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This paper develops and estimates an equilibrium model of charter school entry and school choice. In the model, households choose among public, private, and charter schools, and a regulator authorizes charter entry and mandates charter exit. The model is estimated for Washington, D.C. According to the estimates, charters generate net social gains by providing additional school options, and they benefit non-white, low-income, and middle-school students the most. Further, policies that raise the supply of prospective charter entrants in combination with high authorization standards enhance social welfare.

Academic achievement --- Academic performance --- Academic programs --- Academic viability --- Academic year --- Achievement data --- Alternative schools --- Average class size --- Average number of children --- Black students --- Board of education --- Catholic schools --- Class size --- Classroom --- College --- Comprehensive assessment --- Cultural policy --- Culture & development --- Curricula --- Curriculum --- Early childhood --- Economics of education --- Educated parents --- Education --- Education for all --- Education reform --- Education statistics --- Education students --- Educational attainment --- Educational costs --- Effective schools --- Elementary school --- Elementary schools --- Enrollment by grade --- Enrollment data --- Ethnic composition --- Faculty --- Faculty development --- Fees --- Formula funding --- Geographic distribution --- Graduation rate --- Graduation rates --- High school --- High schools --- Knowledge --- Language curriculum --- Learning --- Literature --- Low enrollments --- Low-income students --- Middle school --- Middle school students --- Middle schools --- Ministry of education --- Net social gain --- Number of schools --- Number of students --- Open access --- Papers --- Parental income --- Partnerships in education --- Primary education --- Private school --- Private schools --- Public school --- Public school system --- Public schools --- Pupil funding --- Quality schools --- Racial segregation --- Reading --- Regular schools --- Research --- Research report --- Researchers --- School --- School attendance --- School buildings --- School climate --- School cost --- School costs --- School data --- School day --- School district --- School effectiveness --- School enrollment --- School enrolment --- School entry --- School experience --- School funding --- School leaders --- School level --- School levels --- School location --- School performance --- School principals --- School quality --- School reform --- School students --- School supply --- School survey --- School system --- School tuition --- School year --- School-age --- School-age children --- School-age population --- School-year --- Schooling --- Schools --- Science --- Secondary education --- Social science --- Social welfare --- Special education --- Student --- Student achievement --- Student body --- Student choice --- Student costs --- Student demand --- Student group --- Student groups --- Student population --- Students --- Teacher --- Teachers --- Teaching --- Teaching methods --- Tertiary education --- Tuition --- University --- Urban school --- Urban schools --- Values --- Vocational schools

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Zonder onderwerpscode: economie

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This paper develops and estimates a model of child care markets that endogenizes demand and supply. On the demand side, families with a child make consumption, labor supply, and child care decisions within a static, unitary household model. On the supply side, child care providers make entry, price, and quality decisions under monopolistic competition. Child development is a function of the time spent with each parent and at the child care center; these inputs vary in their impact. The structural parameters of the model are estimated using the 2003 Early Childhood Longitudinal Study, which contains information on parental employment and wages, child care choices, child development, and center quality. The estimates are used to evaluate the impact of several policies, including vouchers, cash transfers, quality regulations, and public provision. Among these, a combination of quality regulation and vouchers for working families leads to the greatest gains in average child development and to a large expansion in child care use and female labor supply, all at a relatively low fiscal cost.

Child Care --- Child Care Arrangement --- Child Care Services --- Child Development --- Early Child and Children's Health --- Labor Force Participation --- Labor Markets --- Labor Policies --- Social Protections and Assistance

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Higher education in Latin America and the Caribbean (LAC) has expanded dramatically in the new millennium, yet enrollment in short-cycle programs (SCPs) is still relatively low. Shorter and more practical than bachelor's programs, SCPs can form skilled human capital fast. The economic crisis created by the COVID-19 pandemic has accentuated underlying trends, such as automation, the use of electronic platforms, and the need for lifelong learning. Addressing these demands requires the urgent upskilling and reskilling of the population-a task for which SCPs are uniquely suited. The Fast Track to New Skills: Short-Cycle Higher Education Programs in Latin America and the Caribbean explores the labor market out-comes and returns of SCPs, examines their providers, and identifies the practices adopted by the best programs. Relying on unique data that includes a novel survey of SCP directors in five LAC countries, it finds that while SCPs generate, on average, good labor market out-comes, they vary greatly in quality. SCP providers respond quickly and flexibly to local economy needs; and specific practices related to faculty, job search assistance, and interaction with prospective employers are distinctive of the best programs. Drawing on these findings, The Fast Track to New Skills discusses how to create an environment where good programs are offered and students have the interest and means to attend them. It draws attention to a higher education sector that has been typically overlooked, both in research and policy. The Fast Track to New Skills will be of interest to policy makers, researchers, and the public at large--

Higher Education --- Short Programs --- Technical Programs --- Community College --- Skills --- Short-Cycle Programs