How does your kindergarten classroom affect your earnings? Evidence from Project Star

In Project STAR, 11,571 students in Tennessee and their teachers were randomly assigned to classrooms within their schools from kindergarten to third grade. This article evaluates the long-term impacts of STAR by linking the experimental data to administrative records. We first demonstrate that kindergarten test scores are highly correlated with outcomes such as earnings at age 27, college attendance, home ownership, and retirement savings. We then document four sets of experimental impacts. First, students in small classes are significantly more likely to attend college and exhibit improvements on other outcomes. Class size does not have a significant effect on earnings at age 27, but this effect is imprecisely estimated. Second, students who had a more experienced teacher in kindergarten have higher earnings. Third, an analysis of variance reveals significant classroom effects on earnings. Students who were randomly assigned to higher quality classrooms in grades K–3—as measured by classmates' end-of-class test scores—have higher earnings, college attendance rates, and other outcomes. Finally, the effects of class quality fade out on test scores in later grades, but gains in noncognitive measures persist.     

The effect of primary school type on the high school opportunities of migrant children in China

Using longitudinal data collected from China, this paper studies how primary school type affects migrant children’s high school opportunities. We use parental residence prior to a policy change in Shanghai as an instrument for primary school type, and find that migrant children who attended private primary schools are 10% less likely to enter high schools without retention than their counterparts who attended public primary schools. We show that both institutional barriers and learning at the primary school stage affect students’ probability of entering high school and whether they go to regular or vocational high schools.     

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.     

Peer and social networks in job search

We examine how Dartmouth College seniors use social networks to obtain their first jobs. We do this by analyzing self reports of networking and by examining the correlation in employment outcomes among randomly assigned freshman roommates and hallmates. We find that the use of social networks differs for men and women and for white and nonwhite students. Networking also differs greatly across career types. Students networking with fraternity and sorority members and alumni are the most likely to obtain high paying jobs. There is a strong connection between own employment outcomes and outcomes for randomly assigned freshmen hallmates.     

The effect of randomized school admissions on voter participation

There is little causal evidence on the effect of economic and policy outcomes on voting behavior. This paper uses randomized outcomes from a school choice lottery to examine if lottery outcomes affect voting behavior in a school board election. We show that losing the lottery has no significant impact on overall voting behavior; however, among white families, those with above median income and prior voting history, lottery losers were significantly more likely to vote than lottery winners. Using propensity score methods, we compare the voting of lottery participants to similar families who did not participate in the lottery. We find that losing the school choice lottery caused an increase in voter turnout among whites, while winning the lottery had no effect relative to non-participants. Overall, our empirical results lend support to models of expressive and retrospective voting, where likely voters are motivated to vote by past negative policy outcomes.     

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.     

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.     

The impact of charter school attendance on student performance

We employ a panel of individual student data on math and reading test performance for five cohorts of students in Texas to study the impact of charter school attendance. We control for school mobility effects and distinguish movement to a charter school from movement within and between traditional public school districts. We find students experience poor test score growth in their initial year in a charter school, but that this is followed by recovery in the subsequent years. Failure to account for this pattern may lead to potentially misleading estimates of the impact of charter attendance on student achievement. Students who remain in charters largely recover from the initial disruption within approximately 3 years, and there is weak evidence that there may be overall gains from charter attendance within this period. Furthermore, students who return to traditional public schools after just 1 or 2 years in a charter do not appear to suffer a lasting negative impact despite their poor average performance in their first year of charter attendance.     

Measuring education over time: A comparison of old and new measures of eduction from the Current Population Survey

An established practice by economists when using the Current Population Survey (CPS) data on educational attainment is to use the highest grade completed. However, results shown in this paper suggest that it is better to treat those who attended the 13th grade but did not complete the grade as having some college education rather than associating them with those who only have a high school diploma.     

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.     

THE INFLUENCE OF TYPE OF HIGH SCHOOL ATTENDED ON UNIVERSITY PERFORMANCE*

It is widely reported that the main determinant of success at university is the score on university entrance exams. Recent studies have argued that the outcomes at university also differ according to the type of high school attended. This paper examines the impact of attending a non‐Government school on the marks of first‐year university students. Non‐Government school students are found to have lower marks at university than Government school students, with the mark differential being slightly larger for those who do not perform well at tertiary study. The main factors influencing the size of the gap between the university marks of students from Government and non‐Government schools are university entrance exam results and attendance at same‐sex high schools.     

The effect of armed conflict on accumulation of schooling: Results from Tajikistan

This paper uses differences in regional and temporal exposure to the 1992-1998 armed conflict in Tajikistan to study the effect of violent conflict on schooling outcomes. Data on the past damage to a household's residences from the 1999 Tajik Living Standards Survey is used as well as data on the events during the conflict within a conceptual framework that controls for important individual, household and community characteristics. Girls who were of school age during the conflict and lived in affected regions were less likely to complete their mandatory schooling than girls of the same age who lived in the regions relatively unaffected by conflict. The results also indicate that exposure to violent conflict had a large and statistically significant negative effect on the enrollment of girls. No effect of regional and household conflict exposure on education of boys was found. The results are robust to community and household fixed effects, selection into violence and migration.     

Birthday effect

According to the Turkish legal code, a student born in December must enrol in primary school alongside students born 11 months earlier in January. In this study, Turkish college admissions data is used to measure the effect of younger enrolment in primary school. It was found that students who are born in the second half of the year are less likely to be from selective public high schools, and are less likely to be successful in college admissions test. These results are consistent with disadvantages associated with younger enrolment in primary school.     

A model of vertically differentiated education

We analyze the allocation of students who differ in their ability to two school types. We assume that there are peer effects (students learn more the better their classmates) and that the expected income after school also depends on the average productivity of peers. We derive the allocation under free school choice and decentralized determination of the academic level; we show that, compared to the social optimum, the level is suboptimal and too many students attend the better school type. A social planner can improve on the allocation under free school choice by prescribing a higher academic level.     

Does grade retention affect students’ achievement? Some evidence from Spain

Grade retention practices are at the forefront of the educational debate. In this article, we measure the effect of grade retention on Spanish students’ achievement by using data from Programme for International Student Assessment (PISA). We find that grade retention has a negative impact on educational outcomes, but we confirm the importance of endogenous selection which makes observed differences between repeaters and nonrepeaters appear about 14% lower than they actually are. The effect on scores of repeating is much smaller (–10% of nonrepeaters’ average) than the counterfactual reduction that nonrepeaters would suffer had they been retained as repeaters (–24% of their average). Furthermore, those who repeated a grade during primary education suffered more than those who repeated a grade in secondary school, although the effect of repeating at both times is, as expected, larger.     

Sorting,peers, and achievement of Aboriginal students in British Columbia

Abstract We examine the contribution of differences in school environments to the gap in education outcomes between Aboriginal and non‐Aboriginal students. We find both substantial school‐level segregation of Aboriginal and non‐Aboriginal students and a substantial gap in test scores. Conventional achievement gap decompositions attribute roughly half of the grade 7 test score gap to between‐school differences and half to within‐school differences. The segregation of Aboriginal students suggests that peer effects might explain some of these between‐school achievement differences. However, we find that peer effects associated with a greater proportion of Aboriginal peers, if anything, improve value‐added exam outcomes of Aboriginal students.     

Social norms of sharing in high school: Teen giving in the dictator game

We conduct a study of altruistic behavior among high school students using the dictator game. We find a much stronger norm of equal splitting than previously observed in the typical university student population, with almost 45% of high school subjects choosing an equal split of the endowment. Tests indicate that this difference is not due to factors traditionally considered in the analysis of these games, such as demographics. Rather, we find that dictators who score higher on a Social Generosity measure are much more likely to conform to the 50/50 norm. Additionally, high school students who score in the high range of an Independence measure send significantly less to recipients.     

LABOR MARKET CONDITIONS AT SCHOOL‐LEAVING: LONG‐RUN EFFECTS ON MARRIAGE AND FERTILITY

In this study, we assess the long‐run impact of labor market conditions at the time of school‐leaving on marriage and fertility outcomes. We draw data from the National Longitudinal Survey of Youth 1979. Our sample left school between 1976 and 1989, and we use variation in the state unemployment rate at the time of school‐leaving to identify persistent effects. We find that men who left school when the state unemployment rate was high are less likely to be married and have children at age 45, but are more likely to be divorced. Women, however, are more likely to have children. (JEL J1, J2)     

Can information and counseling help students from poor rural areas go to high school? Evidence from China

Recent studies have shown that only about two-thirds of the students from poor, rural areas in China finish junior high school and enter high school. One factor that may be behind the low rates of high school attendance is that students may be misinformed about the returns to schooling or lack career planning skills. We therefore conduct a cluster-randomized controlled trial (RCT) using a sample of 131 junior high schools and more than 12,000 students to test the effects of providing information on returns or career planning skills on student dropout, academic achievement and plans to go to high school. Contrary to previous studies, we find that information does not have significant effects on student outcomes. Unlike information, counseling does have an effect. However, the effect is somewhat surprising. Our findings suggest that counseling increases dropouts and seems to lower academic achievement. In our analysis of the causal chain, we conclude that financial constraints and the poor quality of education in junior high schools in poor, rural areas (the venue of the study) may be contributing to the absence of positive impacts on student outcomes from information and counseling. The negative effects of counseling on dropout may also be due to the high and growing wages for unskilled labor (high opportunity costs) in China’s transitioning economy. It is possible that when our counseling curriculum informed the students about the reality of how difficult were the requirements for entering academic high school, it may have induced them to revise their benefit-cost calculations and come to the realization that they are better off dropping out and/or working less hard in school.     

On the peer effects of star students

We estimate the effect that star students have on their siblings’ learning outcomes, measured by their high school grade point average (GPA) and their math grades. To this end, we couple administrative school data on grades with an unusual natural experiment in Peru that generates exogenous variation in the presence of star students at home. We find that star students increase their siblings’ GPA by 0.33 SDs and their math grades by 0.22 SDs. The effect size is inversely related to number of siblings, suggesting that the remaining siblings act as substitutes for the star student.