Skip Nav Destination
Close Modal
Update search
NARROW
Format
Journal
Date
Availability
1-2 of 2
Cristian Pop-Eleches
Close
Follow your search
Access your saved searches in your account
Would you like to receive an alert when new items match your search?
Sort by
Journal Articles
Publisher: Journals Gateway
The Review of Economics and Statistics 1–41.
Published: 28 January 2025
Abstract
View articletitled, Self-, Peer-, and Teacher Perceptions Under School Tracking
View
PDF
for article titled, Self-, Peer-, and Teacher Perceptions Under School Tracking
We examine student, teacher, and peer perceptions of effort, ability, performance, and self-confidence in Romania's highly tracked schools. We find that: (1) students just above a cutoff—tracked into high-achieving classes—have less favorable self-perceptions than those just below (“big-fish-little-pond” effects); (2) students perceive peers in their classes more favorably (“in-group bias”); (3) this bias is stronger in lower-achieving classes; (4) students perceive themselves more positively than others perceive them (“illusory superiority”); (5) this bias is stronger among lower-achieving students (“Krueger-Dunning effects”). In short, being tracked into lower-achieving classes does not appear to negatively affect self-perceptions.
Includes: Supplementary data
Journal Articles
Publisher: Journals Gateway
The Review of Economics and Statistics (2010) 92 (1): 43–60.
Published: 01 February 2010
Abstract
View articletitled, General Education versus Vocational Training: Evidence from an Economy in Transition
View
PDF
for article titled, General Education versus Vocational Training: Evidence from an Economy in Transition
This paper examines the relative benefits of general education and vocational training during Romania's transition to a market economy. We examine a 1973 educational reform that shifted a large proportion of students from vocational training to general education. Using census and household survey data, we analyze the effect of this policy with a regression discontinuity design. We find that men affected by the policy are significantly less likely to work in manual or craft-related occupations but have similar levels of labor market participation and earnings compared to their counterparts unaffected by the policy. We conclude that differences in labor market returns between graduates of vocational and general schools are largely driven by selection.