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Fax 34 Internet: I am greatly indebted to Samuel Bentolila for his exceptional supervision, guidance and support.
I would also like to thank Professors Diego Puga, Pedro Mira, Manuel Arellano, Monica Martinez-Bravo and all participants in the thesis cemfi master thesis download for their helpful and useful comments. Special thanks also to Felipe Carozzi and Jan Bietenbeck for their help and suggestions about how to improve this work, to Ines Berniell for her patience and help with the data, and to Gustavo Fajardo for the long hours of discussion about politics and policy evaluation, providing me great insights.
Finally to my classmates, family and friends, who gave me the strength to continue during these two years, especially to my sister Alicia. Special thanks also to INEE for providing me the data. All errors are on my own. Nowadays, English knowledge is spread internationally, its importance is growing, and educational systems introduce students in English learning at an increasingly early age.
However, until now, very little was known about which the determinants of English competences are, which differences are linked to country specific factors and which policy educational measures can be taken to improve the English level of students at the end of compulsory education.
English class size is a particularly important feature of the educational systems because it can be quite easily modified by cemfi master thesis download makers. Following Woessmann EP, class size European study in sciences cognitive skills, and implementing similar techniques, previously developed by Angrist and Lavy QJE,we obtain a statistically significant causal result: Human Capital depends on many factors and, globally speaking, it accumulates first through learning and secondly by practical experience in the labor market.
Therefore, the role of Education as the first source of human capital accumulation is very relevant from an Economic perspective. English knowledge covers many different skills, the most widely emphasized are Listening, Reading, Writing and Speaking.
The development of each skill can be acquired through different teaching techniques and language contact. Language contact can also be performed by several activities which can affect some skills more than others.
For example, reading English books can improve Reading and Writing, but not necessarily Speaking or Listening skills. On the other side, watching not dubbed English movies can improve Listening but not necessarily Reading or Writing skills.
Therefore, at the end of compulsory education, students English level is a multi-skill acquired knowledge, which depends on different learning procedures given to the student by their English teachers, home and school environment, the implicit ability of the individual in foreign languages and the contact with the English language that the student could have.
International tests like the Programme for International Student Assessment PISA and Trends in International Mathematics and Science Study TIMSS provide data on common assessment tests carried out all over the World, which allow us to understand the importance of various factors determining the achievement and the impact of skills on economic and social outcomes.
The ESLC was carried out in and has the same approach as previous international tests: It evaluates English proficiency in Listening, Reading and Writing skills. Speaking was not evaluated and therefore, it is out of the scope of this study.
I begin my analysis of the determinants of English performance by building an 2 appropriate educational production function. In this function, cognitive skills are understood as the outcome of a production process, where inputs are the student characteristics, family background and school and institutional factors, which are combined to create the output.
The educational production function is improved in order to take into account factors that affect languages specifically, such as family language controls, which measure the proximity of native European languages to English. Also, several robustness checks are provided to guarantee that my estimations are sufficiently accurate in the three evaluated skills.
The second part of my analysis focuses on a very significant determinant that was found in the educational production function and robustness checks: This implies that bigger English classes perform better on average than smaller ones.
This result goes in line with other positive class size effects found using least squares methods in European data such as Woesmannwho showed a similar positive effect of class size in science proficiency using TIMSS data on 12 European school systems. Least squares coefficients are very likely to be biased due to endogeneity.
What Angrist and LavyHoxby or Woessmann obtained, after using Intrumental Variables IV estimation on the class size effect estimates, was that the class size coefficients turned negative or no longer statistically significant.
No significant effect for English class size was obtained in Listening skills. Contrary to what has been believed so far, bigger classes do not necessarily perform worse in all cognitive skills and, on the contrary, perform better in Reading and Writing English skills.
To complete this study, I provide the optimal class size in the three skills. It is obtained by a functional form modification of the English class size in the estimation of the educational production function.
Reading and Writing English 3 skills present an optimal class size of 35 and 33 respectively, which are bigger than the ones implemented by the maximum class size regulations across Europe.
This study provides causal results which have important Policy implications.This paper is a revised version of the Master's Thesis presented in partial fulfillment of the Master in Economics and Finance at the Centro de Estudios Monetarios y Financieros (CEMFI).
I am greatly indebted to Samuel Bentolila for his exceptional supervision, guidance and support.
Master Theses. CEMFI publishes two series of research papers: Working Papers and Master Theses. The Master Theses series contains a selection of the best master theses submitted by the students who complete our master program. External Thesis Examiner/Reader for Queensland University of Technology, Toulouse School of Futures, and Other Derivatives (Master/PhD) Fall PRESENTATIONS AFA North American Meetings (Jan ), University of Zurich (Mar 15), Ohio State University Toulouse School of Economics, Duke University, CEMFI Spain, Two Sigma.
” Unpublished master thesis, Centro de Estudios Monetarios y Financieros (CEMFI). [Google Scholar]) also utilised the two dimensions formed from the eight items to investigate the relations between instructional practices and student achievement.
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Ask New Question. Ryan Deschamps, Post-doctoral Scholar at . June , M.S. in Economics and Finance (CEMFI), Madrid, Spain Thesis Title: “Monopolistic Competition in Two Sided Markets” (in Spanish) directed by .