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101. Home Computers and Educational Outcomes: Evidence from the NLSY97 and CPS

Author:
Daniel O. Beltran, Kuntal K Das, and Robert W. Fairlie
Publication Date:
11-2008
Content Type:
Working Paper
Institution:
Board of Governors of the Federal Reserve System
Abstract:
Although computers are universal in the classroom, nearly twenty million children in the United States do not have computers in their homes. Surprisingly, only a few previous studies explore the role of home computers in the educational process. Home computers might be very useful for completing school assignments, but they might also represent a distraction for teenagers. We use several identification strategies and panel data from the two main U.S. datasets that include recent information on computer ownership among children -- the 2000-2003 CPS Computer and Internet Use Supplements (CIUS) matched to the CPS Basic Monthly Files and the National Longitudinal Survey of Youth 1997 -- to explore the causal relationship between computer ownership and high school graduation and other educational outcomes. Teenagers who have access to home computers are 6 to 8 percentage points more likely to graduate from high school than teenagers who do not have home computers after controlling for individual, parental, and family characteristics. We generally find evidence of positive relationships between home computers and educational outcomes using several identification strategies, including controlling for typically unobservable home environment and extracurricular activities in the NLSY97, fixed effects models, instrumental variables, and including future computer ownership and falsification tests. Home computers may increase high school graduation by reducing non-productive activities, such as truancy and crime, among children in addition to making it easier to complete school assignments.
Topic:
Crime, Education, and Science and Technology
Political Geography:
Global Focus

102. Globalisation and Higher Education

Author:
Simon Marginson and Marijk van der Wene
Publication Date:
07-2007
Content Type:
Working Paper
Institution:
The Organisation for Economic Co-operation and Development
Abstract:
Economic and cultural globalisation has ushered in a new era in higher education. Higher education was always more internationally open than most sectors because of its immersion in knowledge, which never showed much respect for juridical boundaries. In global knowledge economies, higher education institutions are more important than ever as mediums for a wide range of cross-border relationships and continuous global flows of people, information, knowledge, technologies, products and financial capital. Even as they share in the reinvention of the world around them, higher education institutions, and the policies that produce and support them, are also being reinvented. For the first time in history every research university is part of a single world-wide network and the world leaders in the field have an unprecedented global visibility and power. Research is more internationalised than before and the mobility of doctoral students and faculty has increased. The specifically global element in academic labour markets has gained weight, especially since the advent of global university rankings. This working paper explores the issues for national policy and for individual institutions. Part I provides an overview of globalisation and higher education and the global responses of national systems and individual institutions of higher education. Part II is focused on certain areas of policy with a strong multilateral dimension: Europeanisation, institutional rankings and typologies and cross-border mobility.
Topic:
Education, Globalization, Multilateralism, and Higher Education
Political Geography:
Global Focus

103. Schools, Teachers, and Education Outcomes in Developing Countries

Author:
Paul Glewwe and Michael Kremer
Publication Date:
09-2005
Content Type:
Working Paper
Institution:
The John F. Kennedy School of Government at Harvard University
Abstract:
Eighty percent of the world's children live in developing countries. For economists working on education, the study of developing countries offers both policy questions of fundamental importance and a rich set of experiences to examine. This paper, prepared as a chapter for the Handbook on the Economics of Education, starts by providing background on primary and secondary education in developing countries, then outlines an analytical framework that will be used in interpreting the studies discussed. The authors then review selected empirical work: examining the factors influencing the quantity of education obtained; focusing on education quality by examining the determinants of skills obtained while in school; and examining distortions in education systems, the political economy of education, and school reform initiatives. Finally, the authors review methodological lessons and provide recommendations for future research on education in developing countries.
Topic:
Education, Developing World, Public Policy, and Teachers
Political Geography:
Global Focus

104. Workforce Intermediaries for the Twenty-first Century

Author:
Robert Giloth
Publication Date:
11-2003
Content Type:
Working Paper
Institution:
American Assembly at Columbia University
Abstract:
Confronted with businesses facing a long-term shortage of skilled workers and evaluations showing that job training for the poor over the past 25 years had produced only meager results, a number of groups throughout the country have sought to find a more effective approach. The efforts of these partnerships, which editor Robert Giloth calls 'workforce intermediaries', are characterized by a focus on improving business productivity and helping low-income individuals not just find a job, but advance over time to jobs that enable them to support themselves and their families. This book takes stock of the world of workforce intermediaries: entrepreneurial partnerships that include businesses, unions, community colleges, and community organizations. Noted scholars and policy makers examine the development and effectiveness of these intermediaries, and a concluding chapter discusses how to provide a more coherent approach to increasing the viability and capacity of these important institutions.
Topic:
Economics, Education, Human Welfare, International Trade and Finance, and Labor Issues
Political Geography:
Global Focus

105. Nutrition Knowledge Versus Schooling in the Demand for Child Micronutrient Status

Author:
Steven Block
Publication Date:
08-2002
Content Type:
Working Paper
Institution:
The John F. Kennedy School of Government at Harvard University
Abstract:
This study extends the literature on the demand for child height to consider the demand for child micronutrient status. Micronutrient malnutrition is a pervasive and debilitating problem in many developing countries. A central focus concerns the distinct roles of maternal schooling versus maternal nutrition knowledge as determinants of micronutrient status. Applying both parametric and non-parametric techniques to Indonesian household data, the study finds that critical determinants include: child gender and age, the number of children in the household, household expenditure levels, access to water, and maternal nutrition knowledge. Maternal schooling contributes to child micronutrient status primarily through its effect on nutrition knowledge (for which schooling is not the primary source), and possibly through its effect on household expenditures.
Topic:
Education, Health, Human Resources, and Nutrition
Political Geography:
Global Focus