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1.
This paper examines the effects of sibship composition and birth order on the school enrolment and educational attainment of children, using data from the Vietnam Population and Housing Census 2009. Utilizing an instrumental variable estimation method to address the endogeneity of sibship size, we find that it has a significant, negative effect on child education. Examining the impact of sibling sex composition, we find that having an additional boy lowers children’s average educational attainment for both girls and boys. We establish that birth order has a significant, negative effect on child educational attainment, although that effect seems to vanish with the youngest sibling. Our findings have several policy implications. First, the negative effect of sibship size on education implies that Vietnam’s lower fertility rate, the result of family planning policy during the 1990s and 2000s, may contribute to its remarkable educational achievements. Second, we find that birth order and sibling sex composition are more important than sibship size in children’s educational outcomes. As parents disproportionately allocate more resources for boys and earlier born children, government-targeted programs should tackle those issues to provide equal school opportunities for all children. 相似文献
2.
Jasmin Wertz Terrie E. Moffitt Jessica Agnew-Blais Louise Arseneault Daniel W. Belsky David L. Corcoran Renate Houts Timothy Matthews Joseph A. Prinz Leah S. Richmond-Rakerd Karen Sugden Benjamin Williams Avshalom Caspi 《Child development》2020,91(5):1745-1761
This study tested implications of new genetic discoveries for understanding the association between parental investment and children’s educational attainment. A novel design matched genetic data from 860 British mothers and their children with home-visit measures of parenting: the E-Risk Study. Three findings emerged. First, both mothers’ and children’s education-associated genetics, summarized in a genome-wide polygenic score, were associated with parenting—a gene–environment correlation. Second, accounting for genetic influences slightly reduced associations between parenting and children’s attainment—indicating some genetic confounding. Third, mothers’ genetics were associated with children’s attainment over and above children's own genetics, via cognitively stimulating parenting—an environmentally mediated effect. Findings imply that, when interpreting parents’ effects on children, environmentalists must consider genetic transmission, but geneticists must also consider environmental transmission. 相似文献
3.
Joseph J. Sabia 《Economics of Education Review》2011,30(5):913-923
A recent study by Rees and Sabia (2011) found migraine headache was negatively related to educational attainment even after accounting for the influence of family-level unobservables. The current study explores whether this relationship is attributable to unmeasured individual heterogeneity in the form of personality by using non-migraine headache as a placebo. In addition, it explores the degree to which the negative relationship between migraine headache and educational attainment can be explained by reverse causality using mother's migraine status as an instrument. We conclude that the estimates reported by Rees and Sabia (2011) likely reflect the causal effect of migraine headache on educational attainment. 相似文献
4.
The empirical link between education and health is firmly established. Numerous studies document that higher levels of education are positively associated with longer life and better health throughout the lifespan.But measuring the causal links between education and health is a more challenging task. Aside from the typical econometric concerns about measurement error, functional form, and sampling properties, measuring the causal impact of education on health is confounded by the likely causal effect of health on education, and vice versa. Concerns about ‘missing’ variables that affect both the accumulation of human capital and the health capital - such as measures of individual discount rates - also make causality difficult to measure.Despite the difficulties, there has been a marked surge over the last decade in the number of empirical studies attempting to estimate the causal links between education and health. This survey reviews recent empirical evidence on the topic. Following the bifurcation in the literature, we split the survey into two pieces. First, we review the evidence of the effect of education on health. The vast majority of work in this area focuses on schooling up through college and its effect on adult health, including longevity. Second, we review the evidence of the effect of health on education, including health shocks in the womb and their effects on educational attainment. Rather than attempting a comprehensive review, our focus is to highlight relatively recent research. 相似文献
5.
The effect of student aid on the duration of study 总被引：1，自引：0，他引：1
Daniela Glocker 《Economics of Education Review》2011,30(1):177-190
In this paper I evaluate the effect of student aid on the success of academic studies. I focus on two dimensions, the duration of study and the probability of actually graduating with a degree. To determine the impact of financial student aid, I estimate a discrete-time duration model allowing for competing risks to account for different exit states (graduation and dropout) using individual level panel data from the German Socio-Economic Panel (SOEP) for the years 1984-2007. My findings suggest that the duration of study is responsive to the type of financial support a student receives. There are three main results. First, student aid recipients finish faster than comparable students who are supported by the same amount of parental/private transfers only. Second, although higher financial aid does on average not affect the duration of study, this effect is (third) dominated by the increased probability of actually finishing university successfully. 相似文献
6.
This study examines the impact of enrolling into dual apprenticeship programmes during secondary education on six early employment outcomes. Our contribution to the literature is threefold. First, we apply a method that has rarely been used in this literature to control for potential selection biases. Second, this method allows us to distinguish between the programmes’ direct effect (conditional on educational achievement) and indirect effect (via educational achievement) on labour market outcomes. Third, we examine the impact of two distinct dual apprenticeship programmes in a novel setting: Flanders (Belgium). We find evidence for short-term labour market advantages only for the programme with the most days of on-the-job training, which fade out quickly over time. 相似文献
7.
J. Tooley 《Journal of Philosophy of Education》1998,32(2):267-281
This paper challenges Christopher Winch's arguments against the neo-liberal critique of state intervention in education. First, the nature of education and its consumers are shown to imply that education can indeed be described as a commodity. Second, even if the prisoner's dilemma does model the provision of education nevertheless self-interest can bring about a co-operative, mutually agreeable solution. Third, while democratic states are unlikely to be able to ensure educational equality or equity, even in the form of adequate educational opportunities for all, the evidence and logic of markets suggest that markets will not similarly be handicapped. Thus in each case, it is argued, the neo-liberal critique of state intervention in education survives largely unscathed. 相似文献
8.
蒋纯焦 《河北师范大学学报(教育科学版)》2005,7(3):46-50
随着梁漱溟人生经历的变化和思想的成熟，他的教育思想与实践也经历了三次较为明显的转变；前期是经师阶段，即为学术而教育，以教育促学术；后来是人师阶段，即为青年而教育，以教育促进青年发展；最后是教育家阶段，即为乡村教育，以教育促进乡村建设。每一次转变既有着强大的时代背景，也有着梁漱溟的个人认识背景，从中可体悟最后一代儒家知识分子对中国社会、民族和教育的思考与追求。 相似文献
9.
In 2009, the Council of Australian Governments (COAG) set a target to lift Australia’s Year 12 or equivalent attainment rate from 83.5 to 90% by 2015. In the context of global financial uncertainty, the target was rationalised as a means for boosting national productivity and developing human capital to help Australia compete in the global knowledge economy. Historically, Year 12 attainment targets have been designed to pressure state and territory education systems to innovate and reform senior secondary curriculums and certificates, as retention and attainment rates depend largely on how flexible, diverse and inclusive the senior years are. In this paper, however, we argue that the COAG Year 12 attainment agenda is flawed and does very little to inspire innovation or reform in Australian senior secondary schools. Our argument comprises three parts. First, we argue that the COAG agenda is based on a weakened measure of attainment which is misleading and directs the burden for innovation away from senior secondary schools. Second, we argue that there are inherent limits in Australian secondary school systems which prevent the depth of innovation required to significantly contribute to raising Year 12 attainment. Third, we argue that the COAG agenda is further weakened by issues of equivalency, quality and comparison. Together, these arguments cast doubt over the value and meaningfulness of the COAG Year 12 attainment agenda and of target setting as a governmental strategy in this context. 相似文献
10.
Two-year colleges are an important part of the higher education system in the United States but there are concerns as to how attendance at these institutions affects educational attainment and labor market outcomes. This paper uses data from a nationally representative survey to examine the impact of students beginning their college career at a two-year college instead of a four-year college. Treatment effects are estimated using both standard regression techniques as well as propensity score matching. As these estimates may be contaminated because of selection on unobservable characteristics this paper will also employ a number of sensitivity analyses to consider the potential bias. The results show large negative impacts on both educational attainment and labor market outcomes for men and women who begin at a two-year college, even for those students who expect to complete a bachelor's degree. The evidence from the sensitivity analyses suggest that to eliminate these large effects there would need to be substantial, and arguably implausible, selection on unobservable characteristics. 相似文献
11.
Manon Domingues Dos Santos François-Charles Wolff 《Economics of Education Review》2011,30(5):1085-1096
In this paper, we study the impact of parental human capital background on ethnic educational gaps between second-generation immigrants using a large data set conducted in France in 2003. Estimates from censored random effect ordered Probit regressions show that the skills of immigrants explain in the most part, the ethnic educational gap between their children. Fluency in French and the length of their parents’ stay in France also matter. The impact of the immigrants’ education on the educational attainment of their children further depends on their country of origin, their place of schooling, and their proficiency in French. 相似文献
12.
This study, involving 215 students and 63 teachers, addressed three concerns related to mainstreaming for hearing imparied students: the selection process, the difference between a mainstream placement with an interpreter and a self-contained placement, and the quality of the educational experience. Almost half of the variance in achievement between the two settings is described. Three conclusions can be drawn. First, student background factors are a primary determinant of achievement. Second, mainstreaming with an interpreter has no specific effect on achievement for hearing impaired students. Third, the quality of instruction is the prime determinant of achievement, regardless of placement. 相似文献
13.
This paper studies whether the introduction of tuition fees at public universities in some German states had a negative effect on enrollment, i.e., on the transition of high school graduates to public universities in Germany. In contrast to recent studies, we do not find a significant effect on aggregate enrollment rates. Our study differs from previous studies in three important ways. First, we take full account of the fact that tuition fees were both introduced and abolished in the German states at different points in time. Second, we consider control variables, which are absent in previous studies but turn out to have a significant impact on the evolution of enrollment rates. Third, we allow for state-specific effects of tuition fees on enrollment rates. We conclude that there is no evidence for a general negative effect of the recent introduction of tuition fees on enrollment in Germany. 相似文献
14.
The effects of Buddhism, Islam, and Judaism on educational attainment in the United States are examined. OLS estimates of educational attainment and Probit estimates of college attainment are undertaken. It is shown that Islam and Judaism have similar positive effects on attainment relative to Protestants and Catholics. The effect of Buddhism is specific to respondents who were living in the United States at age sixteen and/or were born in the United States. Data from the National Opinion Research Center's “General Social Survey: 1998–2008” are used. 相似文献
15.
近年来,越来越少的农村学生能够进入我国的顶尖高校,农村孩子的教育问题引起了社会的广泛关注。随着我国不断加大在农村地区教育经费的投入,家庭背景是否仍是制约农村学生教育抉择的关键因素是目前迫切需要回答的问题。我们通过中国住户收入分配数据库,分析了从1988年到2007年间家庭背景对子女上高中的影响趋势。结果发现在控制了一系列相关变量后,家庭背景对农村子女上高中的影响程度呈现倒U型变化,在最近几年开始呈现下降趋势,但父母受教育程度的影响一直很稳定,没有显著变化。此外,将孩子分成不同年龄组的回归结果,得到了相似的结论。本文构建了一个两阶段的教育选择模型,从教育经费的视角对此现象进行了剖析。发现当公共教育经费增加时,父母收入对孩子受教育程度的影响会减弱,而父母受教育程度的影响与公共教育经费无关。上述结论意味着,公共教育经费的增加,可以在一定程度上减弱家庭背景的影响,增加社会阶层的流动性,但当公共教育经费增加到较高水平时,对家庭背景的影响可能会非常微弱。这些结论具有很强的政策含义。我国政府在21世纪初对义务教育投入了大量的经费,经验分析的结果表明,家庭收入对孩子接受高中教育的影响在2007年左右已经不显著。分不同年龄组的回归结果显示,家庭收入对1986年以后出生的孩子的影响在显著下降,说明我国公共教育经费的投入取得了显著的成效。同时,这也隐含地表明今后的教育投入应该有所侧重,对贫困地区、中西部落后地区增加义务教育阶段的公共教育经费,可能会提高孩子的受教育程度;但对于发达地区,增加义务教育阶段的公共教育经费的效果可能会不明显。 相似文献
16.
论物理课程改革背景下的科学方法教育 总被引：5，自引：0，他引：5
新一轮物理课程改革提出了三维课程目标,把"过程与方法"作为重要的课程维度。然而课程改革实践表明,科学方法教育并未得到很好实施。一是科学方法教育价值不清楚;二是科学方法教育内容不明确;三是科学方法教育方式不正确。基于此,阐述科学方法的教育价值,界定科学方法的教育内容,给出科学方法的教育方式,将为在物理课程改革中进行科学方法教育提供有益的启示。 相似文献
17.
《Journal of Education & Work》2012,25(3):75-84
Abstract This study used data obtained from a large random sample of 16‐19 year olds in four areas in U.K. and from a smaller university student sample to construct an easy‐to‐use measure of purposefulness, a characteristic lying at the core of the concept of enterprise, and to examine the relationship between purposefulness and educational attainment. This instrument was found to be reasonably valid and reliable for both samples. Further, for women, purposefulness was positively related to educational attainment whilst for men this was not the case. The implications of this study are threefold: conceptualising enterprise in terms of a person's motivational, attributional and behavioural style has implications both for the content of, and expectations from, enterprise education and training. Second, the difference in the relationship between educational attainment and purposefulness for the two sexes suggests that there may be different opportunities that the educational system and the labour market offers to men and women. Third, this measure can be usefully employed for vocational guidance. 相似文献
18.
School closures and educational attainment in Ethiopia: Can extra classes help children to catch up?
Fiona Carmichael Christian K. Darko Shireen Kanji Nicholas Vasilakos 《British Educational Research Journal》2022,48(4):640-664
School closures impact children's attainment adversely, but understanding the effects of closures on children's attainment in lower-income countries is still limited. Addressing this deficit, this study examines how past school closures have impacted children's educational attainment in Ethiopia. The study uses individual student-level data from the Young Lives School Survey and standardised test scores in mathematics and language recorded at the start and end of the school year to model children's attainment. Multiple regression with propensity score matching is used to analyse how attainment over the school year is impacted by school closures for a matched sub-sample of 4842 students. The effectiveness of additional classes to make up for lost learning is also evaluated. Past school closures have had a detrimental effect on attainment in mathematics, but not literacy. Extra classes, specifically those that families do not pay for, have helped children in the past to recuperate lost learning and could serve this function post-Covid-19. Inequalities in learning outcomes, measured by Gini coefficients in educational attainment, are widened by school closures. Applying these results to the extensive school closures under Covid-19 furthers our understanding of the likely effects on academic attainment and can inform policy to mitigate the impact. 相似文献
19.
This paper examines the competitive effects of a unique school choice program implemented in the late 1990s, Wisconsin's open enrollment program, which allows families to send their children to schools outside their home district. In contrast to other school choice programs, districts not only face negative consequences from losing students and state funding, but they also stand to gain in the event of student emigration from other districts. The identification approach exploits differences in the number of schools in bordering districts, which affects inter-district ease-of-transfer. Estimates produce three main conclusions. First, districts that experience student out-migration produce higher standardized test scores in the subsequent year. Second, these effects are most evident among districts for which out-migration, expressed as a percentage of enrollment, falls in the upper quartile of all districts under consideration. Third, districts do not appear to respond to in-migration, indicating that districts place more emphasis on (and have more control over) preventing out-migration, as opposed to encouraging in-migration. These findings provide evidence that schools respond to competitive forces by improving quality. 相似文献
20.
Investment in human capital is an important tool for reducing poverty. However, the poor may lack the capacity to aspire, which often results in underinvestment in their children's education. This paper studies the effect of a social program on the educational aspirations poor parents have for their children, and explores the role of exposure to educated professionals as a possible channel for increasing these aspirations. First, using differences-in-differences, we show that the Mexican antipoverty program PROGRESA raises the educational aspirations of beneficiary parents for their children of a third of a school year. Then, exploiting PROGRESA's mandated differential exposure to professionals, using triple differences, we find evidence suggesting that educational aspirations for children from high-exposure households are almost half of a school year higher six months after the start of the program. Finally, we show that there is a positive correlation between parental aspirations and children's educational attainment. 相似文献