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Biasi, Barbara; Ma, Song - 2022

This paper documents differences across higher-education courses in the coverage of frontier knowledge. Comparing the … text of 1.7M syllabi and 20M academic articles, we construct the "education-innovation gap," a syllabus's relative … proximity to old and new knowledge. We show that courses differ greatly in the extent to which they cover frontier knowledge …

Persistent link: https://www.econbiz.de/10013167978

Inequality during the early years: Child outcomes and readiness to learn in Australia, Canada, United Kingdom, and United States

Bradbury, Bruce; Corak, Miles; Waldfogel, Jane; … - 2011

This study of the emergence of inequality during the early years is based upon a comparative analysis of children at the age of about five years in Australia, Canada, the United Kingdom and the United States. We study a series of child outcomes related to readiness to learn, focusing on...

Persistent link: https://www.econbiz.de/10010282315

Female Neighbors, Test Scores, and Careers

Goulas, Sofoklis; Megalokonomou, Rigissa; Zhang, Yi - 2022

How much does your neighbor impact your test scores and career? In this paper, we examine how an observable characteristic of same-age neighbors—their gender—affects a variety of high school and university outcomes. We exploit randomness in the gender composition of local cohorts at birth...

Persistent link: https://www.econbiz.de/10014241310

Elite education, mass education, and the transition to modern growth

Strulik, Holger; Werner, Katharina - 2015

We propose an innovation-driven growth model in which education is determined by family background and cognitive …

Persistent link: https://www.econbiz.de/10011392484

Differential performance in high vs. low stakes tests : evidence from the GRE test

Schlosser, Analia; Neeman, Zvika; Attali, Yigal - 2019

We study how different demographic groups respond to incentives by comparing their performance in "high" and "low" stakes situations. The high stakes situation is the GRE examination and the low stakes situation is a voluntary experimental section of the GRE. We find that Males exhibit a larger...

Persistent link: https://www.econbiz.de/10011996241

Socio-economic gaps in university enrollment : the role of perceived pecuniary and non-pecuniary returns

Boneva, Teodora; Rauh, Christopher - 2017

To understand the socio-economic enrollment gap in university attendance, we elicit students’ beliefs about the benefits of university education in a sample of 2,540 secondary school students. Our choice model estimates reveal that perceived non-pecuniary benefits explain a large share of the...

Persistent link: https://www.econbiz.de/10011757767

The Causal Impact of Socio-Emotional Skills Training on Educational Success

Sorrenti, Giuseppe - 2020

We study the long-term effects of a randomized intervention targeting children's socio-emotional skills. The classroom-based intervention for primary school children has positive impacts that persist for over a decade. Treated children become more likely to complete academic high school and...

Persistent link: https://www.econbiz.de/10012837670

Long-Run Trends in the U.S. SES-Achievement Gap

Hanushek, Eric Alan - 2020

Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP, Main-NAEP, TIMSS, and PISA that are psychometrically linked over time, we trace trends in achievement for U.S....

Persistent link: https://www.econbiz.de/10012840786

The causal impact of socio-emotional skills training on educational success

Sorrenti, Giuseppe; Zölitz, Ulf; Ribeaud, Denis; … - 2020

We study the long-term effects of a randomized intervention targeting children’s socio-emotional skills. The classroom-based intervention for primary school children has positive impacts that persist for over a decade. Treated children become more likely to complete academic high school and...

Persistent link: https://www.econbiz.de/10012196311

High-ability influencers? : the heterogeneous effects of gifted classmates

Balestra, Simone; Sallin, Aurélien; Wolter, Stefan C. - 2020

This paper examines how exposure to students identified as gifted (IQ ≥ 130) affects achievement in secondary school, enrollment in post-compulsory education, and occupational choices. By using student-level administrative data on achievement combined with psychological examination records, we...

Persistent link: https://www.econbiz.de/10012391367