The effect of compulsory education on non-cognitive skills: Evidence from low- and middle-income countries [0.03%]
义务基础教育对非认知技能的影响：来自低收入和中等收入国家的证据
Antonia K Entorf,Thomas J Dohmen
Antonia K Entorf
Personality traits, preferences, and attitudes significantly influence labor market outcomes, and these non-cognitive skills are shaped by the social environment. While curriculum interventions can impact these skills, the effect of compuls...
Daniel Sparks,Christine Mulhern
Daniel Sparks
Counselors are a common school resource for students navigating complicated and consequential education choices, but most students have limited access to them. We study one of the largest U.S. policies to increase access to school counselor...
Corrigendum to "Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: Evidence from Ethiopia and Peru" [Economics of Education Review, Volume 100, June 2024, Article Number 102543] [0.03%]
关于“晚期儿童基础认知技能预测教育成果：埃塞俄比亚和秘鲁的证据”的勘误说明（发表于《教育经济学评论》第100卷，2024年6月，文章编号102543）
Jennifer Lopez,Jere Behrman,Santiago Cueto et al.
Jennifer Lopez et al.
[This corrects the article PMC11271173.].
Published Erratum
Economics of education review. 2024 Dec:103:102593. DOI:10.1016/j.econedurev.2024.102593 2024
Sebastián Gallegos,Jorge Luis García
Sebastián Gallegos
We use data from a randomized early childhood education program to estimate the production technology of early life skills. Estimates indicate that, for more disadvantaged children, parental investment is a more effective input for producin...
Rashmi Barua,Gauri Kartini Shastry,Dean Yang
Rashmi Barua
We evaluate a randomized field experiment to study the effect of financial workshops for domestic workers in Singapore. Groups of women met monthly with a trained mentor. Take-up rates were low and our results are inconclusive as to whether...
Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru [0.03%]
埃塞俄比亚和秘鲁的证据表明，晚期儿童基础认知技能可以预测中学生直至青年时期的学习成绩
Jennifer Lopez,Jere Behrman,Santiago Cueto et al.
Jennifer Lopez et al.
We estimate associations between foundational cognitive skills (inhibitory control, working memory, long-term memory, and implicit learning) measured at age 12 and educational outcomes measured at ages 15 and 19-20 in Ethiopia and Peru, usi...
Silvia Granato,Enkelejda Havari,Gianluca Mazzarella et al.
Silvia Granato et al.
Exploiting admission thresholds for participating in Erasmus, the most popular higher education study abroad programme in Europe, we implement a regression discontinuity design and show that student mobility does not delay graduation and, i...
How much does teacher quality vary across teacher preparation programs? Reanalyses from six states [0.03%]
教师质量在不同的教师培训项目中的变化有多大？六个国家的重新分析
Paul T von Hippel,Laura Bellows
Paul T von Hippel
At least sixteen US states have taken steps toward holding teacher preparation programs (TPPs) accountable for teacher value-added to student test scores. Yet it is unclear whether teacher quality differences between TPPs are large enough t...
Improving school management in low and middle income countries: A systematic review [0.03%]
发展中国家学校管理的改善：系统评价研究
Gautam Anand,Aishwarya Atluri,Lee Crawfurd et al.
Gautam Anand et al.
Improving school quality in low and middle income countries (LMICs) is a global priority. One way to improve quality may be to improve the management skills of school leaders. In this systematic review, we analyze the impact of intervention...
The impact of area level mental health interventions on outcomes for secondary school pupils: Evidence from the HeadStart programme in England [0.03%]
“HeadStart”计划对英格兰地区初中学生心理健康状况的影响：以社区为基础的多水平干预模式之效果研究
Sarah Cattan,Suzet Tanya Lereya,Yeosun Yoon et al.
Sarah Cattan et al.
In light of the dramatic rise in mental health disorders amongst adolescents seen in the past decade across the world, there is an urgent need for robust evidence on what works to combat this trend. This paper provides the first robust eval...