The Effect of Additional Funds for Low‐Ability Pupils: A Non‐Parametric Bounds Analysis

Haan, Monique de

doi:10.1111/ecoj.12221

Cited by 13 publications

(10 citation statements)

References 21 publications

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“…Appendix A provides details on the relevant labour market and health institutions. 3 For applications of this method, see, for example,Pepper (2000),Gerfin and Schellhorn (2006),Gundersen and Kreider (2009), De Haan (2011), and De Haan (2017.…”

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confidence: 99%

Bounding the causal effect of unemployment on mental health: Nonparametric evidence from four countries

2017

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in Bounding the Causal Effect of Unemployment on Mental Health: Nonparametric Evidence from Four Countries mArch 2017Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world's largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. An important, yet unsettled, question in public health policy is the extent to which unemployment causally impacts mental health. The recent literature yields varying findings, which are likely due to differences in data, methods, samples, and institutional settings.Taking a more general approach, we provide comparable evidence for four countries with different institutional settings -Australia, Germany, the UK, and the US -using a nonparametric bounds analysis. Relying on fairly weak and partially testable assumptions, our paper shows that unemployment has a significant negative effect on mental health in all countries. Our results rule out effects larger than a quarter of a standard deviation for Germany and half a standard deviation for the Anglo-Saxon countries. The effect is significant for both men and women and materialises already for short periods of unemployment. Public policy should hence focus on early prevention of mental health problems among the unemployed. JEL Classification:I12, J64

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confidence: 99%

Bounding the causal effect of unemployment on mental health: Nonparametric evidence from four countries

2017

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“…In some reforms, principals are allowed to choose a particular model from a given range of models of implementation offered by policymakers (Mangan et al , 2014). In other reforms, schools are allowed to make decisions about how to implement all or certain components of the reform, subject to detailed reporting (De-Haan, 2017). Some reforms increase a school's expenses and others, which stem from equity-based court-ordered reforms, are intended to establish uniform outputs (Jackson et al , 2014).…”

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confidence: 99%

A “cracking” school culture: leading resource exploitation during implementation of a national reform

Tamir

2021

JEA

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PurposeThe study explores characteristics of strong school cultures through principals' exploitation of additional resources within implementation of a national reform.Design/methodology/approachAn interpretive approach was utilized to analyze qualitative data from semi-structured interviews with 35 Israeli high school principals who implemented a national reform in state and religious-state schools from all school districts.FindingsThe article presents four types of cracking cultures led by the principals: (1) a school values-based culture, such as respect; (2) a caring culture based on trust and a positive atmosphere; (3) a maintenance achievement-oriented culture; and (4) a creative culture that supports the teachers and takes risks in using resources beyond their intended purpose.Originality/valueExploring principals' exploitation of resources within a cracking culture may promote school improvement and innovation during national reform implementation.

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“…Creating a new school pedagogy involves competing policy tensions associated with principals’ resource allocation autonomy (Plecki et al, 2009). Schools that receive the necessary autonomy and power to decide how to exploit the allocated resources will be more successful in terms of translating these resources into school-level improvements (De Haan, 2017; DeAngelis and Barnard, 2020). In contrast, schools that are exposed to political pressures regarding resource allocation feel that their professional autonomy is harmed, and they avoid investing in longer term initiatives (Allen et al, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Principals’ sense-making of resource allocation within a national reform implementation

Tamir¹,

Schechter²

2020

Educational Management Administration & Leadership

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Through a sense-making lens, this qualitative study explores high school principals’ considerations while they perceive and enact additional resources within a national reform implementation. Principals’ allocation of resources, especially as part of a national reform, is a complex matter for schools’ effectiveness in an era of accountability. This study investigates data from interviews with 22 Israeli high school principals implementing the national reform in secular and religious state schools from all school districts. Data analysis has yielded three themes: (a) promoting students’ learning achievements towards matriculation exams; (b) deepening student-teacher relations; and (c) developing a new pedagogy. Exploring the allocation of resources to suit principals’ particular needs through a sense-making prism may contribute to the scholarship and to the practice of school leadership while promoting change within a national reform implementation.

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The Effect of Additional Funds for Low‐Ability Pupils: A Non‐Parametric Bounds Analysis

Cited by 13 publications

References 21 publications

Bounding the causal effect of unemployment on mental health: Nonparametric evidence from four countries

Bounding the causal effect of unemployment on mental health: Nonparametric evidence from four countries

A “cracking” school culture: leading resource exploitation during implementation of a national reform

Principals’ sense-making of resource allocation within a national reform implementation

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