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The dynamics of study-work choice and its effect on intended and actual university attainment

We study the dynamics of study-work choices of Australian high school students and how these choices affect intende... Show more
We study the dynamics of study-work choices of Australian high school students and how these choices affect intended and actual enrolment in universities when they finish their school education. A dynamic random effect multi-equation model is constructed and estimated. We find that study-work choices are state dependent, driven by student heterogeneity and the school environment they are in. They are also related to behaviours of the fellow students in the same school. We find that study-work choices significantly affect enrolment in universities but they hardly have any effect on students' preference for university attainment.
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Authors: Gong, Xiaodong

Date: 2017

Geographic subjects: Australia; Oceania

Resource type: Article

Journal title: Education economics

Subjects: Students; Participation; Employment ... [+] Show more
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The demand for higher education and a test of the extreme screening hypothesis

This study proposes a model to estimate the demand for higher education. The present model is characterized by an a... Show more
This study proposes a model to estimate the demand for higher education. The present model is characterized by an ability-based distribution of high school graduates who choose between entering the labor market and beginning post-secondary schooling. In addition to estimating the demand for higher education, this model also derives a test of the extreme screening hypothesis. Moreover, it provides estimates of human capital accumulation functions for both males and females.
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Authors: Tao, Hung-Lin

Date: 2006

Resource type: Article

Journal title: Education economics

Subjects: Participation; Gender; Providers of education and training ... [+] Show more
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The role of high-school duration for university students' motivation, abilities and achievements

We study the effects of learning intensity and duration of high school on students' motivation, abilities and achie... Show more
We study the effects of learning intensity and duration of high school on students' motivation, abilities and achievements at university. The empirical analysis is based on primary panel data from an education reform in the German state of Saxony-Anhalt that reduced university preparatory schooling from 13 to 12 years but left the curriculum unchanged. The estimates show some impacts on students' perceptions of learning abilities, but the probability of university drop-out and the final grade remain unchanged. By and large, the findings indicate that students affected by the reform are similarly motivated and skilled compared to the counterfactual situation.
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Authors: Meyer, Tobias; Thomsen, Stephan L.

Date: 2018

Geographic subjects: Germany; Europe

Resource type: Article

Journal title: Education economics

Subjects: Students; Outcomes
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The effects of delaying tracking in secondary school: evidence from the 1999 education reform in Poland

Delaying tracking, extending students' exposure to a general academic education and increasing their time on task o... Show more
Delaying tracking, extending students' exposure to a general academic education and increasing their time on task on basic competences (reading, mathematics) could improve academic outcomes. To test the hypothesis that delayed vocational streaming improves academic outcomes, this paper analyzes Poland's significant improvements in international achievement tests and the restructuring of the system which expanded general schooling. Estimates using propensity-score matching and difference-in-differences estimates show that delaying vocational education and increasing time on task have a positive and significant impact on student performance on the order of a standard deviation.
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Authors: Jakubowski, Maciej; Patrinos, Harry Anthony; Porta, Emilio Ernesto; Wisniewski, Jerzy

Date: 2016

Geographic subjects: Poland; Europe

Resource type: Article

Journal title: Education economics

Subjects: Students; Performance; Outcomes ... [+] Show more
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Gender differences in intrahousehold schooling outcomes: the role of sibling characteristics and birth-order effects

In this paper we examine the influence of gender, sibling characteristics and birth order on the schooling attainme... Show more
In this paper we examine the influence of gender, sibling characteristics and birth order on the schooling attainment of school-age Egyptian children. We use multivariate analysis to simultaneously examine three different schooling outcomes of a child having 'no schooling', 'less than the desired level of schooling', and an 'age-appropriate level of schooling'. Estimation results show strong evidence of gender, birth order and sibling characteristics on schooling attainment, with female and rural children particularly disadvantaged. Interestingly, our results show adverse effects on the schooling outcomes of first-born male children. Finally, we show that an improvement in parental education has large, positive and significant effects on the schooling attainment of children.
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Authors: Rammohan, Anu; Dancer, Diane

Date: 2008

Geographic subjects: Africa; Egypt

Resource type: Article

Journal title: Education economics

Subjects: Youth; Students; Gender ... [+] Show more
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Revisiting the complementarity between education and training: the role of job tasks and firm effects

This paper addresses the question to what extent the strong positive correlation between education and training can... Show more
This paper addresses the question to what extent the strong positive correlation between education and training can be attributed to differences in individual-, job- and firm-specific characteristics. The novelty of this paper is to analyze previously unconsidered characteristics, in particular, job tasks and firm-fixed effects. The results show that once job tasks are controlled for, the difference in training participation between educational groups drops considerably. In contrast, firm-fixed effects only play a minor role. Moreover, we show that workers performing nonroutine tasks are considerably more likely to participate in training than workers with routine tasks.
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Authors: Goerlitz, Katja; Tamm, Marcus

Date: 2016

Geographic subjects: Germany; Europe

Resource type: Article

Journal title: Education economics

Subjects: Teaching and learning; Participation; Employment ... [+] Show more
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Has complementarity between employer-sponsored training and education in the US changed during the 2000s?

The study reveals that the positive correlation between formal education and job training (complementarity) has wea... Show more
The study reveals that the positive correlation between formal education and job training (complementarity) has weakened during the 2000s. Using U.S. Census Bureau data from the Survey of Income and Program Participation, the study finds that although workers in all categories of educational attainment felt the decline, the effects were strongest among workers in the middle of the educational spectrum. Decomposition analysis indicates that workers' education profiles in 2009 were more conducive to training than in 2001, which implies that policies focusing on individual characteristics to elicit additional job training will likely not be effective.
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Authors: Waddoups, C. Jeffrey

Date: 2018

Geographic subjects: United States; North America

Resource type: Article

Journal title: Education economics

Subjects: Skills and knowledge; Participation
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Rising aspirations dampen satisfaction

It is commonly believed that education is a good thing for individuals. Yet, its correlation with subjective well-b... Show more
It is commonly believed that education is a good thing for individuals. Yet, its correlation with subjective well-being is most often only weakly positive, or even negative, despite the many associated better individual-level outcomes. [The authors] here square the circle using novel Japanese data on happiness aspirations. If reported happiness comes from a comparison of outcomes to aspirations, then any phenomenon raising both at the same time will have only a muted effect on reported well-being. [They] find that around half of the happiness effect of education is cancelled out by higher aspirations, and suggest a similar dampening effect for income.
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Authors: Clark, Andrew E.; Kamesaka, Akiko; Tamura, Teruyuki

Date: 2015

Geographic subjects: Japan; Asia

Resource type: Article

Journal title: Education economics

Subjects: Income; Outcomes
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Measuring value added in higher education: a proposed methodology for developing a performance indicator based on the economic value added to graduates

The 2003 UK higher education white paper [indexed at TD/TNC 88.182] suggested that the sector needed to re-examine ... Show more
The 2003 UK higher education white paper [indexed at TD/TNC 88.182] suggested that the sector needed to re-examine the potential of the value added concept. This paper describes a possible methodology for developing a performance indicator based on the economic value added to graduates. The paper examines how an entry-quality-adjusted measure of a graduate's 'expected' degree class might be derived, and also how the wage differentials associated with different degree classes could be used to quantify the relative values of degrees. These two measures are then used to develop a proposed performance indicator based on graduate relative economic value added.
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Authors: Rodgers, Timothy

Date: 2007

Geographic subjects: Europe; Great Britain

Resource type: Article

Journal title: Education economics

Subjects: Higher education; Performance; Outcomes ... [+] Show more
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A value-added estimate of higher education quality of US states

States differ substantially in higher education policies. Little is known about the effects of state policies on th... Show more
States differ substantially in higher education policies. Little is known about the effects of state policies on the performance of public colleges and universities, largely because no clear measures of college quality exist. In this paper, I estimate the average quality of public colleges of US states based on the value-added to individuals' early career earnings. I explicitly deal with the problem of self-selection in both where to go to college and where to work. I find considerable variation in the quality of states' public college systems. Using this quality measure, I then explore how various aspects of state higher education policy are associated with college outcomes. I find that states with better faculty quality and with more diversity among public colleges tend to have higher value-added to student earnings.
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Authors: Zhang, Lei

Date: 2009

Geographic subjects: North America; United States

Resource type: Article

Journal title: Education economics

Subjects: Policy; Higher education; Outcomes ... [+] Show more

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