Journal articles: 'Quality schooling'

1

Taylor, Barry. "Quality of Schooling." International Journal of Educational Management 2, no. 1 (January 1988): 3–6. http://dx.doi.org/10.1108/eb023546.

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Curtis, Linda. "Book Review: Quality Schooling." Management in Education 9, no. 3 (June 1995): 35. http://dx.doi.org/10.1177/089202069500900324.

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Ali, Karamat, and Rana Ejaz Ali Khan. "Private Schooling - A Quality Puzzle." LAHORE JOURNAL OF ECONOMICS 7, no. 2 (July 1, 2002): 41–64. http://dx.doi.org/10.35536/lje.2002.v7.i2.a3.

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Primary school enrollment rates in Pakistan are lower than in other countries at the same level of economic development. The proportion of children reaching grade 5 is about half that in Sri Lanka and China and three-quarter that in India. Nationally, the gross primary school ratio is 74, and 101 for boys and 45 for girls. According to the National Education Policy 1992-2002, the target of literacy rate was set at 70 percent by the year 2002, which was achievable besides other measures, by inviting the private sector into education. Now, overall, private education accounts for about 10-12 percent of gross enrollments. The government of Pakistan has established a goal of universal primary enrollment by the year 2006. In the present study the quality characteristics of private schooling are discussed, i.e. qualitative aspects of schools, physical infrastructure of schools, teachers’ qualification and salaries, and fee, dropout rate, and repletion rate of the students, etc.

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Patrinos, Harry A., and Chris Sakellariou. "Quality of Schooling, Returns to Schooling and the 1981 Vouchers Reform in Chile." World Development 39, no. 12 (December 2011): 2245–56. http://dx.doi.org/10.1016/j.worlddev.2011.04.018.

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Hill, Brian V. "Quality Goods for the Clients of Schooling." Journal of Christian Education os-36, no. 1 (April 1993): 49–64. http://dx.doi.org/10.1177/002196579303600107.

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Klinov, Ruth. "Schooling and the Quality of Human Capital." Economica 72, no. 287 (August 2005): 559–60. http://dx.doi.org/10.1111/j.0013-0427.2005.430_8.x.

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Dolton, Peter. "Schooling and the Quality of Human Capital." Economic Journal 113, no. 491 (November 1, 2003): F676—F678. http://dx.doi.org/10.1046/j.0013-0133.2003.172_13.x.

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Calder, Pamela, and Alan Kennedy. "Bilingual Education: from Compensatory to Quality Schooling." First Language 19, no. 55 (February 1999): 124–25. http://dx.doi.org/10.1177/014272379901905508.

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9

Gray, John. "The quality of schooling: Frameworks for judgement." British Journal of Educational Studies 38, no. 3 (August 1990): 204–23. http://dx.doi.org/10.1080/00071005.1990.9973850.

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10

Valente, Christine. "Primary education expansion and quality of schooling." Economics of Education Review 73 (December 2019): 101913. http://dx.doi.org/10.1016/j.econedurev.2019.101913.

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Cremonini, Marco. "Captivating Schooling." Infosecurity 5, no. 8 (November 2008): 45. http://dx.doi.org/10.1016/s1754-4548(08)70157-8.

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12

Johnson, George E., and Frank P. Stafford. "On the Rate of Return to Schooling Quality." Review of Economics and Statistics 78, no. 4 (November 1996): 686. http://dx.doi.org/10.2307/2109955.

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13

Parker, Lynette. "The Quality of Schooling in a Balinese Village." Indonesia 54 (October 1992): 95. http://dx.doi.org/10.2307/3351166.

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Lee, Jong-Wha, and Robert J. Barro. "Schooling Quality in a Cross-Section of Countries." Economica 68, no. 272 (November 2001): 465–88. http://dx.doi.org/10.1111/1468-0335.00257.

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15

Kaarsen, Nicolai. "Cross-country differences in the quality of schooling." Journal of Development Economics 107 (March 2014): 215–24. http://dx.doi.org/10.1016/j.jdeveco.2013.11.005.

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16

Baker, David P., Motoko Akiba, Gerald K. LeTendre, and Alexander W. Wiseman. "Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement." Educational Evaluation and Policy Analysis 23, no. 1 (March 2001): 1–17. http://dx.doi.org/10.3102/01623737023001001.

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The growth of structured, outside-school activities for improving students’ mathematics achievement is an enduring feature of modern schooling with major policy implications. These "shadow education " activities mimic, or shadow, formal schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macro-phenomenon of modern schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that there is considerable cross-national variation in its use. Contrary to findings from single country studies, we find most shadow education is remedial in nature. We then test hypotheses concerning the national origins of shadow education and its impact on nations’ production of mathematics achievement. Our results show that institutional factors of education, including limited access and lower levels of funding, drive the use of shadow education, instead of high-stakes testing and national achievement incentives. We conclude by discussing implications for both educational policy and theory regarding the degree to which institutionalization of mass schooling increasingly dominates contexts of schooling.

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Behram, Jere R. "Is Child Schooling a Poor Proxy for Child Quality?" Demography 24, no. 3 (August 1987): 341. http://dx.doi.org/10.2307/2061302.

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18

Hanushek, Eric A., and Dennis D. Kimko. "Schooling, Labor-Force Quality, and the Growth of Nations." American Economic Review 90, no. 5 (December 1, 2000): 1184–208. http://dx.doi.org/10.1257/aer.90.5.1184.

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Direct measures of labor-force quality from international mathematics and science test scores are strongly related to growth. Indirect specification tests are generally consistent with a causal link: direct spending on schools is unrelated to student performance differences; the estimated growth effects of improved labor-force quality hold when East Asian countries are excluded; and, finally, home-country quality differences of immigrants are directly related to U.S. earnings if the immigrants are educated in their own country but not in the United States. The last estimates of micro productivity effects, however, introduce uncertainty about the magnitude of the growth effects. (JEL O40, I20, J24)

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Hanushek, Eric A., and Lei Zhang. "Quality‐Consistent Estimates of International Schooling and Skill Gradients." Journal of Human Capital 3, no. 2 (June 2009): 107–43. http://dx.doi.org/10.1086/644780.

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20

Greer, R. Douglas, Dolleen-Day Keohane, and Olive Healy. "Quality and comprehensive applications of behavior analysis to schooling." Behavior Analyst Today 3, no. 2 (2002): 120–32. http://dx.doi.org/10.1037/h0099977.

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21

Pigliaru, Francesco, and Marco Vannini. "Some Consequences of Low-Quality Schooling under Asymmetric Information." Labour 9, no. 1 (March 1995): 133–50. http://dx.doi.org/10.1111/j.1467-9914.1995.tb00183.x.

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22

Senesac, Barbara V. Kirk. "Two-Way Bilingual Immersion: A Portrait of Quality Schooling." Bilingual Research Journal 26, no. 1 (April 2002): 85–101. http://dx.doi.org/10.1080/15235882.2002.10668700.

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23

Pillay, Pundy. "Quality of schooling, certification and earnings in South Africa." International Journal of Educational Development 14, no. 1 (February 1994): 13–22. http://dx.doi.org/10.1016/0738-0593(94)90004-3.

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Jones, Andrew M., Nigel Rice, and Pedro Rosa Dias. "Quality of schooling and inequality of opportunity in health." Empirical Economics 42, no. 2 (March 27, 2011): 369–94. http://dx.doi.org/10.1007/s00181-011-0471-2.

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25

Porter, Gordon. "Organization of schooling: Achieving access and quality through inclusion." Prospects 25, no. 2 (June 1995): 299–309. http://dx.doi.org/10.1007/bf02336466.

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26

Ammermüller, Andreas, Hans Heijke, and Ludger Wößmann. "Schooling quality in Eastern Europe: Educational production during transition." Economics of Education Review 24, no. 5 (October 2005): 579–99. http://dx.doi.org/10.1016/j.econedurev.2004.08.010.

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Alonso-Soto, Daniel, and Hugo Nopo. "How do Latin American migrants in the USA stand on schooling premium? What does it reveal about education quality in their home countries?" International Journal of Manpower 39, no. 6 (September 3, 2018): 855–79. http://dx.doi.org/10.1108/ijm-06-2017-0140.

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Purpose Indicators for quality of schooling are not only relatively new in the world but also unavailable for a sizable share of the world’s population. In their absence, some proxy measures have been devised. One simple but powerful idea has been to use the schooling premium for migrant workers in the USA (Bratsberg and Terrell, 2002). The purpose of this paper is to extend this idea and compute measures for the schooling premium of immigrant workers in the USA over a span of five decades. Design/methodology/approach In this paper, the authors focus on the schooling premia for the Latin American and the Caribbean region and compare them to those of migrants from other regions, particularly from East Asia and Pacific, India, Northern Europe and Southern Europe, all relative to immigrants from former Soviet Republics. The available data allow us to measure such premia for workers who graduated from school, either at the secondary or tertiary levels, in their home countries between 1940 and 2010. Findings The results show that the schooling premia in Latin America have been steadily low throughout the whole period of analysis. The results stand after controlling for selective migration in different ways. This contradicts the popular belief in policy circles that the education quality of the region has deteriorated in recent years. In contrast, schooling premium in India shows an impressive improvement in recent decades, especially at the tertiary level. Originality/value In this paper, the authors extend the idea of computing schooling premium for migrant workers in the USA (Bratsberg and Terrell, 2002) and present comparative estimates of the evolution of schooling premia in 17 Latin American countries for both secondary and tertiary schooling levels.

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Shakeel, M. "Islamic Schooling in the Cultural West: A Systematic Review of the Issues Concerning School Choice." Religions 9, no. 12 (November 28, 2018): 392. http://dx.doi.org/10.3390/rel9120392.

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Increased Muslim immigration and conversion to Islam have influenced the rise of Islamic schools in western nation-states. Islamic schools are both formal and informal. This paper summarizes literature on Islamic schooling in the cultural west with respect to three policy-relevant issues: (1) the purpose and nature of Islamic schooling; (2) parental wishes; and (3) the quality of Islamic schooling. The initial search process resulted in 12,535 articles, 81 of which inform the current review. The review reveals a variation in education policy issues in which some countries fund private Islamic schools and others provide Islamic religious instruction in public schools. The review discusses potential solutions to address parental wishes and improve the quality of Islamic schooling. Based on the reviewed literature, the review suggests guidelines for future research.

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Dove, Nah, and Mwalimu Shujaa. "Beyond Desegregation: The Politics of Quality in African American Schooling." Journal of Negro Education 65, no. 2 (1996): 240. http://dx.doi.org/10.2307/2967317.

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30

Angus, Lawrence B. "’Quality’ schooling, conservative education policy and educational change in Australia." Journal of Education Policy 7, no. 4 (September 1992): 379–97. http://dx.doi.org/10.1080/0268093920070403.

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31

Rakestraw, Jennie F., and Donald A. Rakestraw. "Home Schooling: A Question of Quality, An Issue of Rights." Educational Forum 55, no. 1 (December 31, 1990): 67–79. http://dx.doi.org/10.1080/00131729009339289.

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32

Montero-Sieburth, Martha. "Understanding the Tensions between Equity and Quality of Secondary Schooling." Journal of Education 170, no. 2 (April 1988): 122–32. http://dx.doi.org/10.1177/002205748817000207.

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This paper identifies the inherent tensions between equity and quality of schooling in meeting diverse student needs. Intended goals of providing equity, as defined historically, are clarified in light of the shifts in meanings of quality as analyzed by Bruce Fuller over a 20-year span. Alternative goals, based on research studies and classroom observations, are presented, as well as future equity concerns for American secondary schools.

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33

Sridadi, Ahmad Rizki, and Gigih Prihantono. "Gender Inequality in Wage Rate in Indonesia." International Journal of Business and Management 13, no. 3 (February 25, 2018): 160. http://dx.doi.org/10.5539/ijbm.v13n3p160.

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Education is an indicator of advanced development, as education produces high quality human resources. However, the existence of gender gap in society causes low participation of women in education compared to men. This phenomenon happens due to various factors such as government policy, socio-economic, and culture. As such, this study aims to estimate the rate of return of gender-based school in Indonesia using Mincer earnings function. This study uses database Indonesia Family Life Survey (IFLS) 4 and 5. The two-step Heckman model of ordinary least square (OLS) is used for data analysis. The findings of this study are as follows. First, return to schooling is higher for male than female, for both service and manufacturing industries. Second, years of schooling, years of schooling interaction with manufacturing industril, years of schooling interaction with in service industril, the squared years of schooling interaction with manufacturing industril, the squared years of schooling interaction with service industril, gender interaction with service industril, gender interaction with manufacturing industril and urban/rural location are significantly influence return to schooling. While, squared years of schooling is not significantly influence return to schooling.

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Ismail, Ramlee, and Marinah Awang. "Quality of Malaysian teachers based on education and training." Quality Assurance in Education 25, no. 3 (July 3, 2017): 303–16. http://dx.doi.org/10.1108/qae-06-2016-0032.

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Purpose The purpose of this paper is to investigate how the quality of teachers based on education and training provided under new reform policies in Malaysia affects their earnings outcomes. The study conducted a benefit and returns analysis guided by human capital theory. Design/methodology/approach The study used survey research methods to investigate human capital formation in the teaching profession using teachers’ qualifications, benefits and private rate of returns as key variables in the estimation. Findings Earnings and experience levels were highly correlated with teachers’ education levels, as suggested by human capital theory. The private rate of returns in earnings for each additional year of schooling of teachers was found to lie between 3 and 4 per cent per year. Discrepancies were apparent in teachers’ qualifications and licensure levels regionally and at academic levels, as expected. These correlated with earning levels. Practical implications Improvements in teachers’ salary and employment opportunities will attract higher quality graduates to the teaching profession. Teachers’ annual earnings in Malaysia are comparable to other public sector and private professional jobs in the nation but lag far behind those of the world’s top education systems. Increasing teachers’ earnings will attract better qualified teachers. Policymakers could address these issues. Originality/value This paper demonstrates the utility of economic analyses in terms of earnings returns, to evaluate the Malaysian policy of upgrading teachers’ qualifications as a mechanism to improve the overall quality of schooling. Such studies are rare but needed to understand the benefits and returns of policy-driven teacher education and training investments. This study provides new evidence of schooling returns using a recent, national data set.

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Schultz, T. Paul. "Health and Schooling Investments in Africa." Journal of Economic Perspectives 13, no. 3 (August 1, 1999): 67–88. http://dx.doi.org/10.1257/jep.13.3.67.

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Intercountry comparisons show Africa's health and education falls short of other regions, controlling for income, women's educations, and urbanization, but growth regressions do not clarify whether this low human capital caused slow growth. Microeconometric estimates of wage returns to schooling and health indicate relatively attractive private returns in several sub-Saharan countries, although data are severely limited. Biases due to household heterogeneity and selection into the sample of wage earners do not appear to alter these assessments that the quantity and quality of human capital investments will affect future economic growth in Africa and its more equitable distribution.

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Khanal, Jagadishwar. "Impact of Scarcity on Schooling." Journal of Balkumari College 8 (December 31, 2019): 23–27. http://dx.doi.org/10.3126/jbkc.v8i0.29298.

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This article examines the effects of poverty on education. Many different aspects contribute to a community becoming disadvantaged such as deindustrialization, high unemployment rates, untreated mental health, and violent crimes. Disadvantaged communities rural and urban face many issues. These issues include broken-down housing, lack of access to professional services, and most importantly inferior education. The education is inferior for a number of reasons; students are showing up to educational institute with numerous problems that the teachers are unable to account for through instruction. The educational institute facilities face structural inadequacies which have been proven to have an effect on the quality of instruction. The teachers in the educational institutes, while qualified, are often times not supported by educational institute administration. Educational institute administrators are busy with their own issues in determining what areas to allocate their limited budget. Poverty is a vast and complex issue that plagues communities in a seemingly endless cycle. However, working together to find effective ways of solving issues caused by poverty, the future can become a brighter for Nepalese youth growing up in poor communities.

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Tambovtsev, V. "Economics and Reforms of Russia’s Education." Voprosy Ekonomiki, no. 3 (March 20, 2005): 4–19. http://dx.doi.org/10.32609/0042-8736-2005-3-4-19.

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The directions of the change of economic mechanism of secondary education in Russia, some results of modern economics and the outcomes of school reforms in a number of foreign countries oriented at increasing competition among schools are considered in the paper. It is shown that expectations of better schooling quality due to economic mechanism change are to a large extent unsound: both theoretical arguments and international experience give evidence of serious risks that schooling quality will decrease as a result of competition among schools.

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Shoukat, Ayesha, Muhammad Rizwan, and Muhammad Zaid Iqbal. "Service Quality and Brand Loyalty in the Schooling Industry of Pakistan." Humanities and Social Sciences Letters 8, no. 2 (2020): 240–51. http://dx.doi.org/10.18488/journal.73.2020.82.240.251.

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Ganderton, PHILIP, and PETER Griffin. "IMPACT OF CHILD QUALITY ON EARNINGS: THE PRODUCTIVITY-OF-SCHOOLING HYPOTHESIS." Contemporary Economic Policy 11, no. 3 (July 1993): 39–47. http://dx.doi.org/10.1111/j.1465-7287.1993.tb00388.x.

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Brotherhood, Luiz Mário, Pedro Cavalcanti Ferreira, and Cezar Santos. "Education Quality and Returns to Schooling: Evidence from Migrants in Brazil." Economic Development and Cultural Change 67, no. 3 (April 2019): 439–59. http://dx.doi.org/10.1086/698314.

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Hamdan, Mohamed Ziad. "Renovating the Quality of Transnational Schooling through Digital Info-Communication Technologies." مجلة التربية و التقدم, no. 9 (May 2017): 1–14. http://dx.doi.org/10.12816/0037579.

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Gustafsson, Jan-Eric. "Lasting effects of quality of schooling: Evidence from PISA and PIAAC." Intelligence 57 (July 2016): 66–72. http://dx.doi.org/10.1016/j.intell.2016.05.004.

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Breton, Theodore R. "The quality vs. the quantity of schooling: What drives economic growth?" Economics of Education Review 30, no. 4 (August 2011): 765–73. http://dx.doi.org/10.1016/j.econedurev.2011.01.005.

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Brasington, David M. "Private Schools and the Willingness to Pay for Public Schooling." Education Finance and Policy 2, no. 2 (April 2007): 152–74. http://dx.doi.org/10.1162/edfp.2007.2.2.152.

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Households pay a premium to live in houses assigned to high quality public schools, and the housing market yields information about the demand for public school quality. The current study estimates a two-stage house price hedonic emphasizing the role that private schools play in the willingness to pay for public school quality. The elasticity of house prices with respect to public school quality is 0.15, and 0.04 with respect to private school quality. The price elasticity of demand for public schooling is −1.72, with an income elasticity of 0.31. Public and private schools are substitutes, with a cross-price elasticity of 0.32. A school choice program that reduced private school tuition by 10 percent would reduce the willingness to pay for public school performance by 1.9 percent. The magnitude of the results generally varies markedly between large and small houses, with large houses more responsive to public and private schooling variables.

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Suggate, Sebastian P., Elizabeth A. Schaughency, and Elaine Reese. "The contribution of age and reading instruction to oral narrative and pre-reading skills." First Language 31, no. 4 (March 15, 2011): 379–403. http://dx.doi.org/10.1177/0142723710395165.

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Research suggests children beginning school around age five years show similar long-term reading achievement as children who start later, at seven years. To shed light on this phenomenon, this article presents cross-sectional data examining the oral narrative, phonemic awareness and non-word decoding skills of three groups of children at the beginning of state schooling (age 5), the beginning of Waldorf schooling (age 7) and children who attended state schooling, but were of a similar age to the Waldorf sample (age 7) ( N = 103). Key covariates of receptive vocabulary, home literacy environment, sex, ethnicity and maternal education were included. Analyses suggested language development – including story memory and narrative quality and phoneme awareness – improved with age but not length of formal schooling. Conversely, non-word decoding skills improved with formal schooling, but not age. These findings add to the literature supporting separate skill clusters of language and decoding skills, with potentially different contributors to their development.

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Munkhbat, Orolmaa, Taegshaee Bouraenjargaal, and Dashzaewaeg Moonkhtoor. "Sociology of education: multi-shift schooling in Ulaanbaatar." VESTNIK INSTITUTA SOTZIOLOGII 29, no. 2 (2019): 107–24. http://dx.doi.org/10.19181/vis.2019.29.2.579.

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This article analyzes multi-shift schooling and its effect on the quality of education in the city of Ulaanbaatar in Mongolia. Highlighted are the features, advantages and shortcomings of multi-shift schooling, achievements of middle-school pupils, satisfaction of parents and pupils with the quality and accessibility of education. Also evaluated are opinions on multi-shift schooling. After the downfall of socialism and a transition towards a free market, multiple migratory flows from provinces to the country’s capital city have led to a specific increase of the population, and as a result of government policy to admit all 6-year old children into schools, as well as an increased strain on account of transitioning from a 10-year education system to a new 12-year one, schools have encountered a lack of funds, as well as a shortage of teachers and equipment. In an attempt to solve these issues, some schools have increased the amount of pupils attending one class to 45 or more, while also instituting a third shift, which has become common practice among many of Ulaanbaatar’s middle-schools. Within the framework of a 2016 research project, the Mongolian State University’s department of sociology and social work has conducted research and evaluated the multi-shift schooling system, while utilizing various research methods (survey, interview, observation, content analysis). Under the guise of a study called “Multiple shifts in Ulaanbaatar’s secondary schools and the quality of education”, conducted in 2016-2017, scientific approaches were used such as structural functionalism, phenomenology and exchange theory in order to analyze qualitative and quantitative data. A multi-shift schooling system, especially one with three shifts, creates some serious problems. Based on our research, the main parties concerned (teachers, parents and pupils) for the most part see it as detrimental to the quality of education, and as a liability when it comes to pupils’ opportunity to enroll into the highest tier universities, given that those who go to schools working three shifts receive 20% less learning hours compared to schools working two shifts. Three shifts were introduced mainly in schools attended by children from vulnerable social groups. Such a practice creates social discrimination and violates children’s rights to an equal and quality education. 17.9% of respondents who took part in our study receive an income of less than 185,000 tugriks a month (which is less than 80 USD), while 5.4% have no income at all. A three shift system of schooling has a negative effect on health and safety in the school environment, with an increase in the disease rate among children and the number of absences.

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Veiga, Daniela Francescato, Fabíola Soares Moreira Campos, Leda Marques Ribeiro, Ivanildo Archangelo Junior, Joel Veiga Filho, Yara Juliano, Miguel Sabino Neto, and Lydia Masako Ferreira. "Mastectomy versus conservative surgical treatment: the impact on the quality of life of women with breast cancer." Revista Brasileira de Saúde Materno Infantil 10, no. 1 (March 2010): 51–57. http://dx.doi.org/10.1590/s1519-38292010000100005.

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OBJECTIVES: to compare the impact of mastectomy and conservative surgery on the quality of life of patients with breast cancer. METHODS: an assessment was made of the quality of life of patients undergoing mastectomy or segmentary mastectomy, at the Pouso Alegre Clinical Hospital, in the Brazilian State of Minas Gerais, using SF-36. The patients were grouped by age (<50 years and >50 years) and years of schooling (<8 years and >8 years). The Mann-Whitney test was used to compare the groups with regard to the age and schooling domains of SF-36. RESULTS: a significant difference between the two groups was found in the domains of "physical functioning" (p=0.04) and "pain" (p=0.01): with the patients undergoing a mastectomy registering the worst scores. Young patients who had undergone a mastectomy displayed the worst quality of life in terms of "physical functioning" (p=0.03), "pain" (p=0.01) and "social functioning" (p=0.01); those undergoing conservative surgery aged over 50 years scored worst on "role emotional" (p=0.05). Patients undergoing a mastectomy with lower levels of schooling scored lower in "physical functioning" (p=0.01), "role physical" (p=0.05) and "pain" (p=0.05). Among those who had attended school for more than eight years, those having undergone a mastectomy scored less in the "pain" domain (p=0.04). CONCLUSIONS: patients who had undergone a mastectomy had worse results in the physical component of the evaluation of quality of life and this negative impact was more strongly felt among younger patients and those with lower levels of schooling.

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Stephens, Melvin, and Dou-Yan Yang. "Compulsory Education and the Benefits of Schooling." American Economic Review 104, no. 6 (June 1, 2014): 1777–92. http://dx.doi.org/10.1257/aer.104.6.1777.

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Causal estimates of the benefits of increased schooling using US state schooling laws as instruments typically rely on specifications which assume common trends across states in the factors affecting different birth cohorts. Differential changes across states during this period, such as relative school quality improvements, suggest that this assumption may fail to hold. Across a number of outcomes including wages, unemployment, and divorce, we find that statistically significant causal estimates become insignificant and, in many instances, wrong-signed when allowing year of birth effects to vary across regions. (JEL H75, I21, I28, J24, N31, N32)

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Meyers, C. E., and Jan Blacher. "Parents' Perceptions of Schooling for Severely Handicapped Children: Home and Family Variables." Exceptional Children 53, no. 5 (February 1987): 441–49. http://dx.doi.org/10.1177/001440298705300506.

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Findings on home-school relationships for 99 parents of severely impaired school children, ages 3 to 8, are presented. An interview was developed to assess parents' satisfaction with schooling, their involvement with it, their communication with the school, and the benefits they as parents believed they derived from schooling. The study also sought to determine relationships among the above four dimensions of schooling and aspects of the family and home environments. Overall, “high” involvement and satisfaction were reported by the majority of parents. Parent involvement correlated significantly with many factors reflecting the home and quality of parenting, including overall family adjustment and level of mother's education.

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Aaronson, Daniel, Fabian Lange, and Bhashkar Mazumder. "Fertility Transitions Along the Extensive and Intensive Margins." American Economic Review 104, no. 11 (November 1, 2014): 3701–24. http://dx.doi.org/10.1257/aer.104.11.3701.

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Abstract:

By allowing for an extensive margin in the standard quantity-quality model, we generate new insights into fertility transitions. We test the model on Southern black women affected by a large-scale school construction program. Consistent with our model, women facing improved schooling opportunities for their children were more likely to have at least one child but chose to have smaller families overall. By contrast, women who themselves obtained more schooling due to the program delayed childbearing along both the extensive and intensive margins and entered higher quality occupations, consistent with education raising opportunity costs of child rearing. (JEL I20, J13, J15, J16, J24)

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Journal articles on the topic 'Quality schooling'

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