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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/10013266618

College Curriculum, Diverging Selectivity, and Enrollment Expansion

Kaganovich, Michael; Su, Xuejuan - 2016

We analyze the impact of expansion of higher education on student outcomes in the context of competition among colleges which differentiate themselves horizontally by setting curricular standards. When public or economic pressures compel less selective colleges to lower their curricular demands,...

Persistent link: https://www.econbiz.de/10011555564

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...

Persistent link: https://www.econbiz.de/10012018281

Students Are Almost as Effective as Professors in University Teaching

Feld, Jan; Salamanca, Nicolás; Zölitz, Ulf - 2019

In a previous paper, we have shown that academic rank is largely unrelated to tutorial teaching effectiveness. In this paper, we further explore the effectiveness of the lowest-ranked instructors: students. We confirm that students are almost as effective as senior instructors, and we produce...

Persistent link: https://www.econbiz.de/10012052870

Does Ignorance of Economic Returns and Costs Explain the Educational Aspiration Gap? Evidence from Representative Survey Experiments

Lergetporer, Philipp; Werner, Katharina; Wößmann, Ludger - 2018

The gap in university enrollment by parental education is large and persistent in many countries. In our representative survey, 74 percent of German university graduates, but only 36 percent of those without a university degree favor a university education for their children. The latter are more...

Persistent link: https://www.econbiz.de/10011872057

Are Professors Worth It? The Value-added and Costs of Tutorial Instructors

Feld, Jan; Salamanca, Nicolás; Zölitz, Ulf - 2018

A substantial share of university instruction happens in tutorial sessions—small group instruction given parallel to lectures. In this paper, we study whether instructors with a higher academic rank teach tutorials more effectively in a setting where students are randomly assigned to tutorial...

Persistent link: https://www.econbiz.de/10011957196

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/10011431164

Opportunity and Inequality across Generations

Koeniger, Winfried; Zanella, Carlo - 2020

We analyze inequality and mobility across generations in a dynastic economy. Nurture, in terms of bequests and the schooling investment into the next generation, is observable but the draw of nature in terms of ability is hidden, stochastic and persistent across generations. We calibrate the...

Persistent link: https://www.econbiz.de/10012179898

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

Hanushek, Eric A.; Peterson, Paul E.; Talpey, Laura M.; … - 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/10012207876

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/10012207962

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