Education Economics

1997 - 2026

Current editor(s): Caren Wareing and Steve Bradley

From Taylor & Francis Journals
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Volume 34, issue 1, 2026

Altruism, cooperativeness and academic achievement: a lab in the field experiment in French middle schools pp. 1-28

Etienne Dagorn, David Masclet and Thierry Penard

Stairway to heaven? The economic consequences of setting foot in college in Colombia pp. 29-60

Luis Omar Herrera-Prada and Inmaculada Martínez-Zarzoso

Teacher education and student achievement in Brazil pp. 61-82

Mauricio Reis

Teacher retention in early college high schools and STEM academies: understanding the positive impacts of college and career readiness school models pp. 83-114

David S. Knight, Pooya Almasi, Jinseok Shin and Julia Duncheon

Majority vote on educational standards pp. 115-129

Robert Schwager

Why doesn't expanding higher education decrease wage inequality? pp. 130-142

Hidefumi Kasuga and Yuichi Morita

Education and earnings in Panama: the role of education-occupation matches pp. 143-155

Avinandan Chakraborty and Stephen Rubb

Can mindfulness meditation improve performance? Evidence from a college classroom pp. 156-171

Christina Peters and Katherine M. Sauer

Volume 33, issue 6, 2025

Effects of extreme temperature on childhood cognitive development: evidence from China pp. 819-837

Han'ge Yu

The response of public education spending to changes in student cohort sizes pp. 838-851

Samuel Lüthi and Maria Zumbuehl

COVID-19, school closures and (cyber)bullying in Germany pp. 852-865

Helen Rahlff, Ulf Rinne and Hendrik Sonnabend

Wearing school uniforms in childhood linked with wearing anti-COVID-19 masks in adulthood: an instrumental variable approach pp. 866-884

Sun Youn Lee, Shusaku Sasaki and Fumio Ohtake

Beyond test scores: the impact of test persistence value-added on student achievement pp. 885-903

Matthew Baird, John Pane and James Soland

Heterogeneity in STEM coursework within and across college majors: do college graduates’ earnings depend on major, STEM credits, or both? pp. 904-928

Audrey Light and Sydney Schreiner Wertz

Language capital and grade repetition: evidence from nationally-representative survey data in India pp. 929-945

Anirudh Tagat and Bijoyetri Samaddar

What explains socioeconomic inequality in study abroad participation? New evidence from large-scale administrative data pp. 946-965

David Horan, Darragh Flannery and John Cullinan

Volume 33, issue 5, 2025

Consequences of a welfare benefit reduction for refugee families on children’s school absence and crime pp. 631-659

Christina Munkholm Andersen

Improving the teacher feedback process in primary education: evidence from randomized controlled trials in schools in rural China pp. 660-685

Xiang Zhou, Ho Lun Wong, Xiangdong Wei and William Siebert

The employment effects of the disability education gap in Europe pp. 686-699

Maciej Albinowski, Iga Magda and Agata Rozszczypała

Impact of long working hours on teachers’ well-being pp. 700-721

Akihiro Hashino

Effect of corruption on educational quantity and quality: theory and evidence pp. 722-746

Amadou Boly, Kole Keita, Assi Okara and Guei C. Okou

Horizontal educational mismatch among Indonesian graduates: is there any earnings penalty? pp. 747-774

Dani Rahman Hakim, Disman Disman and Dadang Dahlan

Representation in Brazilian classrooms: racial matching between students and teachers and school performance pp. 775-793

Samuel de Albuquerque Rocha, Isabel Pessoa de Arruda Raposo, Sónia Maria Fonseca Pereira Oliveira Gomes and Diego Firmino Costa da Silva

Balancing excellence and equity in predictive college admissions: insights from the University of the Philippines pp. 794-817

Jan Carlo Punongbayan

Volume 33, issue 4, 2025

Explaining educational achievement among Indigenous individuals: how important are culture and language? pp. 479-514

Melanie O'Gorman

The effect of test anxiety on high-stakes exams: evidence from an RCT using biomarkers pp. 515-533

Emanuela Macri' and Giuseppe Migali

Getting across the finish line: how to boost completion rates for underrepresented student groups pp. 534-552

Arianna Carroll and Michael A. Quinn

The broadening of international education in the twenty-first century pp. 553-563

Eric T. Stuen

School ICT resources, teachers, and online education: evidence from school closures in Japan during the COVID-19 pandemic pp. 564-577

Hideo Akabayashi, Shimpei Taguchi and Mirka Zvedelikova

Teachers’ perceptions of students’ school performance: the impact of classroom composition. Evidence from a survey experiment pp. 578-594

Tamás Keller

Quantifying the productivity effects of education-job mismatch: a cross-country analysis pp. 595-612

Kanat Abdulla

Private tutoring and academic achievement in a selective education system pp. 613-630

Maria Zumbuehl, Stefanie Hof and Stefan Wolter

Volume 33, issue 3, 2025

Academic rank, socioeconomic rank, and educational outcomes: longitudinal evidence from Chile pp. 311-332

Maria Palma

The short-term effects of differential exposure to COVID-19 on educational outcomes in Guatemala pp. 333-354

Andrés Ham, Emmanuel Vazquez and Monica Yanez-Pagans

Developing reading fluency in primary school: evidence from an RCT pp. 355-371

Matheus Gomes and Guilherme Hirata

Grades and labour market earnings in Canada: new evidence from the 2018 National Graduates Survey pp. 372-398

Josephine Essilfie and Richard E. Mueller

Career guidance to lessen inequalities in education: internal evidence from OECD–PISA 2018 data pp. 399-416

Tommaso Agasisti, José M. Pastor, Ángel Soler and Iván Vicente

Who is doing better? Exploring the effect of COVID-19 on students’ academic performance across the test score distribution pp. 417-431

Silvia C. Gómez Soler, Juanita Cifuentes González and Luz Karime Abadía Alvarado

School quality and student learning: evidence from Japanese primary and lower secondary schools pp. 432-461

Tomoko Utsumi

Awarding gaps in higher education by ethnicity, schooling and family background: a UK university case study pp. 462-477

Gianna Boero, Brian Karanja, Robin Naylor and Tammy Thiele

Volume 33, issue 2, 2025

Can skills differences explain the gap in track recommendation by socio-economic status? pp. 161-179

Maria Zumbuehl, Nihal Chehber and Rik Dillingh

Students’ resilience and school efficiency in one of the most unequal countries in the world: empirical evidence from Colombia pp. 180-197

Sebastian López-Estrada, Tommaso Agasisti, Víctor Giménez and Diego Prior

Foundational learning program evaluation and dropouts: are dropouts a heterogeneous group? pp. 198-217

David Gray and Louis-Philippe Morin

The medium-term impact of a conditional cash transfer programme on educational outcomes in England pp. 218-239

Yuyan Jiang

School innovation for continuous learning in the period of a health shock and pupils’ mental wellbeing in Burkina Faso and Ethiopia pp. 240-257

Uchenna Efobi

A comparison between two systems of university education: years of study versus credit accumulation pp. 258-276

Catherine Dehon and Léonore Lebouteiller

More A’s and I get to stay? How grading influences employment outcomes for contingent faculty pp. 277-292

Veronica Sovero and Amanda L. Griffith

Do college students demand lower tuition for online learning? Empirical evidence from choice experiments during COVID-19 pp. 293-310

H. Holly Wang, Yizhou Hua and Christine Wilson

Volume 33, issue 1, 2025

Unbundling returns to postsecondary degrees and skills: evidence from Colombia pp. 1-18

Matias Busso, Sebastian Montaño and Juan Munoz-Morales

Improving learning outcomes for out-of-school children: evidence from a randomized evaluation of an accelerated learning program in Liberia pp. 19-38

Jeffery McManus, Mico Rudasingwa, Ewoud Nijhof, Kenna Mokobi, Serigne Fallou Deme, James Kiawoin, Felipe Acero Garay, Leah Mwai and Cassandre Pignon

Can teachers learn online? – evidence from Armenia during the COVID-19 pandemic pp. 39-52

Naneh Hovanessian, Gevorg Minasyan, Armen Nurbekyan, Mattias Polborn and Tigran Polborn

The over-education wage penalty among PhD holders: a European perspective pp. 53-75

Loredana Cultrera, Francois Rycx, Giulia Santosuosso and Guillaume Vermeylen

The effect of COVID-19 on international student credit mobility: a gravity model approach pp. 76-92

Giorgio Di Pietro and Adriana Perez-Encinas

Identifying high-quality teachers pp. 93-120

Kevin Ng

Collective bargaining laws and returns to STEM majors in the labor market for teachers pp. 121-137

Andrew Ju and Krishna Regmi

The effect of school damages on educational outcomes in post-hurricane Jamaica pp. 138-160

Kaywana Raeburn