Econ 300 601: Economics of Education: Course Overview Soyouwanttobea Millionaire?
Econ 300 601: Economics of Education: Course Overview Soyouwanttobea Millionaire?
Econ 300 601: Economics of Education: Course Overview Soyouwanttobea Millionaire?
COMING ATTRACTIONS
Contact Information EXAM 1 ($250,000)
THURSDAY OCTOBER 4TH (IN-CLASS)
Professor: Chandini Sankaran, Ph.D. EXAM 2 ($250,000)
Office hours: Tuesdays & Thursdays 11:00 am - 12:00 pm THURSDAY NOVEMBER 29TH (IN-CLASS)
(Maloney 387). You are also welcome to stop by when my office FINAL PROJECT ($200,000)
door is open. DUE DECEMBER 8TH @ 11:59 P.M.
Email: [email protected] HOMEWORK ASSIGNMENTS ($200,000)
FIVE @ $40,000 EACH
PARTICIPATION ($100,000)
Course Description
The basic theory of investments in education (human capital Tentative Grading Scale
theory); disentangling the return to education from the return
to innate ability; the role of education in individual mobility A $933,333 or more
and national economic growth; the association between A- $900,000 to $933,332
education and individual earnings and reasons why that B+ $866,666 to $899,999
relationship has changed over time; the role of early B $833,333 to 866,665
childhood education; the main approaches to K-12 school B- $800,000 - $833,332
reform (money, choice, educational standards, and teacher C+ $766,666 to $799,999
selection/training); and issues in higher education as well as C $733,333 to $766,665
higher education policy. We will also discuss the C- $700,000 to $733,332
effectiveness of teaching methods. D+ $666,666 to $699,999
D $633,333 to $666,665
Course Prerequisites D- $600,000 to $633,332
Econometric Methods (Econ 2228) and Microeconomic F $599,999 or less
Theory (Econ 2201). *subject to change
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Academic Integrity
Teaching Philosophy
Students are encouraged to share intellectual views and
Each of the principles that follow is the direct result discuss freely the principles and applications of course
of me asking how I would want to be treated as a materials. However, graded work must be the product of
student. The rules give you a lot of leeway. independent effort unless otherwise instructed. You are
allowed to discuss the homework assignment with other
students but the solution to your homework must be your
It is my hope that these policies will make you feel independent work. Students are expected to adhere to the Code
more comfortable and help create an environment of Academic Integrity as described in BC’s Catalog.
conducive for learning for all of us! http://www.bc.edu/offices/stserv/academic/univcat/undergrad
_catalog/policies_procedures.html#integrity
Attendance Policy
You are responsible for your attendance and class participation. You are expected to be regular and punctual in class attendance,
and to fully participate in the course throughout the semester. If you miss class for any reason, you are responsible for the missed
announcements, material and assignments. BC’s policy concerning Class Attendance is available at
http://www.bc.edu/offices/stserv/academic/univcat/undergrad_catalog/policies_procedures.html#attendance
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FREQUENTLY ASKED QUESTIONS AND ANSWERS:
Q: I text 24/7, can I text in class?
A: No. Cellphones are not allowed in class. Please turn off your cellphone when you enter the classroom.
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Class Topic Readings
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Class Topic Readings
Clotfelter, Charles T., Helen F. Ladd and Jacob L. Vigdor. “Teacher Credentials and
Student Achievement in High School: A Cross-Subject Analysis with Student Fixed
Teacher quality,
Effects.” The Journal of Human Resources, 45 no. 3 (Summer 2010): 655-681.
20 teacher training and
Loeb, Susanna, and Marianne E. Page. "Examining the Link between Teacher Wages and
wages
Student Outcomes: The Importance of Alternative Labor Market Opportunities and
Non-pecuniary Variation." Review of Economics and Statistics 82, no. 3 (2000): 393-408.
Winston, Gordon. "Subsidies, Hierarchy and Peers: The Awkward Economics of Higher
Higher education:
Education." Journal of Economic Perspectives 13, no. 1 (1999): 13-36.
Basic issues and
21 Dynarsky, Susan. "Building the Stock of College-educated Labor." The Journal of
structure
Human Resources, University of Wisconsin Press, vol. 4, no. 3 (2008): 576-610.
“The Economics of Higher Education.“ A Report Prepared by the Department of the
Treasury with the Department of Education, December 2012.
Bettinger, Eric P., and Bridget Terry Long. "Addressing the Needs of Under-prepared
Students in Higher Education: Does College Remediation Work?" The Journal of
Higher education Human Resources, University of Wisconsin Press, 44, no. 3 (2009): 736-771.
22-23
policy Angrist, Joshua, Daniel Lang, and Philip Oreopoulos. “Incentives and Services for
College Achievement: Evidence from a Randomized Trial." American Economic
Journal: Applied Economics, 1 (January 2009): 136-163.
Gordanier, John, William Hauk and Chandini Sankaran. “Early Intervention in College
Classes and Improved Student Outcomes.” under review, (2018).
Homework 5 Due Thursday November 15th
McGivney, Eileen and Rebecca Winthrop. “Education’s Impact on Economic Growth
What skills are now
and Productivity.” Brookings Paper on Economic Activity, July 2016.
24 rewarded in the
Levy, Frank and Richard J. Murnane. “Dancing with Robots: Human Skills for
workplace?
Computerized Work.” Third Way, June 2013.
No Class Thanksgiving Break – Thursday, November 22nd
Rosenshine, Barak “Principles of Instruction: Research Based Strategies that All
Teachers Should Know.” American Educator, 36, no.1, (Spring 2012): 1-9.
Effective teaching Teaching Techniques for Undergraduate Economics: Large enrollment vs. low
25 strategies, processes enrollment classes - what works?
and evaluation. Some useful activities for K-12 economics education:
https://www.philadelphiafed.org/education/teachers/lesson-plans
https://www.fte.org/teachers/teacher-resources/lesson-plans/
26 Exam 2 Thursday November 29th
27 Project work in O’Neil Library Computer Lab (tentatively Room 307)
28 Computer Lab Session Project work
Note: you can skip the theoretical parts you do not understand (which we don’t discuss in class). We will
mostly focus on the methodology and findings of the papers in our discussions. I will be highlighting the
specific sections that I would like for you to focus on when you read so that you don’t feel overwhelmed!
GET READY FOR A FAST-PACED RIDE INTO THE WORLD OF ECONOMIC EDUCATION!!
ARE YOU UP FOR THE CHALLENGE?
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