进口扩张、产品质量升级与企业性别工资差距

进口产品质量升级为我国不断扩大的性别工资差距提供了新解释,本文利用2004—2007年中国工业企业数据和海关微观数据,使用工具变量和倾向匹配得分的反事实估计法验证了进口产品质量对企业内部性别工资差距的影响。结果表明,进口产品质量提升显著扩大了我国企业性别工资差距;倾向匹配得分(PSM)和广义倾向匹配得分(GPS)的估计结果也与基准回归基本一致,以低质量进口企业为对照组,进口高质量产品的企业将面临更大的性别工资差距;异质性分析表明,进口产品质量对企业性别工资差距的影响在不同所有制、要素密集度和出口密集度的企业中存在一定差异。本文的研究结论对于实现对外贸易转型升级和优化收入分配格局协调发展具有重要意义。     

How Does Training Abroad Affect Faculty Income? An Analysis Based on the “2014 Faculty Survey in China”

Abstract

Training abroad is an important avenue for promoting the specialized development of faculty and improving international accomplishments. On the basis of the data from the 2014 Faculty Survey in China, this paper applies the technique of propensity score matching to control for the self-selection bias in the sample, so as to quantitatively evaluate the economic benefits of training abroad for faculty. The study finds that training abroad presents significant economic returns, while the potential benefits of training abroad for faculty members who have not yet pursued training abroad are higher than the benefits for faculty members who have pursued training abroad; a nonlinear relationship exists between the period of time for which a faculty member pursues training abroad and the economic benefits thereof, with the order of the economic benefits of training abroad from least to most for different time periods being: 1?year, less than one half year, more than one half year to less than 1?year, and more than 1?year. The conclusions of the study provide an empirical basis for the selection of pathways for the professional development of faculty in the future, as well as the design and refinement of training abroad programs, et cetera.     

A Study of the Relationship between the Diets and the Health of 25 Negro Families in Scotland Ville,Louisiana

Using a hypothetical data set, the authors provide concrete examples to illustrate that canonical correlation analysis is a general linear model, subsuming other parametric procedures as special cases. Specific statistical techniques included in the analysis are t tests, Pearson correlation, multiple regression, ANOVA, MANOVA, and discriminant analysis. The discussion is aided by an initial explanation of the logic of canonical analysis. Further, similarities between the canonical technique and other univariate and multivariate procedures are highlighted. The treatment is intended to reiterate a framework in which statistical concepts can be presented to students.     

Measurable Outcomes of Two Methods of Teaching Experimental Geometry

Analytic and nonanalytic dimensions of cognitive styles and discovery and expository teaching strategies were combined to form a 2 x 2 design. Five tests were used. Subjects were selected according to their cognitive styles in each of the two experimental schools. After seven weeks of mathematics instruction, two periods of one-hour duration per week, the students’ posttest scores were analyzed to determine the effects of the two cognitive styles as well as the two teaching methods on retention and transfer of mathematics tasks. The ANCOVA showed significant F ratios for the main effect of cognitive style. Analytic boys in the expository group scored significantly higher than nonanalytic students. The analyses revealed no significant main effect of teaching methods. In no instance was a significant difference found for girls in respect to cognitive styles or teaching methods.     

The Effect of Catholic Schooling on Math and Reading Development in Kindergarten Through Fifth Grade

Abstract

Prior research estimating the effect of Catholic schooling has focused on high school, where evidence suggests a positive effect of Catholic versus public schooling. In this article, we estimate the effect of attending a Catholic elementary school rather than a public school on the math and reading skills of children in kindergarten through fifth grade. We use nationally representative data and a set of matching estimators to estimate the average effect of Catholic schooling and the extent to which the effect varies across educational markets. When we use public school students nationwide or within the same county to provide a counterfactual estimate of how Catholic school students would have performed in public schools, we find strong evidence indicating that Catholic elementary schools are less successful at teaching math skills than public schools (Catholic school students are 3–4 months behind public school students by third and fifth grade), but no more or less successful at teaching reading skills. Moreover, unlike prior research, we find no consistent evidence that the effects of Catholic schooling vary substantially by race or urbanicity, though our power to detect such differences is weak.     

本科生科研项目对个人科研职业发展的影响——一项回顾性队列研究

培养本科生科研素养是当代本科生教育和创新人才教育的重要组成之一。我国高校多采取资助本科生科研项目的方式进行。为了解这一方式如何影响学生未来科研职业发展,本研究以复旦大学的本科生科研资助计划为对象,对该校2000—2017级参加和未参加科研项目的共576名大学生进行了回顾性队列研究。通过对在校生队列样本的分析,发现科研项目对学生在大学阶段从事科研职业的意愿提高23.2%。通过对毕业生队列样本的追踪分析,发现科研项目提升了本科生14.1%的攻读博士概率,以及提升了17.2%的在高校科研岗位就业概率。进一步的机制检验发现本科生科研项目主要通过促进学生对科研的了解和提升科研工作的自我效能感（而不是比同伴更有竞争力）来激发学生投身科研的意愿。     

Is the cure worse than the disease? A longitudinal study on the effect of grade retention in secondary education on achievement and academic self-concept

Holding students back when they do not meet a specific attainment level is common practice in a lot of countries. However, this practice is not without controversy and recent studies point at the negative effects of grade retention, especially in the long-term. The majority of these studies focused on grade retention in primary education. In our study, we focused on the effect of grade retention in Grade 8 on language achievement and academic self-concept. We matched students who were and were not retained based on their propensity to be retained and compared both groups using a growth curve analysis. The basic treatment “grade retention vs. promotion” was extended with the certificate these students received at the end of Grade 8. With this growth curve analysis, we were able to draw conclusions on the effect in the short-term, as well as in the long-term. In the short-term (i.e. the year of retention), it seems that grade retention had no negative effect on language achievement in the short-term, and even a positive effect on academic self-concept in the year of retention. The effects became more negative when we considered effects in the long-term. Especially for language achievement, we found a strong decline in the achievement of grade retainees. We found no negative effect of grade retention on academic self-concept. We can conclude that grade retention has a negative effect on the achievement of retained students in the long run, but has no negative effect on academic self-concept. When we take into account the certificate they received, it seems that following the teacher’s advice to change track is a better decision than repeating the grade in the same track.     

体育锻炼能够促进青少年的认知能力发展吗?——基于中国教育追踪调查数据的实证研究

本文利用中国教育追踪调查数据(2014—2015),采用普通最小二乘法、分位数回归以及倾向得分匹配法,实证检验了体育锻炼对青少年认知能力的影响,结果发现:(1)利用普通最小二乘法测得经常参与体育锻炼的青少年在认知能力测试上比不经常参与的青少年高出0.149个标准分,当控制前期能力后,青少年参加体育锻炼的时间每上升1个单位值,能将认知能力提高0.049个标准分;(2)利用分位数回归发现参加体育锻炼对认知能力处于中位数上的青少年具有最强的促进作用,体育锻炼的异质性特征突出表现为“倒V”型曲线,而利用无条件分位数回归发现经常参与体育锻炼能够缩小低–高分位点上认知能力的组内差异;(3)利用Probit模型发现学校作业并非青少年参与体育锻炼的决定因素,看电视、玩网络游戏等课余活动的时间则对青少年参与体育锻炼构成了挤出关系,文化资本、人力资本以及教育期望与青少年的体育运动参与率呈正相关;(4)利用倾向得分匹配法发现体育锻炼影响认知能力的平均处理效应落入[0.095,0.117]的取值区间,而忽视选择性偏差将会高估体育锻炼的净效应。     

大学生就业市场景气指数的建构与分析

利用北京大学教育经济研究所历年全国高等学校毕业生就业状况调查数据和多值倾向评分匹配的方法,构建了一个动态化、定量化、具备可比性的大学生就业市场景气测量体系。测量结果表明,大学生就业景气指数呈现上下波动的变化趋势,2003年和2009年是指数的波谷年份,2005年和2015年则是指数的波峰年份;大学生就业景气指数的跨年变动幅度平稳,且指数波动受供需两侧因素的共同影响。在分析往年大学生就业景气指数的变动趋势和影响机制后发现,近年来大学生就业景气又进入了新的下降通道,2020年全球经济萎靡、国内经济下行压力和新型冠状病毒肺炎疫情叠加影响使得高等学校毕业生就业形势更加严峻,但在政府政策干预、新经济兴起以及求职方式转变的影响下,大学生就业景气程度短期受负面影响严重,但就业率并未出现断崖式下降。     

博士后经历能给高校教师带来经济收益吗?

博士后制度具有培养和使用人才的双重属性,博士后经历既是人力资本投资亦是信号资本投资。基于2014年中国大学教师调查数据,运用倾向得分匹配法纠正样本自选择偏差后评估博士后经历的经济价值,研究发现:博士后经历具有显著的经济价值,拥有博士后经历的教师年收入比没有博士后经历的教师年收入高出11.40%。博士后经历的经济价值存在明显的异质性,"海归"博士后经历的经济效应是"本土"博士后经历经济效应的6.46倍。研究结论为未来青年博士职业发展路径选择、博士后管理制度改革与学术劳动力市场资源配置提供了实证依据。     

高校教师学术创业对科研产出的影响——基于倾向值匹配的反事实估计

高校教师学术创业对科研产出的影响一直是国内外争论的焦点。通过收集我国四所“双一流”大学教师学术创业的数据,运用倾向值匹配法探究高校教师学术创业与科研产出之间的因果关系。研究得出如下结论：高校教师参与学术创业后,科研产出数量不会发生变化,但科研产出质量会有所下降;不同学科教师学术创业对科研产出的影响效应存在异质性,工科类教师学术创业对科研产出数量和质量均无显著影响,而理科类教师学术创业对科研产出质量存在显著的负向影响。基于此,为了减少冲突,实现“研创”共生,建议建立“支撑保障”与“边界限制”并行的学术创业管理体制,并根据不同学科的特点进行分类管理。     

Effects of kindergarten retention for at-risk children’s psychosocial development

Kindergarten retention is a popular practice for children who are considered unready for primary school. However, past research has not yet succeeded to find consistent, strong empirical evidence supporting the practice. In the current study, kindergarten repeaters’ development in nine psychosocial domains is compared with that of equally at risk but (1) continuously promoted age-mates and (2) promoted age-mates who repeated first grade instead. Analysing data from a large-scale longitudinal study using propensity score matching and multilevel modelling, the findings reveal no harm of kindergarten retention for at-risk children’s long term psychosocial development. Rather, we find that, relative to equally at-risk but continuously promoted children, kindergarten repeaters benefit from retention with respect to higher levels of well-being, and peer relations, and lower levels of hyperactivity, aggression and asocial behaviour. Compared to similar children who were promoted but who were retained in first grade instead, kindergarten repeaters are found to benefit more from retention with respect to higher levels of well-being, self-confidence, attitude to work and independent behaviour, and lower levels of hyperactivity.     

青少年体重影响学业成绩吗--来自中国教育追踪调查的经验证据

超重、肥胖、低体重已成为青少年群体面临的主要健康问题。国内学界有关体质健康与学业成绩的探讨方兴未艾,而聚焦体重状态、使用全国性样本的经验分析较为缺乏。研究基于2013—2014学年、2014—2015学年中国教育追踪调查(CEPS)的数据分析,发现:我国初中生体重水平存在性别与城乡差异,男生较女生更易处于异常体重状态,城镇学生更易超重及肥胖,农村学生更易低体重;OLS和倾向值匹配估计(PSM)结果表明,超重及肥胖学生的学业成绩受到体重状态的显著负向影响,低体重对学业成绩的影响不显著;分性别对比结果显示,体重状态对学业成绩的影响存在性别差异,女生群体学业成绩受到超重及肥胖的消极冲击程度更大。