Encouraging Tutorial Attendance at University Did Not Improve Performance

When tertiary education is subsidised the cost of poor student performance in university subjects falls not only on the individual student but also on society in general. Society therefore has an interest in promoting student performance. There is evidence in the literature that absenteeism from university classes is widespread and that absenteeism adversely affects student performance. In this paper I describe an incentive scheme that increased attendance of business and economics students in an introductory statistics subject at a typical Australian university. Like other authors I find a strong positive association between attendance and academic performance, both in the presence and absence of the scheme. However, there is no evidence that the incentive scheme caused student performance to improve. Although students attended more classes they did not perform better than students in the previous year's class who had the same observable characteristics and attendance levels but who were not exposed to the scheme.     

A Note on Attitude as a Factor in Learning Economics

Although one might naturally assume that students interested in economics will learn more in an introductory course than those not interested in the subject, this assumption had to be tested. Using a specially designed “Questionnaire on Student Attitude Toward Economics” on a pretest and posttest basis, and accounting for previous course work, the student's verbal and quantitative skills, and student program requirements, Karstensson and Vedder employed linear multiple regression analysis and found a positive relationship between precourse attitude and course grade. Changes in student attitude which occurred during the course were also analyzed.     

Educational inequalities between children of marriage migrants and those of local-born parents – quantile regression results from Taiwan

ABSTRACT

This article studies educational inequalities between children of marriage migrants and those of local-born parents using student test scores from Taiwan. We first find an average raw score gap of 9.5% for children of foreign parents. We then employ quantile regression methodology and find that, after introducing our extensive list of covariates, score gaps vanish for children with a mother from mainland China in all quantiles and for children with a Southeast Asian mother in the highest quantiles. In contrast, we identify large residual score gaps for children with a parent from a culturally more distant country in all quantiles. Different from previous studies which found the largest impact for language usage and parent education, we find that the physical home environment has the highest explanatory power in our analysis.     

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.     

Prediction of Graduate Performance in Economics

Professor Hansen's paper describes an effort to predict the success of graduate students in economics at The University of Wisconsin. Undergraduate grade point average, GRE scores, and the quality of the undergraduate schools were used as independent variables in a linear multiple regression model. Graduate grade point average was the dependent variable. The value of the independent variables as predictors is analyzed both jointly and in isolation. Among the important conclusions reached by Hansen is that heavy reliance upon a single predictor such as the undergraduate grade point average is unwise, that the GRE quantitative score takes on greater significance as the graduate student advances into the second year of his program, and that school quality must be taken into account.     

A note on the use of businessmen as subjects in sealed offer markets

Using the data from sealed offer laboratory markets, we compare the price and quality choices of student subjects with those of businessmen subjects. The businessmen subjects were public accounting firm partners and corporate financial officers. This is of interest since the financial officer-auditor relationship is one particular application of the elementary principal-agent model which the laboratory environment was designed to test. Using several different performance measures we are unable to reject the null hypothesis that the average performance of the two subject pools were the same. However, the market using businessmen subjects generally exhibited greater variance than the market using students.     

Where the girls are: Examining and explaining the gender gap in the nursing major

The nursing major, at almost 90% female, has one of the largest gender gaps of any US college major. In trying to explain this gap, I sort through candidate explanations and show that nursing is an outlier on many dimensions. Relative to other majors, it has some of the slowest earnings growth, by far the highest occupational concentration, among the lowest penalties for part-time work, among the lowest unemployment rates, and the highest level of job tasks focused on "helping others" and "interacting with people". These factors collectively account for most of nursing's huge gender gap. While I cannot determine causal mechanisms, a major's associated job tasks (especially "helping others") account for most (55%) of the variance in majors' gender composition, while nursing's low part-time penalty is also important. Earnings growth, earnings variance, and the share of women out of the labor force from the major are less important, and academic factors like course requirements and test scores are unrelated to major gender gaps.     

The Overconfident Principles of Economics Student: An Examination of a Metacognitive Skill

Students in a large principles of macroeconomics class were asked to predict their performance on a regularly scheduled midterm examination. The author collected and analyzed data to examine the effect of various demographic characteristics, academic endowments, course preparation, and course performance variables on the accuracy of pretest expectations. A two-equation recursive model was estimated by the author to determine which factors influenced the accuracy of student expectations (predictive calibration). The results indicated that a pervasive degree of overconfidence existed within the sample. Although age and overall academic performance were found to temper overconfidence, students with credit in a previous economics course had a greater probability of reporting overconfident expectations. Overconfidence was found to be associated with lower degrees of predictive calibration. Misjudgments concerning the scope of the midterm were found to lower predictive calibration scores, ceteris paribus. These and other results indicate that unmet student performance expectations may be a root cause for the routinely observed student dissatisfaction within the traditional principles course.     

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)     

Some Implications of Student Evaluation of Teachers

Professor Mirus asserts th at there is a need to explore the extent to which student evaluation of teachers is subject to manipulation by the instructor. He comments on the possible impact on teacher ratings of increasing section sizes, scheduling of classes during “odd hours,” the type of material taught, and whether or not the course is required. His statistical analysis revealed that requiring a course had no negative impact, nor did class size, scheduling classes during odd hours, or giving courses a quantitative orientation. There was a “strong indication,” however, that the expected grade was a major determinate of the professor's rating.     

Tertiary Performance, Field of Study and Graduate Starting Salaries

This paper analyses data from the University of Western Australia (UWA) Graduate Destination Survey linked to information from the University's Student Records System to explore the determinants of graduates' starting salaries over the years 2002 to 2004. While the details examined also include age, gender, language spoken at home, country of birth, disability status and high school attended, most emphasis is placed on the impact on starting salaries of students' academic performance and their field of study. The analyses show that the main determinant of graduates' starting salaries is the weighted average mark they achieve at university. The salary differentials associated with higher marks in the Australian labour market appear greater than those reported in similar studies of the US and the UK labour markets. Science graduates are shown to have relatively low starting salaries, casting a shadow over recent suggestions that the supply of this group be increased through lower fee regimes.     

The Incidence and Consequence of Worker Displacement in Australia

This paper analyses displacement risk and its consequences for re-employment in Australia using data from the Survey of Employment and Unemployment Patterns (SEUP). We confirm overseas evidence that older workers and those from lower skill occupations are, in general, at a greater risk of displacement. By contrast, unlike US studies, no systematic link between tenure in job and displacement risk was found. Consistent with previous Australian research ( Borland and McDonald, 2001 ) we find that males face a higher incidence of displacement than females. Decomposition of the gender difference revealed that industry effects are an important source of disparity in displacement rates. Analysis of re-employment hazards indicated that workers displaced from manufacturing faced increased periods of non-employment. Hence, it appears that there is a role for provisions to help workers in industries where the effects of structural reform have been concentrated ( Kletzer, 1998 ).     

Incentive Matters!—The Benefit of Reminding Students About Their Academic Standing in Introductory Economics Courses

In this article, the authors illustrate how incentives can improve student performance in introductory economics courses. They implemented a policy experiment in a large introductory economics class in which they reminded students who scored below an announced cutoff score on the midterm exam about the risk of failing the course. The authors employed a regression-discontinuity method to estimate the causal impact of their policy on students’ performance on the final exam. The results suggest that the policy had a significant impact on students’ performance on the final exam. In fact, the gain in test scores was sufficient to boost a student's overall course grade by one letter grade.     

Does the Gender of Top Managers and Owners Matter for Firm Exports?

How are export propensity and intensity affected by gender? Data from the World Bank's Enterprise Surveys (waves 2006–07, 2009–10) are used in a cross-country analysis to investigate whether export propensity and intensity differ according to the gender of top managers and entrepreneurs. Exporting is riskier than selling domestically and women, on average, tend to be more risk averse than men. Exporting entails costs, and women may have reduced access to finance compared to men. Most firms managed or solely owned by women are young and small and may have more difficulty obtaining credit. Women may self-select into routine sectors with lower mean productivity. Unlike most previous research, here the gender effect only takes into account firms where women have decision-making power. Accounting for the endogeneity of firm productivity, firm self-selection into exporting, and several factors influencing export propensity and intensity, the gender effect operates indirectly via some of those factors.     

Diversity,effort, and cooperation in team-based learning

Student and team performance in 17 sections of an introductory microeco-nomic theory course taught using team-based learning are analyzed to determine what measurable characteristics of teams influence team and individual outcomes. Results suggest that team performance is positively influenced by the grade point average of the top individual on the team as well as the percentage of females on the team. While the level of cooperation within a team does not significantly influence team outcomes, it positively influences individual performance by females while having no statistically significant influence on male performance. Individual success also is positively and significantly influenced by gender diversity and individual effort in team activities, as measured by peer evaluations. These results are robust to a variety of measures of gender diversity.     

Male-Female Differences in Economic Education: a Survey

Many researchers have found that males and females perform differently on economics tests, with the females often achieving lower scores. This phenomenon has puzzled and troubled economic education specialists for well over a decade. In this article Siegfried summarizes many studies that have included student gender as a variable. This in itself would be a valuable contribution to the literature, but Siegfired goes further and deals with questions of the adequacy of research designs and other factors that must be taken into account. Thus, this piece should provide useful guidance to researchers who wish to include the gender variable in their designs.     

Class length and student performance: An extended study

Many accounting educators believe that the student learning of accounting is better facilitated over a longer period of time, rather than a shorter period of time. This study examined the results of student performance in two introductory accounting courses, comparing student performance results of four-week summer classes with the results of traditional 16-week courses. In this research, the same professor taught the spring and summer ACC 201 courses, and two other professors taught both the spring and summer ACC 211 courses. Also held constant were the lecture material, course assignment, and test content. The results of the study indicate that in general, students taking introductory accounting over four weeks fare about as well as students who take introductory accounting over a traditional 16-week period. These results have potential importance beyond accounting education and provide support to universities offering more block courses to better serve individual student needs.     

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.     

Modelling prices and the reputation of individual named wines

This article develops empirical models to assess the relation between the reputation of an individual named wine and its price. Unrestricted and polynomial distributed lag models are used to assess the impact of past expert quality ratings on the prices of Australian premium wines. Results point to the practical unimportance of current wine quality scores impacting prices and suggest that quality score lag effects up to six years may be important. The largest individual lagged impact of quality on price is estimated to occur at approximately two years, and prices are estimated to increase by more than 10% over six years for a one-point quality score increase. A procedure for identifying potential wine price bargains based on a comparison of price predictions from estimated wine reputation and current quality measures is illustrated. The implications of the findings for wine producers are also discussed.     

On representative social capital

This paper analyzes the behavior of subjects randomly drawn from the Dutch population who reveal their capacity to provide and sustain social capital by their propensity to invest and reward investments in an economic experiment. We find that heterogeneity in behavior is characterized by several asymmetries—men, the young and elderly, and low educated individuals invest relatively less, but reward significantly more investments. The age effects are found to corroborate existing findings, whereas those of gender and education do not. Higher expected levels of investments by others are found to have a positive and significant effect on own investments. Finally, a laboratory experiment with student subjects is found to provide a lower bound of the population level of social capital.