Double Penalty in Returns to Education: Informality and Educational Mismatch in the Colombian Labour Market
In: The journal of development studies, Band 51, Heft 12, S. 1683-1701
ISSN: 1743-9140
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In: The journal of development studies, Band 51, Heft 12, S. 1683-1701
ISSN: 1743-9140
In: The journal of development studies: JDS, Band 51, Heft 12, S. 1683-1701
ISSN: 0022-0388
World Affairs Online
In: XREAP2012-20
SSRN
Working paper
In: Regional studies: official journal of the Regional Studies Association, Band 56, Heft 3, S. 489-503
ISSN: 1360-0591
In: JCIT-D-21-02453
SSRN
In: Cuadernos de economía: publicación del Departamento de Teoría y Política Económica, Facultad de Ciencias Económicas, Universidad Nacional de Colombia, Band 39, Heft 79, S. 31-72
ISSN: 2248-4337
Standardized test scores play a central role in determining college admission decisions in both developed and emerging countries. For that reason, many courses are offered by schools and other educational institutions to prepare students for the exams. However, it is still unclear whether additional preparation has a positive and significant effect. The objective of this paper is to use the results of the Colombian high-school exit examination to gain a better understanding of the relationship between preparation and test results. Our results show that, on average, preparatory activities are associated with an increase of approximately 0.06 standard deviations in scores.