Two trends are often observed as a country develops: a decline in family size and a rise in education attainment. Are they related? In particular, could the fall in family size be one reason for the increase in education levels? Hui Ren Tan (Boston University) considered this question within the context of the 19th and early 20th century United States.
Continue reading “Having More Siblings Reduces Education Attainment, but Not by Much”
Compensatory education policies—policies aimed at offsetting educational inequalities between socially and academically disadvantaged children and more advantaged students—are widely used and represent a significant part of public education spending in many countries. In France, they correspond to about ten percent of the annual spending per pupil. They provide underprivileged schools with additional resources to compensate for social and academic disadvantages. In a new JHR paper, Laurent Davezies (CREST) and Manon Garrouste (University of Lille) propose some evidence to explain why these programs are often not working as intended.
Continue reading “Unintended Consequences—How Targeting Schools for Special Benefits in France Can Do More Harm Than Good”
Academics invest significant resources in attending and organizing conferences, and yet—until now—there has been strikingly little empirical analysis that tests the effectiveness of these meetings in promoting academic impact. In a new paper for JHR, Fernanda Leite Lopez de Leon (University of Kent) and Ben McQuillin (University of East Anglia) present compelling evidence for the impact of conferences in increasing the visibility of presenting papers.
Continue reading “Do Conferences Contribute to Academic Impact?”
The idea of holding schools accountable for students’ performance has stood at the center of school-reform efforts in the United States for more than two decades. One of the many questions that have been raised is whether accountability efforts could backfire by driving good teachers out of poorly rated schools, creating a vicious cycle for principals attempting to turn their institutions around.
Continue reading “Poorly Rated NYC Schools Attract Better Teachers”
For the past several decades, the U.S. government has invested heavily in anti-poverty programs, like the Earned Income Tax Credit and Head Start, aimed at closing the resource gap for disadvantaged children and improving their long-term outcomes. There is a vast literature studying the impacts of such programs, yet there is one potential source of disparity that has been largely overlooked: family planning.
Continue reading “Does Parents’ Access to Family Planning Increase Children’s Opportunities? Evidence from the War on Poverty and the Early Years of Title X”
While it’s now generally accepted that teacher quality is the most important element of a good school, research has failed to convincingly identify the characteristics of effective teachers. Because of this limitation, it’s also been difficult to explain the contribution of schools to the large variation in international test scores across countries. Eric A. Hanushek, Marc Piopiunik, and Simon Wiederhold looked at data from 31 mostly developed countries for some answers. They found that teachers’ cognitive skills can explain a significant portion of the international differences.
Continue reading “Smart Teachers, Smart Kids—An International Study of Who Teaches the Best-Testing Kids”
The United States stands out among industrialized nations as one with high poverty and income inequality. In 2016, the supplemental poverty measure shows that 13.9% of all persons, and 15.1% of children, lived in families with incomes below the poverty level. Since the mid-1970s earnings for less skilled workers have stagnated, and real family income for the bottom 20% of the population has made no gains. At the same time, there is the related problem of declines in employment rates among prime-aged men, and more recently, women. In a recent study, Hilary Hoynes and Ankur Patel examined whether one strategy to fight poverty—the earned income tax credit (EITC)—is working.
Continue reading “Effective Policy for Reducing Poverty and Inequality? The Earned Income Tax Credit and the Distribution of Income”
Since television was introduced to a large audience around the mid-20th century, its effects have been debated. A widespread concern has been that television encourages a particularly passive form of engagement, and thus may damage intellectual development. But the existing empirical evidence is not conclusive. Øystein Hernæs, Simen Markussen, and Knut Røed saw the deregulation of television in Norway as an opportunity to explore what a large-scale change in television consumption can teach us about the effects of TV on young people.
Continue reading “Is watching TV bad for you? It depends…”
Proponents of more open immigration policy often cite the ability of immigrants to address shortages of workers in specific fields, so it is important that we understand the role of policy in shaping international students’ career choices. In a recent study, Catalina Amuedo-Dorantes and Delia Furtado used several years of data from the National Survey of College Graduates to examine how students responded to a major change in the relative availability of post-graduation H-1B work visas in certain fields.
Continue reading “H-1B Visas and the Career Choices of U.S. International Students”
“Tablets and texts nudge parents to read to kids” describes a new JHR-published study aimed at finding ways to help families increase parents’ time reading to their children. The Parents and Children Together (PACT) experiment involved having parents set goals for reading time. Each family received a tablet preloaded with children’s books, and the parents received text prompts to follow up on reading goals. They also received weekly feedback on the actual amount of time they spent reading and earned digital rewards for meeting goals.
Continue reading “Study: Program with Tablets and Texts Improves Family Reading Time”