Teaches the basic economic concepts and methods to be used for further study and analysis of educational finance, education and inequality, education and economic growth, the impact of educational policies on education; and outcomes, school reform, and school choice. Offered annually in the fall.
This course teaches students key perspectives on development and economic growth; the theoretical and empirical arguments linking education to economic growth; the main economic issues behind persistently low education levels in the developing world; the progress in raising these education levels being made through deliberate intervention and market responses; how students can become professionally involved in this progress; and a core set of empirical and theoretical skills useful in parsing these topics. Offered annually in the spring.
This course reviews the literature on school effectiveness with respect to the allocation of resources. It addresses and analyzes education production functions and cost-effectiveness analysis in educational decision-making. Offered occasionally.
The purpose of the course is to provide students with the main theoretical tools and concepts for microeconomic analysis in the field of education and elsewhere, and to make students conversant in their application to real world issues and in the debates surrounding their strengths and weaknesses. These are powerful, yet controversial, tools, and are at the heart of much of today’s education and social policy debate. Topics covered include supply, demand, consumer optimization, expected value, uncertainty, insurance, producer optimization, equilibrium, perfect competition, monopoly, imperfect competition, externalities, and public goods.
This course uses theoretical and empirical economic analysis to analyze the behavior of higher education students and institutions and to study private and public policy related to post-secondary education. Offered regularly, typically in the fall.
Educational finance in international settings. Financing role of international development agencies. International and comparative studies in educational finance. Offered occasionally.
Educational privatization and school choice raise fundamental questions about the purposes of education, the nature of community, and the boundaries of the market. Through close reading of court decisions and legislative acts as well as works in economics, sociology, history, political science, pedagogy, and investigative journalism, students in this course address these questions. Requirements include four essays and one research paper. Offered regularly, typically in the spring.
This seminar is intended to develop students’ research and writing skills as applied to an in-depth independent project in the Economics of Education, to develop professional skills, and to promote a supportive scholarly and professional community among Econ & Ed students. The course will examine the stages of research development and provide structured guidance to students as they develop an independent project and prepare for their careers after graduation. Since the course will be run as a seminar, students are expected to contribute to class discussions as well as to provide critical and thoughtful feedback on their classmates’ work in progress. Priority will be given to master’s students in Economics & Education, but the course is open to EPSA students as well.
Permission of advisor required. Supervised training in diverse settings designed to gain work experience and/or research skills related to economics of education.
For doctoral students and others with research projects or potential research projects in the field. Participation required for doctoral students writing their dissertation. Students who are beginning to think about their dissertation topic or working on proposals are also encouraged to participate. Faculty members may also be invited from within or outside the department to present their work.
The course focuses on the evaluation of state-of-the art research papers in the economics of education. The purpose is to provide critical readings and reviews of articles and papers across many different methods.
This doctoral course covers the design, implementation, and interpretation of econometric methods used for evaluating causal relationships in education research, reading and discussing applied methodological texts as well as journal articles using advanced causal methods. The course covers randomized experiments, natural experiments, differences-in-differences, instrumental variables, regression discontinuity, and propensity score matching.
The purpose of this course is to introduce students familiar with causal methods to the design and implementation of field experiments in economics and education. In the first part of the course, students will study experimental design. In the second part of the course, students will focus on the practical aspects of running an experiment. The course assignments will lead up to a completed proposal outlining the theory, design, and implementation of a field experiment. In addition, students will complete an IRB application for human-subjects approval and present their proposals.
This course provides an advanced discussion of the links between education and economic development, including both theoretical frameworks and empirical models. Offered occasionally.
This course covers important concepts in labor economics, with a focus on how those concepts can be applied and tested in practice. The course will provide an overview of labor market topics such as the returns to education and training, non-monetary forms of compensation, models of labor migration, and models of imperfect or asymmetric information about skills. For each topic, we will examine influential papers and the empirical methods they use. The course is intended for doctoral students and will count towards the Labor Economics requirement for the Economics of Education Ph.D. program. Typically offered every other year in the spring.
A doctoral-level survey of microeconomic theory with applications of relevance to the economics of education. Includes the theory of the firm and its implications regarding factor demands, educational production functions, and the demand for education. Consumer theory and the theory of labor supply, human capital externalities, inter-temporal decision-making, public finance and local public goods will also be covered. Offered annually in the fall.
Through presentation and discussion of their research studies, students learn research skills and improve their understanding of various issues in the research process from the initial stage to dissemination.
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./ Ph.D. degrees.
Program Director: Prof. Judith Scott-Clayton
Box: 011
Teachers College, Columbia University
212 Zankel, Suite B
Contact Person: Katherine Y. Chung, Program Manager
Phone: (212) 678-3677 Fax: (212) 678-3677Email: kc2610@tc.columbia.edu