Does size matter? Educational attainment and cohort size

Reiling, Rune Borgan

doi:10.1016/j.jue.2016.05.006

Cited by 9 publications

(5 citation statements)

References 28 publications

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“…Another important indicator is the ration of teachers per alumni, also known as class size, which has been largely researched as a key factor for school achievement. The logic is that a larger class size would be associated with poorer student achievements (Reiling, 2016). The models explored confirm this trend in Peru, most notably in model 1 and model 4 where: the larger a class, the fewer enrolled students (approximately 11.62% less in the overall period)—also meaning almost 66 points less in standardized tests.…”

Section: Resultsmentioning

confidence: 99%

“…In addition, drawing on research arguing that pre‐existing school conditions shape policy success (Beltran & Seinfeld, 2013; Reiling, 2016), I consider the ration of students per teacher as a control of structural quality of educative service in the regions. Education scholars have pointed out that, in LA, this indicator operates as a measure of educative attainment, and even school enrolment (see Beltran & Seinfeld, 2013).…”

Section: Scholarship Linking Politicians To Policy Successmentioning

confidence: 99%

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The reputational basis of policy success in comparative perspective: Evidence from the education sector in Peru and Bolivia

Salazar-Morales

2021

Governance

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This article, building on the emerging theoretical corpus of “reputation theory” provides an alternative explanation about how successful policies are obtained in contexts of bureaucratic weakness and volatile politics. The argument is that politicians choose to intervene in delivering successful policies based on how contributable such policies are to construct their political reputations. The findings suggest that in both countries, less tenured politicians face higher incentives to build their reputations, so they choose to deliver better policies to accumulate “successful experiences” as vitae for electoral purposes. Tenured politicians, in turn, opt for inaction or strategic delivery, to preserve their already won political reputations. The present article brings evidence from the education sector of Peru and Bolivia, a sector that has been at the core of these countries' priorities for decades. Through a mixed methods approach involving a panel regression and in‐depth interviews, results obtained largely confirm this article's claims.

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Section: Resultsmentioning

confidence: 99%

Section: Scholarship Linking Politicians To Policy Successmentioning

confidence: 99%

The reputational basis of policy success in comparative perspective: Evidence from the education sector in Peru and Bolivia

Salazar-Morales

2021

Governance

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“…(1) that the supply of educational resources and opportunities is either constant or does not adapt well to the changes in demand prompted by the demographic change, and (2) that there are no significant economies of scale in the use of educational resources (Reiling 2016).…”

Section: Theoretical Mechanisms and The Case For The Socialist Contextmentioning

confidence: 99%

“…The single exception is the study byReiling (2016) in Norway, which counterintuitively identifies a positive relationship.…”

mentioning

confidence: 99%

The Demographic Echo of War and educational attainment in Soviet Russia

Yastrebov¹

2021

DemRes

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BACKGROUNDResearch on Western countries has shown that birth cohort size is negatively related to educational attainment. It has offered complementary interpretations of this association -optimal schooling choices versus cohort overcrowding effects -that are difficult to resolve empirically. OBJECTIVETo investigate birth cohort size effects on educational attainment taking shape primarily in the context of a socialist society that does not lend itself well to "optimal schooling" interpretations. METHODSI exploit birth cohort size variation generated by the Second World War, a phenomenon known as the Demographic War Echo. Using the Education and Employment Survey for Russia and growth curve modeling, I analyze educational trajectories between ages 18 and 35 among Russian men and women born 1950-1987. RESULTSLarger cohorts attained less schooling and advanced more slowly in their educational careers. They could partly make up for the disadvantage by studying longer and retreating to part-time education. The disadvantage was larger for women because for men it was partly compensated through a decreased probability of military conscription. CONCLUSIONSLarger birth cohort size disadvantaged young Russians in the process of educational attainment. Given the context, this can be attributed entirely to cohort overcrowding effects.

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“…Cohort size affects economic outcomes throughout the different stages of life, in some cases due to greater burden on resources (Bound and Turner, 2007;Saavedra, 2012;Reiling, 2016) and due to differential selection into childbearing (Chevalier and Marie, forthcoming).…”

Section: Introductionmentioning

confidence: 99%