Handbook of the economics of education. Volume 5 / edited by Eric A. Hanushek, Stephen Machin, Ludger Woessmann.

Format:

Book

Contributor:

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

Machin, Stephen, editor.

Woessmann, Ludger, editor.

Series:

Handbooks in economics.

Handbooks in economics

Language:

English

Subjects (All):

Education--Economic aspects--United States.

Education.

Education--United States--Finance.

Wages--Effect of education on--United States.

Wages.

Physical Description:

1 online resource (781 p.)

Place of Publication:

Amsterdam, Netherlands : North Holland, 2016.

Summary:

The volume of research into the economics of education has grown rapidly in recent years. In this comprehensive new Handbook, editors Eric Hanushek, Stephen Machin, and Ludger Woessmann assemble original contributions from leading researchers, addressing contemporary advances in the field. Each chapter illuminates major methodological and theoretical developments and directs the reader to productive new lines of research. As a result, these concise overviews of the existing literature offer an essential 'jumpstart' for both students and researchers alike.- Demonstrates how new methodologies are yielding fresh perspectives in education economics- Uses rich data to study issues of high contemporary policy relevance- Explores innovations in higher education, competition, and the uses of technology

Contents:

Front Cover

Handbook of the Economics of Education

Copyright

Introduction to the series

Contents

Contributors

Editors' Introduction

References

Chapter 1: Behavioral Economics of Education: Progress and Possibilities

1. Introduction

2. Barriers to Treating Education as Investment

2.1. Some Students Focus Too Much on the Present

2.2. Some Students Rely Too Much on Routine

2.3. Some Students Focus Too Much on Negative Identities

2.4. Mistakes Are More Likely With Too Little Information or Too Many Options

3. Opportunities for Improvement

3.1. Parental Involvement

3.2. Attendance

3.3. Homework

3.4. High School Completion

3.5. College Attainment

3.6. Program Suitability

3.7. College Aid Savvy

3.8. College Cost Savvy

4. Policies and Programs to Address Behavioral Barriers

4.1. Interventions That Aim to Offset Immediate Costs With Immediate Benefits

4.2. Interventions That Help Reduce Inertia and Change Routine

4.2.1. Text Messages, Email Reminders, Mailings, and Videos

4.2.2. Personal Assistance

4.2.3. Coaching and Advising

4.2.4. Helping Parents

4.2.5. Changing Defaults and Adding Structure

4.3. Interventions That Strengthen Positive Identities

4.4. Interventions That Simplify Options and Combat the Paradox of Choice

5. Conclusion

Chapter 2: Education Research and Administrative Data

2. The Benefits of Using Administrative Data in Education Research

3. Case Studies

3.1. Norway

3.2. Sweden

3.3. Florida

4. Challenges Associated With the Use of Administrative Data

4.1. Limited Information/Less Flexibility Than With Purpose-Built Surveys

4.2. Technical Issues With the Use of Administrative Registers

4.3. Political Issues Related to Anonymity.

5. The Use of Administrative Data Around the World

6. Conclusions

Chapter 3: Charter Schools: A Survey of Research on Their Characteristics and Effectiveness

2. What Is a Charter School?

3. Location and Clientele

3.1. Where Do Charter Schools Locate?

3.1.1. Variation Across States

3.1.2. Variation Across City, Suburban, and Rural Districts

3.2. Student Selection: Who Do Charter Schools Serve?

3.2.1. National, State, Metropolitan, and District Comparisons

3.2.2. Within-School Diversity of Charters Relative to Public Schools

3.3. Teachers in Charter Schools

3.4. Evaluating Charter Schools: Methodological Issues

4. Effectiveness of Charter Schools

4.1. Achievement Effects

4.2. Effects on Other Outcomes

5. Inside the Black Box

5.1. Charter School Teachers

5.2. Nonteacher Differences

6. Competitive Effects

6.1. Financial Impacts

6.2. Challenges in Estimating Competitive Impacts on Effectiveness of TPSs

6.3. Competitive Impacts of Charters on TPS Effectiveness

7. Summary and Conclusions

Acknowledgments

Chapter 4: Competition Among Schools: Traditional Public and Private Schools

2. A Simple Framework

2.1. Question 1: Do Children Experience Higher Achievement Gains in Private Than in Public Schools?

2.2. Question 2: If Private Schools Raise Achievement More, Is This Because These Schools Are More Productive?

2.3. Question 3: Does Competition From Private Schools Raise Public School Productivity? Does the Existence of Private Sc...

3. The Evidence

3.1. Question 1: Do Children Experience Higher Achievement Gains in Private Than in Public Schools?

3.1.1. United States

3.1.2. Colombia

3.1.3. India.

3.2. Question 2: If Private Schools Raise Achievement More, Is This Because These Schools Are More Productive?

3.3. Question 3: Does Competition From Private Schools Raise Public School Productivity? Does the Existence of Private Sc...

3.3.1. Chile

3.3.2. Sweden

3.4. Evidence From Small-Scale Programs Related to Question 3: Canada, India, and the USA

4. Conclusion

Chapter 5: Technology and Education: Computers, Software, and the Internet

2. Technology Use in Schools

2.1. Estimates of Rates of Technology Use in Schools

2.2. Theoretical Issues

2.3. Empirical Findings

2.3.1. Information and Communication Technologies Investment

2.3.2. Computer-Assisted Instruction

2.3.3. Computer Skills

2.3.4. Online College Courses

Summary

3. Technology Use at Home by Students

3.1. Estimates of Rates of Technology Use at Home by Students

3.2. Theoretical Issues

3.3. Empirical Findings

3.3.1. Effects of Home Computers and the Internet on Educational Outcomes

3.3.2. Heterogeneity in Home Computer Effects

3.3.3. Effects on Computer Skills and Other Outcomes

4. Conclusions

Chapter 6: Teacher Pensions

2. Background on Retirement Benefit Plans for Educators

2.1. How Traditional, Final-Average-Salary DB Pension Plans Work

2.2. Pension-Wealth Accrual in Traditional DB Plans

2.3. Defined-Contribution, Hybrid, Cash-Balance, and Choice Plans

3. Incentives for Educators

4. Pension Plan Financing

5. The Changing US Pension Landscape

6. Teacher Pensions in Other OECD Countries

7. Conclusion

Chapter 7: The Analysis of Field Choice in College and Graduate School: Determinants and Wage Effects

2. Descriptives

2.1. Undergraduate Degrees.

2.2. Graduate Degrees

2.3. The Distribution of Undergraduate and Graduate Degrees

2.3.1. Facts About Earnings

Math Test Scores, Course Content, and Earnings Differential Across Fields

Occupation Choice and Earnings Differentials Across Fields

3. Model

3.1. A Simple Model of Dynamic Major Choice

3.2. Heterogeneity in Schooling Options

3.2.1. Expanding the Choice Set

3.3. Heterogeneity in Occupations

3.3.1. Accounting for Search Frictions

3.3.2. The Effect of Labor Market Conditions

3.4. Evolution of Beliefs

3.5. Supply Side

4. Estimating the Return to College Majors

4.1. Sources of Bias in Estimating the Return to College Majors

4.2. Multiple Regression with Controls for Ability

4.2.1. OLS Evidence on Heterogeneity in the Returns

4.2.2. Estimation Using Selection on Observables as a Guide to Selection on Unobservables

4.3. Control Function Approaches to Controlling for Selection on Unobservables

4.4. Structural Modeling of Major Choice and Wages

4.5. Using Variation in Access to Fields of Study to Identify Returns

4.5.1. Methods

4.5.2. Discontinuities in Practice

4.5.3. Results Using the Fuzzy RD Approach

4.6. Returns to Graduate Degrees

5. Choice of Major

5.1. Demand Side

5.1.1. The Role of Expected Earnings

5.1.2. Ability Sorting and Learning

Should Higher Education Systems Require Students to Specialize Early?

5.1.3. Other Determinants

Gender-Specific Preferences

Parental Influence

Risk Aversion

5.2. Supply Side

5.3. Subjective Expectations

5.4. Graduate School

5.4.1. Demand for Graduate School and the Business Cycle

5.4.2. Demand for MBAs

5.4.3. Demand for Medical School Specialties

6. Conclusion

Appendix A: Distribution of Male and Female College Graduates by Field

References.

Chapter 8: Student Loans and Repayment: Theory, Evidence, and Policy

2. Trends

2.1. Three Important Economic Trends

2.2. US Trends in Student Borrowing and Debt

2.3. US Trends in Student Loan Delinquency and Default

2.4. Summary of Major Trends

3. Current Student Loan Environment

3.1. Federal Student Loan Programs in the USA

3.1.1. Stafford Loans

3.1.2. PLUS and GradPLUS Loans

3.1.3. Perkins Loans

3.1.4. Federal Student Loan Repayment and Default

3.2. Private Student Loan Programs in the USA

3.3. The International Experience

3.4. Comparing Income-Contingent Repayment Amounts

4. Can College Students Borrow Enough?

5. Do Some Students Borrow Too Much?

5.1. Student Loan Repayment/Nonpayment 10 Years After Graduation

5.2. Default and Nonpayment at For-Profit Institutions

5.3. The Roles of Income, Savings, and Family Support

6. Designing the Optimal Credit Program

6.1. Basic Environment

6.2. Unrestricted Allocations (First Best)

6.3. Limited Commitment

6.3.1. Complete Contracts With Limited Enforcement

6.3.2. Incomplete Contracts With Limited Enforcement

6.4. Costly State Verification

6.5. Moral Hazard

6.6. Multiple Incentive Problems

6.6.1. Costly State Verification and Moral Hazard

6.6.2. Limited Commitment: Default or Additional Constraints?

6.7. Extensions With Multiple Labor Market Periods

6.8. Related Literature

7. Key Principles and Policy Guidance

7.1. Three Key Principles in the Design of Student Loan Programs

7.2. The Optimal Structure of Loan Repayments

7.3. Reducing the Costs of Income Verification

7.4. Enforcing Repayment and the Potential for Default

7.5. Setting Borrowing Limits

7.6. Other Considerations

8. Conclusions

Chapter 9: Government-Sponsored Vocational Education for Adults.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on online resource; title from PDF title page (ebrary, viewed May 30, 2016).

ISBN:

9780444634672

0444634673

9780444634597

0444634592