The Experts below are selected from a list of 35598 Experts worldwide ranked by ideXlab platform
Leonardo Gasparini - One of the best experts on this subject based on the ideXlab platform.
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Educational Inequality and intergenerational mobility in latin america a new database
Journal of Development Economics, 2018Co-Authors: Guido Neidhofer, Joaquin Serrano, Leonardo GaspariniAbstract:Abstract The causes and consequences of the intergenerational persistence of Inequality are a topic of great interest among various fields in economics. However, until now, issues of data availability have restricted a broader and cross-national perspective on the topic. Based on rich sets of harmonized household survey data, we contribute to filling this gap by computing time series for several indexes of relative and absolute intergenerational education mobility for 18 Latin American countries over 50 years and making them publicly available. We find that intergenerational mobility is, on average, rising in Latin America. This pattern seems to be driven by the high upward mobility of children from low-educated families; at the same time, there is substantial immobility at the top of the distribution. Significant cross-country differences are observed and are associated with income Inequality, poverty, economic growth, public Educational expenditures, and assortative mating.
Ludger Woessmann - One of the best experts on this subject based on the ideXlab platform.
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covid 19 and Educational Inequality how school closures affect low and high achieving students
European Economic Review, 2021Co-Authors: Elisabeth Grewenig, Philipp Lergetporer, Katharina Werner, Ludger Woessmann, Larissa ZierowAbstract:In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect detailed time-use information on students before and during the school closures in a survey of 1099 parents in Germany. We find that while students on average reduced their daily learning time of 7.4 h by about half, the reduction was significantly larger for low-achievers (4.1 h) than for high-achievers (3.7 h). Low-achievers disproportionately replaced learning time with detrimental activities such as TV or computer games rather than with activities more conducive to child development. The learning gap was not compensated by parents or schools who provided less support for low-achieving students.
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Educational Inequality and public policy preferences evidence from representative survey experiments
Journal of Public Economics, 2020Co-Authors: Philipp Lergetporer, Katharina Werner, Ludger WoessmannAbstract:Abstract To study how information about Educational Inequality affects public concerns and policy preferences, we devise survey experiments in representative samples of the German population. Providing information about the extent of Educational Inequality strongly increases concerns about Educational Inequality. It also affects support for equity-oriented education policies (which have high baseline support), although effects are quantitatively small on average. However, instrumental-variable estimates suggest substantial effects of concerns on policy preferences among the compliers whose concerns are shifted by the information treatment. There are substantial effects on support for compulsory preschool, which increases further if respondents are informed about policy effectiveness.
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covid 19 and Educational Inequality how school closures affect low and high achieving students
Research Papers in Economics, 2020Co-Authors: Elisabeth Grewenig, Philipp Lergetporer, Katharina Werner, Ludger Woessmann, Larissa ZierowAbstract:In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect detailed time-use information on students before and during the school closures in a survey of 1,099 parents in Germany. We find that while students on average reduced their daily learning time of 7.4 hours by about half, the reduction was significantly larger for low-achievers (4.1 hours) than for high-achievers (3.7 hours). Low-achievers disproportionately replaced learning time with detrimental activities such as TV or computer games rather than with activities more conducive to child development. The learning gap was not compensated by parents or schools who provided less support for low-achieving students. The reduction in learning time was not larger for children from lower-educated parents, but it was larger for boys than for girls. For policy, our findings suggest binding distance-teaching concepts particularly targeted at low-achievers.
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Educational Inequality and public policy preferences evidence from representative survey experiments
2018Co-Authors: Philipp Lergetporer, Katharina Werner, Ludger WoessmannAbstract:To study how information about Educational Inequality affects public concerns and policy preferences, we devise survey experiments in representative samples of the German population. Providing information about the extent of Educational Inequality strongly increases concerns about Educational Inequality but only slightly affects support for equity-oriented education policies, which is generally high. The small treatment effects are not due to respondents' failure to connect policies with Educational Inequality or aversion against government interventions. Support for compulsory preschool is the one policy with a strong positive information treatment effect, which is increased further by informing about policy effectiveness.
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does Educational tracking affect performance and Inequality differences in differences evidence across countries
The Economic Journal, 2006Co-Authors: Eric A Hanushek, Ludger WoessmannAbstract:Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, we employ an international differences-in-differences approach. We identify tracking effects by comparing differences in outcome between primary and secondary school across tracked and non-tracked systems. Six international student assessments provide eight pairs of achievement contrasts for between 18 and 26 cross-country comparisons. The results suggest that early tracking increases Educational Inequality. While less clear, there is also a tendency for early tracking to reduce mean performance. Therefore, there does not appear to be any equity-efficiency trade-off.
Philipp Lergetporer - One of the best experts on this subject based on the ideXlab platform.
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covid 19 and Educational Inequality how school closures affect low and high achieving students
European Economic Review, 2021Co-Authors: Elisabeth Grewenig, Philipp Lergetporer, Katharina Werner, Ludger Woessmann, Larissa ZierowAbstract:In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect detailed time-use information on students before and during the school closures in a survey of 1099 parents in Germany. We find that while students on average reduced their daily learning time of 7.4 h by about half, the reduction was significantly larger for low-achievers (4.1 h) than for high-achievers (3.7 h). Low-achievers disproportionately replaced learning time with detrimental activities such as TV or computer games rather than with activities more conducive to child development. The learning gap was not compensated by parents or schools who provided less support for low-achieving students.
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Educational Inequality and public policy preferences evidence from representative survey experiments
Journal of Public Economics, 2020Co-Authors: Philipp Lergetporer, Katharina Werner, Ludger WoessmannAbstract:Abstract To study how information about Educational Inequality affects public concerns and policy preferences, we devise survey experiments in representative samples of the German population. Providing information about the extent of Educational Inequality strongly increases concerns about Educational Inequality. It also affects support for equity-oriented education policies (which have high baseline support), although effects are quantitatively small on average. However, instrumental-variable estimates suggest substantial effects of concerns on policy preferences among the compliers whose concerns are shifted by the information treatment. There are substantial effects on support for compulsory preschool, which increases further if respondents are informed about policy effectiveness.
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covid 19 and Educational Inequality how school closures affect low and high achieving students
Research Papers in Economics, 2020Co-Authors: Elisabeth Grewenig, Philipp Lergetporer, Katharina Werner, Ludger Woessmann, Larissa ZierowAbstract:In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect detailed time-use information on students before and during the school closures in a survey of 1,099 parents in Germany. We find that while students on average reduced their daily learning time of 7.4 hours by about half, the reduction was significantly larger for low-achievers (4.1 hours) than for high-achievers (3.7 hours). Low-achievers disproportionately replaced learning time with detrimental activities such as TV or computer games rather than with activities more conducive to child development. The learning gap was not compensated by parents or schools who provided less support for low-achieving students. The reduction in learning time was not larger for children from lower-educated parents, but it was larger for boys than for girls. For policy, our findings suggest binding distance-teaching concepts particularly targeted at low-achievers.
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Educational Inequality and public policy preferences evidence from representative survey experiments
2018Co-Authors: Philipp Lergetporer, Katharina Werner, Ludger WoessmannAbstract:To study how information about Educational Inequality affects public concerns and policy preferences, we devise survey experiments in representative samples of the German population. Providing information about the extent of Educational Inequality strongly increases concerns about Educational Inequality but only slightly affects support for equity-oriented education policies, which is generally high. The small treatment effects are not due to respondents' failure to connect policies with Educational Inequality or aversion against government interventions. Support for compulsory preschool is the one policy with a strong positive information treatment effect, which is increased further by informing about policy effectiveness.
Guido Neidhofer - One of the best experts on this subject based on the ideXlab platform.
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Educational Inequality and intergenerational mobility in latin america a new database
Journal of Development Economics, 2018Co-Authors: Guido Neidhofer, Joaquin Serrano, Leonardo GaspariniAbstract:Abstract The causes and consequences of the intergenerational persistence of Inequality are a topic of great interest among various fields in economics. However, until now, issues of data availability have restricted a broader and cross-national perspective on the topic. Based on rich sets of harmonized household survey data, we contribute to filling this gap by computing time series for several indexes of relative and absolute intergenerational education mobility for 18 Latin American countries over 50 years and making them publicly available. We find that intergenerational mobility is, on average, rising in Latin America. This pattern seems to be driven by the high upward mobility of children from low-educated families; at the same time, there is substantial immobility at the top of the distribution. Significant cross-country differences are observed and are associated with income Inequality, poverty, economic growth, public Educational expenditures, and assortative mating.
Lindsey Macmillan - One of the best experts on this subject based on the ideXlab platform.
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Educational Inequality Educational expansion and intergenerational mobility
Journal of Social Policy, 2016Co-Authors: Jo Blanden, Lindsey MacmillanAbstract:The distribution of education by social background and the mobility prospects of society are intimately connected. To begin to predict future trends in mobility in the UK we bring together evidence on Educational Inequality by family background for cohorts from 1958 to 2000 for a range of Educational outcomes. There is evidence that Educational inequalities have narrowed among recent cohorts as the overall level of Educational achievement has increased. This could be promising for mobility provided the labour market returns to these qualifications are maintained. However, stubborn inequalities by background at higher attainment levels imply that narrowing inequalities and expanding equality of opportunity throughout the Educational distribution is a difficult task.