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Essays in Education and Development Economics
Essays in Education and Development Economics
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151140
- ISBN
- 9798382806679
- DDC
- 371
- 서명/저자
- Essays in Education and Development Economics
- 발행사항
- [Sl] : Columbia University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 155 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Eble, Alexander;Pop-Eleches, Cristian.
- 학위논문주기
- Thesis (Ph.D.)--Columbia University, 2024.
- 초록/해제
- 요약This dissertation consists of three essays focused on policies that hold the potential to reduce gender and socioeconomic gaps in the developing world. The first two chapters focus on higher education while the last chapter focuses on STEM gender gaps during primary school.Chapter 1 looks at the impacts of new transportation infrastructure on access to college, college choice, completion, and early labor market outcomes. I use novel geolocated administrative data and a difference-in-differences strategy that exploits the rollout of two new public transportation lines in Lima, Peru. I document that a 17% decrease in commuting time to college correlates with a significant 6% rise in enrollment rates, predominantly observed in private educational institutions. Notably, among the beneficiaries of this transportation policy, female students tend to opt for low-quality private colleges connected to the newly established transportation lines. Conversely, male students are more likely to enroll in public colleges, which are more geographically dispersed across the city. I use a college choice model and find that for every standard deviation increase in post-graduation expected wages, male students exhibit a willingness to commute up to 55% longer than their female counterparts. Furthermore, over the medium to long term, improved transportation accessibility is associated with a 12% boost in college graduation likelihood and a 6% increase in access to white-collar employment.Chapter 2 studies the effects of an increase in college-quality information on graduates' labor market outcomes. It takes advantage of new higher education reform that regulates universities' compliance with a set of basic quality standards and awarded or denied operating licenses based on it. This new regulation resulted in 50 closures out of 144 institutions. Using administrative labor market data, I estimate a difference-in-differences approach that takes advantage of the staggered nature of licensing decisions. Using administrative labor market data and a staggered difference-in-differences approach, we find positive effects of positive news about graduates' human capital: within one year of the licensing announcement, wages increase by 8%, employment by 7%, hours worked by 8%, and the likelihood of being employed in a large firm and the public sector by 6% and 5%, respectively. Most effects are concentrated among graduates with shorter or no tenure at their current job, while we don't find significant effects for workers with longer tenure. This suggests that uncertainty about workers' productivity is reduced over time, with public signals affecting workers' welfare.Chapter 3 studies the case of a program that provides weekly science workshops to primary school girls and evaluates whether this program improves educational achievement, attitudes, and aspirations using an experimental design in Peru. We find no significant effects on girls' academic performance until after 2 years of the program. However, we find that girls who participated in the program are more overconfident about their grades in science, have strong negative perceptions of non-STEM majors, and trade-off school time for personal projects.
- 일반주제명
- Health education
- 일반주제명
- Educational evaluation
- 일반주제명
- Education policy
- 키워드
- Gender
- 키워드
- Public colleges
- 키워드
- Peru
- 키워드
- Non-STEM majors
- 기타저자
- Columbia University TC: Economics and Education
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151140
■006m o d
■007cr#unu||||||||
■020 ▼a9798382806679
■035 ▼a(MiAaPQ)AAI31149322
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aAlba Vivar, Fabiola M.
■24510▼aEssays in Education and Development Economics
■260 ▼a[Sl]▼bColumbia University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a155 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Eble, Alexander;Pop-Eleches, Cristian.
■5021 ▼aThesis (Ph.D.)--Columbia University, 2024.
■520 ▼aThis dissertation consists of three essays focused on policies that hold the potential to reduce gender and socioeconomic gaps in the developing world. The first two chapters focus on higher education while the last chapter focuses on STEM gender gaps during primary school.Chapter 1 looks at the impacts of new transportation infrastructure on access to college, college choice, completion, and early labor market outcomes. I use novel geolocated administrative data and a difference-in-differences strategy that exploits the rollout of two new public transportation lines in Lima, Peru. I document that a 17% decrease in commuting time to college correlates with a significant 6% rise in enrollment rates, predominantly observed in private educational institutions. Notably, among the beneficiaries of this transportation policy, female students tend to opt for low-quality private colleges connected to the newly established transportation lines. Conversely, male students are more likely to enroll in public colleges, which are more geographically dispersed across the city. I use a college choice model and find that for every standard deviation increase in post-graduation expected wages, male students exhibit a willingness to commute up to 55% longer than their female counterparts. Furthermore, over the medium to long term, improved transportation accessibility is associated with a 12% boost in college graduation likelihood and a 6% increase in access to white-collar employment.Chapter 2 studies the effects of an increase in college-quality information on graduates' labor market outcomes. It takes advantage of new higher education reform that regulates universities' compliance with a set of basic quality standards and awarded or denied operating licenses based on it. This new regulation resulted in 50 closures out of 144 institutions. Using administrative labor market data, I estimate a difference-in-differences approach that takes advantage of the staggered nature of licensing decisions. Using administrative labor market data and a staggered difference-in-differences approach, we find positive effects of positive news about graduates' human capital: within one year of the licensing announcement, wages increase by 8%, employment by 7%, hours worked by 8%, and the likelihood of being employed in a large firm and the public sector by 6% and 5%, respectively. Most effects are concentrated among graduates with shorter or no tenure at their current job, while we don't find significant effects for workers with longer tenure. This suggests that uncertainty about workers' productivity is reduced over time, with public signals affecting workers' welfare.Chapter 3 studies the case of a program that provides weekly science workshops to primary school girls and evaluates whether this program improves educational achievement, attitudes, and aspirations using an experimental design in Peru. We find no significant effects on girls' academic performance until after 2 years of the program. However, we find that girls who participated in the program are more overconfident about their grades in science, have strong negative perceptions of non-STEM majors, and trade-off school time for personal projects.
■590 ▼aSchool code: 0054.
■650 4▼aHealth education
■650 4▼aEducational evaluation
■650 4▼aEducation policy
■653 ▼aGender
■653 ▼aPublic colleges
■653 ▼aLicensing decisions
■653 ▼aPeru
■653 ▼aNon-STEM majors
■653 ▼aTransportation policy
■690 ▼a0680
■690 ▼a0443
■690 ▼a0510
■690 ▼a0458
■71020▼aColumbia University▼bTC: Economics and Education.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0054
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160951▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
