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Essays on the Economics of Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Essays on the Economics of Education./
作者:	Pariguana, Marco.
面頁冊數:	1 online resource (75 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
Contained By:	Dissertations Abstracts International84-04B.
標題:	Achievement tests. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29366756click for full text (PQDT)
ISBN:	9798352604946

Essays on the Economics of Education.
Pariguana, Marco.

Essays on the Economics of Education. - 1 online resource (75 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: B.

Thesis (Ph.D.)--The University of Western Ontario (Canada), 2022.

Includes bibliographical references

My dissertation consists of three chapters studying centralized education markets. In the first chapter, we study the effects of changing the priority structure in the centralized high school admission system in Mexico City. Academically elite schools experience excess demand, while admission priorities are based on a standardized admission exam. The system ignores other skill measures such as grade point average (GPA), which may better capture non-cognitive skills that are important for later education and life-cycle outcomes. Using a Regression Discontinuity Design (RDD), we first show that marginal admission to an elite school decreases the graduation probability for students with below-median GPA and increases it for students with above-median GPA. Guided by this evidence, we then study the effects of a counterfactual admission policy wherein elite schools use a priority index that flexibly combines information on both the admission exam and the middle school overall GPA. Our counterfactual results show that more females and lower-income students would be admitted to elite schools, and the graduation rate at elite schools would increase by six percentage points. Overall, our findings show that including the information contained in GPA to define a priority structure improves equity of access, decreases mismatch, and increases graduation. The second chapter uses five years (2005-2009) of administrative data on the centralized high school admission system in Mexico City to study whether the academic effects of being marginally admitted to an elite science school depend on the year of admission. I show that the effect on mathematics test scores at the end of high school decreases each year, starting positive and statistically significant in 2005 and ending close to zero and not significant by 2009. I propose two mechanisms to explain this trend. The first is related to changes over time in the composition of marginally admitted and rejected students combined with heterogeneity in the effect of marginal admission. The second considers changes over time in the production functions of elite and non-elite schools. Together, these results highlight the limited external validity of estimates obtained at a single point in time as they may be systematically influenced by time-varying changes in the educational context. The third chapter studies students' choice between academic and non-academic schools when they are uncertain about their academic skills. We implement a Randomized Control Trial (RCT) and find that providing students in Mexico City with more accurate information about their academic skills creates a better alignment between students' skills and the type of schools they attend. This better alignment increases on-time graduation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352604946Subjects--Topical Terms:

565866
Achievement tests.
Index Terms--Genre/Form:

542853
Electronic books.

Essays on the Economics of Education.
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245 1 0 $a Essays on the Economics of Education.
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500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
500 $a Advisor: Navarro, Salvador; Stinebrickner, Todd; Mehta, Nirav.
502 $a Thesis (Ph.D.)--The University of Western Ontario (Canada), 2022.
504 $a Includes bibliographical references
520 $a My dissertation consists of three chapters studying centralized education markets. In the first chapter, we study the effects of changing the priority structure in the centralized high school admission system in Mexico City. Academically elite schools experience excess demand, while admission priorities are based on a standardized admission exam. The system ignores other skill measures such as grade point average (GPA), which may better capture non-cognitive skills that are important for later education and life-cycle outcomes. Using a Regression Discontinuity Design (RDD), we first show that marginal admission to an elite school decreases the graduation probability for students with below-median GPA and increases it for students with above-median GPA. Guided by this evidence, we then study the effects of a counterfactual admission policy wherein elite schools use a priority index that flexibly combines information on both the admission exam and the middle school overall GPA. Our counterfactual results show that more females and lower-income students would be admitted to elite schools, and the graduation rate at elite schools would increase by six percentage points. Overall, our findings show that including the information contained in GPA to define a priority structure improves equity of access, decreases mismatch, and increases graduation. The second chapter uses five years (2005-2009) of administrative data on the centralized high school admission system in Mexico City to study whether the academic effects of being marginally admitted to an elite science school depend on the year of admission. I show that the effect on mathematics test scores at the end of high school decreases each year, starting positive and statistically significant in 2005 and ending close to zero and not significant by 2009. I propose two mechanisms to explain this trend. The first is related to changes over time in the composition of marginally admitted and rejected students combined with heterogeneity in the effect of marginal admission. The second considers changes over time in the production functions of elite and non-elite schools. Together, these results highlight the limited external validity of estimates obtained at a single point in time as they may be systematically influenced by time-varying changes in the educational context. The third chapter studies students' choice between academic and non-academic schools when they are uncertain about their academic skills. We implement a Randomized Control Trial (RCT) and find that providing students in Mexico City with more accurate information about their academic skills creates a better alignment between students' skills and the type of schools they attend. This better alignment increases on-time graduation.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Achievement tests. $3 565866
650 4 $a Graduation rate. $3 3686713
650 4 $a Admissions policies. $3 3686714
650 4 $a Cognitive ability. $3 3560491
650 4 $a School choice. $3 526446
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Education. $3 516579
650 4 $a Cognition & reasoning. $3 3556293
650 4 $a Clinical psychology. $3 524863
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Middle school education. $3 969762
650 4 $a Psychology. $3 519075
650 4 $a Secondary education. $3 2122779
655 7 $a Electronic books. $2 lcsh $3 542853
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690 $a 0622
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710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The University of Western Ontario (Canada). $3 1017622
773 0 $t Dissertations Abstracts International $g 84-04B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29366756 $z click for full text (PQDT)