scholarly journals Does Edtech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function

2020 ◽  
Author(s):  
Eric Bettinger ◽  
Robert W. Fairlie ◽  
Anastasia Kapuza ◽  
Elena Kardanova ◽  
Prashant Loyalka ◽  
...  
Keyword(s):  
Production Function ◽  
Traditional Learning ◽  
Educational Production Function ◽  
Educational Production

scholarly journals Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function

2020 ◽  
Author(s):  
Eric Bettinger ◽  
Robert Fairlie ◽  
Anastasia Kapuza ◽  
Elena Kardanova ◽  
Prashant Loyalka ◽  
...  
Keyword(s):  
Production Function ◽  
Traditional Learning ◽  
Educational Production Function ◽  
Educational Production

scholarly journals The Social Issues Pedagogy vs. The Traditional Principles of Economics: An Empirical Examination

1998 ◽  
Vol 42 (1) ◽  
pp. 56-64 ◽  
Author(s):  
Paul W. Grimes ◽  
Paul S. Nelson
Keyword(s):  
Production Function ◽  
Standardized Test ◽  
Social Issues ◽  
Student Attrition ◽  
Empirical Examination ◽  
Educational Production Function ◽  
The Social ◽  
Educational Production ◽  
Economics Courses ◽  
Prior Experiences

Standardized test (TUCE) scores for students enrolled in a Social Issues course were compared to those of students in traditional Principles of Economics courses within the framework of a standard educational production function. The production function was estimated using Heckman's two-step procedure to correct for self-selection due to student attrition over the course of study. After controlling for student demographics, prior experiences, and academic aptitude, no significant test score differences were found between students in the Social Issues course and those in the Principles of Macroeconomics. However, Social Issues students were found to score significantly below students in the Principles of Microeconomics, ceteris paribus. The results also indicate that students had a higher probability of completion in the Social Issues course relative to a theory oriented Principles course.

scholarly journals ¿Por qué los colegios privados en Colombia obtienen mejores resultados académicos?

2020 ◽  
Vol 3 (1) ◽  
pp. 9-31
Author(s):  
Geovanny Castro Aristizábal ◽  
Marcela Díaz Rosero ◽  
Jairo Tobar Bedoya
Keyword(s):  
Production Function ◽  
Selection Bias ◽  
School Performance ◽  
Private Schools ◽  
Correct Selection ◽  
Public And Private ◽  
Educational Production Function ◽  
Educational Production

Este trabajo identifica las causas que dan origen a las brechas en el desempeño escolar entre los  colegios  públicos y privados, en las cinco principales ciudades de Colombia. Para ello, se emplea   la información de las  pruebas Saber 11-2014 y se aplica la descomposición de Oaxaca-Blinder,  combinada con estimaciones de la Función de Producción Educativa, a partir de la metodología   propuesta por Heckman. Los resultados muestran que Cartagena es la ciudad con mayor desigualdad educativa y Medellín la de menor. Para Cali, las brechas en desempeño estuvieron a favor de los centros públicos. Estas diferencias son originadas significativamente, por el componente observado del modelo, excepto en Cali, donde están explicadas por el efecto neto. Por último, la diferencia en recursos escolares  se mantiene como el factor más relevante en las brechas público-privado. Abstract This paper identifies the causes that give way to gaps in school performance between public and private schools in the five major cities of Colombia. For this purpose, the information on tests Saber 11 of 2014 were analized, and the de composition of Oaxaca-Blinder is applied, combined with estimates of educational production function, based on the methodology proposed by Heckman for correct selection bias

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