Handbook of the economics of education / Eric A. Hanushek, Ludger Woessmann, and Stephen J. Machin.

Format:

Book

Author/Creator:

Hanushek, Eric A. (Eric Alan), 1943- author.

Woessmann, Ludger, author.

Machin, Stephen J., author.

Series:

Handbook of the Economics of Education Series

Handbook of the Economics of Education Series ; v.Volume 6

Language:

English

Subjects (All):

Education--Economic aspects.

Education.

Education--Finance.

United States.

Physical Description:

1 online resource (614 pages)

Edition:

1st ed.

Place of Publication:

Amsterdam, Netherlands : Elsevier, [2023]

Summary:

The Handbook of the Economics of Education describes the research frontier in key topical areas and sets the agenda for further work.Modern analysis in the economics of education has made tremendous strides in understanding fundamental issues related to the production of human capital and the impact of varying institutional features of education.

Contents:

Chapter 1: Investing in early childhood development in preschool and at home

1. Introduction

2. The importance of environmental factors and genetics

2.1. Sibling correlations

2.2. Heritability and the ACE model

2.3. The impact of environment

2.4. Discussion

3. Skill development in early childhood and beyond

3.1. Skill-building models

3.2. Trifecta skills

3.3. Discussion and future research directions

4. Impacts of preschool participation

4.1. Participation in targeted preschool programs

4.2. Participation in universal preschool programs

4.3. The neglected distinction between average and marginal returns

4.4. Discussion and future research directions

5. Improving preschool effectiveness

5.1. Defining preschool quality

5.2. Structural investments

5.3. Investments in process quality

5.4. Curriculum investmentsjjParts of this section draws from Jenkins and Duncan (2017).

5.5. Investments targeting teacher effectiveness

5.6. Discussion and future research needs

6. Improving the home environment and parental effectiveness

6.1. Defining quality of care at home

6.2. Economic resources

6.3. Boosting child skills by investing in targeted parental behaviors

6.4. Discussion and future research needs

7. Knowledge needs

Acknowledgments

References

Chapter 2: Estimation and interpretation of teacher value added in research applications

2. Background: Where do VAMs come from (or where dont they come from)?

3. Specification and estimation

3.1. Overview of the basic model

3.2. Additions and alternatives to the basic model

3.2.1. Gain score versus lagged score VAMs

3.2.2. Student and school fixed effects.

3.2.3. One-step versus two-step VAMs

3.2.4. Shrinkage

3.3. Methodological extension

3.3.1. Forecast-based estimates of teacher value added

3.3.2. When to use the forecasting framework

4. Bias, stability, and effect sizes

4.1. Bias

4.2. Stability

4.3. Effect sizes

5. Alignment between value added and teacher characteristics, qualifications, and other measures of effectiveness

5.1. Teacher characteristics and qualifications

5.2. Principal ratings, classroom observations, and student surveys

6. Extensions

6.1. Value added of high school teachers

6.2. Nontest outcomes

6.3. Studies outside of the United States

6.4. Effects of other education personnel

7. Research uses of teacher value added

7.1. Assessing the long-term impacts of teacher value added

7.2. Broader uses of teacher value added in research

8. Conclusion and directions for future research

Acknowledgment

Chapter 3: School choice

2. The model

3. Policy objectives

3.1. Pareto efficiency

3.2. Stability

3.3. Strategy-proofness

4. Matching algorithms

4.1. The deferred acceptance algorithm

4.2. The immediate acceptance algorithm

4.3. The top trading cycles algorithm

4.4. The serial dictatorship mechanism

5. Results with strict preferences and priorities

5.1. Stable matchings and the deferred acceptance algorithm

5.2. The immediate acceptance algorithm

5.3. Top trading cycles algorithm

6. Results with weak preferences and priorities

7. Generalized school rankings

8. Extensions

8.1. Controlled school choice

8.2. Sequential and parallel admissions

9. Research design in school choice

10. Conclusions

Chapter 4: Returns to different postsecondary investments: Institution type, academic programs, and credentials

1. Introduction.

2. Structure of higher education

2.1. U.S. higher education system

2.1.1. Basic structure and students served

2.1.2. Application and admission

2.1.3. College selectivity and inequality

2.2. Higher education systems around the world

2.2.1. Institution types

2.2.2. College or college-major

2.2.3. Tuition

2.2.4. Application process and centralization

2.2.5. Admission criteria

3. Estimating the returns to postsecondary degrees

4. The return to attending different institutions

4.1. Two-year colleges

4.1.1. Return to first enrolling in a 2-year college relative to no college

4.1.2. Return to partially completed 2-year college

4.1.3. Returns to an associate degree

4.1.4. Two-year college quality

4.2. Four-year colleges and college quality

4.2.1. Conceptual issues

4.2.2. Overview of results and methods

4.2.3. Selection on observables

4.2.4. Regression discontinuities and minimum admission criteria

4.2.5. Other instruments and policies

4.2.6. Student-college match

4.3. For-profits

4.4. International evidence on college quality

4.4.1. Admission cutoffs in centralized systems

4.4.2. Admission cutoffs in decentralized systems

4.4.3. Quotas

4.4.4. Other identification strategies

5. The return to different types of education

5.1. Vocational education, certificates, and diplomas

5.1.1. Estimating the returns to CTE degrees

5.1.2. U.S. estimates using individual fixed effects

5.1.3. International evidence

5.2. Remedial coursework

5.3. College major

5.3.1. Regression discontinuity studies

5.3.2. The link between occupations and majors

5.3.3. Lifecycle returns and skill obsolescence

5.4. Postgraduate/advanced degrees

5.4.1. Identification concerns

5.4.2. The returns to an MBA

5.4.3. The returns to a law degree.

5.4.4. The returns to a medical degree

6. Differential returns and inequality

6.1. Evidence on SES differences in postsecondary investments

6.2. Explanations for SES-based differences in collegiate investments

6.3. Recruiting and information simplification

6.4. Lowering college entrance exam costs

6.5. Coaching and mentoring high school students

6.6. Promise programs

6.7. Comprehensive support programs

7. Conclusion

Chapter 5: Addressing nonfinancial barriers to college access and success: Evidence and policy implications

2. Academic under-preparation and the misalignment between secondary school learning and postsecondary academic expectations

2.1. K-12 curricular intensification

2.2. Dual enrollment and other high-school based interventions

2.3. Remedial coursework

2.4. Conclusion

3. Navigating complexity: Informational and behavioral interventions

3.1. In-person college-going guidance and support

3.2. Technology-supported counseling for college access

3.3. Counseling for college success

3.4. Lighter touch outreach and targeted supports for college access

3.5. Nudges for college access and success

3.6. Conclusion

4. Comprehensive supports for college access and success

4.1. Conclusion

5. Structural barriers to college access

5.1. College entrance exams

5.1.1. Universal college entrance exam administration

5.1.2. Eliminating college entrance exams as an application requirement

5.1.3. Conclusion

5.2. Equitable access to higher education by race/ethnicity

5.2.1. Conclusion

6. Postsecondary system-level factors

6.1. Institutional resources/quality

6.2. Match of characteristics between students and faculty

6.3. Adjunct instructors

6.4. Online vs face-to-face instruction.

6.5. Systems for transfer across institutional sectors

6.6. Conclusion

7. Discussion: Future directions for research

Chapter 6: Educational inequality

2. Evidence on educational inequality

2.1. Socioeconomic gaps in test scores

2.2. Socioeconomic gaps in educational attainment

2.3. Socioeconomic gaps within higher education

2.4. Economic inequality and intergenerational mobility

2.5. Economic inequality and educational inequality over time

2.6. How persistent are educational inequalities?

3. A model of skill acquisition and educational inequality

3.1. Setup

3.2. Sources of educational inequality

3.3. Economic inequality and educational inequality

3.4. From educational inequality to the Great Gatsby Curve

3.5. The role of peers and neighborhoods

3.6. Early vs late investments and dynamic complementarity

3.7. Quantifying the parental investment channel

3.8. Compensating investments at school

4. Inequality in higher education

4.1. Setup

4.2. The impact of financial constraints on educational inequality

4.3. Evidence on the importance of borrowing constraints

4.4. Policy implications

5. Educational inequality across multiple generations

5.1. Single- vs multigenerational transmission

5.2. What drives high multigenerational persistence?

6. Educational inequality in the COVID-19 pandemic

6.1. The effect of school closures: Prepandemic evidence

6.2. Pandemic evidence: Inequality in the incidence of school closures

6.3. Pandemic evidence: Test scores

6.4. Pandemic evidence: Inequalities in home learning

6.5. Structural estimates of the long-term impact of the pandemic

7. Outlook and conclusions

Appendix. Proofs for propositions.

Chapter 7: Conditional cash transfers for education*.

Notes:

Includes bibliographical references.

Description based on print version record.

Description based on publisher supplied metadata and other sources.

Other Format:

Print version: Hanushek, Eric A. Handbook of the Economics of Education

ISBN:

0-323-99241-2

OCLC:

1369647358