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.
Multiplicative interaction terms are widely used in economics to identify heterogeneous effects and to tailor policy recommendations. The execution of these models is often flawed due to specification and interpretation errors. This article introduces regression trees and regression tree ensembles to model and visualize interaction effects. Tree-based methods include interactions by construction and in a nonlinear manner. Visualizing nonlinear interaction effects in a way that can be easily read overcomes common interpretation errors. We apply the proposed approach to two different datasets to illustrate its usefulness.
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.
This paper estimates the impact of the departure of high achieving peers on student achievement. Elite schools in Hungary cherry pick high achieving students from general primary schools in Grade 6 (Age 12). The geographical coverage of elite schools has remained unchanged since 1999, when the establishment of new elite schools stopped. We exploit this geographical variation in the immobile Hungarian society and instrument the share of students who left a general primary school to enroll into an elite school by the distance from a student’s home address to the nearest elite school. Instrumental variable estimates indicate moderate but heterogeneous effects on student achievement of those left behind in general primary schools.