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Essays in the Economics of Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Essays in the Economics of Education./
作者:	Braun, Martin.
面頁冊數:	1 online resource (197 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
Contained By:	Dissertations Abstracts International84-11B.
標題:	Social psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798379557300

Essays in the Economics of Education.
Braun, Martin.

Essays in the Economics of Education. - 1 online resource (197 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: B.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2023.

Includes bibliographical references

Chapter 1: Social interactions often play a key role in determining the impact of policies, but measuring the magnitude of spillover effects empirically is notoriously challenging because, in most applications, a person's relationships are likely to reflect her own characteristics (homophily), and people who are connected are likely to be affected by the same shocks (common factors). In addition, a significant share of social interactions is likely to occur through variables that are not observed by the researcher. When matched data are used, observations corresponding to the same cross-sectional units (e.g., workers or students) can be linked over time, and a cross-sectional unit's relationships (e.g., co-workers or classmates) are indexed in each time period. We show that comparisons over time in the outcomes of individuals whose relationships changed can be used to measure the importance of social interactions in the presence of flexible patterns of selection on unobservables and common factors, even if social interactions only occur through unobservables. We apply our results to estimate the importance of peer effects in student learning in elementary school.Chapter 2: Many education policies aim to improve disadvantaged students' access to good schools, but there are still open questions about how much schools affect long-run student learning. Using observational data on student moves between grades 4 and 8 in North Carolina, I capture the returns to school quality on student learning in a mover design that allows heterogeneous effects of moving across individuals and over time while accounting for unobserved student heterogeneity. I study the importance of timing and length of exposure to school quality by comparing how the returns to school quality depend on when and how long movers are in better schools. I find the effects of attending a better school on student learning are only retained for students who stay in better schools. School quality is evenly distributed across student income despite student income being a strong predictor of average school test scores. My findings suggest that improving school quality can be an effective tool for improving student learning, but only if improvements to school quality are sustained over time.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379557300Subjects--Topical Terms:

554804
Social psychology.
Subjects--Index Terms:

Social interactionIndex Terms--Genre/Form:

554714
Electronic books.

Essays in the Economics of Education.
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