Education Economics

1997 - 2025

Current editor(s): Caren Wareing and Steve Bradley

From Taylor & Francis Journals
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Volume 31, issue 6, 2023

Information provision and preferences toward tuition introduction in public universities: evidence from a survey experiment in Afghanistan pp. 649-663

Rafiuddin Najam and Alison Johnston

Revisiting the causal effect of education on political participation and interest pp. 664-682

Nadja Bömmel and Guido Heineck

Public versus private business school deans’ salary levels and structure in the United States pp. 683-697

James Monks

Does over-education raise productivity and wages equally? The moderating role of workers’ origin and immigrants’ background pp. 698-724

Valentine Jacobs, Kevin Pineda-Hernández, Francois Rycx and Mélanie Volral

The effect of decreased general training on skills and dropout - Evidence from a vocational school reform in Hungary pp. 725-734

Zoltan Hermann and Daniel Horn

Racial quotas in higher education and pre-college academic performance: evidence from Brazil pp. 735-754

Guilherme Strifezzi Leal and Álvaro Choi

Teaching strategy specialization and student achievement pp. 755-773

María Gil-Izquierdo, Jose M. Cordero and Víctor Cristóbal

Volume 31, issue 5, 2023

Closing the gender gap in science: new evidence from urban China pp. 531-554

Weili Ding, Yipeng Tang and Yongmei Hu

Contracting out schools at scale: evidence from Pakistan pp. 555-571

Lee Crawfurd and Abdullah Alam

Teaching at university pp. 572-598

Rachel Ambler, Gervas Huxley and Mike W. Peacey

The novel liquid learning system and the online gap in academic performance pp. 599-616

Rodrigo Alegría, Pablo Cárabe, Alejandro Chahoud and Ainara González de San Román

Do teachers’ college majors affect students’ academic achievement in the sciences? A cross-subfields analysis with student-teacher fixed effects pp. 617-631

Atsushi Inoue and Ryuichi Tanaka

The impact of an alternation plan between face-to-face and remote education on academic achievement pp. 632-648

Ligia Alba Melo-Becerra, Jorge Enrique Ramos-Forero, Jorge Leonardo Rodríguez Arenas and Hector Zarate-Solano

Volume 31, issue 4, 2023

Grade expectations: how well can past performance predict future grades? pp. 397-418

Gill Wyness, Lindsey Macmillan, Jake Anders and Catherine Dilnot

Local education spending mandates: Indonesia’s 20 percent rule pp. 419-438

Blane Lewis

Estimating the cost function of connecticut public K–12 education: implications for inequity and inadequacy in school spending pp. 439-470

Bo Zhao

Socio-economic gaps in educational aspirations: do experiences and attitudes matter? pp. 471-487

Tommaso Agasisti and Konstantina Maragkou

Socioeconomic disadvantage, ability to pay and university attendance in Australia pp. 488-509

Buly A. Cardak and Chris Ryan

Early earnings trajectories of international students after graduation from postsecondary programs: evidence from Canadian administrative data pp. 510-530

Youjin Choi, Feng Hou and Ping Ching Winnie Chan

Volume 31, issue 3, 2023

The link between procrastination and graduation rates: evidence from the ALEKS learning platform pp. 275-287

Ivo J. M. Arnold

Digital device use and scientific literacy: an examination using Programme for International Student assessment (PISA) 2015 data pp. 288-312

Fang Dong and Maria Cornachione Kula

Identifying false positives when targeting students at risk of dropping out pp. 313-325

Irene Eegdeman, Ilja Cornelisz, Martijn Meeter and Chris Klaveren

Post-compulsory education pathways and labour market outcomes pp. 326-352

Andrew Dickerson, Emily McDool and Damon Morris

Getting to Grade 10 in Vietnam: does an employment boom discourage schooling? pp. 353-375

Ian Coxhead, Nguyen Vuong and Phong Nguyen

The effect of terrorism on continuing education: evidence from Pakistan pp. 376-396

Umer Javeid, Stephen Pratt, Han Li and Guochang Zhao

Volume 31, issue 2, 2023

Low-stakes standardized tests in British Columbia, Canada: system accountability and/or individual feedback? pp. 145-165

Sergei Filiasov and Arthur Sweetman

Academic achievements in Sub-Saharan Africa: contexts, peers and inequalities pp. 166-188

Kadio Eric Kadio

Lifelong learning and employment outcomes: evidence from Sweden pp. 189-210

Gabriel Heller-Sahlgren

Does graduate education abroad matter? Evidence from Burkina Faso pp. 211-224

Abdoulganiour Almame Tinta, Salifou Ouedraogo and Noel Thiombiano

Industrial composition and intergenerational educational mobility pp. 225-246

Stephan D. Whitaker

Do private schools increase academic achievement? Evidence from France pp. 247-274

Leonard Moulin

Volume 31, issue 1, 2023

Distance and mismatch in graduate school selection pp. 1-30

Jared Ashworth and Michael Olabisi

Career paths of PhD graduates in eastern and western Germany: same qualification, same labor market outcomes?* pp. 31-53

Andreas Rehs and Michaela Fuchs

The gender gap in university enrolment: evidence from subjective expectations pp. 54-76

Daniel Mead

Improving students’ financial literacy by training teachers using an online professional development module pp. 77-101

Boukje Compen, Kristof De Witte, Koen Declercq and Wouter Schelfhout

Returns to schooling in European emerging markets: a meta-analysis pp. 102-128

Norio Horie and Ichiro Iwasaki

Is pupil attainment higher in well-managed schools? pp. 129-144

Alex Bryson, Lucy Stokes and David Wilkinson

Volume 30, issue 6, 2022

Educational and skills mismatches: unravelling their effects on wages across Europe pp. 561-573

L. Cultrera, B. Mahy, Francois Rycx and G. Vermeylen

Accounting for dropout risk and upgrading in educational choices: new evidence for lifetime returns in Germany pp. 574-589

Anne Zühlke, Philipp Kugler, Armin Hackenberger and Tobias Brändle

Spillover effects of investment in Early Childhood Education and Development (ECED) centers: evidence from Indonesia pp. 590-611

Prita Nurmalia Kusumawardhani

Do secondary school children stay in school and out of the labour market in the presence of an educational cash transfer? pp. 612-623

Amriza N. Wardani, Nadezhda V. Baryshnikova and Danusha Jayawardana

Selection and educational attainment: why some children are left behind? Evidence from a middle-income country pp. 624-643

Luciana Méndez-Errico and Xavier Ramos

A comparison of earnings related to higher technical and academic education pp. 644-659

Héctor Espinoza and Stefan Speckesser

Volume 30, issue 5, 2022

Language immersion and student achievement pp. 451-464

Andrew J. Bibler

Does literacy benefit internally displaced and returnee women and children? pp. 465-480

Chiara Kofol, Ben Kriechel and Tim Vetter

Grading practices, gender bias and educational outcomes: evidence from Italy pp. 481-508

Adriana Di Liberto, Laura Casula and Sara Pau

Promoting academic honesty: a Bayesian causal analysis of an integrity pilot campaign pp. 509-526

Alejandro Puerta-Cuartas and Andrés Ramírez-Hassan

Impacts of the four-day school week on high school achievement and educational engagement pp. 527-539

Paul N. Thompson, Emily J. Tomayko, Katherine B. Gunter and John Schuna

Track placement and the development of cognitive and non-cognitive skills pp. 540-559

Roxanne Korthals, Trudie Schils and Lex Borghans

Volume 30, issue 4, 2022

Leave them kids alone! The effects of abolishing grade repetition: evidence from a nationwide reform pp. 339-355

Francisco Cabrera-Hernandez

Grade reporting and student performance pp. 356-363

Puneet Arora and Nicholas Wright

Why are cognitive test scores of Spanish adults so low? The role of schooling and socioeconomic background pp. 364-383

Brindusa Anghel, Pilar Cuadrado and Federico Tagliati

Using SMS and parental outreach to improve early reading skills in Zambia pp. 384-398

Alejandro Ome and Alicia Menendez

Special educational needs placement in lower secondary education: the impact of segregated vs. mainstream placement on post-16 outcomes pp. 399-425

Beatrice Schindler Rangvid

The impact of extended school days on academic outcomes: evidence from Brazil pp. 426-450

Claudia Bueno Rocha Vidigal and Vinicius Vidigal

Volume 30, issue 3, 2022

Heterogenous parental responses to education quality pp. 225-250

Eric W. Chan

Study abroad programme participation and subsequent academic performance: evidence from administrative data pp. 251-269

John Cullinan, Darragh Flannery and Dónal Palcic

University selectivity and returns premium: evidence from Kazakhstan pp. 270-302

Kemelbayeva Saule

Why do German students reject free money? pp. 303-319

Muervet Fidan and Christian Manger

The effectiveness of remedial courses: new evidence from undergraduate students in industrial engineering pp. 320-337

Francesca Sgobbi

Volume 30, issue 2, 2022

Gender gaps in math performance, perceived mathematical ability and college STEM education: the role of parental occupation pp. 113-128

Lina Anaya, Frank Stafford and Gema Zamarro

Effect of church attendance during youth on future psychological capital endowments: the US evidence pp. 129-154

Madhu S. Mohanty

Negative spillovers from parental conflicts and implied inequality: evidence from China pp. 155-172

Ji Xu and Dandan Yu

Community is key: estimating the impact of living learning communities on college retention and GPA pp. 173-190

Jill L. Caviglia-Harris

The emerging college hours premium for men pp. 191-207

Shrathinth Venkatesh

The impact of mandatory economic education on adolescents’ attitudes pp. 208-224

Luis Oberrauch and Günther Seeber

Volume 30, issue 1, 2022

Editorial pp. 1-2

Colin Green, John Heywood and Lindsey Macmillan

Minding the gap: academic outcomes from pre-college programs pp. 3-28

Phoebe Kotlikoff, Ahmed Rahman and Katherine A. Smith

Heat and learning in elementary and middle school pp. 29-46

Travis Roach and Jacob Whitney

Deeper crisis, higher skills demand? Impact of the European financial crisis on demand for German language skills pp. 47-65

Laura Cyron and Rahul Mehrotra

The effects of voting franchise extension on education policy pp. 66-90

Torberg Falch, Bjarne Strøm and Per Tovmo

The effect of casual teaching on student satisfaction: evidence from the UK pp. 91-111

Rhys Williams