Do more educated leaders raise citizens’ education?

This paper looks at the contribution of political leaders to enhance citizens education and investigate how the educational attainment of the population is affected while a leader with higher education remains in office. For this purpose, we consider educational transitions of political leaders in office and find that the educational attainment of population increases when a more educated leader remains in office. Furthermore, we also observe that the educational attainment of the population is negatively impacted when a country transitions from an educated leader to a less educated one. This result may help to explain the previous finding that more educated political leaders favor economic growth. Key Words: Political leaders, Primary Education, School Achievement, Political institutions. JEL classification: I21,I25,I28.

¿Es posible entrenar la memoria de trabajo?: un programa de entrenamiento para niños de 7-8 años

Este estudio analiza si es posible entrenar la memoria de trabajo en niños, puesto que tendría importantesaplicaciones en el rendimiento escolar. En la primera fase se administraron nueve pruebas de memoria de trabajoa una muestra de 50 niños de 7-8 años. En la segunda fase la muestra se dividió en dos subgrupos de 25niños: el grupo experimental recibió un programa de entrenamiento, y el resto formaron el grupo control. Alfinalizar se administraron de nuevo las nueve pruebas a todos los niños. Los resultados indican que aunquetodos mejoran su memoria de trabajo, los niños del grupo experimental presentan incrementos estadísticamentesignificativos. Estos resultados permiten concluir que es posible entrenar este sistema de memoria en niños

School composition effects in Spain

Drawing on PISA data of 2006, this study examines the impact of socio-economic school composition on science test score achievement for Spanish students in compulsory secondary schools. We define school composition in terms of the average parental human capital of students in the same school. These contextual peer effects are estimated using a semi-parametric methodology, which enables the spillovers to affect all the parameters of the educational production function. We also deal with the potential problem of self-selection of student into schools, using an artificial sorting that we argue to be independent from unobserved student’s abilities. The results indicate that the association between socio-economic school composition and test score results is clearly positive and significantly higher when computed with the semi-parametric approach. However, we find that the endogenous sorting of students into schools plays a fundamental role, given that the spillovers are significantly reduced when this selection process is ruled out from our measure of school composition effects. Specifically, the estimations suggest that the contextual peer effects are moderately positive only in those schools where the socio-economic composition is considerably elevated. In addition, we find some evidence of asymmetry of how the external effects and the sorting process actually operate, which seem affect in a different way males and females as well as high and low performance students.

Does grade retention affect achievement? Some evidence from PISA

Grade retention practices are at the forefront of the educational debate. In this paper, we use PISA 2009 data for Spain to measure the effect of grade retention on students’ achievement. One important problem when analyzing this question is that school outcomes and the propensity to repeat a grade are likely to be determined simultaneously. We address this problem by estimating a Switching Regression Model. We …find that grade retention has a negative impact on educational outcomes, but we confi…rm the importance of endogenous selection, which makes observed differences between repeaters and non-repeaters appear 14.6% lower than they actually are. The effect on PISA scores of repeating is much smaller (-10% of non-repeaters’ average) than the counterfactual reduction that non-repeaters would suffer had they been retained as repeaters (-24% of their average). Furthermore, those who repeated a grade during primary education suffered more than those who repeated a grade of secondary school, although the effect of repeating at both times is, as expected, much larger.

Immigrant Families and the School in Spain: Dynamics and Factors that Influence their Relations

In Spain, academic debate and school administrations have evolved to the extent that relations between the school, the family and the surrounding environment are now considered as crucial to student achievement at school and to the good functioning of the educational system as a whole. Despite this development, change is slow in practice and often complicated due to the emerging resistance of families and schools, given that they have always maintained relations marked by an imbalance of power. Our theoretical and especially our empirical work has focused on the relations between immigrant families and the school system in Spain. In view of the above, the creation of what we call positive relational dynamics and communication in schools is conditioned by the attitudes and behaviour of the school administration, professionals and families. However, the physical space in which these relations take place must also be taken into consideration. Regarding school organisation, we have emphasised the role of the school’s administration. By differentiating the range of management models, we note the ones that facilitate more relations and communication with and among families (especially the one we have called the horizontal participative model) and those that discourage them. However, the multiple and complex range of attitudes among teachers and families must always be taken into account.

Measuring school demand in the presence of spatial dependence. A conditional approach

Improving educational quality is an important public policy goal. However, its success requires identifying factors associated with student achievement. At the core of these proposals lies the principle that increased public school quality can make school system more efficient, resulting in correspondingly stronger performance by students. Nevertheless, the public educational system is not devoid of competition which arises, among other factors, through the efficiency of management and the geographical location of schools. Moreover, families in Spain appear to choose a school on the grounds of location. In this environment, the objective of this paper is to analyze whether geographical space has an impact on the relationship between the level of technical quality of public schools (measured by the efficiency score) and the school demand index. To do this, an empirical application is performed on a sample of 1,695 public schools in the region of Catalonia (Spain). This application shows the effects of spatial autocorrelation on the estimation of the parameters and how these problems are addressed through spatial econometrics models. The results confirm that space has a moderating effect on the relationship between efficiency and school demand, although only in urban municipalities.

Constrained school choice

Recently, several school districts in the US have adopted or consider adopting the Student-Optimal Stable Mechanism or the Top Trading Cycles Mechanism to assign children to public schools. There is clear evidence that for school districts that employ (variants of) the so-called Boston Mechanism the transition would lead to efficiency gains. The first two mechanisms are strategy-proof, but in practice student assignment procedures impede students to submit a preference list that contains all their acceptable schools. Therefore, any desirable property of the mechanisms is likely toget distorted. We study the non trivial preference revelation game where students can only declare up to a fixed number (quota) of schools to be acceptable. We focus on the stability of the Nash equilibrium outcomes. Our main results identify rather stringent necessary and sufficient conditions on the priorities to guaranteestability. This stands in sharp contrast with the Boston Mechanism which yields stable Nash equilibrium outcomes, independently of the quota. Hence, the transition to any of the two mechanisms is likely to come with a higher risk that students seek legal actionas lower priority students may occupy more preferred schools.

Increasing the scalability and the speedup of a fish school distributed simulator

El present treball fa un anàlisi i desenvolupament sobre les millores en la velocitat i en l’escalabilitat d'un simulador distribuït de grups de peixos. Aquests resultats s’han obtingut fent servir una nova estratègia de comunicació per als processos lògics (LPs) i canvis en l'algoritme de selecció de veïns que s'aplica a cadascun dels peixos en cada pas de simulació. L’idea proposada permet que cada procés lògic anticipi futures necessitats de dades pels seus veïns reduint el temps de comunicació al limitar la quantitat de missatges intercanviats entre els LPs. El nou algoritme de selecció dels veïns es va desenvolupar amb l'objectiu d'evitar treball innecessari permetent la disminució de les instruccions executades en cada pas de simulació i per cadascun del peixos simulats reduint de forma significativa el temps de simulació.

El Derecho norteamericano como impulsor de la responsabilidad civil del fabricante por productos defectuosos

Investigación elaborada a partir de una estancia en la Columbia Law School of New York, Estados Unidos, entre los meses de septiembre y noviembre del 2006. El Derecho comunitario europeo y español regulan la reparación de los daños causados por el uso o la proximidad de un producto defectuoso mediante gracias al impulso ideológico ejercido por la jurisprudencia norteamericana. El principio de responsabilidad objetiva rector de la directiva europea es fruto de un transfondo operado en los Estados Unidos en los años sesenta, coincidiendo con la revolución tecnològica y el inicio de la producción y del consumo masivos. Tales fenómenos suscitaron la búsqueda de mecanismos jurídicos aptos para canalizar la reparación de los daños inherentes a las actividades industriales tecnológicamente avanzadas. Su principal efecto fue la preocupación por una más justa distribución social de los llamados “costes del progreso”, preocupación que, jurídicamente, desembocó en la solución de la responsabilidad aun sin culpa del fabricante por los daños derivados de su producción industrial. El mérito de tal solución corresponde a determinados teóricos norteamericanos de la responsabilidad empresarial, quienes, inspirándose en ideas formuladas a inicios del siglo XX por los especialistas en Derecho laboral, concluyeron que es la empresa productora quien está en mejor situación de soportar el coste del accidente industrial: al imponerse al fabricante una responsabildad desvinculada de su eventual culpa en la causación del accidente, repercutirá en el precio de sus productos el coste del seguro de responsabilidad civil que se verá abocado a contratar para hacer frente a su responsabilidad objetiva o por riesgo, de manera que el coste de los accidentes acabará siendo soportado por el público consumidor al pagar el sobreprecio de los productos que adquiere. Las repercusiones de tal construcción han sido tanto normativas como judiciales.

Constrained school choice: an experimental study

The literature on school choice assumes that families can submit a preference list over all the schools they want to be assigned to. However, in many real-life instances families are only allowed to submit a list containing a limited number of schools. Subjects' incentives are drastically affected, as more individuals manipulate their preferences. Including a safety school in the constrained list explains most manipulations. Competitiveness across schools play an important role. Constraining choices increases segregation and affects the stability and efficiency of the final allocation. Remarkably, the constraint reduces significantly the proportion of subjects playing a dominated strategy.

Women at home, at school and in the factory. The particular discourse of domesticity done by the Spanish Escuela Economista (1861-1909)

The texts by the Spanish Economist School (second half of the 19th century) contain an assessment of the role of women in the economy and society that is transgressor in front of the prevailing discourse that defended a unique and exclusive role for all women: being at home and a mother. Most members of that economic trend defended female work in the factories, basing themselves on wage arguments and even asked for a professional training for those who in many cases could not even write and read for the fact of being a woman. The texts of those economists give new ideas about the economic and social role of women in a Spain dominated by a discourse that denied the necessity of female work for the working families.

Preference intensities and risk aversion in school choice: a laboratory experiment

We experimentally investigate in the laboratory two prominent mechanisms that are employed in school choice programs to assign students to public schools. We study how individual behavior is influenced by preference intensities and risk aversion. Our main results show that (a) the Gale-Shapley mechanism is more robust to changes in cardinal preferences than the Boston mechanism independently of whether individuals can submit a complete or only a restricted ranking of the schools and (b) subjects with a higher degree of risk aversion are more likely to play "safer" strategies under the Gale-Shapley but not under the Boston mechanism. Both results have important implications for the efficiency and the stability of the mechanisms.

The first steps of a secondary school teacher: experiences and studies of a student-teacher

This dissertation aims at fostering the professional development of the EFL teacher. This document compiles two small scale empirical studies carried out during the practicum periods of the TED's course. The first one is based on the role of the teacher's talk in the EFL classroom and the second one focuses on students’ small group talk, analysing the impact of cooperative learning in the EFL classroom by examining students' conversation. The following section gathers the teacher's personal reflections upon the process of professionalization. The paper concludes with a summary of the major findings and further professional improvement proposals

Implementing CLIL in a primary school in Spain : the effects of CLIL on L2 English learners' oral production skills

This study presents the results of implementing a CLIL programme in a Catalan primary school three years after the onset of the implementation. The main objective of this investigation was to determine the effects of CLIL on students’ L2 English oral performance in terms of Complexity, Accuracy and Fluency (CAF). The results obtained suggest that CLIL learners outperform non-CLIL learners not only in fluency, but also in syntactic complexity. However, despite the encouraging results, the study concludes that further research which transcends the methodological limitations observed in the study is needed in order to confirm the results

Immigration and the school system

Immigration is an important problem in many societies, and it has wide-ranging effects on the educational systems of host countries. There is a now a large empirical literature, but very little theoretical work on this topic. We introduce a model of family immigration in a framework where school quality and student outcomes are determined endogenously. This allows us to explain the selection of immigrants in terms of parental motivation and the policies which favor a positive selection. Also, we can study the effect of immigration on the school system and how school quality may self-reinforce immigrants' and natives' choices.