scholarly journals The Causal Effect of Studying on Academic Performance

2008 ◽  
Vol 8 (1) ◽  
Author(s):  
Ralph Stinebrickner ◽  
Todd R. Stinebrickner
Keyword(s):  
Capital Accumulation ◽  
Causal Effect ◽  
Education Policies ◽  
College Entrance ◽  
Education Production Function ◽  
Education Production ◽  
Causal Impact ◽  
Potential Impact ◽  
Grade Performance ◽  
Recent Attention

Abstract While a substantial amount of recent attention has been paid to understanding the determinants of educational outcomes, little is known about the causal impact of the most fundamental input in the education production function - a student's study effort. In this paper, we examine the causal effect of studying on grade performance by taking advantage of unique, new data that has been collected specifically for this purpose. Important for understanding the potential impact of a wide array of education policies, the results suggest that human capital accumulation is far from predetermined at the time of college entrance.

scholarly journals First in the Class? Age and the Education Production Function

2016 ◽  
Vol 11 (3) ◽  
pp. 225-250 ◽  
Author(s):  
Elizabeth U. Cascio ◽  
Diane Whitmore Schanzenbach
Keyword(s):  
Education Production Function ◽  
Education Production ◽  
Relative Age ◽  
Academic Redshirting ◽  
College Entry ◽  
Experimental Variation ◽  
Kindergarten Entry ◽  
Kindergarten Entry Age ◽  
Using Data ◽  
Selection Of

We estimate the effects of relative age in kindergarten using data from an experiment where children of the same age were randomly assigned to different kindergarten classmates. We exploit the resulting experimental variation in relative age in conjunction with variation in expected kindergarten entry age based on birthdate to account for negative selection of some of the older school entrants. We find that, holding constant own age, having older classmates on average improves educational outcomes, increasing test scores up to eight years after kindergarten, and raising the probability of taking a college-entry exam. These findings suggest that delaying kindergarten entry, or so-called academic “redshirting,” does not harm other children—and may in fact benefit them—consistent with positive spillovers from higher-scoring or better-behaved peers.

scholarly journals A CLASSICAL MODEL OF EDUCATION, GROWTH, AND DISTRIBUTION

2018 ◽  
Vol 24 (5) ◽  
pp. 1186-1221
Author(s):  
Amitava Krishna Dutt ◽  
Roberto Veneziani
Keyword(s):  
Capital Accumulation ◽  
Classical Model ◽  
Human Capital Accumulation ◽  
Macroeconomic Model ◽  
Education Policies ◽  
Distributional Consequences ◽  
The Usa ◽  
Market Relations ◽  
Shed Light ◽  
Growth Distribution

We develop a classical macroeconomic model to examine the growth and distributional consequences of education. Contrary to the received wisdom, we show that human capital accumulation is not necessarily growth-inducing and inequality-reducing. Expansive education policies may foster growth and reduce earning inequalities between workers, but only by transferring income from workers to capitalists. Further, the overall effect of an increase in education depends on the actual characteristics of the educational system and on the nature of labor market relations. Although the primary aim of the paper is theoretical, we argue that the model identifies some causal mechanisms that can contribute to shed light on recent stylized facts on growth, distribution, and education for the USA.

scholarly journals Influence of Instructional Resources Provision and Performance in Mathematics Subject in Public Girls Secondary Schools Baringo Central Sub-County

2020 ◽  
Vol 2 (1) ◽  
pp. 141-149
Author(s):  
Rose J Changwony ◽  
Pamela Ochieng ◽  
Bernard Chemwei
Keyword(s):  
Secondary Schools ◽  
Mathematics Teachers ◽  
Function Theory ◽  
Instructional Materials ◽  
Instructional Resources ◽  
Education Production Function ◽  
Education Production ◽  
The Government ◽  
Adequate Provision ◽  
And Performance

This paper looks at the contribution of instructional resources towards the performance of girls in Kenya Certificate of Secondary Examination mathematics in girls’ secondary schools in Baringo Central. Based on Hanushek, education production function theory, the instructional resources were considered critical inputs for ensuring the output (examinations performance in mathematics by girls’ students) is attained. The study targeted mathematics Heads of Department, mathematics teachers and girls enrolled in 6 girls’ secondary schools in Baringo Central Sub County, Kenya. A sample of 6 HODs, 18 mathematics teachers and 166 girls were selected to participate in the study. The research found out that all respondents said that adequate provision of infrastructural and educational resources did have a significant effect (p<0.05) on girls’ performance in mathematics in the six public secondary schools. Schools that had inadequate learning resources performed poorly compared to those that had adequate instructional materials. The paper recommends that there is a need for the government of Kenya to equip all schools with necessary supportive infrastructure (electricity, internet and computers) to facilitate instruction in the current digital age. In addition, teachers need to improve their knowledge and skills in using information technological resources.

TEACHER EFFECTS ON HIGH SCHOOLACADEMIC ACHIEVEMENT SCORES: A CASE STUDY OF BUSIA COUNTY, KENYA

2021 ◽  
pp. 131-139
Author(s):  
Julius Maiyo ◽  
Manasi Echaune
Keyword(s):  
Academic Achievement ◽  
Hierarchical Linear Modeling ◽  
Teacher Commitment ◽  
Achievement Scores ◽  
Linear Modeling ◽  
Teacher Effects ◽  
Education Production Function ◽  
Education Production ◽  
Descriptive Survey

ABSTRACT This study sought to analyze teacher effects on high school academic achievement scores in Busia County, Kenya. The study was based on the education production function theory. A descriptive survey research design was employed. A sample of 236 teachers and 755 students was used. Self administered questionnaires were used to collect data and test re-test was used to ascertain reliability of the instrument. Descriptive statistics namely; percentages, frequencies, mean, and standard deviations were used to carry out preliminary data analysis. Inferential statistics specifically correlation and regression coefficients were then used to test hypotheses. Hierarchical linear modeling was used to model effect of selected teacher variables on school academic achievement scores. Findings of the study were presented in tables and figures. Findings of the study suggested that the number of teachers, teacher commitment and teachers covering missed lessons had statistically significant effects on school academic achievement scores. Key words: Teacher Variables, Academic Achievement Scores, Kenya

The Mechanics of Treatment-effect Estimate Bias for Nonexperimental Data

2019 ◽  
pp. 004912411985237
Author(s):  
Roberto V. Penaloza ◽  
Mark Berends
Keyword(s):  
Treatment Effect ◽  
Latent Variable ◽  
Value Added ◽  
Effect Estimate ◽  
Education Production Function ◽  
Education Production ◽  
Group Assignment ◽  
Treatment Effect Estimate ◽  
Flexible Form ◽  
Variable Errors

To measure “treatment” effects, social science researchers typically rely on nonexperimental data. In education, school and teacher effects on students are often measured through value-added models (VAMs) that are not fully understood. We propose a framework that relates to the education production function in its most flexible form and connects with the basic VAMs without using untenable assumptions. We illustrate how, due to measurement error (ME), cross-group imbalances created by nonrandom group assignment cause correlations that drive the models’ treatment-effect estimate bias. We derive formulas to calculate bias and rank the models and show that no model is better in all situations. The framework and formulas’ workings are verified and illustrated via simulation. We also evaluate the performance of latent variable/errors-in-variables models that handle ME and study the role of extra covariates including lags of the outcome.

scholarly journals The Effects of Demographic Mismatch in an Elite Professional School Setting

2020 ◽  
Vol 15 (3) ◽  
pp. 457-486
Author(s):  
Chris Birdsall ◽  
Seth Gershenson ◽  
Raymond Zuniga
Keyword(s):  
Fixed Effects ◽  
School Setting ◽  
Law School ◽  
Professional School ◽  
First Year ◽  
Education Production Function ◽  
Education Production ◽  
Course Grades ◽  
Percentage Points ◽  
Good Grade

Ten years of administrative data from a diverse, private, top-100 law school are used to examine the ways in which female and nonwhite students benefit from exposure to demographically similar faculty in first-year, required law courses. Arguably, causal impacts of exposure to same-sex and same-race instructors on course-specific outcomes such as course grades are identified by leveraging quasi-random classroom assignments and a two-way (student and classroom) fixed effects strategy. Having an other-sex instructor reduces the likelihood of receiving a good grade (A or A–) by 1 percentage point (3 percent) and having an other-race instructor reduces the likelihood of receiving a good grade by 3 percentage points (10 percent). The effects of student–instructor demographic mismatch are particularly salient for nonwhite and female students. These results provide novel evidence of the pervasiveness of demographic-match effects and of the graduate school education production function.

scholarly journals FORMATIVE ASSESSMENT IN LANGUAGE EDUCATION POLICIES: EMERGING LESSONS FROM WALES AND SCOTLAND

2009 ◽  
Vol 29 ◽  
pp. 64-79 ◽  
Author(s):  
Constant Leung ◽  
Catriona Scott
Keyword(s):  
Formative Assessment ◽  
Language Education ◽  
Learning Assessment ◽  
Educational Systems ◽  
Educational Values ◽  
Education Policies ◽  
Current Form ◽  
The United Kingdom ◽  
Assessment Policies ◽  
Potential Impact

Formative assessment, particularly in the current form known as Assessment for Learning (AfL), has caught the attention of policymakers in many education jurisdictions. Diverse educational systems such as Hong Kong and Western Canada have publicly endorsed the principles and practice of AfL. In the United Kingdom, progressive devolution of state power from London has meant that Scotland and Wales now have national autonomy in education matters. In a dramatic reversal of policy, both of these “home” countries have in the past four years dismantled the heavily test-oriented schooling regime. Instead both the Welsh and Scottish administrations have adopted assessment policies that prioritize learning. This article discusses (1) the political and ideological trajectories that have supported the emergence of the for-learning assessment policies and (2) the fit (or lack of) between AfL principles and the prevailing espoused educational values in these two nations. The potential impact of these developments for assessment of English as an additional/second language (EAL) in schooling education will be discussed.

On the causal effect of religiosity on life satisfaction using a propensity score matching technique

2016 ◽  
Vol 43 (10) ◽  
pp. 1031-1048 ◽  
Author(s):  
Roberto Zotti ◽  
Nino Speziale ◽  
Cristian Barra
Keyword(s):  
Life Satisfaction ◽  
Propensity Score ◽  
Propensity Score Matching ◽  
Religious Identity ◽  
Causal Effect ◽  
Religious Involvement ◽  
Well Being ◽  
Data Set ◽  
Content Type ◽  
Causal Impact

Purpose The purpose of this paper is to investigate the effect of religious involvement on subjective well-being (SWB), specifically taking into account the implication of selection effects explaining religious influence using the British Household Panel Survey data set. Design/methodology/approach In order to measure the level of religious involvement, the authors construct different indices on the base of individual religious belonging, participation and beliefs applying a propensity score matching estimator. Findings The results show that religious active participation plays a relevant role among the different aspects of religiosity; moreover, having a strong religious identity such as, at the same time, belonging to any religion, attending religious services once a week or more and believing that religion makes a great difference in life, has a high causal impact on SWB. The authors’ findings are robust to different aspects of life satisfaction. Originality/value The authors offer an econometric account of the causal impact of different aspects of religiosity finding evidence that the causal effect of religious involvement on SWB is better captured than through typical regression methodologies focussing on the mean effects of the explanatory variables.

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