the econometric model: a flexible value added education production
TRANSCRIPT
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The Econometric Model: A flexible value added education production function
● Test Score = f (S, F, TS t-1,)● S = School characteristics● F = Family characteristics● TS t-1= Past Test Score ● Define X as the matrix of conditioning variables● Test Sore = a + b X +1/2 X'CX+u
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The Variables
● Achievement test scores in moment t are a function of:
● Years of education of the father● Years of education of the mother● Achievement test scores in moment t-1● Age of the child ● Family income in moment t● Other variables (Working mother, Children in FU,
Students per class)
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Empirical Methodology:● A flexible value added model is estimated by OLS
with White's consistent variance-covariance matrix estimator.
● An elasticity function of the test score with respect to every conditioning variable is obtained to be evaluated at any point.
● Elasticities are the % change in the expected test score when a conditioning variable changes in one % . The elasticities are evaluated at the data means per every age in the sample.
● The estimated elasticities together with their two standard deviations are plotted as a function of age.
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Preliminary Results (i)● If IQ is fixed at approximately age 8 we should
observe in slides 8 and 14 that the elasticity of Score with respect to Lagged Score at age 13 is not significantly different than 1.
● At age 13 the elasticity of Applied-Problems score with respect to the past score is around 0.5 and significantly lower than 1. That is, at age 13, a 1% increase in the past score may lead to a 0.5 % increase in the present score.
● At age 13 the elasticity of Letter-Word score with respect to the past score is around 0.25 and also significantly lower than 1.
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Preliminary Results (ii)● In slide 9 we can observe that the Applied-
Problem score-father's education elasticity is insignificant up to age 9 but becomes significant and increasing, taking values from 0.1 to 0.25, from age 10 to 17.
● Meanwhile in slide 15 we can observe that Letter-Word score-father's education elasticity is basically insignificant everywhere.
● The two correspondent elasticities with respect to mother's education are significant basically everywhere, with values around 0.2 for APP and 0.1 for LW scores.
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The results present evidence that:
● Measured ability is malleable, not fixed at age 8.● Years of education of the parents are very
significant on explaining the improvements on the measured ability of children.
● Years of education of the father are significant when measuring math abilities but insignificant when measuring verbal abilities.
● Years of education of the mother are always significant.
● Income is significant but very small.● Other variables are not significant.
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Math-Logic Ability
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APP-APP lagged score elasticity
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APP score-father's education elasticity
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APP score-mother's education elasticity
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APP score-age elasticity
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APP score-income elasticity
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Verbal Ability
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LW score-LW lagged score elasticity
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LW score-father's education elasticity
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LW score-mother's education elasticity
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LW score-age elasticity
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LW score-income elasticity
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Contemporaneous Specification
● This specification considers contemporaneous inputs only.
● Results about the impact of the education of the parents on achievement scores remain similar.
● Here age gives us the effects of schooling. At age 10 one more year of schooling can raise the achievement score about 2 points.
● Schooling has a very important effect in explaining achievement measurement improvements in early years and this effect declines and becomes insignificant at around age 15-16.
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Model without lagged APP score: APP-father's education elasticity
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Model without lagged APP score : APP-mother's education elasticity
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Model without lagged APP score: APP score-age elasticity
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Model without lagged APP score: APP score-income elasticity
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Future Work
● Exploring the possible endogeneity of lagged scores.
● Analyzing the possible joint effects of years of education of parents and their time spent with their children.
● Exploring further the impact of school characteristics.