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1.
We use exogenous variation in the skills that children have at the beginning of kindergarten to measure the extent to which “skills beget skills” in this context. Children who are relatively older when they begin kindergarten score higher on measures of cognitive and non-cognitive achievement at the beginning of kindergarten. Their scores on cognitive assessments grow faster during kindergarten and first grade. However, after first grade the scores of younger entrants catch up. We find no evidence that the growth in non-cognitive measures differs between older and younger entrants. Finally, we provide evidence suggesting that schools are not the cause of the younger students’ faster growth after first grade. 相似文献
2.
Pungpond Rukumnuaykit 《Journal of Education & Work》2016,29(8):922-955
Human capital investment is a necessary condition for improving labour market outcomes in most countries. Empirical studies to investigate human capital and its linkages on the labour demand side are, however, relatively scarce due to limitations of firm-level data-sets. Using firm-level data from the Thai manufacturing sector, this paper aims to investigate the effects of skill and human capital on labour productivity. Costs and benefits of human capital improvement are compared indicating that hiring workers who have higher education as well as providing them with in-service training has a statistically and significantly positive impact on an increase in labour productivity. However, hiring workers who have higher education yields less benefit than costs which come from higher average wage expenditures. However, providing training should contribute more benefit than cost. Besides education and training measures, we also measure workers’ skill levels into cognitive skills and non-cognitive skills and find that skill in information technology is found to be the most important cognitive skill for increasing labour productivity among Thai manufacturers. Non-cognitive skills such as those in leadership, time-management and communication are also important and seem to have positive relationship to labour productivity among Thai manufacturers. 相似文献
3.
Gary N. Marks 《The Australian Educational Researcher》2006,33(1):95-115
The paper examines the influences on, and consequences of, low achievement defined as scores within the lowest achievement
quartile. Low achievement is moderately associated with socioeconomic background and Indigenous status and the relationships
with gender, ethnicity, region, family type, state and region differ for reading and mathematics. Low achievement substantially
reduces the chances of school completion and university entrance. It has much less impact on other forms of post-secondary
education and training. There are stronger differences in labour market outcomes between low and higher achievers for young
women than for young men. This study suggests the policies promoting the securing of full-time work soon after completing
full-time education should reduce the detrimental effects of low achievement on labour market outcomes. 相似文献
4.
Jennifer King Rice Robert G. Croninger Christopher F. Roellke 《Economics of Education Review》2002,21(6)
Block scheduling involves the reallocation of instructional time into longer class sessions to encourage more active teaching strategies, reduce fragmentation inherent in single-period schedules, and improve student performance. To the degree that such policies reallocate existing resources to realize higher levels of desired educational outcomes, the goal of productivity can be served. Despite widespread experimentation with various forms of block scheduling, there is conflicting evidence on the impact of these innovations on student achievement, and little evidence of their effect on classroom practice. This study explores these relationships. More specifically, the study draws on data from the National Education Longitudinal Study: 1988 to estimate the impact of block-scheduled mathematics courses on tenth-grade student achievement and teachers' use of class time. Findings suggest that while block scheduling is positively associated with teachers' use of multiple instructional methods and more individualized instruction, this scheduling reform has a negative impact on students' tenth-grade mathematics scores, controlling for other factors. Implications for educational productivity are discussed. 相似文献
5.
This paper examines whether school characteristics moderate the association between grit and reading achievement in a sample of Grade 6 learners in high-poverty contexts. The analysis makes use of data from 2383 learners distributed across 60 township and rural schools in three provinces of South Africa. Indicators of school functionality are used to split the sample of schools into three groups (low, medium, and high functionality) and separate models of reading achievement are estimated for each group. The econometric analysis points to evidence of variation in the association between grit and reading achievement by school functionality, with a stronger association estimated for learners in more functional schools. The major contributions of this paper are as follows: Firstly, this paper is one of only a handful of studies that estimate the relationship between grit and academic achievement in a middle-income country, and the first to estimate this relationship among primary school students in an African context. Second, the results provide empirical evidence in support of the hypothesis that school characteristics interact with non-cognitive skills to produce learning outcomes, a relationship that has received scant attention in the literature to date. 相似文献
6.
Educational effectiveness research has always displayed an interest in long-term effects of schools. However, over the past decades only few studies examined such effects. Moreover, investigating non-cognitive outcomes as an effectiveness indicator has been ignored for a long time in the research field. This study addresses both gaps in the research literature by investigating long-term effects of primary schools on non-cognitive outcomes of students at age 17. Moreover, it is investigated which primary school characteristics play a role in this process. The study uses data of the SiBO project, in which a cohort of 6000 Flemish pupils were intensively followed from kindergarten until Grade 7. In 2014, at the age of 17, 65% of the cohort participated in a follow-up study. Cross-classified multilevel models showed significant, but small long-term effects of primary schools on some of the non-cognitive outcomes. Also, some small long-term effects of primary school characteristics were found. 相似文献
7.
This article aims to investigate how students in receiving schools are affected by school closures. The effects are analyzed in a quasi-experimental study of all Swedish middle schools that received displaced students from 2000 to 2016, utilizing family fixed effects. The results show that the inflow of displaced students had a negative effect on student outcomes in the receiving schools in terms of average grades and test scores and that this effect increased over time. However, student achievement among nondisplaced students in the receiving schools was not affected by the inflow of displaced students, even when the displaced students came from relatively low-performing schools. 相似文献
8.
This study is an evaluation of a STEM initiative in one school district with five participating middle schools. I used two quasi-experimental methods including instrumental variables and inverse propensity score weights to test the effect of the initiative on students’ cognitive and non-cognitive outcomes. Overall, students at STEM schools demonstrated lower science achievement (p < .05). Subgroup analyses showed that Limited English Proficient students at STEM schools demonstrated increased reading achievement and fewer unexcused absences (p < .001). Black students demonstrated increased grit (p < .01), and Hispanic students demonstrated increased control and relevance in learning (p < .001). 相似文献
9.
Franziska Fischer Johannes Schult Benedikt Hell 《European Journal of Psychology of Education - EJPE》2013,28(2):529-543
School success is closely linked to intelligence but also to non-cognitive factors such as achievement motivation. The present study examines which non-cognitive factors predict secondary school grades and looks at reasons why female students tend to outperform their male counterparts. A sample of 554 German freshman students provided measures of general intelligence, achievement motivation, science course choice, self-efficacy, self-perceived academic achievement, and test anxiety. Results show that achievement motivation, self-perceived academic achievement, and sex significantly contribute to the final secondary school success above intelligence. Females’ advantage in final secondary school grades becomes even larger after controlling for general intelligence. This advantage can be explained by females’ higher achievement motivation. Showing more compensatory effort as well as self-control and taking more pride in their own productivity helps females to outperform their male counterparts at secondary school. 相似文献
10.
Huy P. Phan 《高等教育研究与发展》2014,33(2):325-340
Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students (n = 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test various a priori and a posteriori models. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning. 相似文献
11.
Anthony G. James Amity Noltemeyer Rachel Ritchie Katelyn Palmer Miami University 《Psychology in the schools》2019,56(9):1512-1521
Positive behavioral interventions and support (PBIS) is a multitiered framework for behavioral support that is being increasingly implemented in schools. Although research has linked PBIS to improved student outcomes, less research is longitudinal and considers both academic and behavioral outcomes. This study examined the relationships between changes in school‐wide (i.e., Tier I) PBIS implementation level and changes in disciplinary and achievement outcomes over a 2‐year period. Participants included 85 Ohio schools with data on PBIS implementation fidelity (from the tiered fidelity inventory, or TFI), out‐of‐school suspensions (OSSs), and statewide achievement tests for the 2015–2016 and 2016–2017 school years. Linear regressions were conducted to examine the degree to which changes in TFI Tier I scores predicted changes in OSS and achievement scores when controlling for school‐level demographic variables that also were related to the outcome variables. Changes in TFI Tier I scores was found to significantly predict changes in OSS per 100 students but not changes in achievement scores. 相似文献
12.
This study uses the Peruvian Young Lives International Study of Childhood Poverty's School Level data to investigate the effect of Quechua-medium instruction on academic achievement. We find that Indigenous children who attend Quechua-medium schools achieve 0.429 standard deviations higher scores in mathematics compared to Indigenous children who attend Spanish-medium schools. There is no evidence that these effects are caused by quantitative or language achievement acquired prior to entering school. Our findings suggest that Quechua-medium education for children of Quechua speaking parents may play a role in ameliorating the Indigenous test score gap. 相似文献
13.
This paper investigates the relationship between attendance at pre-school school and children's outcomes into early adulthood. In particular, we are interested in: child cognitive development at ages 11, 14 and 16; intentions towards tertiary education; economic activity in early adulthood; a group of non-cognitive outcomes such as risky health behaviour; and personality traits. Using matching methods to control for a very rich set of child and family characteristics, we find evidence that pre-school childcare moderately improves results in cognitive tests at age 11 and 14, and 16. Positive effects are especially noticeable for girls and children from disadvantaged socio-economic backgrounds. Results for non-cognitive outcomes are weaker: we do not find any significant evidence of improvement in psychological well-being, petty crime involvement, or on almost all health behaviours. While the cognitive effects may well serve to reduce lifecycle inequalities there is no support here for other important social benefits. 相似文献
14.
《The Journal of educational research》2012,105(2):73-86
ABSTRACT The authors examined the differential effects of teachers on female, minority, and low-socioeconomic status (SES) students’ achievement in Grade 4. They used data from a randomized experiment (Project STAR) and its follow-up study (LBS). Student outcomes included Grade 4 SAT scores in mathematics, reading, and science and student demographics included gender, race, and SES. The authors used multilevel models to determine how teacher effectiveness interacted with student gender, race, and SES. We also explored whether teacher effects were more pronounced in schools with high proportions of minority or female students. Results indicated that all students benefited from having effective teachers. The differential teacher effects on female, minority, and low-SES students’ achievement, however, were insignificant. There is some evidence in mathematics that teacher effects are more pronounced in high-minority schools. Finally, teacher effects seem to be consistent within and between schools. 相似文献
15.
16.
Anneke C. Timmermans Roel J. Bosker Inge F. de Wolf Simone Doolaard Margaretha P. C. van der Werf 《British Educational Research Journal》2014,40(6):1057-1082
Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational position as output measure; (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks; and (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL'99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio‐economic status and prior achievement. The phenomena of differential school effects for socio‐economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling. 相似文献
17.
A broad literature seeks to assess the importance of schools, proxies for school quality, and family background on children's achievement growth using the education production function. Using rich data from the Philippines, we introduce and estimate a model that imposes little structure on the relationship between intake achievement and follow-up achievement and evaluate school performance based on this estimated relationship. Our methods nest typical value-added specifications that use test score gains as the outcome variable and models assuming linearity in the relationship between intake and follow-up scores. We find evidence against the use of value-added models for our data and show that such models give very different assessments of school performance in the Philippines. Using a variety of tests we find that schools matter in the production of student achievement, though variation in performance across schools only explains about 4.4–5.3% of the total (conditional) variation in follow-up achievement. Schools providing basic facilities—in particular schools providing electricity—are found to perform much better in the production of achievement growth. 相似文献
18.
Standards‐based reform is a trend affecting the educational systems of nations around the world, driven by desires to create educational systems suited to increasing economic productivity. In the USA, The No Child Left Behind (NCLB) Act of 2001 includes goals of reducing achievement gaps and getting ‘highly qualified’ teachers in all classrooms. Critics warned the legislation could exacerbate achievement gaps and actually drive quality teachers out of the field. To assess these arguments, we surveyed all K‐8 teachers in one school district, using both standardized items and an open‐ended question. Survey responses indicate that instructional time and professional development opportunities in non‐tested areas are being reduced and that future teacher retention and recruitment may be problematic for this district. Open‐ended responses reveal numerous sources of dissatisfaction and stress for teachers, allowing us to make connections between NCLB's outcomes and teacher dissatisfaction. Importantly, these effects and relationships are not limited to high‐minority or low‐income schools, but exist in all schools in this district. Such findings suggest unintended consequences for the legislation as well as failure to achieve its stated goals. 相似文献
19.
Cultures of performativity in English primary schools refer to systems and relationships of: target‐setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers ‘perform’ and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and increased international economic competitiveness, have, potentially, profound implications for the meaning and experience of primary teachers’ work; their identities; their commitment to teaching; and how they view their careers. At the same time as policies of performativity are being implemented there is now increasing advocacy for the adoption and advancement of ‘creativity’ policies within primary education. These major developments are being introduced in the context of a wide range of social/educational policies also aimed at the introduction of creativity initiatives into schools and teaching. This complex policy context has major implications for the implementation process and also primary teachers’ work and how they experience it. The ethnographic research reported in this article has been conducted over a school year in six English primary schools in order to analyse the effects of creativity and performativity policy initiatives at the implementation stage. The article concludes by arguing that in the schools of our research the drive to raise pupil test scores involves both performative and creative strategies and that this critical mediation goes beyond amelioration toward a more complex view of professional practice. Implementing creativity and performativity policies provided important contextual influencing factors on teacher commitment. These were: curriculum coverage and task completion; and providing psychic rewards of teaching. 相似文献
20.
Anjum Halai 《Educational Action Research》2013,21(4):515-534
In recent years, a discourse is emerging in education that emphasises the study of the impact of in-service teacher education on student outcomes (more often than not student outcomes are seen in the form of test scores of academic achievement). Implicit in this discourse is the view that the impact of in-service teacher education is directly observable on students' outcomes, suggesting that the variables in a school or classroom are connected in some kind of a causal link. However, it is problematic to view variables in a social setting such as a school or a classroom as being in causal relationships because social settings are complex so that it is not possible to control the variables or the outcomes. Hence, one cannot convincingly study the outcomes without also studying the process and its complexity. In this article, I describe an action research study undertaken to study the impact in the classroom, of new teaching strategies introduced as part of an in-service teacher education programme in Karachi, Pakistan. By describing this study I mean to suggest that action research is an appropriate methodology to study the impact of in-service teacher education. 相似文献