Does Private Schooling Improve International Test Scores? An Instrumental Variables Fixed Effects Analysis of the Impact of Private Schooling on PISA Scores

2017 ◽  
Author(s):  
Corey A. DeAngelis ◽  
M. Danish Shakeel
Keyword(s):  
Instrumental Variables ◽  
Test Scores ◽  
Fixed Effects ◽  
Private Schooling ◽  
The Impact

scholarly journals Access to the School Breakfast Program Is Associated with Higher Attendance and Test Scores among Elementary School Students

2019 ◽  
Vol 149 (2) ◽  
pp. 336-343 ◽  
Author(s):  
Judith S Bartfeld ◽  
Lawrence Berger ◽  
Fei Men ◽  
Yiyu Chen
Keyword(s):  
Elementary Schools ◽  
Test Scores ◽  
School Engagement ◽  
Fixed Effects ◽  
Standardized Test ◽  
Reading Scores ◽  
School Students ◽  
School Breakfast Program ◽  
School Breakfast ◽  
The Impact

ABSTRACTBackgroundThe School Breakfast Program (SBP) has grown and evolved substantially since its inception, yet relatively little is known about its impact on school engagement and academic outcomes.ObjectivesThe purpose of this study is to estimate the impact of the SBP on school attendance and standardized test scores, as well as how impacts differ among student subpopulations and between traditional and nontraditional program models.MethodsThe study uses administrative data from ∼1000 Wisconsin elementary schools during 2009–2014, including almost all public elementary schools in the state except those in Milwaukee Public School District. Over the 5-y period, 168 schools in our sample introduced a new SBP and/or changed the location of breakfast (classroom or cafeteria) or the payment structure. The impact of breakfast availability and type was evaluated using multivariable regression models with school fixed effects and extensive demographic controls, leveraging within-school changes in SBP availability and type.ResultsImplementing the SBP was associated with a 3.5-percentage-point reduction in the percentage of students with low attendance and an increase of 0.08 SD in normalized reading scores among likely-participant boys (P = 0.015), with no impact among girls. When breakfast was offered free to all students, the probability of low attendance was 3.5 percentage points lower than with traditional SBP for a broad cross-section of students (P < 0.001), and math and reading scores were 0.07 and 0.04 SD higher among the higher-income sample, respectively (P = 0.001 and P = 0.035, respectively). When breakfast was offered in the classroom, neither attendance nor reading scores differed relative to cafeteria-based SBP, whereas math scores among likely-participant boys were 0.05 SD lower (P = 0.045).ConclusionsOffering breakfast at school can modestly improve educational engagement and performance, but benefits differ across children and by program structure. Universally free breakfast appears particularly beneficial to both attendance and test scores.

scholarly journals Reclassification and Academic Success among English Language Learners: New Evidence from a Large Urban School District

2013 ◽  
Vol 13 (1) ◽  
pp. 107-136
Author(s):  
Gary Painter ◽  
Edward Flores
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Instrumental Variables ◽  
Academic Outcomes ◽  
Fixed Effects ◽  
English Language ◽  
Urban School District ◽  
The Impact ◽  
New Evidence

Abstract: On average, English Language Learners (ELLs) have inferior academic performance than their peers who speak English fluently. Research has also shown that ELLs that are reclassified as English Proficient (R-FEP) often have outcomes that approach or exceed comparable peers who are initially fluent in English upon entering school, but many of these past approaches suffer from various methodological deficiencies. In this analysis, we analyse the impact of reclassification on a broad set of academic outcomes using a number of methods to address this question, including fixed effects and instrumental variables methods. There are clear differences in academic outcomes between those students who are never reclassified and those who are R-FEP English Proficient. However, the evidence suggests that, on the margin, there is little or no incremental benefit for students that are reclassified before their peers.

scholarly journals Political competition and legislative shirking in roll-call votes: Evidence from Germany for 1953–2017

Public Choice ◽  
2021 ◽  
Author(s):  
Marco Frank ◽  
David Stadelmann
Keyword(s):  
Instrumental Variables ◽  
Fixed Effects ◽  
Political Competition ◽  
Electoral System ◽  
Roll Call ◽  
Legislative Period ◽  
Percentage Points ◽  
The Mean ◽  
German Bundestag ◽  
The Impact

AbstractWe analyze the impact of elected competitors from the same constituency on legislative shirking in the German Bundestag from 1953 to 2017. The German electoral system ensures at least one federal legislator per constituency with a varying number of elected competitors between zero to four from the same constituency. We exploit the exogenous variation in elected competitors by investigating changes in competition induced by legislators who leave parliament during the legislative period and their respective replacement candidates in an instrumental variables setting with legislator fixed effects. The existence of elected competitors from the same constituency reduces absentee rates in roll-call votes by about 6.1 percentage points, which corresponds to almost half of the mean absentee rate in our sample. The effect is robust to the inclusion of other measures of political competition.

scholarly journals Improvements in Math Instruction and Student Achievement Through Professional Learning Around the Common Core State Standards in Chicago

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842098687
Author(s):  
Elaine Allensworth ◽  
Sarah Cashdollar ◽  
Julia Gwynne
Keyword(s):  
Professional Learning ◽  
Common Core ◽  
Test Scores ◽  
Common Core State Standards ◽  
Fixed Effects ◽  
Implementation Strategies ◽  
State Standards ◽  
Pass Rates ◽  
Core State ◽  
The Impact

Existing literature on the impact of Common Core State Standards in Math has shown little benefit, but it has not examined variation in outcomes based on implementation strategies, student subgroups, or outcomes other than test scores. We use a difference-in-differences approach with school fixed effects to compare outcomes in pre- and poststandards years across schools with different levels of participation in professional learning around the standards in the middle grades in Chicago. Postimplementation, there were significantly greater improvements in student reports of standards-aligned instructional practices, math grades, pass rates, and test scores in schools with more extensive professional learning around the standards, among students with low and average initial achievement. Relationships were largely not significant for students with high initial achievement. We discuss why Chicago might have seen positive results, including the district emphasis on professional learning around the practice standards and differential impacts based on student prior achievement.

Dampak Kebijakan Moneter Pada Output Di Negara-Negara ASEAN Tahun 1980-2014

2017 ◽  
Vol 4 (1) ◽  
pp. 58-70
Author(s):  
Nur Widiastuti
Keyword(s):  
Monetary Policy ◽  
Interest Rate ◽  
Fixed Effects ◽  
Empirical Studies ◽  
Negative Relationship ◽  
Least Square ◽  
Fixed Effects Model ◽  
State Data ◽  
Ordinary Least Square ◽  
The Impact

The Impact of monetary Policy on Ouput is an ambiguous. The results of previous empirical studies indicate that the impact can be a positive or negative relationship. The purpose of this study is to investigate the impact of monetary policy on Output more detail. The variables to estimatate monetery poicy are used state and board interest rate andrate. This research is conducted by Ordinary Least Square or Instrumental Variabel, method for 5 countries ASEAN. The state data are estimated for the period of 1980 – 2014. Based on the results, it can be concluded that the impact of monetary policy on Output shown are varied.Keyword: Monetary Policy, Output, Panel Data, Fixed Effects Model

Does Board Independence Increase Firm Value? Evidence from Closed-End Funds

2019 ◽  
pp. 1-24
Author(s):  
Matthew E. Souther
Keyword(s):  
Instrumental Variables ◽  
Firm Value ◽  
Board Independence ◽  
Difference In Differences ◽  
Cross Sectional ◽  
Closed End Funds ◽  
The Impact ◽  
New Evidence

Researchers disagree about the impact of board independence on firm value. The disagreement generally stems from the endogenous nature of board appointments. I add new evidence to this discussion by using a sample of closed-end funds to document the value-enhancing effects of independent boards. Using cross-sectional, difference-in-differences, and instrumental variables techniques, I address these endogeneity concerns and find consistent evidence that board independence is associated with higher firm value.

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