For-Profit Schools Are Not Improving the Earnings of Their Graduates

graduates

In “Gainfully employed? New evidence on the earnings, employment, and debt of for-profit certificate students,” Stephanie Riegg Cellini (Brown Center on Education Policy) reports on her work with Nicholas Turner (Federal Reserve Board of Governors). They studied 14 years of earnings for more than 800,000 federally aided certificate students to determine how well for-profit schools are doing.
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Preschool and Parents’ Reactions in a Developing Country: Evidence from a School Construction Experiment in Cambodia

preschool boy

Studies from low-, middle-, and high-income countries show that children brought up in a more favorable early environment benefit in the long run. They are healthier, taller, have higher cognitive ability and educational attainment, and earn significantly higher wages. As a result, preschool construction programs are often assumed to hold considerable promise to increase school readiness while reducing socioeconomic gaps in human capital development. Researchers Adrien Bouguen (University of Mannheim), Deon Filmer (World Bank), Karen Macours (Paris School of Economics and INRA), and Sophie Naudeau (World Bank) examined a school construction project in Cambodia to see if this kind of effort had the desired results. They found that a poor understanding of parent response may be at the heart of the program’s disappointing results.
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Head Start’s Long-Run Impact

Head Start impact

Because experiences in early childhood are known to influence child development, preschool programs are often viewed as policy interventions with the most potential to improve the prospects of children from low-income families. In a new study, Owen Thompson (University of Wisconsin, Milwaukee) examined the impact of Head Start on a variety of socioeconomic outcomes for participants through age 48.
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AP Exam Scores Impact College Major Choice

students and AP scores

The choice of college major can have big implications for students’ long-term outcomes, such as lifetime earnings, but researchers have limited evidence on what helps shape this decision. New research by Christopher Avery (Harvard University), Oded Gurantz (Stanford University, College Board), Michael Hurwitz (College Board), and Jonathan Smith (Georgia State University) examined how Advanced Placement (AP), a national program that exposes high school students to a college-level curriculum, shapes students’ choice of college major.
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Does More Information, Like Releasing Test Scores, Improve Schools? Yes, But Not All

school performance

The use of school accountability systems is becoming increasingly popular as a way of changing school behavior to improve school performance. School accountability systems can be divided into two broad categories: soft and hard accountability systems. Soft accountability systems provide information about school performance to parents, students, and the schools themselves, which can influence school behavior. Hard accountability systems tie rewards and punishments to school performance, directly affecting incentives faced by schools. A new study looks at the effect of releasing information about school performance on future performance.
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You Can’t Teach What You Don’t Know: Teachers’ Lack of Knowledge Hampers Student Learning in Sub-Saharan Africa

Most children in Sub-Saharan Africa are enrolled in school these days, but for reasons not well understood, they learn very little. Previous research has shown that a lack of physical resources, such as textbooks and flip charts, cannot explain these low levels of achievement. New study finds that when teachers lack knowledge, their students fall behind.
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