Using the large scale takeover of the state schools by the church in Hungary we look at the effectiveness and the efficiency of these schools.
We attempt to link laboratory-based measures of preferences with measures of school performance. We measure in an incentivized way risk, time, social and competitive preferences and also cognitive abilities of university students and look for associations between these measures and two important academic outcome measures: exam results and GPA.
This paper estimates the combined effect of increased length of general education and decreased tracking on labour market outcomes. Contrary to previous studies finding no effect of increased general education for vocational students, we show that increasing general education for the lowest educated improves their labour market prospects.
Educational systems can be characterized by a complex structure: students, classes and teachers, schools and principals, and providers of education. The added value of schools is likely influenced by all these levels and, especially, by interactions between them. We illustrate the ability of Machine Learning (ML) methods (Regression Trees, Random Forests and Boosting) to model this complex ‘education production function’ using Hungarian data. We find that, in contrast to ML methods, classical regression approaches fail to identify relevant nonlinear interactions such as the role of school principals to accommodate district size policies. We visualize nonlinear interaction effects in a way that can be easily interpreted.
We provide new evidence on the process of early childhood skill formation by examining the effects of both kindergarten and school entry age on the cognitive and non-cognitive skill development of children using large scale testing of eight cohorts between 2008 and 2015 in grades 6, 8 and 10.
Utilizing the unique institutional setup in Hungary, where the best students are cream-skimmed from the lower secondary schools, we look at the effect of the best peers to exit the class in 5th and 7th grade. Utilizing the large scale testing of the National Assessment of Basic Competencies preliminary results show that effects are indeed negative, but are different in size and in significance in math and in reading.