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on Education |
| By: | João R. Ferreira; Wayne Aaron Sandholtz; Wayne Sandholtz |
| Abstract: | We use administrative data to measure sibling spillovers on academic performance before and after Tanzania’s introduction of Free Secondary Education (FSE). Prior to FSE, students whose older siblings narrowly passed the secondary school entrance exam were less likely to go to secondary school themselves; with FSE, the effect became positive. A triple differences analysis, using geographic variation in FSE exposure, shows that FSE caused the reversal. Negative pre-FSE spillovers were concentrated in poorer regions. Positive post-FSE spillovers were largest for lower-performing younger siblings. Our results demonstrate that FSE alleviated financial constraints, allowing families to distribute educational investments more equitably rather than concentrating resources on high-performing children. |
| Keywords: | sibling spillovers, free secondary education, intra-household allocation, resource constraints, high-stakes exams, Tanzania |
| JEL: | I25 O15 D13 I24 J13 |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_11436 |
| By: | Christina M. Andersen; Jørgen Brandt; Jesper H. Christensen; Lise M. Frohn; Camilla Geels; Timo Hener; Marianne Simonsen; Lars Skipper |
| Abstract: | This paper examines the effects of daily outdoor air pollution variation on student test scores. Using Danish register data for all elementary and lower secondary students, we link home addresses to a 1 km x 1 km pollution grid to measure test day and lifetime pollution exposure. An increase in fine particles (PM2.5) from a very clean to an average day reduces math scores by 1.8% and reading by 0.9% of a standard deviation. Even at low pollution levels, student performance is harmed, especially in math. We find no evidence of heterogeneity by health, socio-economic status, or lifetime exposure. |
| Keywords: | air pollution, cognition, test scores |
| JEL: | Q53 I21 I18 |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_11434 |
| By: | Stephen Machin; Matteo Sandi; Steve Machin |
| Abstract: | Research studying connections between crime and education is a prominent aspect of the big increase of publication and research interest in the economics of crime field. This work demonstrates a crime reducing impact of education, which can be interpreted as causal through leveraging research designs (e.g., based on education policy changes) that ensure the direction of causality flows from education to crime. A significant body of research also explores in detail, and in various directions, the means by which education has a crime reducing impact. This includes evidence on incapacitation versus productivity raising aspects of education, and on the quality of schooling at different stages of education, ranging from early age interventions, through primary and secondary schooling and policy changes that alter school dropout age. From this evidence base, there are education policies that have been effective crime prevention tools in many settings around the world. |
| Keywords: | crime, education |
| JEL: | K42 |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_11450 |
| By: | Esteban M. Aucejo; Spencer Perry; Basit Zafar |
| Abstract: | Balancing the demands of work and schooling is a challenging task for an increasing number of students who have to pay their way through college and for workers who intend to upgrade their skills. However, flexible learning and working environments could play an important role in easing many frictions associated with performing both activities simultaneously. Using detailed (work and study effort) data - from a partnership between Arizona State University and Uber that allows eligible drivers to enroll in online college courses for free - we analyze how labor supply and study efforts respond to changes in labor market conditions and college activities/tasks. Our findings indicate that a 10% increase in average weekly online college activities reduces weekly time spent on the Uber platform by about 1%, indicating a low 'short run' opportunity cost of studying when working. We also show that study time is not particularly sensitive to changes in labor market conditions, where a 10% increase in average weekly pay reduces study hours by only 2%. Consistent with these results, we find that workers take advantage of their flexible schedules by changing their usual working hours when their college courses are more demanding. We do not find adverse effects of work hours on academic performance in this context, or of study hours on workplace performance (as measured by driver ratings or tips). Finally, the (elicited) value assigned to flexible working and educational formats is high among the students in our sample, who view online education as an important vehicle for increasing expected future income. Overall, this study underscores that combining flexible working and learning formats could constitute a suitable path for many (low-SES) students who work to afford an increasingly expensive college education and for workers aiming to improve their skill set. |
| Keywords: | gig economy, education, flexible working |
| Date: | 2024–11–12 |
| URL: | https://d.repec.org/n?u=RePEc:cep:cepdps:dp2052 |