DOES TIME TO WORK LIMIT TIME TO PLAY?: ESTIMATING A TIME ALLOCATION MODEL FOR HIGH SCHOOL STUDENTS BY HOUSEHOLD SOCIOECONOMIC STATUS

We use data from the 2003 to 2014 American Time Use Survey to estimate substitution between working and extracurricular time for high school students, which may have long‐run educational and labor market consequences. We find that working students are 5 percentage points less likely to participate in extracurricular activities and spend 40 minutes less on extracurriculars per day. We estimate heterogeneous effects by socioeconomic indicators to test whether disadvantaged students are more or less likely to substitute time away from extracurriculars. We find the largest interaction effects by paternal education, where working students with low paternal education are 0.5 percentage points more likely to engage in extracurriculars and increase extracurriculars by 15 minutes per day. (JEL I2, J22, J24)     

The Professional Development of Graduate Students for Teaching Activities: The Students’ Perspective

This article provides insight into the skill-development activities of graduate students at U.S. institutions providing graduate education in economics. The authors document the extent of student participation in and preparation for teaching-related activities while in graduate school, finding that more than 50 percent of students are involved in teaching-related activities such as grading, leading recitation sections, and teaching their own sections and that most were satisfied with their preparation. Important differences in participation in these activities are highlighted by assistantship assignments, institution rank, and gender. Findings suggest that programs could do more to prepare students for participation in teaching specific professional activities after graduation.     

Gender and graduate economics education in the US

Abstract

This paper reports on the findings of a survey of top economics graduate schools as they relate to women and men. The results provide strong evidence that at these top graduate schools, women graduate students are less integrated in their economic disciplines than are male graduate students. In the second part of the paper, this paper relates those findings to alternative theories as to why this is the case. This paper concludes by suggesting that the emphasis on theoretical studies in the current core of the graduate economics program can be seen as a type of hazing process that seems to have a significant cost since many women (and men) with great creative promise are discouraged from continuing in economics and do not benefit nearly as much as they would have from more policy-driven core courses.     

Diversity,knowledge clusters,and job placement: Graduate economics teaching of core microeconomics

The authors present an empirical analysis of what is taught in core micro-economics at a set of top U.S. doctoral economics programs. Their aim is to evaluate the diversity across programs and assess whether there are distinct “schools of thought” in graduate economics education. Their empirical findings reveal substantial, in fact, surprising diversity in what is taught. Application of a clustering algorithm results in programs clustering into two main “schools of thought.” The authors also specify an econometric model of job placement. Their job placement results indicate that candidates are more likely to be hired at schools in the same cluster as their home program, even after controlling for other factors. The results inform debates about graduate education and the relevance of a “common core” curriculum.     

Does reducing student support affect scholastic performance? Evidence from a Dutch reform

This paper investigates the impact of student support on performance and time allocation of students in Dutch higher education. In 1996 the maximum duration of grants was reduced by 1 year, and thereby limited to the nominal duration of the study program. This reform could have had substantial financial consequences for students. We evaluate the effects of the reform using a difference-in-differences approach. Our main findings are that after the reform, students early in their study (i) switched less to other programs, (ii) obtained higher grades, while (iii) they did not spend more time studying or working. In addition, for students not older than 20 years when they started their study we find larger effects on all performance variables (switching, percentage of completed courses, graduation in the first year and grade point averages). These findings are consistent with recent evidence on heterogeneous treatment effects for higher ability students.     

Doctoral Origins of Contributors to the American Economic Review, 1960-72

Professor Sun concludes that publishing performance, adjusted for differences in the number of Ph.D.'s granted, is not a function of the quality of graduate schools. Larger institutions appear to have an advantage by turning out a larger number of Ph.D.'s, but no correlation was found when the number of contributors to the AER from a school was compared with the rating of its graduate programs.

Economics departments may hope to improve their rating in doctoral programs by producing more Ph.D.'s and encouraging them to contribute to the AER, Professor Sun concludes.     

Easy grading practices and supply–demand factors: evidence from Italy

In this article, we investigate how heterogeneity in grading standards across university degree courses is related to supply and demand factors. Using a sample of almost 26,000 students enrolled at an Italian University, we document how grades vary significantly across degrees. After controlling for student characteristics, class-size, classmate quality and degree fixed effects, it emerges that students obtain better grades and are less likely to drop-out when their degree course experiences an excess of supply. We adopt an instrumental variable strategy to account for endogeneity problems and instrument the excess of supply using the total number of universities offering each degree course. Our two-stage least squares (TSLS) estimates confirm that the teaching staff on degree courses facing low demand tend to set lower academic standards with the result that their students obtain better grades and have a lower probability of dropping out than they might otherwise. Similar results are obtained using a control function approach.     

高等院校现代汉语实践类课程教学改革探索

现代汉语实践类课程的学习,有利于提高学生的汉语语用能力。针对目前高校现代汉语实践类课程教学过程中存在的问题,从提高学生语用能力为目标这一角度,把现代汉语实践类课程作为一个系统整体,在对它们进行综合研究、分析的基础上提出改革设想。第一,改变传统的"重知识轻能力"、"重书面语轻口语"的教育理念;第二,整合并完善现有的汉语实践类课程;第三,改革当前汉语实践类课程教学模式。     

Preparing Graduate Students in Economics for Teaching: Survey Findings and Recommendations

Survey data from PhD-granting economics departments are used to assess the teaching preparation of graduate students in economics. The results show that relatively few departments require graduate student instructors to take a credit course in teaching before teaching their own course or leading a recitation section. Although more graduate student instructors are required to take a noncredit course in teaching before serving as an instructor or recitation leader, the value of such noncredit courses may be limited. The assessment of teaching preparation by department chairs shows mixed responses, with about three-fifths rating it as very good or good and about two-fifths considering it to be only adequate or poor. Recommendations are offered for improving the teaching preparation of graduate student instructors in economics.     

The wise,the politician,and the strongman: Types of national leaders and quality of governance

This paper assesses how national leaders’ quality of governance varies with their career and education. Using a sample of 1,000 rulers between 1931 and 2010, I identify three types of leaders: military leaders, academics, and politicians. Military leaders are associated with an overall negative performance, while politicians who have held important offices before taking power tend to perform well. Academics have on average non-significant effects. These results are partially driven by differences in policy decisions and in leadership styles. Military leaders spend less in health and education, are more likely to establish a personalistic regime, to disrespect the constitution, and to move towards a non-electoral regime, while the reverse holds for politicians. Additionally, this paper highlights the weakness of using educational attainment as a proxy for politicians’ quality, and of growth as a measure of national leaders’ performance.     

THE IMPACT OF HIV EDUCATION ON BEHAVIOR AMONG YOUTHS: A PROPENSITY SCORE MATCHING APPROACH

There has been a long‐standing debate as to whether sex or human immunodeficiency virus (HIV) education actually influences the way young people behave. To the extent these programs work, they represent a potential mechanism policy‐makers might use to reduce risky behavior among youths. This paper uses data from the 2009 Youth Risk Behavior Survey to examine if students who have received school‐based HIV instruction behave differently than those who have not. To address potentially endogenous exposure to HIV education, this paper considers a propensity score matching approach. Findings from the propensity score analysis suggest that standard ordinary least squares results are biased. Despite this, there remains some evidence that exposure to HIV education decreases risky sexual activity. Among male students, HIV education is also negatively related to the rate of using needles to inject illegal drugs into the body. The needle use results are robust to a sensitivity analysis, while the results for sexual behaviors are not. (JEL H75, I18, I28, K32)     

THE EFFECT OF THE BUSINESS CYCLE ON FRESHMAN FINANCIAL AID

When the economy slips into recession, more needy students enroll in college, increasing the need for financial aid while resources for aid become more scarce. We use “Freshman Survey” data from the Higher Education Research Institute to observe changes in financial aid composition from 1980 to 2000. We use state‐level tax revenues, unemployment rates, and personal income growth as macroeconomic indicators. During recessions, we find that the burden of financing a student's college education shifts from states and institutions to families and federal programs. We also show that these macroeconomic fluctuations are increasingly volatile for underrepresented minorities. (JEL I22, H52, E32)     

Price and quality effects on the demand for U.S. graduate business programs

This study identifies the factors that influence the demand for U.S. graduate business programs, using the entire population of schools as the basis for analysis. The study found that higher education institutions, at least graduate business programs, are not immune to the market forces of cost, quality, and trend. Schools that provide better value enjoy success, and those that do not, endure setbacks. Program demand was most sensitive to the tuition change and was moderately elastic. Schools that increased their tuition faster than others suffered significant enrollment declines. In addition, programs that were either accredited by the International Association for Management Education, publicly funded schools, or located in regions with generally rising enrollments enjoyed increased enrollments. Those that were either not accredited, private schools, or less favorably located suffered declines.     

The impact of school choice on student outcomes: an analysis of the Chicago Public Schools

We explore the impact of school choice on student outcomes in the context of open enrollment within the Chicago Public Schools (CPS). Roughly half of the students opt out of their assigned high school to attend a different CPS school, and these students are much more likely than those who remain in their assigned schools to graduate. To determine the source of this apparent benefit, we compare outcomes across (i) similar students with differential access to schooling options and (ii) travelers and non-travelers within the same school. The results suggest that, other than for students who select career academies, the observed cross-sectional benefits are likely spurious.     

Timing and duration of paternal migration and the educational attainment of left‐behind children: Evidence from rural China

This paper examines the relationship between the migration of men from rural China and the educational attainment of their left‐behind children. The importance of migratory timing and duration are addressed. Using survey data, the study found that compared with rural children of nonmigrant parents, rural children of migrant fathers have a lower probability of being enrolled in school. In addition, the relationship between migratory timing, duration, and school enrollment shows an interesting pattern; children whose fathers migrated when they were infants are more likely to be enrolled in school, but children whose fathers migrated before their birth or after they reached school age are less likely to be enrolled in school. Possible explanations for this pattern are provided.     

Real option,human capital investment returns and higher educational policy

This paper incorporates the concept of real option into a modified Harris–Todaro model to investigate the relationship between higher education and unemployment rates. We found that the real option value of waiting to invest in graduate school education will decrease when the expected wage rate of labors with an undergraduate degree becomes relatively lower than that with a graduate degree. As a result, more undergraduate students will decide to go to graduate schools immediately after graduation. As the supply of labors with a graduate degree increases and the job creations fail to meet the increasing demand, those who cannot get a graduate-level job will be willing to accept job offers lower than their education level. Our modified Harris–Todaro model shows that it will lead to an increase in the number of unemployed and underemployed higher educated labors. This explains why the unemployment rates for higher educated labor are relatively high in some developed countries.     

WHY WAIT?: EXAMINING DELAYED WIC PARTICIPATION AMONG PREGNANT WOMEN

Despite the benefits of prenatal participation in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), many eligible women either do not participate or begin participation late in their pregnancies. Using recent nationally representative data, we find that more disadvantaged women are more likely to access WIC and, with some notable exceptions, to participate earlier in their pregnancies. Hispanic women, especially those with language difficulties, enroll in WIC later in their pregnancies. Early WIC participation, particularly among teenagers, is less likely among women experiencing a first birth and depends on the mother’s early recognition of her pregnancy. (JEL I18, I30)     

Public Housing,School Segregation,and Children’s Education: Evidence from Hong Kong

Evidence in the literature shows that public-housing residents move less frequently than others. This tendency may restrict school choice for children from public-housing families and lead to school segregation and lower educational outcomes for those children. Our empirical findings from Hong Kong show three strands of evidence that support this hypothesis. (1) Children from public-housing families are more likely to drop out of school after compulsory education. The result is robust after controlling for family background and a series of parental characteristics. (2) Public-housing families with school-age children are less likely to move than their private-housing counterparts. (3) Children from public-housing families are more likely to study in local community schools, which are located on the outskirts of Hong Kong and are of lower education quality. These findings have important policy implications for the public-housing programs such as those which have been implemented in Mainland China since 2011.     

法商复合型国贸人才培养中法律实践教学方法新探

自从我国加入WTO以来,高校普遍加强了对法商复合型国贸人才的培养。但问题是如果仅采用注重理论灌输而缺乏对学生实践能力培养的传统教学方法,其不足之处是显而易见的,主要体现在国贸专业毕业生普遍缺乏国贸实务工作的能力,而相应的与涉外经贸密切相关的法律实践能力更是一片空白。故传统的教学方法明显已难以适应社会主义市场经济发展的客观需求。为此,在教学过程中在对传统教学方法进行理性抉择和改革完善的基础上,特别强调应更多地采用庭审观摩教学法、模拟法庭教学法和法律诊所教学法等法律实践教学新方法,来有效地提高国贸专业毕业生的法律实践能力,最终使国贸专业毕业生获得更大的生存空间和取得良好的发展机会。     

RISK AVERSION AND FIELD OF STUDY CHOICE: THE ROLE OF INDIVIDUAL ABILITY

Does the choice of field of study depend on individual risk aversion? The direction of the relationship between individual risk attitudes and type of university degree chosen is potentially ambiguous. On the one hand, risk averse individuals may prefer degree courses which allow high returns in the labour market; on the other hand, if these degrees expose students to a higher probability of dropping out, those who are more risk averse may be induced to choose less challenging fields. Using data from a sample of students enrolled at a middle‐sized Italian public university in 2009, we find that, controlling for a large number of individual characteristics, more risk averse students are more likely to choose any other field (Humanities, Engineering, and Sciences) rather than Social Sciences. We interpret this result bearing in mind that some of these fields, such as Humanities, involve a reduction in the risk of dropping out, while others (such as Engineering and Sciences) involve a lower risk in the labour market. It also emerges that the effect of risk aversion on degree choice is related to student ability. Risk averse students characterized by high abilities tend to prefer Engineering, while the propensity of risk averse students to enrol in Humanities decreases when ability increases, suggesting that the attention paid to labour market risks and drop‐out risk varies according to student skills.