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on Education |
| By: | Huttunen, Kristiina; Pekkarinen, Tuomas; Uusitalo, Roope; Virtanen, Hanna |
| Abstract: | We study the effect of post-compulsory education on crime by exploiting a regression discontinuity design generated by admission cut-offs to upper secondary schools in Finland. We combine data on school applications with data on criminal convictions and follow individuals for 10 years. Our results show that successful applicants are less likely to commit crimes during the first five years after admission. Crime is reduced both during and outside the school year, indicating that the channel through which schooling affects crime cannot be explained by incapacitation alone. We find no effect on crime committed after 6 years from admission. |
| Keywords: | crime, education, school admission, incapacitation, human capital, Labour markets and education, K42, I2, |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:fer:wpaper:114&r=all |
| By: | Baert, Stijn (Ghent University); Verhaest, Dieter (KU Leuven) |
| Abstract: | We investigated the impact on first hiring outcomes of two main curriculum vitae (CV) characteristics by which graduates with a tertiary education degree distinguish themselves from their peers: degree class and extra-curricular activities. These characteristics were randomly assigned to 2,800 fictitious job applications that were sent to real vacancies in Belgium. Academic performance and extra-curricular engagement both enhanced job interview rates by about 7%. The effect of a higher degree class was driven by female (versus male) candidates and candidates with a master's (versus a bachelor's) degree. We did not find evidence for these CV characteristics to be substitutes or to reinforce each other's effect. |
| Keywords: | degree class, extra-curricular activities, hiring, field experiment |
| JEL: | J23 J24 I23 C93 |
| Date: | 2018–11 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11971&r=all |
| By: | Yajaira Fuentes-Tauber (California Coast University, Santa Ana, CA) |
| Abstract: | For many decades, policy makers have struggled in closing the academic achievement gap present in schools across America. Most recently charter schools were integrated into federal law as one of many approaches to narrow the academic achievement and attainment gaps. Previous research has shown that there are differences in self-efficacy beliefs and that these beliefs can help account for the academic achievement and attainment differences that exist. Furthermore, with post-secondary goals and choices often made before students are upperclassmen in high school, middle school is the prime time for decisions. This study used an empirical research approach method to investigate the self-efficacy scores of students and its relationship to college-going self-efficacy using two research instruments: Bandura’s Children’s Self-Efficacy Scale, a questionnaire used to measure students’ confidence on school-related tasks, and Gibbons and Borders’ College-Going Self-Efficacy Survey, a questionnaire used to measure students’ confidence on college related tasks. The results of the Pearson Correlation revealed a strong positive correlation between self-efficacy and college-going self-efficacy scores. |
| Keywords: | self-efficacy, college-going self-efficacy, middle-school, charter school, academic achievement gap, attainment gap |
| Date: | 2018–11 |
| URL: | http://d.repec.org/n?u=RePEc:smo:jpaper:025yf&r=all |
| By: | Erik Canton; Anna Thum-Thysen; Peter Voigt |
| Abstract: | In this paper we perform stochastic frontier analyses to assess the quality of public spending on education in Europe. To measure the corresponding efficiency, three dimensions are taken into account: (1) quantity (tertiary educational attainment), (2) quality (PISA scores in the area of science), and (3) inclusiveness (proxied by the inverse of young people not in employment, training or education (NEET rates)). All EU Member States are covered over the period 2002 – 2015. Based on pooled and fixed effects regressions, the EU Member States' efficiency scores are assessed both with a view at an EU-wide frontier to allow for cross-country comparisons as well as concerning country-specific frontiers to identify individual trends and possibly remaining deficiencies. The results reveal that some Member States manage to achieve high efficiency in all observed output dimensions 'quantity', 'quality' and 'inclusion', such as e.g. the Netherlands and the United Kingdom - which implies that there is not necessarily a trade-off between the individual output dimensions. Evidence suggests, moreover, that most Member States made remarkable progress over time in terms of efficient use of public resources in reaching large numbers of highly educated young adults. With a view at quality and inclusiveness of public spending on education, however, in many Member States seems to remain still room (and need) for further improvements. |
| JEL: | I2 H52 O15 |
| Date: | 2018–06 |
| URL: | http://d.repec.org/n?u=RePEc:euf:dispap:081&r=all |