The organization of educational markets and effects on individuals' decisions : an empirical analysis using Brazilian educational policies
Abstract/Contents
- Abstract
- This dissertation aims to provide new evidence about how educational policies affect school markets and the decisions of their participants. To do so, I analyze two policies implemented in two regions in Brazil: Pernambuco and the city of Sao Paulo, respectively. In Pernambuco, I study the effects on student enrollment decisions and test scores of a policy that increased the length of the school day from 4.5 to 8 hours for public high school students: the full-day school policy. In Sao Paulo, I examine which school attributes influence the school choice decisions of public-school teachers. I do so in a context where teachers have all the power when deciding which schools they want to work at, without any interference of school administrators. I divide the analysis of the full-day high school policy into two papers. In the first paper, I show the program has a strong effect on the dynamics of the educational market. Specifically, my results suggest that migration from private middle schools to public high schools increased in Pernambuco after the full-day program's implementation. In the second paper, I compare student test scores gains throughout high school, accounting for fixed differences between the schools and common time effects. My results indicate the program has a positive effect of nearly 0.2 standard deviations on student test scores. Finally, in the third paper, I analyze the teacher labor market in the city of Sao Paulo. My results indicate that teachers are most influenced by a school's location as well as the average socioeconomic characteristics of the school. Also, I show that a small wage-premiums (about 5-7%) do not affect teacher choices. Altogether, my analysis indicates that the organization of educational markets have a significant influence on individual decisions and affects the distribution of physical and human resources across schools.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2019; ©2019 |
| Publication date | 2019; 2019 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Rosa, Leonardo |
|---|---|
| Degree supervisor | Bettinger, Eric |
| Degree supervisor | Carnoy, Martin |
| Thesis advisor | Bettinger, Eric |
| Thesis advisor | Carnoy, Martin |
| Thesis advisor | Dupas, Pascaline |
| Thesis advisor | Hoxby, Caroline Minter |
| Degree committee member | Dupas, Pascaline |
| Degree committee member | Hoxby, Caroline Minter |
| Associated with | Stanford University, Graduate School of Education. |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Leonardo Rosa. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2019. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2019 by Leonardo Rosa
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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