scholarly journals Class Rank and Long-Run Outcomes

2021 ◽  
pp. 1-45
Author(s):  
Jeffrey T. Denning ◽  
Richard Murphy ◽  
Felix Weinhardt
Keyword(s):  
Peer Effects ◽  
School Environment ◽  
Fixed Effects ◽  
Academic Rank ◽  
School Students ◽  
Class Rank ◽  
Public School Students ◽  
Subsequent Test ◽  
Long Run ◽  
Higher Rank

Abstract This paper considers an unavoidable feature of the school environment, class rank. What are the long-run effects of a student's ordinal rank in elementary school? Using administrative data on all public-school students in Texas, we show that students with a higher third-grade academic rank, conditional on achievement and classroom fixed effects, have higher subsequent test scores, are more likely to take AP classes, graduate from high school, enroll in and graduate from college, and ultimately have higher earnings 19 years later. We also discuss the necessary assumptions for the identification of rank effects and propose new solutions to identification challenges. The paper concludes by exploring the tradeoff between higher quality schools and higher rank in the presence of these rank-based peer effects.

scholarly journals Top of the Class: The Importance of Ordinal Rank

2020 ◽  
Vol 87 (6) ◽  
pp. 2777-2826 ◽  
Author(s):  
Richard Murphy ◽  
Felix Weinhardt
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Gender Gap ◽  
Cognitive Skills ◽  
School Achievement ◽  
Academic Rank ◽  
School Students ◽  
Class Rank ◽  
Educational Production ◽  
The Impact

Abstract This article establishes a new fact about educational production: ordinal academic rank during primary school has lasting impacts on secondary school achievement that are independent of underlying ability. Using data on the universe of English school students, we exploit naturally occurring differences in achievement distributions across primary school classes to estimate the impact of class rank. We find large effects on test scores, confidence, and subject choice during secondary school, even though these students have a new set of peers and teachers who are unaware of the students’ prior ranking in primary school. The effects are especially pronounced for boys, contributing to an observed gender gap in the number of Maths courses chosen at the end of secondary school. Using a basic model of student effort allocation across subjects, we distinguish between learning and non-cognitive skills mechanisms, finding support for the latter.

scholarly journals Charter Schools and Student Achievement in Florida

2006 ◽  
Vol 1 (1) ◽  
pp. 91-122 ◽  
Author(s):  
Tim R. Sass
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
Fixed Effects ◽  
School Quality ◽  
School Students ◽  
Public School Students ◽  
Traditional Public Schools ◽  
Traditional Public School

I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among charters, those targeting at-risk and special education students demonstrate lower student achievement, while charter schools managed by for-profit entities peform no differently on average than charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from charter schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public schools.

scholarly journals The Long-Run Effects of Disruptive Peers

2018 ◽  
Vol 108 (11) ◽  
pp. 3377-3415 ◽  
Author(s):  
Scott E. Carrell ◽  
Mark Hoekstra ◽  
Elira Kuka
Keyword(s):  
Domestic Violence ◽  
Elementary School ◽  
College Attendance ◽  
Population Variation ◽  
School Students ◽  
Future Earnings ◽  
Subsequent Test ◽  
Long Run ◽  
The Rich ◽  
Market Consequences

A large and growing literature has documented the importance of peer effects in education. However, there is relatively little evidence on the long-run educational and labor market consequences of childhood peers. We examine this question by linking administrative data on elementary school students to subsequent test scores, college attendance and completion, and earnings. To distinguish the effect of peers from confounding factors, we exploit the population variation in the proportion of children from families linked to domestic violence, who have been shown to disrupt contemporaneous behavior and learning. Results show that exposure to a disruptive peer in classes of 25 during elementary school reduces earnings at age 24 to 28 by 3 percent. We estimate that differential exposure to children linked to domestic violence explains 5 percent of the rich-poor earnings gap in our data, and that each year of exposure to a disruptive peer reduces the present discounted value of classmates’ future earnings by $80,000. (JEL I21, I26, J13, J24, J31)

Major food groups contributing to sodium intake in school-attending adolescents

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Rafael Lavourinha Pinto ◽  
Bárbara da Silva Nalin de Souza ◽  
Rosangela Alves Pereira ◽  
Rosely Sichieri ◽  
Edna Massae Yokoo
Keyword(s):  
School Environment ◽  
Eating Habits ◽  
Sodium Intake ◽  
Food Group ◽  
Dietary Quality ◽  
Processed Meat ◽  
Food Groups ◽  
School Students ◽  
Public School Students ◽  
Total Sodium

Abstract Background Excessive sodium intake is a risk factor for developing systemic arterial hypertension. Increased blood pressure during childhood increases the risk of hypertension in adulthood. Assessing sodium intake across different eating places is important, as the meals offered in different places can influence dietary quality. Objective This study aimed to assess the contribution of different food groups to the mean of sodium intake of school-attending adolescents in the city of Niterói, a metropolitan area of Rio de Janeiro, Brazil. Subjects A total of 347 public school students aged between 10 and 18 years participated in the study. Methods Food consumption was based on two 24-h dietary recalls. The reported items were grouped into 31 food groups and the percentage of contribution of each food group to total mean sodium intake was estimated. Sodium intake according to eating place was also estimated. Results The food groups mostly contributing to total sodium intake were rice, beans, savory biscuits, breads, beef, poultry, processed meat, filled cookies, pasta and potatoes. The highest sodium intake within the food groups occurred at home, except for savory biscuits and pizza, which showed a higher sodium intake percentage at school. Savory biscuits were the third-most consumed item contributing to the total sodium intake and were the main source of sodium when consumed at school (48.9%). Conclusion Most sodium intake stemmed from ultra-processed food consumed at school. Therefore, actions to promote healthy eating habits within the school environment are necessary.

Novos modelos de educação superior

2020 ◽  
Author(s):  
Manuel Tavares Gomes ◽  
Eduardo Santos ◽  
Sandra Gomes ◽  
Daniel Pansarelli ◽  
Donizete Mariano ◽  
...  
Keyword(s):  
Higher Education ◽  
Public School ◽  
Empirical Research ◽  
Graduate Program ◽  
Point Of View ◽  
School Students ◽  
Public School Students ◽  
New Models ◽  
Cognitive Justice ◽  
Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

scholarly journals Analysis of the New Kuznets Relationship: Considering Emissions of Carbon, Methanol, and Nitrous Oxide Greenhouse Gases—Evidence from EU Countries

2021 ◽  
Vol 18 (6) ◽  
pp. 2907
Author(s):  
Mara Madaleno ◽  
Victor Moutinho
Keyword(s):  
Nitrous Oxide ◽  
Least Squares ◽  
Fixed Effects ◽  
Ghg Emissions ◽  
Ordinary Least Squares ◽  
Kuznets Curve ◽  
Ekc Hypothesis ◽  
Long Run ◽  
Short Run ◽  
The Eu

Decreased greenhouse gas emissions (GHG) are urgently needed in view of global health threat represented by climate change. The goal of this paper is to test the validity of the Environmental Kuznets Curve (EKC) hypothesis, considering less common measures of environmental burden. For that, four different estimations are done, one considering total GHG emissions, and three more taking into account, individually, the three main GHG gases—carbon dioxide (CO2), nitrous oxide (N2O), and methane gas (CH4)—considering the oldest and most recent economies adhering to the EU27 (the EU 15 (Old Europe) and the EU 12 (New Europe)) separately. Using panel dynamic fixed effects (DFE), dynamic ordinary least squares (DOLS), and fully modified ordinary least squares (FMOLS) techniques, we validate the existence of a U-shaped relationship for all emission proxies considered, and groups of countries in the short-run. Some evidence of this effect also exists in the long-run. However, we were only able to validate the EKC hypothesis for the short-run in EU 12 under DOLS and the short and long-run using FMOLS. Confirmed is the fact that results are sensitive to models and measures adopted. Externalization of problems globally takes a longer period for national policies to correct, turning global measures harder and local environmental proxies more suitable to deeply explore the EKC hypothesis.

scholarly journals Class Rank and Long-Run Outcomes

2020 ◽  
Author(s):  
Jeffrey Denning ◽  
Richard Murphy ◽  
Felix Weinhardt
Keyword(s):  
Class Rank ◽  
Long Run

Data Science Summer Academy for Chicago Public School Students

2019 ◽  
Vol 21 (1) ◽  
pp. 49-52
Author(s):  
Bamshad Mobasher ◽  
Lucia Dettori ◽  
Daniela Raicu ◽  
Raffaella Settimi ◽  
Nasim Sonboli ◽  
...  
Keyword(s):  
Public School ◽  
Data Science ◽  
School Students ◽  
Public School Students ◽  
Chicago Public School ◽  
Summer Academy
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