Huang Chong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 31-32). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Empirical Strategy --- p.4 / Chapter 3 --- Data --- p.6 / Chapter 4 --- Empirical Results --- p.8 / Chapter 5 --- Potential Biases of Within-twins Estimates and Solutions --- p.10 / Chapter 5.1 --- Potential Biases --- p.10 / Chapter 5.2 --- Remaining Mating Effect in Within-twins Estimation --- p.13 / Chapter 6 --- Further Analysis --- p.14 / Chapter 6.1 --- Difference between Sexes --- p.14 / Chapter 6.2 --- Longer Hours or Better Paid? --- p.16 / Chapter 7 --- Conclusion --- p.17 / Appendix A Effect of Spousal Social Status --- p.19 / Appendix B Stronger cross-productivity when a couple work in same occupation? --- p.21 / Tables --- p.23 / References --- p.31

Education is often perceived as a key to development and growth, consequently, in the last decades, many countries have increased education coverage in all education levels. The creation of international education quality measurement programs, such as OECD’s Programme for International Student Assessment (PISA) or the Trends in International Mathematics and Science Study (TIMSS), have further led to a focus on improving education quality. For these reasons, the last decades have seen an increase in the importance of education in the political debate. This has been particularly relevant in Latin America, where, additionally, education has been used, sometimes, to fight traditionally high levels of income inequality, with a significant rise in education expenditure and coverage. The evaluation of education policies that aim to increase education coverage, quality or equity is, however, generally difficult. Many education policies are large-scale policies and are likely to affect all students or workers in the population, even those not directly benefiting from the policy. For example, students not participating in some education policy could still experience changes in their classmate characteristics that could affect their achievement. The presence of possible spillovers may change the direction of the effects of large-scale education policies when all the population is included in the analysis. Therefore, analyzing solely the effects on students participating in the policy may not give a complete picture of the effects of large-scale education policies. This dissertation focuses on the effects that three large-scale education policies that aimed to improve education equity, quality and coverage, respectively, had on students and workers affected differently by the policies. Particularly, each chapter analyzes the aggregate effects for the population of each education policy and decomposes these effects on the impact suffered by different groups of students or workers. In Chapter 1, I analyze the effects on test scores of a policy that aimed to increase education equity in Chile. I study the effects of an increase in school choice for low-income students by examining a 2008 reform that made the value of Chile’s (previously flat, universal) school voucher a step function of student income. This policy increased the proportion of private schools that low income, eligible children could access free of charge from 0.5 to 0.7. In order to identify aggregate effects and the impact within groups of students, I combine the introduction of the policy with variation from a date of birth enrollment cutoff for 1st grade. I show that the differentiated voucher lowered the probability that students used public schools by a small fraction and that these students shifted out of low achievement public schools to enroll in low achievement private schools. Nonetheless, private schools where these students enrolled had better test scores and socioeconomic composition at baseline, and less experienced teachers and smaller class sizes than public schools where they would have enrolled in the absence of the program. Despite the improvement in some school observable characteristics, I do not find any increase in test scores for students more likely to move to private schools. Further analysis suggests a rise in test scores for students most likely to stay in public schools. These results suggest that the policy had an overall modest positive effect on test scores, but that this positive effect was caused by responses from public schools instead of by students responding to the increase in school choice. In Chapter 2, I study the impact on test scores of a policy that aimed to improve education quality by increasing transparency of school performance in Chile. Particularly, I look at the effects of the distribution of school performance information to all families in Chile in 2011. Since I am interested in identifying effects for different groups of students, I define a control group within each group of students by using variation in enrollment year. Due to the presence of a date of birth enrollment cutoff for 1st grade enrollment there is variation in enrollment year for students born a few days apart. I combine this variation together with the timing of the distribution of information to identify the effects of the policy. I show that the distribution of information increased enrollment in high-performing schools, particularly for students in the third quartile of the municipality socioeconomic distribution. Thanks to this policy, students in the third quartile were exposed to a better socioeconomic composition of peers. Test score results suggest that there was an overall positive effect on verbal test scores, particularly for students in the third quartile, seemingly caused by an improvement in peer characteristics. However, there does not seem to be any significant change in test scores for students less likely to change enrollment decisions in response to the new information. Finally, Chapter 3, examines the effects of a policy that increased tertiary education coverage in Colombia on wages. I identify the effects on the distribution of wages using two different empirical strategies: the DiNardo, Fortin and Lemieux (1996) reweighting method and a differences-indifferences strategy. My results suggest that the overall distribution of wages remained constant, once labor demand shifts and productivity changes are taken into account. In contrast, wages increased for workers that were not at the margin of studying tertiary education, workers with primary education or less, and the density of wages at high levels of the distribution decreased for high school and tertiary education graduates. However, there were no effects on average wages for workers with any of the education levels. These results suggest that the policy had heterogeneous effects within the wage distribution and between education levels that were not captured by changes in average wages. These three chapters show that large-scale education policies can, sometimes, have effects on achievement or wages of students that are not participating in the policy, and that these effects are not always visible in the aggregate effects. Therefore, policy-makers and researchers should take into account the presence of spillovers or strategic responses when designing or analyzing large-scale education policies.

周金燕. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 152-161) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhou Jinyan.

by Leung Kwok-ying. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 81-89). / Abstract also in Chinese. / Abstract --- p.1 / Acknowledgments --- p.5 / Content --- p.6 / List of Tables --- p.8 / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Education as an investment --- p.10 / Chapter 1.2 --- Economic growth of Hong Kong --- p.11 / Chapter 1.3 --- Education expansion of Hong Kong --- p.14 / Chapter 1.4 --- Researchroblems of this study --- p.16 / Chapter Chapter 2 --- Literature Review --- p.20 / Chapter Chapter 3 --- Research Methodology / Chapter 3.1 --- Cost and benefit --- p.34 / Chapter 3.2 --- Mincer's schooling model --- p.36 / Chapter 3.3 --- Analysis framework of this study --- p.39 / Chapter 3.4 --- Data set --- p.44 / Chapter Chapter 4 --- Results and Interpretations / Chapter 4.1 --- Rates of return over time --- p.46 / Chapter 4.2 --- Effect of field of education --- p.50 / Chapter 4.3 --- Effect of field of Work --- p.56 / Chapter 4.4 --- Effect of matched/mismatched employment --- p.59 / Chapter 4.4.1 --- Effect of matched education for different work field --- p.63 / Chapter 4.4.2 --- Effect of matched work field for different education field --- p.65 / Chapter 4.4.3 --- Relative effect of education field and work field --- p.71 / Chapter Chapter 5 --- Conclusion / Chapter 5.1 --- Summary of findings --- p.73 / Chapter 5.2 --- Limitations of this study --- p.75 / Chapter 5.3 --- Further discussion --- p.76 / Chapter 5.4 --- Suggestion on further investigation --- p.79 / References --- p.81 / Appendix / Chapter 1 --- Average annual growth rate of Hong Kong in 1967-1991 --- p.90 / Chapter 2 --- Summarized rates of return bysacharopoulos --- p.91 / Chapter 3 --- Comparable over time returns to investment in education in selected countries --- p.92 / Chapter 4 --- Mincer rates of return in Republic of Korea --- p.93 / Chapter 5 --- Selection of the overtaking cohort --- p.94 / Chapter 6 --- "Number of university graduates in 1976，1981, 1986 and 1991" --- p.95 / Chapter 7 --- "Average monthly salary of university graduates in 1976,1981, 1986 and 1991." --- p.98 / Chapter 8 --- Summary of variables in this study --- p.99 / Chapter 9 --- Data treatments of this study --- p.101

This dissertation is manuscript-based. It contains an introduction, a literature review, a conclusion along with the four research papers that constitute its core. The four substantive papers reexamine the sources of earnings differences by race and immigration status in Canada. I address two major methodological issues in the relevant literature: the measurement of experience and the modeling of the relations between the factors known to influence earnings. Data from Statistics Canada's Workplace and Employee Survey (WES) was analyzed. The first two papers examine biases in the estimates of wage disparities due to error in the measurement of experience. They do so using two conventional estimation techniques: ordinary least squares (OLS) with dummy variables, and the Blinder-Oaxaca decomposition. The third and fourth papers explore deficiencies in OLS-based modeling techniques. The third paper does so by separately analyzing the relationships between racial and immigrant group statuses and access to job-related training, and then the relationship between statuses and training, on one hand, and earnings on the other. The final paper uses structural equation modeling to further examine the relationship between group status and earnings, this time explicitly incorporating the mediating effects of job types, and job-related training. The papers reveal that inadequate measurement of work experience results in overestimates of the wage disadvantage of visible minority immigrants. Furthermore, some of the wage disadvantage of this group stems from limited access to job-related training.

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by Wong Wai-kin. / Added t.p. in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / abstract --- p.i / acknowledgements --- p.iv / table op contents --- p.v / list op tables --- p.viii / list of illustrations --- p.xi / chapter / Chapter I. --- statement of the problem --- p.1 / Concern with Income Size Distribution --- p.1 / Income Size Distribution and Schooling --- p.4 / The Case of Hong Kong --- p.6 / The Problem of the Study --- p.8 / Chapter II. --- review op literature --- p.10 / Schooling As a Determinant of Income size Distribution: The Theories --- p.10 / Schooling As a Determinant of income size Distribution: The Evidence --- p.20 / Empirical Approaches in Several Previous Studies --- p.24 / Chapter III. --- the study --- p.44 / The Theoretical Framework --- p.44 / Schooling and Human Capital --- p.44 / Human Capital and Income size Distribution --- p.45 / Education Expansion and Cohort Differences in Schooling --- p.48 / The Hong Kong Context --- p.50 / The Research Hypotheses --- p.58 / Empirical Specification of the Model --- p.59 / The Earnings Inequality Function --- p.59 / The Variance Form of the Schooling Model --- p.66 / Data Source and Sample --- p.69 / Measurement of Variables --- p.70 / Chapter IV. --- schooling and the distribution op earnings in hong kong --- p.72 / The Aggregate Set --- p.72 / The Aggregate set Excluding Illiterates --- p.88 / The Overtaking Set --- p.93 / Observations on Age Groups --- p.102 / Chapter V. --- summary and conclusions --- p.107 / Summary and Conclusions --- p.107 / Significance and Comparison --- p.111 / Policy Implications --- p.112 / Limitations --- p.117 / references --- p.121 / appendices / Chapter A.I. --- DETERMINANTS OF INCOME SIZE DISTRIBUTION --- p.131 / Chapter A.II. --- ESTIMATION OF THE YEARS OF SCHOOLING --- p.132 / Chapter A.III. --- "MEANS, STANDARD DEVIATIONS, CORRELATIONS AND ADDITIONAL REGRESSION ESTIMATES" --- p.133

Return to investment for tertiary education is not equal for all. Human Capital Theory imposes a linear pathway between education and earnings, that fails to recognise other sources of capital, ignores social returns and does not explain why socio-economic variables influence employability and earnings. Those returns, rather than simply incrementally delivering returns for additional years of education, are however heterogeneous across students, with field of study, gender and population group influencing earnings; and schooling type and university attended filtering whether one finds a job. This study utilises data from Rhodes University and the University of Fort Hare, illustrating the extreme positions within the South African education landscape, employing a Heckman selection to predict the returns on education. The regression is found to be partially successful in predicting a graduate’s ability to find a job, in the first instance, and thereafter their returns. It is crucial to analyse the heterogeneity of socio-economic parameters to understand aspects of the economy, and develop education policies to take advantage of this understanding, especially against the backdrop of the student protests being experienced in the country and the funding models proposed. Access to tertiary education, through policy inducement, such as the recent increase of the grant limit from R122 000 to R350 000, requires disaggregated returns to education to be investigated.

by Wong Wai Yin, Brian. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 117-124. / Abstract / Acknowledgements / Content / List of Tables / List of Figures / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter2 --- Literature Review / Chapter 2.1 --- Vocational and Technical Education --- p.5 / Chapter 2.2 --- Theories in the Economics of Education --- p.8 / Chapter 2.3 --- Theories in the Sociology of Education / Chapter 2.3.1 --- Arguments in the concept of Social Stratification --- p.17 / Chapter 2.3.2 --- Status Attainment Researches --- p.21 / Chapter 2.4 --- Related Findings in Hong Kong --- p.29 / Chapter 2.5 --- Related Findings in Other Areas --- p.35 / Chapter 2.6 --- Education in Hong Kong / Chapter 2.6.1 --- Development of the Hong Kong Education System --- p.38 / Chapter 2.6.2 --- The School Ladder --- p.41 / Chapter Chapter 3 --- Research Methodology and the Hypotheses / Chapter 3.1 --- Research Problems --- p.46 / Chapter 3.2 --- Areas of Investigation: Theoretical Framework & the Research Methodology / Chapter 3.2.1 --- Family Background and the Choice of Education --- p.48 / Chapter 3.2.2 --- Effect of Vocational and Technical Education on earnings --- p.49 / Chapter 3.2.3 --- Influence of Family Background --- p.51 / Chapter 3.3 --- Hypotheses --- p.53 / Chapter 3.4 --- The Data Set --- p.55 / Chapter Chapter 4 --- Results and Interpretations / Chapter 4.1 --- Relation between Family Background and the Choice of Type of Education --- p.59 / Chapter 4.2 --- Analysis of the Effect of Vocational and Technical Education on Earnings --- p.68 / Chapter 4.3 --- Influence of Family Background on Earnings through the Choicein Type of Education --- p.76 / Chapter Chapter 5 --- Conclusion / Chapter 5.1 --- Summary of Findings --- p.100 / Chapter 5.2 --- Further Discussion / Chapter 5.2.1 --- Different Impacts from Different Levels of Vocational and Technical Education --- p.102 / Chapter 5.2.2 --- Influence from Government --- p.105 / Chapter 5.2.3 --- Effect of Family Background on Choice of Type of Education and Earnings --- p.106 / Chapter 5.3 --- Suggestion on Further Investigation --- p.110 / Chapter Appendix 1 --- The Hong Kong Education System / Chapter Appendix 2 --- Course Structurre of Technical Education / Chapter Appendix 3 --- Variables of the Study / Bibliography

Li Yan. / Thesis submitted in: September 1998. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 47-48). / Abstract also in Chinese. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.v / Chapter / Chapter I --- INTRODUCTION --- p.1 / Chapter II --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Different Approach to Estimate the Rate of Return to Education --- p.5 / Chapter 2.2 --- Age-Cohort Analysis --- p.8 / Chapter 2.3 --- Gender Earning Gaps and Decomposition of Wage Differentials --- p.9 / Chapter III --- DATA DESCRIPTION --- p.13 / Chapter 3.1 --- Data and Methodology --- p.13 / Chapter 3.2 --- Education Attainment of Males and Females of Different Cohort --- p.15 / Chapter 3.3 --- Monthly Earnings of Individual with Different Educational Level --- p.17 / Chapter IV --- REGRESSION ANALYSIS FOR THE RETURNS TO EDUCATION AND THE GENDER EARNING GAPS IN HONG KONG --- p.18 / Chapter 4.1 --- Determinants of Monthly Earnings and the Returns to Education --- p.18 / Chapter 4.2 --- Returns to Education with respect to Marrage and Age Cohorts --- p.22 / Chapter 4.3 --- The Blinder-Oaxaca Decomposition --- p.23 / Chapter V --- MULTINOMIAL LOGIT ANALYSIS FOR THE RETURNS TO EDUCATION AND THE GENDER EARNING GAPS IN HONG KONG --- p.28 / Chapter 5.1 --- The Occupational Distribution --- p.28 / Chapter 5.2 --- The Gender Earning Gap across Occupations --- p.31 / Chapter 5.3 --- Multinomial Logit Model and the Effect of Educational Attainment --- p.32 / Chapter 5.4 --- Prediction of a Nondiscriminatory Occupational Structure for Female --- p.35 / Chapter 5.5 --- Occupational Segregation and the Brown et al. Decomposition Method --- p.36 / Chapter VI --- POLICY IMPLICATIONS --- p.43 / Chapter VII --- SUMMARY AND CONCLUSIONS --- p.45 / REFERENCES --- p.47 / TABLES --- p.49