School Choice and Segregation: Evidence from an Admission Reform*

We evaluate the effects of school choice on segregation using data from an admission reform in the Stockholm upper secondary schools. Before 2000, the students were assigned to their nearest school, but from the fall of 2000, the students can apply to any school within Stockholm and admission decisions are solely based on grades. As expected, the new admission policy increased segregation by ability. However, segregation by family background, and especially segregation between immigrants and natives, also increased significantly. The increase in segregation by family background can be explained by ability sorting, but the increase in ethnic segregation can not.     

Much Ado about Nothing? The Role of Primary School Catchment Areas For Ethnic School Segregation: Evidence From a Policy Reform

By the 2008/09 school year the federal state of North Rhine‐Westphalia (Germany) abolished binding school catchment areas in all municipalities. The reform has been controversial and it was feared that school choice would increase ethnic segregation. Using data on all primary schools we contribute to this debate by analyzing ethnic segregation before and after the reform. We discuss drawbacks of commonly used segregation indices and their interpretation as well as causality issues. Although there is an increase in segregation over the time period studied, our results show that segregation has not been affected by the policy reform.     

Choice of Ontario high schools and student sorting by ability

To what extent can offering more choice in schooling lead to ‘cream skimming,’ or the sorting of students by ability? I study whether increased choice leads to student sorting by ability into high schools in the Greater Toronto Area. On average, 41% of students ‘opt out’ of the high school to which they would normally be assigned based on their residence. Students are more likely to opt out in areas where accessibility to other schools is greatest due to population density and explicit ‘open enrolment’ policies. While students of higher ability are generally more likely to opt out, an interaction term between school choice and ability is insignificant, suggesting that increased choice does not have differential impacts by student ability. Findings are robust to changes in assumptions about instrument exogeneity.     

Sorting,school performance and quality: Evidence from China

School choice reforms give talented students the option to sort out of low-performing schools but often leave disadvantaged students behind. This study shows how a Chinese city was successful in helping its low-performing schools to catch up by encouraging talented students to sort into these schools. The city identified eleven low-performing middle schools and guaranteed elite high school admission to their top ten-percent graduates. This study documents that the policy improved school performance by 0.19-0.26 standard deviations. Using data on lottery middle school assignment, I further test for potential mechanisms, including strategic sorting and improvement in school value-added.     

The Impact of School Lunches on Primary School Enrollment: Evidence from India's Midday Meal Scheme

At the end of 2001, the Indian Supreme Court issued a directive ordering states to institute school lunches – known locally as “midday meals” – in government primary schools. In this paper we provide a large‐scale assessment of the enrollment effects of India's midday meal scheme, which offers warm lunches, free of cost, to 120 million primary school children across India, and is the largest school feeding program in the world. To isolate the causal effect of the policy, we make use of its staggered implementation across Indian states in government but not private schools. Using a panel dataset of more than 420,000 schools observed annually from 2002 to 2004, we find that midday meals result in substantial increases in primary school enrollment, driven by early primary school responses to the program. Our results are robust to a wide range of specification tests.     

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.     

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.     

SCHOOL CHOICE AND STUDENT SORTING: EVIDENCE FROM ADACHI WARD IN JAPAN*

We examine whether the school choice programme of public junior high schools in Adachi ward has caused student sorting and has thus increased the differences in scores between the schools. We find that students are sorted in the sense that the students living in the school attendance areas where there is a higher proportion of high‐status occupations are more likely to select private schools even after the introduction of the school choice programme, or they select public schools with higher scores. Adachi's average scores relative to the Tokyo average have improved, while the between school differences in scores have not expanded.     

The Headmaster Ritual: The Importance of Management for School Outcomes

We estimate the impact of individual principals on school outcomes by using panel data that allow us to track principals over time. We find that individual principals have a substantive impact on school policies, working conditions, and student outcomes. In particular, students who attend a school that has a one standard deviation better principal improve their achievement by between 0.05 and 0.1 standard deviations. Despite rich background information on principals, it is difficult to characterize successful management, suggesting that innate skills are central. We find that the scope for discretion is larger among voucher schools and in areas with school competition.     

The Efficacy of Choice Threats Within School Accountability Systems: Results from Legislatively Induced Experiments

Targeted stigma and school voucher threats under a revised 2002 Florida accountability law have positive impacts on school performance as measured by the test score gains of their students. In contrast, stigma and public school choice threats under the US federal accountability law, No Child Left Behind, do not have similar effects in Florida. Estimation relies upon individual-level data and is based upon regression analyses that exploit discontinuities within the accountability regimes. Choice threats embedded within accountability regimes can moderate educational inequalities by boosting achievement at the lowest-performing schools, but policy design is crucial.     

School Finance Induced Migration and Stratification Patterns: The Impact of Private School Vouchers

This paper introduces a general equilibrium model of public school finance that includes: (i) multiple school districts that finance local public schools via property taxes set by majority vote; (ii) multiple neighborhoods within school districts where each neighborhood is characterized by a quality level of housing; (iii) local public schools that are obligated to admit all interested students who reside within the school district; (iv) private schools that function as clubs of parents who share the cost of the private school equally and who can choose to exclude others; (v) an educational production process that depends on both per pupil spending and average peer quality within the school; and (vi) individual peer quality levels that are correlated with the socioeconomic status of households. Since it allows for various degrees of imperfect stratification of residents across communities, the model is well suited for investigating empirically relevant migration forces induced by school finance reform proposals. The abstract model itself, however, is too complex to yield many analytic results. A computational counterpart to the model isnb therefore developed, calibrated to data, and utilized for policy experiments. In particular, the impact of vouchers in the context of different types of prevoucher educational finance systems is investigated, and it is found that migration patterns in general would cause vouchers to benefit public schools in poor communities while hurting public schools in wealthy communities.     

WHAT DETERMINES RELIGIOUS SCHOOL CHOICE? THEORY AND EVIDENCE FROM RURAL BANGLADESH

This paper looks at the determinants of school selection in rural Bangladesh, focusing on the choice between registered Islamic and non‐religious schools. Using a unique dataset on secondary school‐age children from rural Bangladesh, we find that madrasah enrolment falls as household income increases. At the same time, more religious households, and those that live further away from a non‐religious school are more likely to send their children to madrasahs. However, in contrast to the theory, we find that Islamic school demand does not respond to the average quality of schools in the locality.     

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.     

Effect of Secondary School Fees on Educational Attainment*

In this study, the heterogeneity of the fee abolition process in West German secondary schools is used to identify the effect of school fees on educational attainment and to obtain an estimate of the price elasticity of upper secondary education. The analysis is based on representative individual‐level data from three annual surveys of the German Mikrozensus. While coefficients cannot be estimated precisely, the results suggest that, on average, upper secondary school attainment increased by at least 8 percent in response to the fee abolition. The educational attainment of females appears to be more price sensitive than that of males.     

Class or caste? A study on the role of caste and wealth status in school choice decision

There is a strong political opinion in India in favour of replacing caste based affirmative action with an economic class based one. We contribute to this debate by looking at the interaction of caste and wealth in school choice. We show that too rich and too poor parents behave in the same way irrespective of their caste identities—rich parents sending their children to private schools while poor parents choosing public schools for their children. The caste identity, we find, plays a role for the school choice decision made by the parents belonging to the economic middle class. Among the economic middle class parents, the ones from the privileged castes send their children to private schools, while the children of the parents from the disadvantaged castes are sent to public schools. The result is robust to alternative definitions of privileged and disadvantaged castes. For school quality choice, however, we find a monotonic relationship between wealth and school quality.     

学校类型与流动儿童的教育-来自上海的经验证据

本文根据在上海地区进行的问卷调查和标准化考试结果,考察学校类型对于流动儿童考试成绩的影响。我们在控制家庭和学生个人因素,并通过工具变量法调整学校选择的内生性问题后,发现在民工子弟学校就读和在公办学校就读的流动儿童之间仍存在较大的成绩差距。进一步的分位数回归结果显示学校类型对于成绩较差的学生影响更大。我们的研究结果与目前民工子弟学校教学质量普遍低于公办学校的观察相吻合。     

School vouchers in practice: competition will not hurt you

Since the introduction of school vouchers in 1992, independent and public schools in Sweden operate on equal terms. We analyze the effects of competition on the public schools using data on the results of 28,000 ninth graders. Because the decision on which school to attend is a choice variable, sample selection models are used. To account for the potential endogeneity of the share of students attending independent schools, we use instrumental variable estimation. We also estimate panel data models on 288 Swedish municipalities. Our findings support the hypothesis that school results in public schools improve due to competition.     

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.     

SCHOOL CHOICE: SUPPORTERS AND OPPONENTS

We examine the attitudes of Ohio homeowners about school choice, which includes open enrollment programs, school vouchers, tuition tax credits, and charter schools. Previous studies examine more limited forms of choice and investigate fewer possible influences. Overall we report at least five new findings and five findings that contradict previous studies. We find the strongest predictors of opposition for school choice are people having graduate degrees and living in high‐performing public school districts. We find people living in blue collar areas and using private schools to be the strongest predictors of support. Males tend to oppose choice and African Americans support it. We find no role for income, the convenience of alternative schools, or the protection of house values in support for school choice. Overall we report at least five new findings and five findings that contradict previous studies. (JEL H44, I22)     

高校人事档案管理工作探究

从人事档案工作必须适应社会人事制度变革和社会文明进步的要求，在当前我国高校人事制度发生重大改革的形势下，根据变化了的情况及时调整自己的工作内容和工作方法，这应该是当前高校人事档案工作改革的重要方向。