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Displaying results 1 to 5 of 5.

  1. Parents' responses to teacher qualifications
    Author: Chang, Simon; Cobb-Clark, Deborah A.; Salamanca, Nicolás
    Published: March 2020
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    We identify the causal effect of teacher qualifications on parents' investments in their children. Exploiting a unique, high-stakes educational setting in which teachers are randomly assigned to classes, we show that parents react to more qualified... more

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    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 4
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    We identify the causal effect of teacher qualifications on parents' investments in their children. Exploiting a unique, high-stakes educational setting in which teachers are randomly assigned to classes, we show that parents react to more qualified teachers by increasing their financial investments in their children. The key mechanism is an increase in parents' belief that academic achievement is driven by student effort - for which financial investment is instrumental. However, higher teacher qualifications do not improve student test scores. This is likely due to a negative effect of teacher qualifications on students' belief in the importance of effort for academic achievement. Our findings uncover various family-wide behavioral reactions to teacher qualifications and highlight the intricacies in educational production within households.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/216377
    Series: Discussion paper series / IZA ; no. 13065
    Subjects: teacher quality; student achievement; parental investment; beliefs; school effort
    Scope: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  2. Long-run trends in the U.S. SES-achievement gap
    Author: Hanushek, Eric Alan; Peterson, Paul E.; Talpey, Laura M.; Woessmann, Ludger
    Published: February 2020
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP, Main-NAEP, TIMSS, and PISA that are psychometrically linked over... more

    Access:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 4
    Inter-library loan:
    No inter-library loan

     

    Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP, Main-NAEP, TIMSS, and PISA that are psychometrically linked over time, we trace trends in achievement for U.S. student cohorts born between 1954 and 2001. Achievement gaps between the top and bottom quartiles of the SES distribution have been large and remarkably constant for a near half century. These unwavering gaps have not been offset by improved achievement levels, which have risen at age 14 but have remained unchanged at age 17 for the past quarter century.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/215367
    Series: Discussion paper series / IZA ; no. 12971
    Subjects: student achievement; inequality; socio-economic status; UnitedStates; NAEP; TIMSS; PISA
    Scope: 1 Online-Ressource (circa 85 Seiten), Illustrationen
  3. Long-run trends in the U.S. SES-achievement gap
    Author: Hanushek, Eric Alan; Peterson, Paul E.; Talpey, Laura M.; Woessmann, Ludger
    Published: February 2020
    Publisher:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP, Main-NAEP, TIMSS, and PISA that are psychometrically linked over... more

    Access:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 63
    Inter-library loan:
    No inter-library loan

     

    Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP, Main-NAEP, TIMSS, and PISA that are psychometrically linked over time, we trace trends in achievement for U.S. student cohorts born between 1954 and 2001. Achievement gaps between the top and bottom quartiles of the SES distribution have been large and remarkably constant for a near half century. These unwavering gaps have not been offset by improved achievement levels, which have risen at age 14 but have remained unchanged at age 17 for the past quarter century.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/216507
    Series: CESifo working paper ; no. 8111 (2020)
    Subjects: student achievement; inequality; socio-economic status; United States; NAEP; TIMSS; PISA
    Scope: 1 Online-Ressource (circa 85 Seiten), Illustrationen
  4. New evidence on the importance of instruction time for student achievement on international assessments
    Author: Bietenbeck, Jan; Collins, Matthew
    Published: September 2020
    Publisher:  Department of Economics, School of Economics and Management, Lund University, Lund

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    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    VS 570
    Inter-library loan:
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    Export to reference management software   RIS file
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/260310
    Series: Working paper / Department of Economics, Lund University ; 2020, 18
    Subjects: instruction time; student achievement; PISA; TIMSS
    Scope: 1 Online-Ressource (circa 22 Seiten)
  5. Better together?
    heterogeneous effects of tracking on student achievement
    Author: Matthewes, Sönke Hendrik
    Published: [2020]
    Publisher:  Centre for Economic Performance, London School of Economics and Political Science, London

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    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    VS 449
    Inter-library loan:
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: CEP discussion paper ; no 1706 (July 2020)
    Subjects: Bildungsniveau; Allgemeinbildende Schule; Studium; Teilstaat; Deutschland; Tracking; student achievement; school systems; inequality; difference-in-differences; triple-differences; value-added
    Scope: 1 Online-Ressource (circa 74 Seiten), Illustrationen