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on Education |
| By: | Cabrera-Hernández, Francisco (CIDE, Mexico City); Padilla-Romo, María (University of Tennessee); Peluffo, Cecilia (University of Florida) |
| Abstract: | This paper estimates the effects of extending the school day during elementary school on students' education outcomes later in life. We do so in the context of Mexico City's metropolitan area, where a large-scale program introduced in 2007 extended the school day from 4.5 to 8 hours in schools that adopted the program. We exploit cohort-by-cohort variation in students' full-time school enrollment during elementary school to identify the longer-term effects on their performance in a high-school admission exam, subsequent placement, and preferences over high schools. The results indicate that full-time schools have positive and long-lasting effects on students' performance, increasing high-stakes test scores by 4.9 percent of a standard deviation. Exposure to full-time schooling also increases students' probability of choosing highly-selective high schools as their top choices, especially among students from low-SES schools. |
| Keywords: | full-time schools, high-stakes exams, education, Mexico |
| JEL: | I21 I25 J01 |
| Date: | 2022–09 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp15602&r=edu |
| By: | Angrist,Noam; Evans,David; Filmer,Deon P.; Glennerster,Rachel; Rogers,F. Halsey; Sabarwal,Shwetlena |
| Abstract: | Many low- and middle-income countries lag far behind high-income countries in educational accessand student learning. Limited resources mean that policymakers must make tough choices about which investmentsto make to improve education. Although hundreds of education interventions have been rigorously evaluated, makingcomparisons between the results is challenging. Some studies report changes in years of schooling; others report changesin learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a localdistribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. Thispaper proposes using learning-adjusted years of schooling (LAYS) -- which combines access and quality and comparesgains to an absolute, cross-country standard -- as a new metric for reporting gains from education interventions. Thepaper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) ofinterventions from 150 impact evaluations across 46 countries. The results show that some of the mostcost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is,schooling at quality comparable to the highest-performing education systems) for just $100 per child -- compared withzero years for other classes of interventions. |
| Keywords: | Educational Sciences,Disability,Services & Transfers to Poor,Economic Assistance,Access of Poor to Social Services,Health Care Services Industry,Effective Schools and Teachers,Educational Institutions & Facilities |
| Date: | 2020–10–21 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:9450&r=edu |
| By: | Barrera-Osorio, Felipe; Gertler,Paul J.; Nakajima,Nozomi; Patrinos,Harry Anthony |
| Abstract: | Parental involvement programs aim to increase school-and-parent communication and support children's overall learning environment. This paper examines the effects of low-cost, group-based parental involvement interventions in Mexico using data from two randomized controlled trials. The first experiment provided financial resources to parent associations. The second experiment provided information to parents about how to support their children's learning. Overall, the interventions induced different types of parental engagement in schools. The information intervention changed parenting behavior at home -- with large effects among indigenous parents who have historically been discriminated and socially excluded -- and improved student behavior in school. The grants did not impact parent or student behaviors. Notably, the paper does not find impacts of either intervention on educational achievement. To understand these 0 effects, the paper explores how social ties between parents and teachers evolved over the course of the two interventions. Parental involvement interventions led to significant changes in perceived trustworthiness between teachers and parents. The results suggest that parental involvement interventions can backfire if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools. |
| Keywords: | Educational Sciences,Employment and Unemployment,Effective Schools and Teachers,Educational Institutions&Facilities |
| Date: | 2020–10–29 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:9462&r=edu |
| By: | Jean-Yves Le Corre (Xi'an Jiaotong-Liverpool University [Suzhou]); Thierry Burger-Helmchen (BETA - Bureau d'Économie Théorique et Appliquée - AgroParisTech - UNISTRA - Université de Strasbourg - UL - Université de Lorraine - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement) |
| Abstract: | This article presents the lessons learned from an online teaching experience in the field of managerial control. The study aims to identify the determinants which influence collaborative behaviors between students in management studies and more specifically during the construction of performance measures. A business simulation specifically elaborated for this study is used. The study is conducted through a particular research design consisting of an online learning environment built on constructivist learning principles. The learning environment simulates the different steps of a performance dashboard creation (a set of performance indicators) for a fictitious organization. The study adopts an exploratory sequential design to explore and examine social behaviors during the process of knowledge construction related to performance measures. It contributes to a better understanding of the role of cognitive and behavioral skills in the profession of management accounting and how teachers can incorporate such aspects into their courses. It helps to build awareness among educators about the benefits of using digital learning solutions to help students in accounting and managerial control develop their professional skills most effectively. Keywords: management accounting; performance measures; constructivist learning; socio-cognitive indicators; managerial control; teaching environment |
| Keywords: | Management accounting,Performance measures,Constructivist learning,Socio-cognitive indicators,Managerial control,Teaching environment |
| Date: | 2022–10–06 |
| URL: | http://d.repec.org/n?u=RePEc:hal:journl:hal-03806698&r=edu |