Residence-based priorities and school choice

Many countries use centralized school choice procedures to assign pupils to schools. To address excess demand for a particular school, ties are broken according to priority points granted based on various criteria, such as proximity to the school. Using a unique reform undertaken in Madrid (Spain), we estimate the impact of abolishing residence-based priorities on families’ school choices, the stated motivation for choosing a school, and the final school allocation. Utilizing several administrative datasets on school applications, we find that the reform increases families’ out-of-district school assignments and assignments to schools further away from their home address. Parents of immigrant children did not change their application behavior in the first years of the reform but caught up with natives three years after its implementation. Children generally accessed slightly better-performing schools, particularly those from lower-educated backgrounds.     

Attendance manipulation and efficiency in Chile’s school voucher system

To improve the quality of education, one can either directly reward performance or introduce school choice, private provision, and demand subsidies. The Chilean voucher scheme combines both approaches: an attendance-related subsidy favors school choice and creates incentives for schools to promote attendance throughout the year. With imperfect monitoring, however, institutions may respond by manipulating performance indicators. By analyzing audit data, we find evidence that a large fraction of Chilean schools – including public schools – over-report attendance, with a higher prevalence among for-profit and under-achieving institutions. Expenditure data suggest that manipulation among for-profit schools seems to follow rent extraction purposes rather than educational goals.     

Fragmented spaces in the urban landscape: A socio-spatial analysis of educational supply in the city of Madrid

The geography of school choice critically shapes families’ educational opportunities. Residential segregation, social inequalities and the educational marketplace interact in complex ways and produce spatialised educational opportunities for families. This paper analyses the link between these dimensions and how they structure families’ educational opportunities in the city of Madrid. Based on several administrative datasets that capture students’ residential location, their socio-economic position, the schools they attend and the characteristics of school supply, our analysis reveals the uneven spatial distribution of the different school modalities in Madrid, where advantaged families and neighbourhoods have more diversified and socio-economically homogenous nearby schooling options. The results also depict the way the city is spatially divided along a continuum of ‘privileged’ residential and educational assets. The paper reflects on how reforms expanding school choice and diversification of the educational market undertaken by the regional government may have increased the link between residential and school segregation.     

The role of technological catch up and domestic market growth in the genesis of emerging country based multinationals

The paper presents a model that evaluates how upgraded technological capabilities of emerging country based multinationals (EMNCs) and an increase in the domestic market size of large emerging countries affect value chain location choices and the competitiveness of emerging country based firms versus advanced country based ones. The model shows that, even without possessing a competitive advantage in terms of technology and/or brands, EMNCs from large or rapidly technologically advancing countries can become dominant players in the global system. The model highlights the central role of firm level technological intensity and product differentiation in determining the location of value chain activities as well as defining organisational boundaries. Empirical analysis of the location choices of the world's top multinationals from large advanced and emerging countries in 2010 supports the model's predictions.     

Does the Great Firewall Really Isolate the Chinese? Integrating Access Blockage With Cultural Factors to Explain Web User Behavior

The dominant understanding of Internet censorship posits that blocking access to foreign-based websites creates isolated communities of Internet users. We question this discourse for its assumption that if given access people would use all websites. We develop a conceptual framework that integrates access blockage with social structures to explain Web users’ choices, and argue that users visit websites they find culturally proximate and that access blockage matters only when such sites are blocked. We examine the case of China, where online blockage is notoriously comprehensive, and compare Chinese Web usage patterns with those elsewhere. Analyzing audience traffic among the 1000 most visited websites, we find that websites cluster according to language and geography. Chinese websites constitute one cluster, which resembles other such geolinguistic clusters in terms of both its composition and its degree of isolation. Our sociological investigation reveals a greater role of cultural proximity than access blockage in explaining online behaviors.     

对当前大学生考研与就业抉择心理的分析与引导

对于在校生来说,在考研与就业问题上最大的困惑就是“直接就业好,还是考研好？”造成大家难以取舍的根本原因还是现实的利益关系复杂,鱼和熊掌难以兼得。作为老师,要帮助学生摆正心态,科学分析两者的利弊关系,做出最适合自己的选择。     

MCAI课件教学媒体的设计与选择

教学媒体作为储存、承载和传递教学信息的载体或工具,在整个教学过程中发挥着十分重要的作用。在开发和制作MCAI课件的过程以及设计和选择教学媒体时,应该坚持教学媒体设计与选择的四个基本原则,并注意八个方面的问题,才能真正发挥其教学作用。     

论高校体育健康能力培养模式的教材选择与条件要素

从界定能力、体育健康能力、体育健康能力培养模式的概念人手，指出对大学生进行体育健康能力培养是高校体育课程的出发点和归宿，并对体育健康能力培养模式的教材选择和条件要素进行探讨。     

The Skills of Practical Writing for Tour Guide(Ⅱ)--Points for Attention

Totranslatetravelcommentary,manyplacesshould bepaidattention.Howevertherearethreekeypointsthat atourguideshouldgivemoreattentionto.Theyarethe interpretationofthesourcelanguage,structureofthe targetlanguageandchoiceoftherightword.Thefollowing isadiscussionaboutthesepointsforattention. i.Interpretationofthesourcelanguage Intranslating,understandingtotheoriginaltextisthe firststep.Differentunderstandingmakesdifferent translation.Itisthepre-conditiontomakeagoodversion. Therefore,readingtheorigin…     

Studying parental involvement and university access and choice: An ‘interacting multiple capitals’ model

Capital‐embedded parental involvement in education is essential in enhancing university enrolment and maximising the educational potentials for equality and excellence. Previous studies in this field have mainly utilised Perna's ( 2000 , 2006 ) model, which defines parental involvement as social capital and identifies the additive influences of different types of capital (including social, economic and cultural capital) on university access and choice. Yet, little research to date theorises and disaggregates the interplay among various types of capital as well as the multiplicative capital effects on enrolment. This study addressed this gap. We proposed an ‘interacting multiple capitals’ (IMC) model and hypothesised that parental social capital could moderate the effects of cultural and economic capital on entry to university. To validate the model, a pilot survey was administered to 216 university students of Korean ethnicity in China and investigated the models of involvement adopted by Korean parents in the context of the increasing labour mobility of the Korean adult population. Moderated multiple regression analysis was employed and the results confirmed the hypothesis that capital effects upon university access and choice were multiplicative in nature, with social capital moderating the cultural capital influence on students’ educational aspirations. The study findings show that the interaction of various types of capital variables is sufficiently statistically significant to warrant future research and policy and practical discussion of how to promote parental involvement in university preparation and planning.