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.     

教育创新与素质教育

本文着重论述了教育创新和素质教育的的内涵和意义，阐明进行教育创新的根本目的就是更好地实施素质教育。     

Organizing information into useful management reports: Short cases to illustrate reporting principles and coding

The accounting information systems course snatches students from their comfort zone of debits and credits and drops them into the position of czar of information needed by managers to make decisions and manage their day-to-day operations. Instructors of this course have the daunting task of teaching students how to report information in a way that it is meaningful to managers. These reports must adhere to principles not necessarily pertinent to the financial statements with which students are already familiar. These principles of management reports include concise and timely reports, inclusion of physical as well as monetary data, and exception reporting. The authors have developed and used three different teaching cases that resemble real-world experience to help students understand and apply these reporting principles. These cases can be used individually, and instructors might choose to use more than one of them in their AIS course. In addition, these cases challenge students to develop data coding methods that must be used to enable the generation of reports adhering to these principles. Learning objectives, implementation guidance, and teaching notes are provided. Feedback from students on the use of these cases has been overwhelmingly positive. The cases were administered at two universities (the authors’ university and another university) during the fall 2013 semester. The questionnaires administered to the instructor and the students are provided. Results included in this paper suggest that both the students and the instructors found the cases interesting and useful.     

Identifying Fraud in Online Auctions: A Case Study

According to the FBI (IC3, 2011), losses as a result of auto‐auction fraud exceeded $8.2 million dollars in 2011. How can one detect deception in online auction transactions? The authors use a comprehensive case to teach students about deception detection processes, detection cues, and the e‐commerce environment. Students are challenged to make a professional judgment about whether the transaction under consideration is an attempt to deceive. The case is based on a real‐life situation and provides a valuable exercise for business students, educating them in the reality of online auction markets and developing their critical thinking skills. The case may be used with undergraduate accounting majors in Accounting Information Systems classes and with graduate students in an e‐commerce course either as an in‐class assignment or as a term project. Students provided favorable responses as to the value of the case.     

教育资本化视角下“学区房”空间布局研究——以天津市中心城区为例

当前各地积极推行义务教育学校“学区”制,旨在破解择校难题,追求公平教育。已有研究与实践经验表明学区制背景下教育资源“资本化”现象确实存在,并带来教育资源的内生性,强化了“学区房”空间分布的不均衡。基于此,阐述“学区房”内涵以及基础教育资本化实证经验,结合天津市中心城区“学区房”空间分布特征,探讨“学区房”不均衡分布的溢出效应,进而提出改善“学区房”不均衡布局的对策。     

教育资源对高中学生学习动机影响的实证研究

文章主要探讨教育资源对学习动机的影响,从而为教育决策提供依据,以改善教育效果.文章将教育资源细分为家庭、学校、社区三个层次,将学习动机分为内在学习动机与外在学习动机,运用实证分析方法分别探讨家庭、学校和社区三层教育资源与高中生内在学习动机与外在之间的关系,并基于性别变量,分别讨论男女不同性别下其间的关系.同时,文章根据调研结果并结合方差分析法深入比较分析上海、南京和深圳三地区教育资源.文章为探索中学生学习动机提供了新的分析视角.     

人力资本投资与收入不平等——教育质量不平等的影响

本文在人力资本理论和社会分层理论的基础上,建立个体从最大化个人效用出发,考虑地域间房屋租金和子女教育质量的差异,选择居住地的OGM模型。首先分析社会分层持续的条件和原因,进而分析教育质量的不平等对收入不平等的影响,最后,对中国教育质量的不平等进行统计性描述,并估计了区域性教育质量不平等对收入不平等的影响,发现教育质量差异对收入差异影响显著,而教育年限差异的影响对非东部地区的收入差异是不显著的,而对东部地区是显著的．     

The macroeconomic implications of corruption in the choice to educate

Educational corruption is a worldwide phenomenon, yet its macroeconomic implications are largely unknown. We formulate a fixed-price bribe model to explore the impact educational corruption may have on growth, income inequality and other factors. When using aggregate ability as our measure of growth, our model produces a v-shaped relationship between growth and corruption, suggesting that corruption is detrimental to growth at lower levels of bribery, but growth enhancing at greater levels. A cross-section of countries is used to empirically test our model and provides qualitative support for our modeling structure. Distributional analysis reveals that an increased prevalence of corruption leads to greater income inequality and reduces the ability of education to signal quality.     

Internet access and its role on educational inequality during the COVID-19 pandemic

This study investigates the determinants of Internet access and its effect on educational inequality in OECD countries during the period of the Covid-19 pandemic. The spatial panel data model is used to include the neighborhood in the model relating to educational inequality. The findings from the study reveal that despite the increase in Internet access during the Covid-19 period, the response to the pandemic has caused education inequalities. Furthermore, economic development indicators are effective in increasing Internet access and reducing educational inequality. Finally, the study shows that, as improvements in income levels can increase Internet access, which results in a reduction in educational inequality.     

Income inequality and educational expenditures on children: Evidence from the China Family Panel Studies

Using the data from the China Family Panel Studies from 2010 to 2018, we find that rising income inequality causes parents to spend more on children’s education, both in school and out of school. The impact of income inequality on out-of-school expenditures is significant at intensive and extensive margins, especially for study-related tutoring participation. Furthermore, we find some empirical evidence suggesting that in response to rising inequality, mothers spend more time on children’s education and there exists a substitution effect between time and money. Further analysis suggests two potential reasons for the rising education spending: (1) a higher income inequality resulting from rising skill premium strengthens parents’ long-lasting cultural attitude towards education to higher levels, inducing them to spend more on educational investment, and (2) a higher income inequality increases the value of higher education, leading to a stronger demand for better educational opportunities, and then, more intense education competition, forcing parents to invest more in education.