Essays on economics of education
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | eng |
Título da fonte: | Repositório Institucional do FGV (FGV Repositório Digital) |
Texto Completo: | http://hdl.handle.net/10438/29335 |
Resumo: | This thesis consists of three essays on economics of education. In the first chapter we investigate the effects of a reading and writing program on literacy development in early childhood education. To this end, we conducted a randomized study, including 44 intervention schools and 44 control schools. The main results indicate that the children who participated in the program outperformed the control children, especially in the measures of reading a 'rhyme' and writing words. Analysis of heterogeneous effects suggest that the intensity of treatment and the infrastructure of schools may reinforce the effects on the development of writing skills. In the second chapter our goal is to understand the relationship between peer influence and socioemotional skills. Using a database with information on students’ friendship ties, we first consider a traditional peer effects estimation model to identify endogenous and contextual effects. The evidence suggests negative endogenous effects for all measures (cognitive and socioemotional) and the presence of contextual effects of the socioemotional measure Self-Management on Language score. In our second exercise, we analyzed which characteristics most influenced the networking formation process and observed that, among cognitive and socioemotional skills, only homophily in terms of socioemotional skills increases the probability of two students becoming friends. Our third exercise explores the possibility of heterogeneous effects, analysing the role of the student’s position within the social network in the intensity of the effects. The results indicate that the student’s centrality is an important predictor of his academic results, even when we consider the average centrality of his peers. In the third chapter we investigate whether the implementation of a full-time high school program can affect the structure of the students’ friendship network. Using data from public school students in the State of Sergipe (Brazil), we identified that the program places the treated students in a more central position. In addition, we investigate whether this variation in the networks structure could be a channel through which the program affects students’ academic scores. The results of the model indicate that the individuals’ connectivity measures positively influence their math test scores, which suggests that there may be a mediation effect of the program on these scores that should be considered when assessing the policy’s results. |
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Marchi, Natália ZanettiEscolas::EESPMata, Daniel daSantos, Daniel Domingues dosFernandes, ReynaldoPinto, Cristine Campos de XavierPonczek, Vladimir Pinheiro2020-06-22T22:02:05Z2020-06-22T22:02:05Z2020-05-28http://hdl.handle.net/10438/29335This thesis consists of three essays on economics of education. In the first chapter we investigate the effects of a reading and writing program on literacy development in early childhood education. To this end, we conducted a randomized study, including 44 intervention schools and 44 control schools. The main results indicate that the children who participated in the program outperformed the control children, especially in the measures of reading a 'rhyme' and writing words. Analysis of heterogeneous effects suggest that the intensity of treatment and the infrastructure of schools may reinforce the effects on the development of writing skills. In the second chapter our goal is to understand the relationship between peer influence and socioemotional skills. Using a database with information on students’ friendship ties, we first consider a traditional peer effects estimation model to identify endogenous and contextual effects. The evidence suggests negative endogenous effects for all measures (cognitive and socioemotional) and the presence of contextual effects of the socioemotional measure Self-Management on Language score. In our second exercise, we analyzed which characteristics most influenced the networking formation process and observed that, among cognitive and socioemotional skills, only homophily in terms of socioemotional skills increases the probability of two students becoming friends. Our third exercise explores the possibility of heterogeneous effects, analysing the role of the student’s position within the social network in the intensity of the effects. The results indicate that the student’s centrality is an important predictor of his academic results, even when we consider the average centrality of his peers. In the third chapter we investigate whether the implementation of a full-time high school program can affect the structure of the students’ friendship network. Using data from public school students in the State of Sergipe (Brazil), we identified that the program places the treated students in a more central position. In addition, we investigate whether this variation in the networks structure could be a channel through which the program affects students’ academic scores. The results of the model indicate that the individuals’ connectivity measures positively influence their math test scores, which suggests that there may be a mediation effect of the program on these scores that should be considered when assessing the policy’s results.Esta tese é composta por três ensaios em economia da educação. No primeiro capítulo, investigamos os efeitos de um programa de leitura e escrita sobre o desenvolvimento do letramento de crianças na educação infantil. Para tal, conduzimos um estudo aleatorizado, incluindo 44 escolas que receberam a intervenção e 44 escolas de controle. Os resultados principais indicam que as crianças que participaram do programa tiveram desempenho superior às crianças do controle, especialmente nas medidas de leitura de uma 'parlenda' e escrita de palavras. As análises de efeitos heterogêneos sugerem que a intensidade do tratamento e a infraestrutura das escolas podem intensificar os efeitos sobre o desenvolvimento das habilidades de escrita. No segundo capítulo, nosso objetivo é entender a relação entre a influência dos pares e as competências socioemocionais. Utilizando uma base de dados com informação sobre os vínculos de amizade dos alunos, primeiro consideramos um modelo tradicional de estimação de efeitos de pares que permita a identificação dos efeitos endôgeno e contextual. As evidências sugerem efeitos endógenos negativos para todas a medidas consideradas (cognitivas e socioemocionais) e a presença de efeitos contextuais da medida socioemocional Self-Management sobre a nota de português. Em nosso segundo exercício analisamos quais características mais influenciam no processo de formação das redes sociais e observamos que, entre habilidades cognitivas e socioemocionais, apenas a proximidade em termos das competências socioemocionais aumentam a probabilidade de dois alunos se tornarem amigos. Nosso terceiro exercício explora a possibilidade de efeitos heterogeneos, analisando o papel do posicionamento do aluno dentro da rede social na intensidade dos efeitos. Os resultados indicam que a centralidade do aluno é um importante preditor de seus resultados acadêmicos, mesmo quando consideramos a média da centralidade dos pares. No terceiro capítulo, investigamos se a implementação de um programa de ensino médio integral pode afetar a estrutura da rede de amizade dos alunos. Utilizando dados de alunos de escolas públicas do Estado de Sergipe (Brasil) identificamos que o programa coloca os alunos tratados em posição mais central. Além disso, investigamos se essa variação na estrutura das redes não poderia ser um canal através do qual o programa afeta os resultados acadêmicos dos alunos. Os resultados do modelo indicam que as medidas de conectividade dos indivíduos influenciam positivamente suas notas de matemática, o que sugere que pode haver um efeito de mediação do programa sobre essas notas que deveria ser considerado quando da avaliação dos efeitos da política.engSchooling interventionsLiteracy developmentPeer effectsSocial networksFull-time educationIntervenções escolaresDesenvolvimento da alfabetizaçãoEfeitos de paresRedes sociaisEducação em tempo integralEconomiaEducação - Aspectos econômicosAlfabetizaçãoInteração socialRedes sociaisEducação integralEssays on economics of educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional do FGV (FGV Repositório Digital)instname:Fundação Getulio Vargas 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|
dc.title.eng.fl_str_mv |
Essays on economics of education |
title |
Essays on economics of education |
spellingShingle |
Essays on economics of education Marchi, Natália Zanetti Schooling interventions Literacy development Peer effects Social networks Full-time education Intervenções escolares Desenvolvimento da alfabetização Efeitos de pares Redes sociais Educação em tempo integral Economia Educação - Aspectos econômicos Alfabetização Interação social Redes sociais Educação integral |
title_short |
Essays on economics of education |
title_full |
Essays on economics of education |
title_fullStr |
Essays on economics of education |
title_full_unstemmed |
Essays on economics of education |
title_sort |
Essays on economics of education |
author |
Marchi, Natália Zanetti |
author_facet |
Marchi, Natália Zanetti |
author_role |
author |
dc.contributor.unidadefgv.por.fl_str_mv |
Escolas::EESP |
dc.contributor.member.none.fl_str_mv |
Mata, Daniel da Santos, Daniel Domingues dos Fernandes, Reynaldo |
dc.contributor.author.fl_str_mv |
Marchi, Natália Zanetti |
dc.contributor.advisor1.fl_str_mv |
Pinto, Cristine Campos de Xavier Ponczek, Vladimir Pinheiro |
contributor_str_mv |
Pinto, Cristine Campos de Xavier Ponczek, Vladimir Pinheiro |
dc.subject.eng.fl_str_mv |
Schooling interventions Literacy development Peer effects Social networks Full-time education |
topic |
Schooling interventions Literacy development Peer effects Social networks Full-time education Intervenções escolares Desenvolvimento da alfabetização Efeitos de pares Redes sociais Educação em tempo integral Economia Educação - Aspectos econômicos Alfabetização Interação social Redes sociais Educação integral |
dc.subject.por.fl_str_mv |
Intervenções escolares Desenvolvimento da alfabetização Efeitos de pares Redes sociais Educação em tempo integral |
dc.subject.area.por.fl_str_mv |
Economia |
dc.subject.bibliodata.por.fl_str_mv |
Educação - Aspectos econômicos Alfabetização Interação social Redes sociais Educação integral |
description |
This thesis consists of three essays on economics of education. In the first chapter we investigate the effects of a reading and writing program on literacy development in early childhood education. To this end, we conducted a randomized study, including 44 intervention schools and 44 control schools. The main results indicate that the children who participated in the program outperformed the control children, especially in the measures of reading a 'rhyme' and writing words. Analysis of heterogeneous effects suggest that the intensity of treatment and the infrastructure of schools may reinforce the effects on the development of writing skills. In the second chapter our goal is to understand the relationship between peer influence and socioemotional skills. Using a database with information on students’ friendship ties, we first consider a traditional peer effects estimation model to identify endogenous and contextual effects. The evidence suggests negative endogenous effects for all measures (cognitive and socioemotional) and the presence of contextual effects of the socioemotional measure Self-Management on Language score. In our second exercise, we analyzed which characteristics most influenced the networking formation process and observed that, among cognitive and socioemotional skills, only homophily in terms of socioemotional skills increases the probability of two students becoming friends. Our third exercise explores the possibility of heterogeneous effects, analysing the role of the student’s position within the social network in the intensity of the effects. The results indicate that the student’s centrality is an important predictor of his academic results, even when we consider the average centrality of his peers. In the third chapter we investigate whether the implementation of a full-time high school program can affect the structure of the students’ friendship network. Using data from public school students in the State of Sergipe (Brazil), we identified that the program places the treated students in a more central position. In addition, we investigate whether this variation in the networks structure could be a channel through which the program affects students’ academic scores. The results of the model indicate that the individuals’ connectivity measures positively influence their math test scores, which suggests that there may be a mediation effect of the program on these scores that should be considered when assessing the policy’s results. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-06-22T22:02:05Z |
dc.date.available.fl_str_mv |
2020-06-22T22:02:05Z |
dc.date.issued.fl_str_mv |
2020-05-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10438/29335 |
url |
http://hdl.handle.net/10438/29335 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional do FGV (FGV Repositório Digital) instname:Fundação Getulio Vargas (FGV) instacron:FGV |
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Fundação Getulio Vargas (FGV) |
instacron_str |
FGV |
institution |
FGV |
reponame_str |
Repositório Institucional do FGV (FGV Repositório Digital) |
collection |
Repositório Institucional do FGV (FGV Repositório Digital) |
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Repositório Institucional do FGV (FGV Repositório Digital) - Fundação Getulio Vargas (FGV) |
repository.mail.fl_str_mv |
|
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1802749856817610752 |