The current challenge of education systems is learning. Across low-income countries (LICs) and lower-middle-income countries (LMCs), 62 % of 10-year-olds could not read at a minimally sufficient level in 2015. This study provides an overview of recent spending on education and its correlation with learning outcomes. We show that the relationship between education spending and learning is historically weak. From 2000 to 2015, LICs and LMCs increased spending on education in primary schools by ~$137 per student, an 80 % inflation-adjusted increase, with no corresponding change on the average learning outcomes. We then conduct a benefit-cost analysis of candidate interventions that could increase learning at low cost. Two interventions – structured pedagogy and, teaching at the right level, with and without a technology component generate large benefit-cost ratios. If deployed uniformly to reach 90 % of the 467 million students in LICs and LMCs, these interventions would cost on average $18 per student per year or $7.6 billion annually, generating $65 in benefits for every $1 spent. The economic logic behind this finding is that the hard and costly work of getting children into primary schools has mostly been accomplished, leaving open the possibility of learning interventions that improve the efficiency of the existing education system at low cost. Our results show that increasing education expenditure by just 6 % could increase learning by 120 % if directed toward these highly cost-effective interventions.

This paper presents new benefit–cost estimates for the Tulsa universal pre-K program. These calculations are based on estimated effects, from two recent papers, of Tulsa pre-K on high-school graduation rates and college attendance rates of students who were in kindergarten in the fall of 2006. In the current paper, educational effects from these prior papers are used to infer lifetime earnings effects. Our conservative estimates suggest that per pre-K participant, the present value of earnings effects in 2021 dollars is $25,533, compared with program costs of $9,628, for a benefit–cost ratio of 2.65. Compared to prior benefit–cost studies of Tulsa pre-K, this benefit–cost ratio is below what was predicted from Tulsa pre-K’s effects on kindergarten test scores, but above what was predicted from Tulsa pre-K’s effects on grade retention by ninth grade. This fading and recovery of predicted pre-K effects as children go through K-12 and then enter adulthood is consistent with prior research. It suggests that pre-K may have important effects on “soft skills,” such as persisting in school, and reminds us that short-term studies of pre-K provide useful information for public policy.

Historical literacy in Spain is characterised by enormous regional disparities and important differences by sex. This paper addresses these issues, focusing initially on the 1887 census returns and also making use of local empirical data and of in-depth interviews of elderly informants. The goal is to propose an interpretation of historical patterns of literacy based, to a large extent, on the existence of important differences in the perceived value of literacy and education, very high in some regions and very low in others. The author argues that these cleavages go beyond the importance of economic structures, have deep historical roots and continue to be present in contemporary Spain despite the substantial growth in educational attainment taking place during this past century.

This article evaluates the long-term impacts of the Chicago Child-Parent Centers (CPC), a comprehensive early childhood program launched in the 1960s, on physical and mental health outcomes. This study follows a cohort of 1539 participants born in 1979–1980 and surveyed most recently at age 35–37 by employing a matched study design that included all 989 children who entered CPCs at ages 3 and 4 (1983-1985) and 550 comparison children of the same age from randomly selected schools participating in the usual district early childhood programs in kindergarten. Using propensity score weighting that addresses potential issues with differential attrition and non-random treatment assignment, results reveal that CPC preschool participation is associated with significantly lower rates of adverse health outcomes such as smoking and diabetes. Further, evaluating the economic impacts of the preschool component of the program, the study finds a benefit-cost ratio in the range of 1.35–3.66 (net benefit: $3896) indicating that the health benefits of the program by themselves offset the costs of the program even without considering additional benefits arising from increased educational attainment and reduced involvement in crime reported in earlier cost-benefit analyses. The findings are robust to corrections for multiple hypothesis testing, sensitivity analysis using a range of discount rates, and Monte Carlo analysis to account for uncertainty in outcomes.

A commonly held perception is that an elite graduate degree can “scrub” a less prestigious but less costly undergraduate degree. Using data from the National Survey of College Graduates from 2003 to 2017, this article examines the relationship between the status of undergraduate degrees and earnings among those with elite postbaccalaureate degrees. Few graduates of non-selective institutions earn postbaccalaureate degrees from elite institutions, and even when they do, undergraduate institutional prestige continues to be positively related to earnings overall as well as among those with specific postbaccalaureate degrees including business, law, medicine, and doctoral. Among those who earn a graduate degree from an elite institution, the present value of the earnings advantage to having both an undergraduate and a graduate degree from an elite institution generally greatly exceeds any likely cost advantage from attending a less prestigious undergraduate institution.

In 1940, the Portuguese government approved a massive primary school construction plan that projected a 60 per cent increase in the number of primary schools. Based on the collection of a new dataset, we describe literacy levels in Portugal prior to the plan as well as the plan's strategy regarding the location of schools. We then estimate the causal impact of the increase in the number of schools between 1940 and the early 60s on enrolment and literacy, all at the county level. We conclude the increase in the number of schools was responsible for 80 per cent of the increase in enrolment and 13 per cent of the increase in the literacy rate of the affected cohorts.

Benefit-cost analyses of education policies in low- and middle-income countries have historically used the effect of education on future wages to estimate benefits. Strong evidence also points to female education reducing both the under-five mortality rates of their children and adult mortality rates. A more complete analysis would thus add the value of mortality risk reduction to wage increases. This paper estimates how net benefits and benefit-cost ratios respond to the values used to estimate education’s mortality-reducing impact including variation in these estimates. We utilize a ‘standardized sensitivity analysis’ to generate a range of valuations of education’s impact on mortality risks. We include alternative ways of adjusting these values for income and age differences. Our analysis is for one additional year of schooling in lower-middle-income countries, incremental to the current mean. Our analysis shows a range of benefit-cost ratios ranging from 3.2 to 6.7, and net benefits ranging from $2,800 to $7,300 per student. Benefits from mortality risk reductions account for 40% to 70% of the overall benefits depending on the scenario. Thus, accounting for changes in mortality risks in addition to wage increases noticeably enhances the value of already attractive education investments.

Both schools and industry members are concerned about wages in the veterinary profession that are low relative to the years of schooling and tuition costs. This study examines the differences in starting salaries for the 2009–2014 graduates of the 28 schools accredited by the American Veterinary Medicine Association. Findings show relatively small (less than $4,000) but statistically significant differences in starting salaries related to school choice. A larger differential effect is present among the different practice types of veterinary medicine, with equine practitioners and private industry veterinarians (e.g., pharmaceutical researchers) representing the least and greatest average starting salaries, respectively.

Increasing access to effective preschool programs is a high priority at local, state, and federal levels. Recently, two initiatives to expand preschool programming in Illinois and Utah have used funds from private investors to scale up existing programs. Private-sector social impact investors provide funding to nonprofit or public preschool providers to increase the number of children served. If the measured outcomes from preschool participation meet predetermined goals, then the estimated government cost savings arising from these preschool interventions are used to repay the investors. Social impact investing with a “Pay-for-Success” contract can help budget-constrained governments expand proven or promising preventive interventions without the need to increase taxes. Benefit-cost analysis (BCA) plays a crucial role in helping to identify which social, educational, or health interventions are suitable for this type of innovative financing. Benefit-cost analysts are needed to design the structure of the success payments that the government will make to the private investors. This paper describes social impact borrowing as a new method for financing public services, outlines the contribution of BCA, and discusses the innovative use of social impact financing to promote scaling evidence-based Child-Parent Centers and other early childhood programs.