Why Is Math Cheaper than English? Understanding Cost Differences in Higher Education.
This paper establishes five new facts about instructional costs in higher education using department-level data from a broad range of institutions. Costs vary widely across fields, ranging from electrical engineering (90% higher than English) to math (25% lower). This pattern is largely explained by...
| Publicado en: | Journal of Labor Economics Vol. 39; no. 2; pp. 397 - 436 |
|---|---|
| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
University of Chicago Press
Apr2021
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=149835891&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 149835891 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0734306X JLB jtl: Journal of Labor Economics issn: 0734306X maglogo: N pubinfo: dt: Apr2021 vid: 39 iid: 2 pid: 415 pub: University of Chicago Press artinfo: ui: 149835891 10.1086/709535 ppf: 397 ppct: 39 formats: tig: atl: Why Is Math Cheaper than English? Understanding Cost Differences in Higher Education. aug: au: Hemelt, Steven W. Stange, Kevin M. Furquim, Fernando Simon, Andrew Sawyer, John E. affil: University of North Carolina at Chapel Hill University of Michigan University of Delaware su: Higher education costs Class differences Class size Teachers' workload Mathematics sug: subj: Higher education costs Class differences Class size Teachers' workload Mathematics ab: This paper establishes five new facts about instructional costs in higher education using department-level data from a broad range of institutions. Costs vary widely across fields, ranging from electrical engineering (90% higher than English) to math (25% lower). This pattern is largely explained by differences in class size and faculty pay. Some STEM fields experienced steep declines in expenditures over the past 17 years, while others saw increases. Changes in class size and teaching loads alongside a shift toward contingent faculty explain these trends. Finally, the association between online instruction and instructional costs is statistically indistinguishable from zero. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|