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School Quality and Family Background in Italy

Brunello, Giorgio; Checchi, Daniele - 2003

had an even stronger impact on attainment. We find that the positive impact of better school quality on educational …. Better school quality also had asymmetric effects on the returns to education, positive for individuals with poor family … suggests that better school quality, measured by a lower pupil-teacher ratio, is a technical substitute to parental education …

Persistent link: https://www.econbiz.de/10011325039

Re-testing PISA Students One Year Later: On School Value Added Estimation Using OECD-PISA

Bratti, Massimiliano; Checchi, Daniele - 2013

Thanks to the effort of two local educational authorities, in two regions of North Italy (Valle d'Aosta and the autonomous province of Trento) the PISA 2009 test was re-administered to the same students one year later. This paper is the first to analyse in the OECD-PISA context the potential...

Persistent link: https://www.econbiz.de/10010329088

Selecting or Rewarding Teachers? International Evidence from Primary Schools

Braga, Michela; Checchi, Daniele; Garrouste, Christelle; … - 2019

Using data from three waves of PIRLS, this paper examines the effect of teacher quality on fourth-grade students …

Persistent link: https://www.econbiz.de/10012005901

Should you compete or cooperate with your schoolmates?

Bratti, Massimiliano; Checchi, Daniele; Filippin, Antonio - 2008

Building upon some education studies finding that cooperative behaviour in class yields better achievements among students, this paper presents a simple model showing that free riding incentives lead to an insufficient degree of cooperation between schoolmates, which in turn decreases the...

Persistent link: https://www.econbiz.de/10010268541

Private school quality in Italy

Bertola, Giuseppe; Checchi, Daniele; Oppedisano, Veruska - 2007

We discuss how a schooling system's structure may imply that private school enrolment leads to worse subsequent performance in further education or in the labour market, and we seek evidence of such phenomena in Italian data. If students differ not only in terms of their families' ability to pay...

Persistent link: https://www.econbiz.de/10010268595

The effects of schooling on cognitive skills: Evidence from education expansions

Cappellari, Lorenzo; Checchi, Daniele; Ovidi, Marco - 2022

We quantify the causal effect of schooling on cognitive skills across 21 countries and the full distribution of working-age individuals. We exploit exogenous variation in educational attainment induced by a broad set of institutional reforms affecting different cohorts of individuals in...

Persistent link: https://www.econbiz.de/10014550296

The Effects of Schooling on Cognitive Skills: Evidence from Education Expansions

Cappellari, Lorenzo; Checchi, Daniele; Ovidi, Marco - 2023

Persistent link: https://www.econbiz.de/10014296620

Publish or Perish? Incentives and Careers in Italian Academia

Checchi, Daniele; De Fraja, Gianni; Verzillo, Stefano - 2014

We derive a theoretical model of effort in the presence of career concern based on the multi-unit all-pay auction, and closely inspired by the Italian academic market. In this model, the number of applicants, the number of new posts, and the relative importance of the determinants of promotion...

Persistent link: https://www.econbiz.de/10010398323

Skilled or educated? Educational reforms, human capital and earnings

Cappellari, Lorenzo; Castelnovo, Paolo; Checchi, Daniele; … - 2016

We use OECD-PIAAC data to estimate the earnings effects of both years of education and of numerical skills. Our identification strategy exploits differential exposure to educational reforms across birth cohorts and countries. We find that education has the strongest earnings effect. A one...

Persistent link: https://www.econbiz.de/10011739627

The Effect of Multigrade Classes on Cognitive and Non-Cognitive Skills: Causal Evidence Exploiting Minimum Class Size Rules in Italy

Checchi, Daniele; De Paola, Maria - 2017

We analyse how schooling in multigrade classes affect the formation of student cognitive and non-cognitive skills. Our identification strategy is based on some institutional features of the Italian educational system establishing a minimum number of students per class. Classes that do not reach...

Persistent link: https://www.econbiz.de/10011816483