Education

Mara Squicciarini, 18 August 2019

Religion has had a complex relationship with technological progress throughout history, but there is scant empirical evidence on how conservative religious values may have affected the spread of new ideas and, by extension, economic development. This column examines the influence of the Catholic Church on technical education in France during the Second Industrial Revolution. It finds that areas with higher ‘religiosity’ had lower levels of industrial and economic development, suggesting that conservative religion can hamper economic development when it prevents primary schools from adopting technical education.

Thomas Cornelissen, 12 July 2019

Children in different countries start school at very different ages. Thomas Cornelissen tells Tim Phillips about new research that suggests an early start may help their development.

Manisha Shah, 10 July 2019

A decade ago, India joined a range of countries that mandate free, compulsory education for school-aged children. Passed in August 2009, India’s Right to Education Act was potentially transformative legislation, yet detailed analysis of its impact on the country’s educational outcomes has been slow to emerge. This column uses three national datasets to consider whether the Act is associated with changes in student enrolment, test scores, student-teacher ratios, school infrastructure, and other indicators of educational health and standing.

Diether W. Beuermann, Kirabo Jackson, 06 July 2019

Most parents have strong views regarding which schools to send their children to. However, evidence shows that attending sought-after public secondary schools does not improve secondary-school examination performance. This column uses data from Barbados to show that secondary school choice does not appear to lead to improvements in exam performance. However, it does have a sizable effect on short-run non-cognitive outcomes that may affect longer-run outcomes.

Maria Paula Cacault, Christian Hildebrand, Jeremy Laurent-Lucchetti, Michele Pellizzari, 23 June 2019

Distance learning technologies are attracting attention as demand for higher education grows around the world, but credible evidence on their effects on students’ outcomes is scarce. This column studies the impact of online live streaming of lectures on student achievement and attendance in a experiment with first-year undergraduate students at the University of Geneva. It finds that students use the live streaming technology only when events make attending class too costly, and that attending lectures via live streaming lowers achievement for low-ability students but increases it for high-ability ones.

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