Álvaro Choi

The efficiency of public and publicly subsidized high schools in Spain: Evidence from PISA-2006

This paper compares the efficiency of Spanish public and publicly subsidized private high schools by data envelopment analysis (DEA), employing the results provided by a hierarchical linear model (HLM) applied to PISA-2006 (Programme for International Students Assessment) microdata. The study places special emphasis on the estimation of the determinants of school outcomes. The educational production function is estimated through an HLM that takes into account the nested nature of PISA data. Inefficiencies are then measured through DEA and decomposed into two types: managerial (related to individual performance), and programme (related to structural differences between management models), following the approach adopted by Silva Portela and Thanassoulis. Once differences in students’ backgrounds, school resources and individual management inefficiencies are removed, the results reveal that Spanish public high schools are more efficient than their publicly subsidized private equivalents.

Two-sample two-stage least squares (TSTSLS) estimates of earnings mobility: how consistent are they?

Academics and policymakers have shown great interest in cross-national comparisons of intergenerational earnings mobility. However, producing consistent and comparable estimates of earnings mobility is not a trivial task. In most countries researchers are unable to observe earnings information for two generations. They are thus forced to rely upon imputed data instead. This paper builds upon previous work by considering the consistency of the intergenerational correlation (?) as well as the elasticity (s), how this changes when using a range of different instrumental (imputer) variables, and highlighting an important but infrequently discussed measurement issue. Our key finding is that, while TSTSLS estimates of s and ? are both likely to be inconsistent, the magnitude of this problem is much greater for the former than it is for the latter. We conclude by offering advice on estimating earnings mobility using this methodology.

Regulating private tutoring consumption in Korea: Lessons from another failure

The proliferation of private tutoring is a widespread phenomenon, Korea being one the most notable examples. Indeed, successive Korean governments have attempted to limit private tutoring consumption for more than four decades. In 2006, state education authorities imposed a restriction on operating hours of hagwon (private tutoring academies) in an attempt at reducing the economic and time resources spent on private tutoring. Since then, some provincial authorities have modified the curfew on hagwon. We take advantage of these policy shifts to identify average treatment effects taking a difference-in-differences approach. Our findings suggest that enforcing the curfew did not generate a significant reduction in the hours and resources spent on private tutoring, our results being heterogeneous by school level and socioeconomic status. Demand for private tutoring seems to be especially inelastic for high school students, who increased their consumption of alternative forms of private tutoring. As the consumption of private tutoring is positively correlated with academic performance and socioeconomic status, strengthening the curfew may have a negative effect on the equality of educational opportunities.

The use (and misuse) of PISA in guiding policy reform: the case of Spain

In 2013 Spain introduced a series of educational reforms explicitly inspired by the Programme for International Student Assessment (PISA) 2012 results. These reforms were mainly implemented in secondary education – based upon the assumption that this is where Spain’s educational problems lie. This paper questions this assumption by attempting to identify the point where Spanish children fall behind young people in other developed counties in terms of their reading skills. Specifically, by drawing data from multiple international assessments, we are able to explore how cross-national differences in reading skills change as children age. Consideration is given to both the average level of achievement and the evolution of educational inequalities. Our conclusion is that policymakers have focused their efforts on the wrong part of the education system; educational achievement is low in Spain (and educational inequalities large) long before children enter secondary school. This study therefore serves as a note of caution against simplistic interpretation of the PISA rankings; policymakers must take a more nuanced approach when enacting important educational reforms.

The Distribution of Skills Among the European Adult Population and Unemployment: A Comparative Approach

The most painful effect of the Great Recession in European countries has been the surge in unemployment rates during a period that has been characterised most notably by an increase in income inequality and the heterogeneous pattern of this inequality by educational level. Thus, workers with low levels of educational attainment were among the first to lose their jobs. This paper addresses two main research questions: first, it estimates the importance of the level of skills and education on the probability of being unemployed; and, second, it provides evidence of the impact of inequalities in the previous socioeconomic and cultural background of individuals on the probability of being unemployed. These two objectives are assessed using data for 24 jurisdictions participating in the first round of the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC). Skill levels play a central role in explaining unemployment in Europe and act as an indirect channel via which a family’s sociocultural background has an impact on its labour market status.

The contribution of the population of disabled people to the attainment of Europe 2020 Strategy headline targets

This study seeks to quantify the potential contribution of one of the most disadvantaged groups in Europe, namely Europe’s population of disabled people, to the attainment of the Europe 2020 Strategy targets via the monitoring of a number of indicators, at a time when, given the current economic crisis, the majority of European countries are struggling to attain these goals. The impact of changes in the situation of disabled people is simulated using micro data drawn from the 2009 European Union Statistics on Income and Living Conditions. Our results show that improving the socio-economic situation of the disabled population could be crucial for attaining Europe 2020 targets. However, future policy designs at national level will need to take into account the actual definition of disability that is employed, the heterogeneity of circumstances to be found within such a definition, and the gap between the situation of the disabled and non-disabled populations.

Labor markets, academic performance and school dropout risk: evidence for Spain

The purpose of this paper is to provide a better understanding of the links between labor market conditions and academic performance by disentangling the effects of unemployment. The contribution of this study is, therefore, threefold: first, it provides new evidence on the link between labor market conditions and educational decisions; second, it quantifies separately the two separate effects of unemployment on academic performance at age 15; and third, it analyses heterogeneous effects of the “family” and “local labor market” – proxied through the unemployment rate of the school community – effects.,The analysis of the impact of unemployment on academic performance is performed through hierarchical linear regressions.,The results show that academic performance at age 15 is affected by labor market conditions, and, at the same time, previous performance determines future educational decisions. Thus, these results highlight the sensitivity of students’ educational decisions and academic performance to shifts in the labor market.,This suggests that strategies aimed at reducing early school dropout rates should not be restricted solely to the education system. In other words, school failure is not only dependent on schools and, hence, on education policies.,This paper contributes to the existing literature by providing new evidence on the relationship between short-term labor market dynamics and academic performance. More specifically, this paper represents a significant step forward in comparison to the previous literature as it has provided responses to three key questions faced by countries with high unemployment and high early school dropout.

When One Door Closes: The Impact of the Hagwon Curfew on the Consumption of Private Tutoring in the Republic of Korea

The Korean government has struggled against the proliferation of private tutoring for more than four decades. In 2006, state education authorities imposed a restriction on operating hours of hagwon (private tutoring academies or cram schools) in an attempt at reducing the economic and time resources spent on private tutoring. Since then, some provincial authorities have modified the curfew on hagwon. We take advantage of these policy shifts to identify average treatment effects taking a difference-in-differences approach. Our findings suggest that enforcing the curfew did not generate a significant reduction in the hours and resources spent on private tutoring, our results being heterogeneous by school level and socioeconomic status. Demand for private tutoring seems to be especially inelastic for high school students, who increased their consumption of alternative forms of private tutoring. As the consumption of private tutoring is positively correlated with academic performance and socioeconomic status, the curfew may have a negative effect on the equality of educational opportunities.

Evolution of the school failure risk during the 2000 decade in Spain: analysis of Pisa results with a two-level logistic model

School failure has been one of the principal problems of the Spanish educational system during recent decades. This paper offers a perspective of the evolution of the factors that have had a significant influence over the risk of school failure considering personal, household and school characteristics through multilevel logistic regression analyses of PISA 2000, 2003, 2006 and 2009 microdata.

Early School Dropout in Spain: Evolution During the Great Recession

Spain provides a prime example of the difficulties faced by early school leavers during the Great Recession. Their low activity rates, high levels of unemployment and poor working conditions would appear to be closely related to their low levels of skills and competencies. All in all, these circumstances mean early school leavers are at a high risk of social exclusion. Following on from a review of the determinants and economic consequences of early school dropout, this chapter discusses the need for introducing policy reforms both in the education system and in the labour market. However, the effectiveness of such reform measures is conditioned by the evolution of a set of labour demand factors. The Spanish case illustrates how policymakers should no longer consider early school dropout as being a problem exclusive to the education system.