This thesis examines three different aspects of education policy to ascertain their effects on individual outcomes, both in the classroom and in the labour market. The goal is to provide new empirical evidence using robust identification strategies that can inform better policy. The first chapter looks at the role of pre-primary education in Germany using the German Socio-Economic Panel data set (GSOEP) to determine if attending an early education programme for longer increases the probability of attending a higher-level secondary school at age fourteen. I employ family fixed effects estimation and quasi-experimental analysis to control for selection. The results of the family fixed effects estimation show a small and negative impact of attending early education for more years. In the quasi-experimental analysis, based upon a federal law change in 1996, I find no impact of more years of early education on later schooling outcomes. In the second chapter of this thesis, I again use the GSOEP to examine the recent German reform to extend the length of the primary school day. I exploit the quasi-experimental roll-out of reform to assign treatment to women and look at whether increasing school hours increases the likelihood that mothers enter into employment or extend their hours if already working. I find that the policy has an effect at the extensive margin, drawing more women into the labour market, but that there is no significant impact of the policy at the intensive margin. In the final chapter I turn my attention to how peers' non-cognitive traits impact an individual's learning outcomes. Using an educational panel from Flanders, Belgium, I use the linear-in- means model of peer effects as well as several non-linear models to see how peers' personalities in a classroom affect Dutch and math scores. The results show that having more conscientious peers on average positively impacts Dutch and math scores, but that a greater dispersion of conscientiousness hurts Dutch outcomes. I also find that having more extroverted peers on average hurts math performance.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:719881 |
| Date | January 2015 |
| Creators | Shure, Dominique Alexandra |
| Contributors | Stevens, Margaret ; Bell, Brian |
| Publisher | University of Oxford |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | https://ora.ox.ac.uk/objects/uuid:4c4e9922-1028-41eb-ad81-7ab74b80311b |
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