Tanulmányunk országosan reprezentatív adatokra támaszkodva mérhetővé teszi a roma fiatalok készségbeli lemaradásait, és megpróbál számot adni e lemaradások valószínű társadalmi okairól. A kompetenciamérések olvasás-szövegértési és matematikai teszteredményei alapján...

Tanulmányunkban a 2009 januárjában bevezetett óvodáztatási támogatás hatását próbáljuk az első két év tényadatai alapján felmérni. Megvizsgáljuk, hogy az óvodáztatási támogatás mint feltételekhez kötött készpénz-támogatási program hatására igazolhatóan...

This study examines the effect of parental job loss on children's completion of secondary school and the mediating role of home environment in that effect. It uses rich survey data from Hungary on adolescents age 14 through 21, with detailed measures of parental employment and home environment....

Using unique data from Hungary we analyze the educational attainment of a cohort of Hungarian Roma and non-Roma students. This cohort started high school in 2006. High school dropout rate is 10 percent among non-Roma, whereas nearly 50 percent among Roma students. 75 percent of the non-Roma...

The Roma or "Gypsies" are Europe's largest and poorest ethnic minority. Nearly 80 per cent of them live in the former communist countries of Central and Eastern Europe. The Roma - Non-Roma educational gap, always substantial but slowly closing in the communist years, widened again after the...

This study estimates the expected long-term budgetary benefits to investing into Roma education in Hungary. By budgetary benefits we mean the direct financial benefits to the national budget. The main idea is that investing extra public money into Roma education would pay off even in fiscal...

This study estimates the expected long-term budgetary benefits to investing into Roma education in Hungary. By budgetary benefits we mean the direct financial benefits to the national budget. The main idea is that investing extra public money into Roma education would pay off even in fiscal...

The paper looks at school segregation in Hungary by ethnicity (Roma versus non-Roma) and social disadvantage. We use comprehensive data from the National Assessment of Basic Competences from 2006. School segregation is measured at various levesl: by micro-regions, within towns and cities, and...

Measuring non-cognitive skills in evaluations of education policy interventions is an increasingly important task. At the same time, choosing the adequate measures is difficult. Contrary to cognitive development, there is a shortage of reliable and valid measures of personality and behavioral...

This paper documents and decomposes the test score gap between Roma and non-Roma 8th graders in Hungary in 2006. Our data connect national standardized test scores to an individual panel survey with detailed data on ethnicity and family background. The test score gap is approximately one...