| 1. |
- Löfgren, Curt, et al.
(författare)
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What determines when undergraduates complete their theses? : Evidence from two economics departments
- 1999
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Ingår i: Economics of Education Review. - 0272-7757 .- 1873-7382. ; 18:1, s. 79-88
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Tidskriftsartikel (refereegranskat)abstract
- Most economics students at Uppsala and Umeå do not complete their undergraduate thesis within the intended time. We find that coauthoring, compared to writing alone, increases the probability of completing a thesis. A second thesis is less likely to be completed than a first. The two departments also differ in completion time. The probability of completing decreases over time. There is also some weaker evidence that students with high grades are more likely to complete and that women take a longer time to complete their theses.
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| 2. |
- Ahlin, Åsa, et al.
(författare)
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Effects of decentralization on school resources
- 2008
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Ingår i: Economics of Education Review. - : Elsevier BV. - 0272-7757 .- 1873-7382. ; 27:3, s. 276-284
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Tidskriftsartikel (refereegranskat)abstract
- Sweden has undertaken major national reforms of its school sector, which, consequently, has been classified as one of the most decentralized ones in the OECD. This paper investigates whether local tax base, grants, and preferences affected local school resources differently as decentralization took place. We find that municipal tax base affects per pupil spending in the same way regardless of whether the school sector is centralized or decentralized, but has a smaller effect on teacher–pupil ratio after the reforms. The less-targeted grants are the fewer teachers per pupil do the municipalities employ. The results for local preferences are less clear-cut.
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| 3. |
- Amin, Vikesh, et al.
(författare)
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The intergenerational transmission of schooling : Are mothers really less important than fathers?
- 2015
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Ingår i: Economics of Education Review. - : Elsevier BV. - 0272-7757 .- 1873-7382. ; 47, s. 100-117
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Tidskriftsartikel (refereegranskat)abstract
- There is a "puzzle" in the literature on the intergenerational transmission of schooling, where twin studies emphasize the importance of fathers' schooling, whereas IV-studies often emphasize the importance of mothers. We provide new evidence on this "puzzle" using register based Swedish data on the largest sample of twins used so far in the literature. In contrast to previous twin studies, our results confirm the importance of mothers' schooling. We also provide the first twin-based evidence of possible role model effects, where our estimates suggest that mother's schooling matters more than father's schooling for daughters schooling. One additional year of mothers' schooling raises daughter's schooling by a tenth of a year, which is similar to some of the previous IV-based estimates in the literature. Finally, we bring in new US twin data that for the first time allows a replication of previous twin-based estimates of the intergenerational transmission of schooling in the US. The results show no statistically significant effect of mothers' and fathers' schooling on children's schooling. Our results have implications for assessing the efficiency of policies that subsidize the schooling of men and women and are in contrast to most previous findings in the twin literature. (C) 2015 Elsevier Ltd. All rights reserved.
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| 4. |
- Andersson, Christian, et al.
(författare)
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Do you want your child to have a certified teacher?
- 2011
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Ingår i: Economics of Education Review. - : Elsevier BV. - 0272-7757 .- 1873-7382. ; 30:1, s. 65-78
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Tidskriftsartikel (refereegranskat)abstract
- This study examines how the teaching staff composition with respect to certification affects student achievement in compulsory Swedish schools. We apply an instrumental variable to estimate the effect of the share of non-certified teachers on student achievement (measured by grade point average, GPA). We find statistically significant negative effects on the GPA. The effect is stronger for students with highly educated parents. A one percentage point increase in the share of non-certified teachers is expected to decrease student's GPA by, on average, 1.8 standard deviations per year. This is a substantial effect considering the large differences in the shares of non-certified teachers across schools and municipalities.
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| 5. |
- Diemer, Andreas
(författare)
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Endogenous peer effects in diverse friendship networks : Evidence from Swedish classrooms
- 2022
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Ingår i: Economics of Education Review. - : Elsevier BV. - 0272-7757 .- 1873-7382. ; 89
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Tidskriftsartikel (refereegranskat)abstract
- Do students benefit differently from interacting with similar and diverse peers? Using register-linked survey data from a stratified sample of Swedish classrooms I test whether endogenous peer effects in student achievement are heterogeneous by immigrant status. My empirical strategy combines instrumental variables, classroom fixed effects, and a control function to identify the parameter of interest separately from contextual and correlated effects. In particular, by considering partially overlapping networks of peers and family members, I use peers’ parents’ education as instruments for peer behaviour. My findings suggest that endogenous effects are limited to interactions with native peers only, but benefit both native and migrant students. High-ability children of migrants appear to be particularly vulnerable to friendship segregation.
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| 6. |
- Edmark, Karin Margret, et al.
(författare)
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The impact of attending an independent upper secondary school : Evidence from Sweden using school ranking data
- 2021
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Ingår i: Economics of Education Review. - : Elsevier BV. - 0272-7757 .- 1873-7382. ; 84
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Tidskriftsartikel (refereegranskat)abstract
- Since the 1990s, the Swedish education market has gone through a dramatic transformation due to the introduction of voucher-funded independent schools. We make use of data on school applications to condition on student preferences for independent versus public education, and estimate a positive relationship between independent upper secondary school attendance and grades, graduation rates, and post-secondary education. We however also find strong indications of more lenient grading standards in independent schools, especially in schools organized as for-profit entities and in schools with a low share of qualified teachers. Our results suggest that, although independent school attendance seems to benefit the individual students in terms of higher grades and increased transition to post-secondary studies, grade inflation in the Swedish upper secondary independent schools may be a serious problem.
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| 7. |
- Feng, Andy, et al.
(författare)
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A question of degree : The effects of degree class on labor market outcomes
- 2017
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Ingår i: Economics of Education Review. - : Elsevier. - 0272-7757 .- 1873-7382. ; 61, s. 140-161
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Tidskriftsartikel (refereegranskat)abstract
- How does performance at university affect labor market outcomes? Employing a regression discontinuity design, we show that university degree class causally affects graduates' industry, wages, and earnings. Our sample consists of students at the London School of Economics, and our data combine administrative records with the Destinations of Leavers from Higher Education survey. We estimate that receiving a First Class degree instead of an Upper Second increases the probability of working in a high-wage industry by fourteen percentage points, leads to three percent higher wages, and yields two percent higher annual salaries. For the comparison between Upper and Lower Seconds, the corresponding figures are ten, seven, and four. Effects are larger for males and graduates of math-intensive degree programs. We show that this is consistent with a model of statistical discrimination, in which employers attach more importance to the degree class signal if it is more informative about underlying ability. (C) 2017 Elsevier Ltd. All rights reserved.
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| 8. |
- Gortázar, Lucas, et al.
(författare)
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Residence-based priorities and school choice
- 2023
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Ingår i: Economics of Education Review. - 0272-7757 .- 1873-7382. ; 95
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Tidskriftsartikel (refereegranskat)abstract
- Many countries use centralized school choice procedures to assign pupils to schools. To address excess demand for a particular school, ties are broken according to priority points granted based on various criteria, such as proximity to the school. Using a unique reform undertaken in Madrid (Spain), we estimate the impact of abolishing residence-based priorities on families’ school choices, the stated motivation for choosing a school, and the final school allocation. Utilizing several administrative datasets on school applications, we find that the reform increases families’ out-of-district school assignments and assignments to schools further away from their home address. Parents of immigrant children did not change their application behavior in the first years of the reform but caught up with natives three years after its implementation. Children generally accessed slightly better-performing schools, particularly those from lower-educated backgrounds.
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| 9. |
- Graetz, Georg, et al.
(författare)
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Gender gap variation across assessment types : Explanations and implications
- 2022
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Ingår i: Economics of Education Review. - : Elsevier. - 0272-7757 .- 1873-7382. ; 91
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Tidskriftsartikel (refereegranskat)abstract
- Using Swedish population data, we document that girls outperform boys by a third of a standard deviation in school grades, whereas a gap of similar magnitude but opposite sign persists in SAT scores in the sample of non-randomly selected test takers. We establish that grades capture different attributes than SAT scores, which accounts for much of the variation in gender gaps. A model of SAT participation illustrates how women's greater participation-driven by traits not rewarded by higher scores-leads to their negative selection on observed and unobserved traits. We explore the quantitative importance of this mechanism and conclude that while selection is important, it fails to account for a substantial fraction of the gender gap in SAT scores, suggesting the possibility that the SAT penalizes women.
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| 10. |
- Grönqvist, Hans, et al.
(författare)
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Education policy and early fertility : Lessons from an expansion of upper secondary schooling
- 2013
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Ingår i: Economics of Education Review. - : Elsevier BV. - 0272-7757 .- 1873-7382. ; 37, s. 13-33
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Tidskriftsartikel (refereegranskat)abstract
- This paper studies the effects of education policy on early fertility. We study a major educational reform in Sweden in which vocational tracks in upper secondary school were prolonged from two to three years and the curricula were made more academic. Our identification strategy takes advantage of cross-regional and cross-time variation in the implementation of a pilot scheme preceding the reform in which several municipalities evaluated the new policy. The empirical analysis draws on rich population micro data. We find that women who enrolled in the new programs were significantly less likely to give birth early in life. There is however, no statistically significant effect on men's fertility decisions. Our results suggest that the social benefits of changes in education policy may extend beyond those usually claimed.
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