Download or read book Essays on the Determinants of Student Achievement in France and the US written by Simon Briole and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Human Capital Theory developed by Gary Becker in the 60's substantially widened the area of investigation of economics. Over the last two decades, many studies in the economics of education intended to identify the characteristics of an educational system which enable individuals to acquire as much skills, knowledge and information as possible. This thesis contribute to this literature by studying two aspects of the educational environment that has particularly attracted economists' attention over recent years: teacher productivity and peer effects in the classroom. The first chapter of this thesis investigate to what extent teaching practices implemented by math teachers in the US relate to their students' math performance. First, it shows that every single hour spent in the classroom studying mathematics generate a significant improvement in students' math performance. Second, it shows that the productivity of instructional time strongly relates to the implementation of interactive teaching practices, which require student active participation in the lesson. More precisely, each hour spent with a teacher putting a high weight on this kind of practices is 2 to 3 times more productive than an hour spent with a teacher putting a higher weight on traditional practices, such a teacher lecture. The second chapter of this thesis studies the impact of a public policy aimed at improving teachers' practices, namely the individual teacher evaluation system in French secondary education. In this chapter, we show that students' performance at the end-of-middle school national exam significantly improve after the evaluation of their math teacher, not only for students taught by an evaluated teacher the year of the evaluation, but also for students taught by the same teacher on subsequent years, suggesting a long-lasting improvement in teacher pedagogical skills. These positive effects persist over time for students, who not only perform better at the end-of-middle school exam but also choose more often and graduate more often from the science track in high school. In addition, the positive effects of teacher evaluation are particularly salient in education priority schools, in contexts where teaching is often very challenging.The third chapter of this thesis investigates the effect of school peers' gender on students' performance and educational careers in French middle schools. First, it shows that the proportion of female peers' in middle school has persistent effects on students' educational careers as it not only affects students' test score at the end-of-9th-grade national examination, but also influences their track choices and high school graduation rates several years later. Second, it shows that a larger share of girls in the classroom has positive effects for girls and negative effects for boys. More specifically, it reduces girls' dropout rates and increases their probability to graduate from an academic track in high school, especially in the scientific track, while it increases boys' probability to attend a vocational school after 9th grade and decreases their high school graduation rate.
Download or read book Essays on Contextual Determinants of Educational Work and Family Trajectories in France written by Fanny Landaud and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis is composed of three independent essays studying the role of the schooling and social environment in which individuals make their educational, work or family decisions. The first chapter studies the impact of enrollment at a more selective Parisian high school on students' performance and choice of field of study. We compare students' educational outcomes depending on whether their 9th grade standardized score fell just above or below an admission threshold, and we find that enrollment at a more selective high school has no impact on students' performance but induces female students to turn away from scientific fields and settle for less competitive ones. Our results are consistent with lab-experiment findings on gender differences in attitude towards competition and bad grades. The second chapter analyzes grade repetition in higher education and focuses on the spillover effects induced by grade repeaters on undergraduate freshmen. We distinguish between spillovers effects induced by higher- or lower- achieving repeaters to disentangle class size from composition effects, and we find that grade repetition generates little congestion effects but has important negative composition effects. We show that the performances of freshmen are very sensitive to the number of higher-achieving repeaters while they are not impacted by the number of lower-achieving repeaters. One potential mechanism would be distortion in teaching practices. The last chapter studies the impact of temporary contracts and youth unemployment to explain observed delays in age at first cohabiting relationship and in age at first child. Using French data on the work and family history of large samples of young adults, this chapter provides evidence that access to permanent jobs has a much stronger impact than access to temporary jobs for family formation. According to our estimates, about 25% of the increase in age at first cohabitation and about 40% of the increase in age at first child observed during the second half of the century can be explained by the rise in unemployment and in the share of temporary jobs among young workers.
Download or read book Essays on the Determinants of Student Choices and Educational Outcomes written by Justin A. Wong and published by Stanford University. This book was released on 2011 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is composed of three essays. Essay 1, "Does School Start Too Early For Student Learning?", considers the connection between school start time and student performance. Biological evidence indicates that adolescents' internal clocks are designed to make them fall asleep and wake up at later times than adults. This science has prompted widespread debate about delaying school start times in the U.S., a country which has some of the earliest start times worldwide. The debate suffers, however, from a glaring absence of evidence: the small number of prior studies has been too low powered statistically to test whether later start times improve achievement. I fill the gap by studying achievement across a large, nationally representative set of high schools that have varying start times. I identify the positive effect of later clock start times, as well as the independent effect of greater daylight at school start time. My primary empirical method is cross-sectional regression with rich controls for potentially confounding variables. The findings are confirmed by regression discontinuity analysis focused on schools close to time zone boundaries. I quantify the net gain in welfare from having an additional hour of sunlight before school starts by comparing the substantial lifetime earnings benefits for students against the likely the societal costs. Essay 2, "Student Success and Teaching Assistant Effectiveness In Large Classes", considers the impact teaching assistants (TAs) have on student performance. In universities, TAs play a crucial role by providing small group instruction in lecture courses with large enrollment. The multiplicity of TAs creates both positive opportunities and negative incentives. On the one hand, some TAs may excel at tasks--such as helping struggling students--at which other TAs fail. If so, all students may be able to learn better if they can match themselves to the TA that best suits their needs. On the other hand, the multiplicity of TAs means that students in the same class often receive instruction that varies in quality even though they are ultimately graded on the same standard. In this paper, we use data from a large lecture course in which students are conditionally randomly assigned to TAs. In addition to administrative data on scores and grades, we use survey data (which we generated) on students' initial preparation, their study habits, and their interactions with TAs. We identify the existence of variation among TAs in teaching effectiveness. We also identify how TAs vary in their effectiveness with certain subpopulations of students: the least and best prepared, students with different backgrounds, and so on. Using our parameter estimates, we simulate student achievement under scenarios such as random assignment to TAs, elimination/retraining of the least effective TAs, and matching of TAs to students based on initial information to show the potential gains in student welfare from more efficient matching. Essay 3, "A Study of Student Majors: A Historical Perspective", considers whether differing financial returns across degrees are a significant factor in a student's choice of a major. During the late 1990s, the U.S. experienced a technology boom that significantly increased the initial salary offers to engineering students, and computer science students in particular. These dramatic increases in returns provide an excellent opportunity to examine not only how students respond to salary levels, but also to salary trends. The existing literature has focused on the extent to which differing financial returns can affect a student's choice of undergraduate major. This paper extends the analysis to test if trends in salary levels also affect the share of students selecting into various majors using a comprehensive dataset of all post-secondary institutions. I find that students select into majors that offer higher salaries and have greater wage growth. Using a flexible empirical model that allows students to respond to both changes in salary levels and growth, I find that the results hold across majors and within engineering disciplines. These results help to explain why, for instance, the percentage of students choosing to major in computer science grew more rapidly than could be explained by salary level alone.
Download or read book Essays on the Determinants of Student Achievement written by James Merewood and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Sociological Abstracts written by Leo P. Chall and published by . This book was released on 1998 with total page 812 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The determinants of student achievement in the United States written by Karen Blinder Akerhielm and published by . This book was released on 1993 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Subject Catalog written by Library of Congress and published by . This book was released on 1981 with total page 1016 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 978 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Writing and Learning in Cross national Perspective written by David Foster and published by Routledge. This book was released on 2017-10-03 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the increasingly global implications of conversations about writing and learning, U.S. composition studies has devoted little attention to cross-national perspectives on student writing and its roles in wider cultural contexts. Caught up in our own concerns about how U.S. students make the transition as writers from secondary school to postsecondary education, we often overlook the fact that students around the world are undergoing the same evolution. How do the students in China, England, France, Germany, Kenya, or South Africa--the educational systems represented in this collection--write their way into the communities of their chosen disciplines? How, for instance, do students whose mother tongue is not the language of instruction cope with the demands of academic and discipline-specific writing? And in what ways is U.S. students' development as academic writers similar to or different from that of students in other countries? With this collection, editors David Foster and David R. Russell broaden the discussion about the role of writing in various educational systems and cultures. Students' development as academic writers raises issues of student authorship and agency, as well as larger issues of educational access, institutional power relations, system goals, and students' roles in society. The contributors to this collection discuss selected writing purposes and forms characteristic of a specific national education system, describe students' agency as writers, and identify contextual factors--social, economic, linguistic, cultural--that shape institutional responses to writing development. In discussions that bookend these studies of different educational structures, the editors compare U.S. postsecondary writing practices and pedagogies with those in other national systems, and suggest new perspectives for cross-national study of learning/writing issues important to all educational systems. Given the worldwide increase in students entering higher education and the endless need for effective writing across disciplines and nations, the insights offered here and the call for further studies are especially welcome and timely.
Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Download or read book Second Language Instruction acquisition Abstracts written by and published by . This book was released on 1997 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Women s Educational Equity written by and published by . This book was released on 1979 with total page 1008 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book PISA Learning for Tomorrow s World First Results from PISA 2003 written by OECD and published by OECD Publishing. This book was released on 2004-12-07 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents the first internationally comparable results to OECD's 2003 Programme for International Student Assessment (PISA) Survey of the educational performance of 15-year-olds in reading, mathematics, and science in 25 OECD countries.
Download or read book Slow Professor written by Maggie Berg and published by University of Toronto Press. This book was released on 2016-01-01 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: In The Slow Professor, Maggie Berg and Barbara K. Seeber discuss how adopting the principles of the Slow movement in academic life can counter the erosion of humanistic education.
