residential and business services. Our data indicate that during the 1994–2000 period the degree of rate rebalancing was significantly higher in the EU than in the US. While the developments at the level of EU Member States are more heterogeneous and the process of rate rebalancing is not completed, these findings correspond to the predictions derived from our comparative institutional analysis.     

ICT and income inequality: a cross-national perspective

The importance of information and communications technology (ICT) for economic growth and development is widely researched and seemingly well understood, but the effect of such investments on income inequality is less well documented. On the one hand, improvements in infrastructure are expected to expand economic opportunities for previously underserved populations. On the other hand, ICT growth may exacerbate inequality due to differential access and skill premiums. We use panel data from 109 countries during the period 2001–2014 to examine the empirical connection between ICT and income inequality in a cross-national context. Our results suggest that the effect of ICT on income inequality depends both on the specific type of ICT and on the measure of income inequality. In addition, the magnitude of ICT’s effect on income inequality is comparable to that of more traditional forms of economic infrastructure. Finally, we find that the association between ICT and income inequality is conditional on other economic and political characteristics.     

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.     

Schooling,educational achievement,and the Latin American growth puzzle

Latin American economic development has been perceived as a puzzle. The region has trailed most other world regions over the past half century despite relatively high initial development and school attainment levels. This puzzle, however, can be resolved by considering educational achievement, a direct measure of human capital. We introduce a new, more inclusive achievement measure that comes from splicing regional achievement tests into worldwide tests. In growth regressions, the positive growth effect of educational achievement fully accounts for the poor growth performance of Latin American countries. These results are confirmed in a number of instrumental-variable specifications that exploit plausibly exogenous achievement variation stemming from historical and institutional determinants of educational achievement. Finally, a development accounting analysis finds that, once educational achievement is included, human capital can account for between half and two thirds of the income differences between Latin America and the rest of the world.     

Time to learn? The organizational structure of schools and student achievement

Utilizing parametric and nonparametric techniques, we asses the impact of a heretofore relatively unexplored ‘input’ in the educational process, time allocation, on the distribution of academic achievement. Our results indicate that school year length and the number and average duration of classes affect student achievement. However, the effects are not homogeneous – in terms of both direction and magnitude – across the distribution. We find that test scores in the upper tail of the distribution benefit from a shorter school year, while a longer school year increases test scores in the lower tail. Furthermore, test scores in the lower quantiles increase when students have at least eight classes lasting 46–50 min on average, while test scores in the upper quantiles increase when students have seven classes lasting 45 min or less or 51 min or more.     

Genetic distance and cognitive human capital: a cross-national investigation

This paper explores the correlates of the intelligence quotient and cognitive ability by focusing on genetic distance to frontier nations. The results based on cross-sectional data from 167 countries suggest that genetic distance to global frontiers has a negative relationship with the employed human capital variables. Countries that are genetically far from leading nations tend to have lower levels of human capital with the negative correlation to the USA frontier averagely higher relative to the UK frontier. The sign is consistent and survives the control of macroeconomic, geographic, institutional and other covariates. Policy implications are discussed.     

Democracy-growth nexus and its interaction effect on human development: A cross-national analysis

This paper examines the democracy-growth nexus and its interactive effect on human development by using cross-national panel data spanning over 20 years incorporating the effect of democratization process. We find evidence that the effect from democracy to human development is nonlinear and varies depending on the levels of growth and democracy. The results confirm that the interaction effect of democracy-growth nexus has a positive impact on human development but the effect is sensitive to democratization process and the level of a country's economic development. It is established that democracy is more crucial in developed countries, whereas economic growth is vital in developing countries. The findings imply that the role of democracy in enhancing human development should not be overemphasized as economic growth is vital in the developing countries.     

Threat of grade retention,remedial education and student achievement: evidence from upper secondary schools in Italy

We use a reform in Italy to investigate the effects on academic achievement of more stringent requirements for grade progression at secondary school. Geogr     

Institutional changes and shifting ideas: a constitutional analysis of the Euro

This paper uses the logical tools of Constitutional Economics to analyze the creation of the Euro, considering the entire process as the outcome of a conflict between different rules or, if you will, between different monetary systems, moving from the system of flexible exchange rates to a system of fixed exchange rates and ultimately to the single currency. The conflict between monetary systems has been acted out according to the single states’ collective preference functions, with both full employment and price stability figuring among the weights of said preference functions. The “solution” of the single currency was conceived when the body of information available to the policymakers was “simplified” by the new classical macro-economy taking a hegemonic role.     

The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation

Teachers differ greatly in how much they teach their students, but little is known about which teacher attributes account for this. We estimate the causal effect of teacher subject knowledge on student achievement using within-teacher within-student variation, exploiting a unique Peruvian 6th-grade dataset that tested both students and their teachers in two subjects. Observing teachers teaching both subjects in one-classroom-per-grade schools, we circumvent omitted-variable and selection biases using a correlated random effects model that identifies from differences between the two subjects. After measurement-error correction, one standard deviation in subject-specific teacher achievement increases student achievement by about 9% of a standard deviation in math. Effects in reading are significantly smaller and mostly not significantly different from zero. Effects also depend on the teacher-student match in ability and gender.     

Differences in the response heterogeneity of educational attainment and achievement to the same instrumental variable

The typical econometric application of instrumental variable (IV) estimates imposes a constant-treatment-effect model for all individuals. Using regression discontinuity design, we find while older school starters tend to have lower educational attainment, they are more likely to achieve qualifications at different educational levels for the UK. This finding joins the discussion on instruments for educational outcomes by offering some evidence that school starting age can affect treated individuals diversely. We highlight that identifying the treatment effect with methods similar to IV estimates should be concerned in the context of heterogeneous treatments; that is, the instrument in question has an effect on treatment for particular subpopulations only, and those subpopulations may not be the same for different treatments.     

The minority ethic: Rethinking religious denominations,minority status,and educational achievement across the globe

We test whether major religious denominations correlate with education in a uniform way across the world and the extent to which minority status contributes to the correlation. Using individual data from the World Values Survey for 77 countries, we first find that no denomination is consistently associated with education and, in fact, for each denomination we study there are countries where its correlation with education is significantly positive, significantly negative, or statistically insignificant. To explain this unexpected result, we relate our first finding to minority status and find that denominations that are a minority in a given country positively correlate with the level of education of their followers in that country. Both findings uphold a series of robustness checks, including changing the definition of minority religions, excluding outliers, and changing the measure of education.     

A portfolio approach to a cross-sectoral and cross-national investment strategy in transition economies

This paper takes a systematic look at the portfolio choice problem faced by Investment Banks or Funds investing in transition economies. We relate the performance of projects in the transition economies to the broader macroeconomic and international environments, which affect the project through their input-output structures and financial balance sheets. Among the macroeconomic determinanst of enterprise behaviour are productivity growth, real wage growth, movements in the international terms of trade, shocks to the relative price of traded and non-traded goods, domestic and foreign interest rates, currency depreciation and the rate of inflaction. We evaluate the attractiveness of alternative investment strategies and provisioning rules from the perspective of portfoio theory.