The AP program has been widely adopted in secondary schools, yet the evidence on the impact of taking AP courses has been entirely observational. The challenge faced in prior studies has been that students self-select into advanced high school courses. This makes it difficult to disentangle the effect of taking these advanced courses from the characteristics of students (e.g., ambition) that might prompt their decisions to take AP classes.
Continue reading “Taking an AP Science Class in High School—Positive and Negative Effects”
More than 150 communities throughout the country have adopted place-based college scholarships, and several states now offer similar tuition-free programs for high school graduates. What sets these programs apart from earlier college scholarships is their local nature, typically a school district, and their lack of stringent merit or financial need requirements. With few hoops to jump through, these scholarships are simple for students to understand, but can they broadly boost college enrollment and completion?
Continue reading “The Kalamazoo Promise—Keeping Its Promise to Expand College Enrollment and Completion”
When a teen mom brings a baby into the home, there might be effects on her younger siblings, but conducting research on these effects is difficult because families where teen birth occurs differ from other families in many important ways. In fact, in new research, Jennifer Heissel demonstrates that teen childbearing has negative spillovers to younger siblings, and that the test scores of both teen moms and their siblings are already on a downward trajectory for years before the teen mom actually gives birth.
Continue reading “Academic Outcomes for the Siblings of Teen Moms”
UNESCO reports that 200 million adolescents were out of school in 2016. This missed opportunity is especially costly because secondary education brings substantial intergenerational benefits, as Jorge Agüero and Maithili Ramachandran show in a new study to be published in the Journal of Human Resources.
Continue reading “Ending Education Apartheid in Zimbabwe Increased Education for Adolescents—And Their Children”
More experienced and better qualified teachers are less likely to teach in schools that serve children from relatively poor families. This could have important consequences for student outcomes. To attract more experienced teachers, schools in disadvantaged neighborhoods might consider offering higher salaries. José María Cabrera (Universidad de Montevideo, Uruguay) and Dinand Webbink (Erasmus School of Economics, Rotterdam, Tinbergen Institute, IZA) asked: What is the impact of higher salaries on teachers and students?
Continue reading “Do Higher Salaries Yield Better Teachers and Better Student Outcomes?”
The relationship between class size and human capital is one of the most researched and debated questions in education, but evidence on this matter has been difficult to come by. In a recent study reported in the JHR, Edwin Leuven and Sturla Løkken present long-term impact estimates of average class size in compulsory school (Grades 1–9) for Norway, specifically looking at effects on income.
Continue reading “Benefits of Smaller Classes—A Cautionary Tale”
Working in teams presents many advantages, from knowledge sharing to technological complementarities, but also a major drawback—individuals may be tempted to let others do the work, a phenomenon known as “free-riding.” In a recent study, Kristian Behrens (Université du Québec à Montréal) and Matthieu Chemin (McGill University) examined groups of students assigned a multi-week group project in order to find a successful strategy for motivating team members.
Continue reading “Nonbinding Peer Reviews Can Improve Team Effort and Productivity”
Parents often think about their child’s future success when they consider waiting for them to start school, but a child’s age and grade level also affect how much time parents spend on child-related activities, work, and leisure. In a recent study Rasmus Landersø (Rockwool Foundation Research Unit), Helena Skyt Nielsen (Aarhus University), and Marianne Simonsen (Aarhus University) find that postponing children’s school start frees resources and allows parents to use more time on activities unrelated to the child, with effects on the family that extend beyond the early childhood years.
Continue reading “Redshirting Kids—Delaying Starting School Affects the Entire Family”
College students who receive need-based financial aid typically must meet minimum academic standards to stay eligible, and it’s not well understood how this impacts their outcomes. Do these standards encourage low-income college students to improve their academic performance, or encourage them to drop out? Judith Scott-Clayton and Lauren Schudde examined the consequences of failing to meet Satisfactory Academic Progress (SAP) standards for federal aid recipients—specifically, a minimum 2.0 GPA requirement—among community college entrants in one state.
Continue reading “What Happens when Students Must Meet Academic Standards to Receive Need-Based Aid?”
States subsidize public higher education with the goal of building an educated workforce. But college-educated workers can and often do migrate across states after completing their education. The resulting “brain drain” may harm states who invest in higher education only to have the benefits reaped elsewhere. So is the investment worth it? Does encouraging young people to attend college in-state affect where they live later in life? Or does educating more young people in a state just result in more out-migration? John Winters studies these questions and offers policy implications for the United States.
Continue reading “Battling the Brain Drain—In-State College Enrollment Affects Future Residence”