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Alan B Krueger - One of the best experts on this subject based on the ideXlab platform.
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Race and School Quality Since Brown vs. Board of Education
1992Co-Authors: Michael A. Boozer, Alan B Krueger, Shari WolkonAbstract:This paper presents evidence on the quality of schooling by race and ethnic origin in the United States. Although substantial racial segregation across schools exists, the average Pupil-Teacher Ratio is approximately the same for black and white students. Hispanic students, however, on average have 10 percent more students per Teacher. Relative to whites, blacks and Hispanics are less likely to use computers at school and at work. The implications of these differences in school quality for labor market outcomes are examined. We conclude by examining reasons for the increase in the black-white earnings gap since the mid-1970s.
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does school quality matter returns to education and the characteristics of public schools in the united states
Journal of Political Economy, 1992Co-Authors: David Card, Alan B KruegerAbstract:This paper estimates the effects of school quality--measured by the Pupil/Teacher Ratio, average term length, and relative Teacher pay--on the rate of return to education for men born between 1920 and 1949. Using earnings data from the 1980 census, we find that men who were educated in states with higher-quality schools have a higher return to additional years of schooling. Rates of return are also higher for individuals from states with better-educated Teachers and with a higher fraction of female Teachers. Holding constant school quality measures, however, we find no evidence that parental income or education affects average state-level rates of return.
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does school quality matter returns to education and the characteristics of public schools in the united states
Journal of Political Economy, 1992Co-Authors: David Card, Alan B KruegerAbstract:This paper estimates the effects of school quality--measured by the Pupil/Teacher Ratio, average term length, and relative Teacher pay--on the rate of return to education for men born between 1920 and 1949. Using earnings data from the 1980 census, the authors find that men who were educated in states with higher-quality schools have a higher return to additional years of schooling. Rates of return are also higher for individuals from states with better-educated Teachers and with a higher fraction of female Teachers. Holding constant school quality measures, however, the authors find no evidence that parental income or education affects average state-level rates of return. Copyright 1992 by University of Chicago Press.
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Race and School Quality Since Brown vs. Board of Education
1992Co-Authors: Michael A. Boozer, Alan B Krueger, Shari WolkonAbstract:This paper presents evidence on the quality of schooling by race and ethnic origin in the United States. Although substantial racial segregation across schools exists, the average Pupil-Teacher Ratio is approximately the same for black and white students. Hispanic students, however, on average have 10 percent more students per Teacher. Relative to whites, blacks and Hispanics are less likely to use computers at school and at work. The implications of these differences in school quality for labor market outcomes are examined. We conclude by examining reasons for the increase in the black-white earnings gap since the mid-1970s. (This abstract was borrowed from another version of this item.)
Ezra Golberstein - One of the best experts on this subject based on the ideXlab platform.
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School Quality and the Education-Health Relationship: Evidence from Blacks in Segregated Schools
Journal of health economics, 2011Co-Authors: David Frisvold, Ezra GolbersteinAbstract:In this paper, we estimate the effect of school quality on the relationship between schooling and health outcomes using the substantial improvements in the quality of schools attended by black students in the segregated southern states during the mid-1900s as a source of identifying variation. Using data from the National Health Interview Survey, our results suggest that improvements in school quality, measured as the Pupil-Teacher Ratio, average Teachers' wage, and length of the school year, amplify the beneficial effects of education on several measures of health in later life, including self-rated health, smoking, obesity, and mortality.
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The Effect of School Quality on Black-White Health Differences: Evidence from Segregated Southern Schools
Emory Economics, 2010Co-Authors: David Frisvold, Ezra GolbersteinAbstract:This paper assesses the effect of black-white differences in school quality on black-white differences in health in later life due to the racial convergence in school quality for cohorts born between 1910 and 1950 in southern states with segregated schools. Using data from the 1984 through 2007 National Health Interview Surveys linked to race-specific data on school quality, we find that reductions in the black-white gap in the Pupil-Teacher Ratio and term length led to reductions in the black-white gap in self-rated health, disability, and body mass index.
Jeremiah M. Kalai - One of the best experts on this subject based on the ideXlab platform.
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Pupil Teacher Ratio and its impact on academic performance in public primary schools in central division, Machakos county, Kenya.
European Journal of Education Studies, 2016Co-Authors: Kaloki Joseph Waita, Kasau Onesmus Mulei, Kitoo Beth Mueni, Mutinda Julius Mutune, Jeremiah M. KalaiAbstract:The objectives of this study were (a) to assess the impact of PTR on academic performance in national examinations in public primary schools (b) establish if ideal PTR exist in public primary schools as recommended by TSC, UNESCO and other international standards. (c) to identify the major challenges faced in the attainment of appropriate PTR in the public schools in the Division. (d) to determine whether PTR influences academic performance. The study targeted the 78 public primary schools in which a total of 24 schools were sampled for the study. Descriptive survey design was used as the research design for the study. Questionnaires were used in collecting data for the study. The analysis involved use of simple regression to determine whether PTR predicts performance in national examinations. The relationship between PTR and performance was worked out using Pearson’s product moment correlation coefficient R, the value of R calculated was -0.323. This negative correlation between the PTR and performance indicated that as PTR increases performance decreases and vice versa. A coefficient of determination R 2 of 0.104 was obtained. This revealed that 10.4% of the performance is due to PTR while the remaining 89.6 % is due to other intervening factors or error in the independent variable. An Anova table was generated (p
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Pupil Teacher Ratio and its impact on academic performance in public primary schools in central division machakos county kenya
European Journal of Education Studies, 2016Co-Authors: Kaloki Joseph Waita, Kasau Onesmus Mulei, Kitoo Beth Mueni, Mutinda Julius Mutune, Jeremiah M. KalaiAbstract:The objectives of this study were (a) to assess the impact of PTR on academic performance in national examinations in public primary schools (b) establish if ideal PTR exist in public primary schools as recommended by TSC, UNESCO and other international standards. (c) to identify the major challenges faced in the attainment of appropriate PTR in the public schools in the Division. (d) to determine whether PTR influences academic performance. The study targeted the 78 public primary schools in which a total of 24 schools were sampled for the study. Descriptive survey design was used as the research design for the study. Questionnaires were used in collecting data for the study. The analysis involved use of simple regression to determine whether PTR predicts performance in national examinations. The relationship between PTR and performance was worked out using Pearson’s product moment correlation coefficient R, the value of R calculated was -0.323. This negative correlation between the PTR and performance indicated that as PTR increases performance decreases and vice versa. A coefficient of determination R 2 of 0.104 was obtained. This revealed that 10.4% of the performance is due to PTR while the remaining 89.6 % is due to other intervening factors or error in the independent variable. An Anova table was generated (p<0.05) which indicated that the regression model applied was significantly good enough in predicting the outcome variable. A regression model [scores = 260.8-7.60(PTR)] was generated that could be used to predict the outcome variable. The findings of the study revealed that PTR significantly influences performance of Pupils in national examinations. The study recommended to all Education sector stakeholders to pay adequate attention to PTR since it affects performance of Pupils in Primary Schools. It recommended to the government to employ more Teachers to lower PTR and ease Teacher workload. It also recommended to the government and the MOE to review the Education Act to enable schools admit Pupils on basis of PTR to avoid over enrolment and congestion in classrooms. Article visualizations:
Julian R. Betts - One of the best experts on this subject based on the ideXlab platform.
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The Impact of School Resources on Women's Earnings and Educational Attainment: Findings from the National Longitudinal Survey of Young Women
2001Co-Authors: Julian R. BettsAbstract:The paper measures the impact of high school resources on women's educational attainment and earnings. No link emerges between education and school resources ? as measured by the Pupil-Teacher Ratio, spending per Pupil, Teachers' starting salaries or books per student. For white women, no significant connection between school resources and wages is found. But school inputs are in several cases significantly and positively related to black women's wages. Wage elasticities with respect to school inputs are uniformly larger for black women. Finally, the impact of school resources on earnings remains constant or, in some cases, weakens as workers grow older.
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The Impact of School Resources on Women’s Earnings and Educational Attainment: Findings from the National Longitudinal Survey of Young Women
Journal of Labor Economics, 2001Co-Authors: Julian R. BettsAbstract:The article measures the impact of high school resources on women’s educational attainment and earnings. No link emerges between education and school resources—as measured by the Pupil‐Teacher Ratio, spending per Pupil, Teachers’ starting salaries, or books per student. For white women, no significant connection between school resources and wages is found. But school inputs are in several cases significantly and positively related to black women’s wages. Wage elasticities with respect to school inputs are uniformly larger for black women. Finally, the impact of school resources on earnings remains constant or in some cases weakens as workers grow older.
Vibeke Opheim - One of the best experts on this subject based on the ideXlab platform.
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Beyond class size reduction: Towards more flexible ways of implementing a reduced Pupil-Teacher Ratio.
International Journal of Educational Research, 2019Co-Authors: Oddny Judith Solheim, Vibeke OpheimAbstract:Abstract The effect of a reduced Pupil–Teacher Ratio has mainly been investigated as that of reduced class size. Hence we know little about alternative methods of reducing the Pupil–Teacher Ratio. Deploying additional Teachers in selected subjects may be a more flexible way, both pedagogically and financially, to exploit the opportunities for adapting instruction inherent in reducing the number of students under a Teacher’s responsibility. In this paper, we discuss limitations to previous class-size research and suggest more flexible ways to implement a reduced Pupil–Teacher Ratio. One alternative approach is illustrated with a change in national policy in Norway to increase Teacher density as well as research following this initiative.
