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Essays on the economics of education.

Jackson, Clement Kirabo.

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Essays on the economics of education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Essays on the economics of education./
Author:	Jackson, Clement Kirabo.
Description:	152 p.
Notes:	Adviser: Caroline M. Hoxby.
Contained By:	Dissertation Abstracts International68-05A.
Subject:	Economics, Labor. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3264993
ISBN:	9780549037446

Essays on the economics of education.
Jackson, Clement Kirabo.

Essays on the economics of education. - 152 p.

Adviser: Caroline M. Hoxby.

Thesis (Ph.D.)--Harvard University, 2007.

This dissertation is comprised of three empirical essays on the economics of education. The first two chapters analyze the effect of schools on student outcomes. In Chapter 1, I analyze a program that was implemented in schools serving underprivileged populations in Texas that pays both students and teachers for passing grades on Advanced Placement (AP) examinations. Using a Difference in Differences (DID) identification strategy, I find that adoption of the program is associated with large increases in AP participation for minority students, improvements in SAT performance and increases in college matriculation. The per-student costs of the program are small relative to the implied lifetime benefits that accrue to affected students, and the program may narrow educational achievement gaps between whites and ethnic minorities at affected schools.

ISBN: 9780549037446Subjects--Topical Terms:

1019135
Economics, Labor.

Essays on the economics of education.
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020 $a 9780549037446
035 $a (UMI)AAI3264993
035 $a AAI3264993
040 $a UMI $c UMI
100 1 $a Jackson, Clement Kirabo. $3 1285750
245 1 0 $a Essays on the economics of education.
300 $a 152 p.
500 $a Adviser: Caroline M. Hoxby.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 2102.
502 $a Thesis (Ph.D.)--Harvard University, 2007.
520 $a This dissertation is comprised of three empirical essays on the economics of education. The first two chapters analyze the effect of schools on student outcomes. In Chapter 1, I analyze a program that was implemented in schools serving underprivileged populations in Texas that pays both students and teachers for passing grades on Advanced Placement (AP) examinations. Using a Difference in Differences (DID) identification strategy, I find that adoption of the program is associated with large increases in AP participation for minority students, improvements in SAT performance and increases in college matriculation. The per-student costs of the program are small relative to the implied lifetime benefits that accrue to affected students, and the program may narrow educational achievement gaps between whites and ethnic minorities at affected schools.
520 $a The streaming of students by ability across secondary schools in Trinidad and Tobago generates large differences in school quality. In Chapter 2, I estimate the effects of school quality, as measured by historical examination pass rates, on student examination performance. I use the student assignment rules to implement a "fuzzy" regression discontinuity (RD) design and to construct simulated instruments to remove the bias that occurs when students of higher unobservable ability or motivation systematically attend "better" schools. While there is evidence that "elite" secondary schools improve student exam performance, attending a low-performing secondary school is strongly related to worse academic outcomes.
520 $a In Chapter 3, I analyze how students affect the schooling environment. In 2001 Charlotte-Mecklenburg school district terminated its long standing race-based school busing policy. I use the sudden changes in schools' student demographics due to the policy change, that were uncorrelated with changes in neighborhood and school characteristics to make inferences about teachers' preferences for student characteristics. Using a simulated instrumental variables approach, I find that schools that experienced an inflow of black students gained black teachers and lost experienced white teachers. This in turn, led to increased teacher turnover, and a lower teacher qualifications. The results suggest that teacher quality is endogenous to student demographics.
590 $a School code: 0084.
650 4 $a Economics, Labor. $3 1019135
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0510
690 $a 0727
710 2 $a Harvard University. $3 528741
773 0 $t Dissertation Abstracts International $g 68-05A.
790 $a 0084
790 1 0 $a Hoxby, Caroline M., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3264993