All work and no play? The effects of ability sorting on students’ non-school inputs, time use, and grade anxiety

Wang, Liang Choon

doi:10.1016/j.econedurev.2014.10.008

Cited by 18 publications

(3 citation statements)

References 47 publications

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“…() show that households in India and Zambia reduce their educational spending in response to anticipated grants, leading to a situation in which the net impact of grants on test scores is zero, suggesting that parents may reduce out‐of‐school inputs as school inputs increase. In a similar vein, Bonesr⊘nning () finds parental efforts tend to reduce when class size gets smaller and Wang () finds that students get more leisure, sleep more, and spend less on private tutoring in an ability‐sorting educational environment. Our findings that show the importance of boys’ out‐of‐school activities in driving the effect of single‐sex schools also echo Fan, Fang and Markussen's () findings that boys’ educational outcomes are particularly sensitive to changes in parental inputs.…”

Section: Introductionmentioning

confidence: 95%

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The Effectiveness of Single‐Sex Schools through Out‐of‐School Activities: Evidence from South Korea

Hahn

Wang

2018

Oxf Bull Econ Stat

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Students' out-of-school activities and time use can play a crucial role in facilitating the effect of schools on students' achievement. Using data from Seoul, South Korea, where students are randomly assigned into schools, we show that when single-sex schools improve students' test performance, their effect is positive on students' time spent on study-related out-of-school activities. Our results indicate that out-of-school activities explain roughly 21%-30% of the effect of single-sex schooling on test performance.

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Section: Introductionmentioning

confidence: 95%

“… All middle schools and roughly 70% of academic high schools in Korea are currently subject to the equalization policy (Wang, ). …”

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confidence: 99%

The Effectiveness of Single‐Sex Schools through Out‐of‐School Activities: Evidence from South Korea

Hahn

Wang

2018

Oxf Bull Econ Stat

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“…Geographic variations and indicators of economic well-being are known to directly predict how people invest their time in afterschool activities such as extra classes in both developed and developing countries (Buchmann, 2002;Davies, 2004;Wang, 2014). For example, the agriculture-based economy of rural areas coupled with the low-income status of many rural dwellers means there is a high probability that children living in low income households in rural areas would assist with farm work, especially during off-school days and afterschool hours.…”

Section: Covariates Of Household Assets and Student's Time Usementioning

confidence: 99%

Junior high school students’ use of their afterschool hours in Ghana: The role of household assets

Alhassan

Ansong

Ampomah

et al. 2017

Child & Youth Services

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Studies have examined a broad range of factors for how students use their time, but few attempts have been made to explore the nuanced link between different types of asset ownership and students'use of study time, particularly in resource-limited countries. This study uses data from junior high school students in Ghana to examine how students spend their time after school hours, the predictive influence of different types of household assets, and the extent to which these trends and relationships vary by gender. Polynomial quantile regression models were fitted across three quantiles (24th, 53rd, and 76th percentiles) to align with one hour, one and half hours, and two hours of study time. Results show that the average student spends well above the recommended 90 minutes on their schoolwork during afterschool hours, regardless of gender. Multivariate results indicate that owning limited assets tends to have a negative relationship with use of study time, but higher levels tend to be positively related to use of study time. Also, the predictive influence of asset ownership varies by asset type, and higher levels of asset ownership favor girls more than boys. Given this study's realtively small sample size, caution must be exercised in generalizing the study findings to the general population of junior high school students in Ghana. In light of the study's limitations, the finding of varying asset effect may have practical implications for asset development programs designed to enhance the well-being of low-income families.

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The effect of high-stakes testing on suicidal ideation of teenagers with reference-dependent preferences

Wang

2015

J Popul Econ

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All work and no play? The effects of ability sorting on students’ non-school inputs, time use, and grade anxiety

Cited by 18 publications

References 47 publications

The Effectiveness of Single‐Sex Schools through Out‐of‐School Activities: Evidence from South Korea

The Effectiveness of Single‐Sex Schools through Out‐of‐School Activities: Evidence from South Korea

Junior high school students’ use of their afterschool hours in Ghana: The role of household assets

The effect of high-stakes testing on suicidal ideation of teenagers with reference-dependent preferences

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