Paul Glewwe

Last updated
Paul W. Glewwe
Born (1958-04-04) 4 April 1958 (age 66)
Nationality American
Academic career
Institution University of Minnesota
Alma mater Stanford University
Doctoral
advisor		 John Pencavel
Information at IDEAS / RePEc
Website www.apec.umn.edu/people/paul-glewwe

Paul William Glewwe (born April 4, 1958) is an economist and Professor of Applied Economics at the University of Minnesota. His research interests include economic development and growth, the economics of the public sector, and poverty and welfare. [1] He formerly was the Director of the Center for International Food and Agricultural Policy and served as co-chair of the education programme of the Abdul Latif Jameel Poverty Action Lab (J-PAL). [2]

Contents

Biography

Paul Glewwe earned a B.A. in economics from the University of Chicago in 1979 as well as a Ph.D. from Stanford University in 1985, the latter with a doctoral thesis analysing labour markets and the distribution of income in Sri Lanka. Already prior to graduation, Glewwe began working as a consultant for the World Bank (1984–85, 86-88), followed by appointments as economist in the World Bank's population and human resources department (1988–93) and as senior economist in its policy research department (1994–99). In parallel, Glewwe worked in various academic positions at Pennsylvania State University, George Washington University and Oxford University. Since 1999, he has worked in the Department of Applied Economics of the University of Minnesota, first as assistant professor (1999-2001), then as associate professor (2001–06), and finally as full professor (since 2006). Moreover, since 2013, Paul Glewwe has held the title of Distinguished McKnight University Professor. In terms of professional service, Glewwe has served on the editorial boards of the World Bank Economic Review (2009-2016), Journal of the Asia Pacific Economy (2008-2019), Journal of African Economies (since 2011), Economics of Education Review (since 2013), and the American Journal of Agricultural Economics (2014-2017). [3] He currently serves as an associate editor of Economic Development and Cultural Change (since 2020). Additionally, he has served as co-chair of the education programme of J-PAL from 2010 to 2014 [4] and as Director of the Center for International Food and Agricultural Policy from 2007 to 2011. [5]

Research

Glewwe's research generally focuses on the economics of education, poverty and inequality in developing countries, and applied econometrics. [6] Overall, Glewwe belongs to the top 2% of most cited economists as ranked by IDEAS/RePEc. [7]

Relationship between health and education

One of Glewwe's main research areas concerns the relationship between health and education. For example, he (with Hanan Jacoby) finds early childhood malnutrition - and not borrowing constraints or the rationing of school places - to be the likely cause of delayed enrollment in primary school in Ghana, [8] and documents (with Jacoby and Elizabeth M. King) how malnutrition among young children in the Philippines impairs their academic achievements by delaying the age at which they enroll into school and causing them to learn more slowly, though not by decreasing their effort exerted at school (in terms of attendance, homework, etc.). [9] Looking into the link between child health and maternal education, Glewwe argues based on evidence from Morocco that mothers' health knowledge, which is generally correlated with (though not necessarily caused by) their schooling, is probably the main pathway how maternal education achieves its strongly positive impact on child health and nutrition in developing countries, which consequently suggests large public health payoffs to female health education in school. [10]

Impact of the quality of the supply of education on learning

Since the early 2000s, Glewwe has used randomized controlled trials (RCTs) in order to investigate the impact of the quality of the supply of education, e.g. in terms of school supplies or the quality of teaching, on learning outcomes. For example, Glewwe finds (with Michael Kremer, Sylvie Moulin, and Eric Zitzewitz) that in Kenya neither the provision of textbooks nor of flipcharts was effective in raising average student scores and that generally only the best students were able to take advantages of the improvement in school supplies. This in turn raises the question of whether the emphasis of many developing countries' (strongly centralized) education systems on top-down improvements to the supply of education may be guided rather by elite bias than by a concern for broad increases in students' learning outcomes. [11] [12] In another RCT, Glewwe (with Michael Kremer and Nauman Ilias) finds that rewarding primary school teachers in Kenya based on students' test scores and penalizing them based on their students not attending the exam leads teachers to increase the number of test preparation sessions (but not teacher attendance or homework assignments), which then increases students' test scores and exam participation, but is ineffective in reducing dropout rates. [13] Earlier on, having found school characteristics in Ghana to be highly correlated with student achievement, e.g. via average grade attainment, Glewwe (with Jacoby) had argued that improvements to school quality, such as repairs of classrooms, may be a cost-effective investment into education in Ghana relative to the provision of more teaching materials and better trained teachers. [14] More recently, Glewwe (with Albert Park and Meng Zhao) found that providing eyeglasses to children in primary school in rural China increases their learning, as measured by test scores, in Math, Chinese and Science.

Returns to schooling, determinants of household vulnerability, and willingness to pay for education

Glewwe's other findings include the following:

Views on priorities for education policy in developing countries

Finally, taking stock of the literature on the supply of education in developing countries, Glewwe (with Michael Kremer) criticizes that, although school enrollment rates have risen rapidly in the developing world between 1960 and 2000, dropout rates remain high and learning outcomes disappointing, and thus argues that the primary policy question should be which policies most effectively improve learning, with RCTs as the preferred tool to conduct that investigation. [18] More recently, Glewwe has emphasized (with Karthik Muralidharan) that educational spending in developing countries could be much more cost effective, as improvements to pedagogy (e.g. remedial classes for children lagging behind) as well as improvements to school governance and teacher accountability tend to be much more cost effective than mere (yet widespread) increases in "standard" school inputs (e.g. more books); by contrast, interventions aimed at increasing the demand for education by raising students' returns to (or decreasing households' costs of) school enrollment and effort are also generally effective in improving learning outcomes, but vary widely in terms of cost effectiveness. [19]

Selected publications

Related Research Articles

<span class="mw-page-title-main">Education in Ghana</span>

Education in Ghana uses a dualistic approach encompassing both formal and informal learning systems. The current formal educational system was introduced during European colonisation. However, learning systems existed prior to that. The University of Moliyili is one of the earliest learning centers in Ghana established in the 1700s. During colonisation, European settlers initially introduced a formal education system addressed to the elites, while education of the average citizen was mainly informal, and based on apprenticeship. Economic activities in pre-colonial Ghana were based on farm produce shared within households and members of each household specialized in providing necessities such as cooking utilities, shelter, clothing, and furniture, and trade with other households was therefore practiced on a very small scale. As such there was no need for employment outside the household that would have otherwise called for disciplines, values, and skills through a formal education system. After colonization, Ghana's economy became a hybrid of subsistence and formal economy.

<span class="mw-page-title-main">Michael Kremer</span> American economist and Nobel laureate (born 1964)

Michael Robert Kremer is an American development economist currently serving as University Professor in Economics at the University of Chicago and Director of the Development Innovation Lab at the Becker Friedman Institute for Research in Economics. Kremer formerly served as the Gates Professor of Developing Societies at Harvard University, a role he held from 2003 to 2020. In 2019, Kremer was jointly awarded the Nobel Memorial Prize in Economic Sciences, together with Esther Duflo and Abhijit Banerjee, "for their experimental approach to alleviating global poverty."

<span class="mw-page-title-main">Eric Hanushek</span> American economist

Eric Alan Hanushek is an economist who has written prolifically on public policy with a special emphasis on the economics of education. Since 2000, he has been a Paul and Jean Hanna Senior Fellow at the Hoover Institution, an American public policy think tank located at Stanford University in California. He was awarded the Yidan Prize for Education Research in 2021.

<span class="mw-page-title-main">Joshua Angrist</span> Israeli–American economist

Joshua David Angrist is an Israeli–American economist and Ford Professor of Economics at the Massachusetts Institute of Technology. Angrist, together with Guido Imbens, was awarded the Nobel Memorial Prize in Economics in 2021 "for their methodological contributions to the analysis of causal relationships".

<span class="mw-page-title-main">Esther Duflo</span> French-American economist (born 1972)

Esther Duflo, FBA is a French-American economist currently serving as the Abdul Latif Jameel Professor of Poverty Alleviation and Development Economics at the Massachusetts Institute of Technology (MIT). In 2019, she was jointly awarded the Nobel Memorial Prize in Economic Sciences alongside Abhijit Banerjee and Michael Kremer "for their experimental approach to alleviating global poverty".

<span class="mw-page-title-main">Education in the Dominican Republic</span>

In the Dominican Republic, education is free and compulsory at the elementary level, and free but non-mandatory at the secondary level. It is divided into four stages:

<span class="mw-page-title-main">Education in Guatemala</span>

Education in Guatemala is under the jurisdiction of the Ministry of Education which oversees formulating, implementing and supervising the national educational policy. According to the Constitution of Guatemala, education is compulsory and free in public schools for the initial, primary and secondary levels. There is a five-tier system of education starting with primary school, followed by secondary school and tertiary education, depending on the level of technical training.

Education economics or the economics of education is the study of economic issues relating to education, including the demand for education, the financing and provision of education, and the comparative efficiency of various educational programs and policies. From early works on the relationship between schooling and labor market outcomes for individuals, the field of the economics of education has grown rapidly to cover virtually all areas with linkages to education.

<span class="mw-page-title-main">Abdul Latif Jameel Poverty Action Lab</span> Global research center working to reduce poverty

The Abdul Latif Jameel Poverty Action Lab (J-PAL) is a global research center based at the Massachusetts Institute of Technology aimed to reducing poverty by ensuring that policy is informed by rigorous, scientific evidence. J-PAL funds, provides technical support to, and disseminates the results of randomized controlled trials evaluating the efficacy of social interventions in health, education, agriculture, and a range of other fields. As of 2020, the J-PAL network consisted of 500 researchers and 400 staff, and the organization's programs had impacted over 400 million people globally. The organization has regional offices in seven countries around the world, and is headquartered near the Massachusetts Institute of Technology in Cambridge, Massachusetts.

Pascaline Dupas is a French economist whose research focuses on development economics and applied microeconomics, with a particular interest in health, education, and savings. She is a professor in economics and public affairs at Princeton University and is a co-chair of the Poverty Action Lab's health sector. She received the Best Young French Economist Prize in 2015.

<span class="mw-page-title-main">Free Senior High School</span> Free Senior High Education In Ghana

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Philip Oreopoulos is an economist who currently serves as Professor of Economics and Public Policy at the University of Toronto. Oreopoulos's research focuses on the economics of education, labour economics, and public finance.

Karthik Muralidharan is an Indian economist who currently serves as a professor of economics at the University of California, San Diego, where he also holds the Tata Chancellor's Endowed Chair in Economics. His primary research interests include development economics, public economics, and labour economics. Moreover, Muralidharan is co-chair of the education programme of the Abdul Latif Jameel Poverty Action Lab (J-PAL). He also founded CEGIS, an organization aimed to improve lives by helping state governments deliver better development outcomes.

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Victor Chaim Lavy is an Israeli economist and professor at the University of Warwick and the Hebrew University of Jerusalem. His research interests include labour economics, the economics of education, and development economics. Lavy belongs to the most prominent education economists in the world.

Jere Richard Behrman is an American economist and the William R. Kenan Jr. Professor of Economics at the University of Pennsylvania. He belongs to the world's most prominent development and education economists and human capital scholars, with a strong focus on Central and South America.

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Susan W. Parker is an economist and academic. She is a professor at the School of Public Policy at the University of Maryland where she also serves as the associate director of the Maryland Population Research Center.

References

  1. ↑ Webpage of Paul Glewwe at the University of Minnesota. Retrieved February 6, 2018.
  2. ↑ Webpage of Paul Glewwe at J-PAL. Retrieved February 6, 2018.
  3. ↑ Curriculum vitae of Paul Glewwe on the website of the University of Minnesota. Retrieved February 6, 2018.
  4. ↑ Webpage of Paul Glewwe at J-PAL. Retrieved February 6, 2018.
  5. ↑ Past Directors of the Center for International Food and Agricultural Policy. Retrieved February 6, 2018.
  6. ↑ Webpage of Paul Glewwe at J-PAL. Retrieved on February 6, 2018.
  7. ↑ Ranking of economists by IDEAS/RePEc. Retrieved on February 6, 2018.
  8. ↑ Glewwe, Paul; Jacoby, Hanan G. (1995). "An Economic Analysis of Delayed Primary School Enrollment in a Low Income Country: The Role of Early Childhood Nutrition". The Review of Economics and Statistics. 77 (1): 156–169. doi:10.2307/2110001. JSTOR   2110001.
  9. ↑ Glewwe, Paul; Jacoby, Hanan G.; King, Elizabeth M. (2001). "Early childhood nutrition and academic achievement: A longitudinal analysis". Journal of Public Economics. 81 (3): 345–368. doi:10.1016/S0047-2727(00)00118-3.
  10. ↑ Glewwe, Paul (1999). "Why Does Mother's Schooling Raise Child Health in Developing Countries? Evidence from Morocco". Journal of Human Resources. 34 (1): 124–159. doi:10.2307/146305. JSTOR   146305.
  11. ↑ Glewwe, Paul; Kremer, Michael; Moulin, Sylvie; Zitzewitz, Eric (2004). "Retrospective vs. Prospective analyses of school inputs: The case of flip charts in Kenya". Journal of Development Economics. 74 (1): 251–268. doi:10.1016/j.jdeveco.2003.12.010.
  12. ↑ Moulin, Sylvie; Kremer, Michael; Glewwe, Paul (2009). "Many Children Left Behind? Textbooks and Test Scores in Kenya". American Economic Journal: Applied Economics. 1 (1): 112–135. doi:10.1257/app.1.1.112.
  13. ↑ Glewwe, Paul; Ilias, Nauman; Kremer, Michael (2010). "Teacher Incentives". American Economic Journal: Applied Economics. 2 (3): 205–227. doi:10.1257/app.2.3.205.
  14. ↑ Glewwe, Paul; Jacoby, Hanan (1994). "Student Achievement and Schooling Choice in Low-Income Countries: Evidence from Ghana". Journal of Human Resources. 29 (3): 843–864. doi:10.2307/146255. JSTOR   146255.
  15. ↑ Glewwe, Paul (1996). "The relevance of standard estimates of rates of return to schooling for education policy: A critical assessment". Journal of Development Economics. 51 (2): 267–290. doi:10.1016/S0304-3878(96)00415-4.
  16. ↑ Glewwe, Paul; Hall, Gillette (1998). "Are some groups more vulnerable to macroeconomic shocks than others? Hypothesis tests based on panel data from Peru". Journal of Development Economics. 56 (1): 181–206. doi:10.1016/S0304-3878(98)00058-3.
  17. ↑ Gertler, Paul; Glewwe, Paul (1990). "The willingness to pay for education in developing countries : Evidence from rural Peru". Journal of Public Economics. 42 (3): 251–275. doi:10.1016/0047-2727(90)90017-C.
  18. ↑ Glewwe, Paul; Kremer, Michael (2006). "Schools, Teachers, and Education Outcomes in Developing Countries". Handbook of the Economics of Education. 2: 945–1017.
  19. ↑ Glewwe, P.; Muralidharan, K. (2016). Improving Education Outcomes in Developing Countries. Handbook of the Economics of Education. Vol. 5. pp. 653–743. doi:10.1016/B978-0-444-63459-7.00010-5. ISBN   9780444634597.
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