Hideo AKABAYASHI's Seminar
赤林英夫 研究会
Economics of Education, Family, and Policy
Evaluation using econometrics and experiments
計量分析と経済実験による家族・教育・労働経済学

2018/12/17

1

Introduction

Who am I?
Work experiences other than Keio
• Ministry of Economy and International
Trade (2 years as official)• University of Miami (1 year as lecturer)• World Bank (9 months as consultant
economist)• National Bureau of Economic Research(2 years as visiting scholar)• National Graduate Institute for Policy
Studies (2 years as visiting professor)• Gaccom, Inc. (since 2010 as founderand CEO until June 2017)
Education• BA, MA (University of Tokyo)• Ph.D. (University of Chicago)
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Fields of study• We study– Applied microeconometrics, with special attention
to topics in areas of education, family, and thepolicy evaluation using panel data.
– Economic experiments on families and children.

• Why should economists care about educationand family?

Why should we study economics
of family and education?
••••

3 Key Challenges in Japanese Society
Increasing female labor force participation, Low fertility, Aging society
Knowledge-based economy
Globalization of labor force

⇒
•
•
•
•

Increasing needs of child and family support
Low marriage rate; late marriage
Persistent inequality over generations, child poverty
Restructuring public school education•••

Economy depends on the quantity and quality of labor force
What is social and economic mechanism that determines family behavior andeducation quality?
How should we design policies regarding families and education?

Economics is useful to think about these issues!
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BackgroundFemale labor market participation
rate by age group in Japan

Female labor market participation rate
in selected countries in 2015

Trend in the total fertility rate in selected
countries
https://data.worldbank.org/indicator/SP.DYN.TFRT.IN?end=2016&locations=JPUS-KR-FR-DE-NO&start=1988&view=chartmonthly wage ratio

Age at first marriage and monthly wage ratio
by prefecture and sex (2010)

femalemale

Age at first marriage

PISA Math Score Ranking
OECD
PISA2000

Score

PISA2003

Score

PISA2006

Score

PISA2009

Score

PISA2012

Score

PISA2015

scor
e

1

Japan

557

Hong Kong

550

Taiwan549

Shanghai

600

Shanghai

613

Singapore

564

2

Korea

547

Finland544

Finland

548

Singapore

562

Singapore

573

Hong Kong

548

3

New Zealand

537

Korea

542

Hong Kong

547

Hong Kong

555

Hong Kong

561

Macao

544

4

Finland536

Netherlands

538

Korea

547

Korea

546

Taiwan560

Taiwan542

5Australia

533

Liechtenstein

536

Netherlands

531

Taiwan

543

Korea

554

Japan

532

6

Canada

533

Japan

534

Switzerland

530

Finland

541

Macao

538

China

531

7

Switzerland

529

Canada532

Canada527

Liechtenstein

536

Japan

536

Korea

524

8

United Kingdom

529

Belgium

529

Macao

525

Switzerland

534

Liechtenstein

535

Switzerland

521

9

Belgium

520

Macao

527

Liechtenstein

525

Japan

529

Switzerland

531

Estonia

520

10France517

Switzerland

527

Japan

523

Canada527

Netherlands

523

Canada516

11Austria

515

Australia

524

New Zealand522

Netherlands

526

Estonia

521

Netherlands

512

12

Denmark

514

New Zealand523

Belgium

520

Macao

525

Finland519

Denmark

511

13

Iceland

514

Czech

516

Australia

520

New Zealand519

Canada518

Finland511

14

Liechtenstein

514

Iceland515

Estonia

515

Belgium

515

Poland518

Slovenia

510

15

Sweden510

Denmark

514

Denmark

513

Australia

514

Belgium

515

Belgium

507

Public expenditure to education per GDP
and PISA score

Poverty rate of single parents(“Growing unequal?” OECD 2008)

Summary:
Social Situation for Future of Japan

1. Need to enhance the quality of future labor force througheducation.
2. Increasing threats to equal opportunity for next generation.
3. What is the bottle‐neck for low income families to givechildren an equal chance for high‐quality education?
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My Own ResearchResearch in my lab•

Japan Child Panel Survey– The only research oriented longitudinal survey of children and parents
with both cognitive and non-cognitive outcome measures in Japan.
– Panel Data Research Center at Keio University•

Education and Family Policy Evaluations– Center for Research on Equality of Opportunity for Children.
– Evaluation of the effectiveness of policies at various level of education.

•

Economic experiments on the parents and children– Investigation into fundamental mechanism of family education.
– Several places in Japan and one place in the U.S.
– Students can participate to support this research.

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Research Center at Keio
子どもの機会均等研究センター

Japan Child Panel
Survey1. Education environment: commutetime to school, number of students perclass, examinations taken in all levels ofschooling, extracurricular lessons andamount of time and money spent,
preparatory education, etc.
2. Child-rearing: methods of discipline,
praise, frequency of eating out, etc.
3. Cognitive and Social development ofchildren: using Math and Japanese tests,
and the Strengths and Difficulties
Questionnaire (SDQ) scale used byresearch institutions in over 50 countries.
4. Children’s physical stature: height,
weight, etc., current and at birth18

Cognitive Test Scores by Mother’s Education:
Japan Child Panel Survey 2010
Akabayashi et al (2011)

Math

Syllogism

Japanese
60

58

58

58

56

56

56

54

54

54

44

44

44

42

42

42

40

40

40

Z-Score in Math

Z-Sxore in Syllogism

60

Z-Score in Japanese

60

52

52

52

50

50
48

50

48

46

48

46

Mother's Educaton

46

Mother's Educaton

Mother's Educaton

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My opinion and comments in the
recent news articles.

International Collaboration
The development of inequalities in child educational achievement: a six
country study

Organization of the Seminar

Expectations• We learn to combine simple price theory andeconometric and experimental methods to interpret thereal world.
• Students are expected to learn and use statisticalmethods to link theoretical predictions and empiricalevidence on the effects of various policies.
• Students are exposed to economic theories, statisticalmethods, and experimental methods that are used
globally in government, business, and academia.
• Students are also expected to obtain general data
literacy, experiences of presentation in English, and theskills with which you can analyze the new issues using
quantitative methods based on economic way of
thinking.

純日本人学生へ• 「英語だけのゼミですか？」• 正直、英語だけでは全くありません。ゼミ論文、卒論の発表
は、現在はほとんど日本語です。

• 「英語に全く自信がありません。」• 現時点での英語能力は一切不問です。入ってくるゼミ生の中には、最初は、ほとんどひと言も英語がしゃべれない人もいます。
• とにかく「大学の間に自分を変えたい」「大学でしかできない
勉強・チャレンジをしたい」と思ってくれれば歓迎です。

• 「日吉で必修のミクロ・統計を落としています。」• 事前に相談してください。配慮する場合があります。

Contents of theseminar (2018)<Spring Semester>• 4th year: Graduation thesis preparation. Assisting 3rd year students• 3rd year: Learning Stata using a video. Reading and discussing recent representative texts/books.
• This year (2018):––

Miles Corak (ed), 2004. Generational Income Mobility. Russell Sage.
Lavecchia, Liu, Oreopoulos, 2016. Behavioral Economics of Education: Progress and Possibilities. In
Handbook of Economics of Education.

<Autumn Semester>• 4th year: Presentations about graduation theses, 3rd year: Preparation of group research papers• “Joint-seminar” with two seminars at Waseda University.
<Requirement>• PEARL students: "Economics of Family and Education" taught by the instructor in fall semester.
• Domestic students: ３年春学期労働経済論I（赤林）• Other requirements (such as intermediate microeconomics and econometrics)• Students are required to purchase the statistical software called Stata. There will be a short study
trip in September (participation is strongly recommended).

Intellectual Challenge at Our Seminar

2016年9月7日

27

Strong connection withformer seminar students

We often invite former students to theseminar for a presentation about their workand the value of studying at our seminar.

Current Participantsof the Seminar••

4th year students: 8 (1 student studying abroad), 1 female.
3rd year students: 4 (1 Pearl student studying abroad) , 3 female.

•

Japanese and foreign graduate/research students regularly participate in
the seminar.

•

Discussion in English is often assisted by foreign students who are
fluent English speakers.
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–
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2019 (expected) JICA scholarship research student from Brazil.
2018 MEXT scholarship graduate student from Czech.
2017 MEXT scholarship research student from Czech.
2016 Bocconi DD graduate student from Italy.
2015 Master program student from China.
2014 Doctor program student from El Salvador.

The group project topic
of 3rd year students• 障害者雇用が企業経営と同僚労働者に与える金銭的・非金銭的影響：企業パネルデータとフィールド調査・インタビューに基づく実証研
究• Monetary and Non-Monetary Effects of
Employment of Handicapped Workers on the
Firm and Coworkers: An Empirical Study
based on the Firm-level Panel Data, the Field
Survey, and Interviews.

Thesis titles last year•

幼少時の子どもに対する親のしつけ方の決定要因：JCPSを用いた実証分析–•

私立中学は教育機会の不平等をもたらしているのか？都道府県学力データを用いた実証研究–•

The effect of family structure on children’s study and development: An empirical analysis using Japan
Child Panel Survey

学生の「送り出し」への投資が生むリスクとリターン：海外進学支援奨学金制度の費用便益分析–•

The effect of The Great East Japan Earthquake on Japanese people’s risk aversion: A
microeconometric analysis using Disaster Special Data

家族構成が子供の進学・成長に与える影響：JCPSを用いた実証分析–•

What determines the number of births? An empirical analysis using Keio Household Panel Survey

東日本大震災が日本人のリスク回避行動に与えた影響：震災特別調査データを用いたミク
ロ計量分析
–

•

Do private junior high schools increase the educational inequality? An empirical analysis using
prefectural national test score data

女性の出産数の決定要因は何か？KHPSを用いた実証分析–•

The determinants of parental discipline for children: An empirical analysis using the Japan Child Panel
SurveyIs Increasing Government Expenditure on Outbound Student Mobility Really Beneficial? Cost Benefit
Analysis of Outbound Student Scholarship

上司と部下の良好な関係は仕事満足度を上げるのか：ワーキングパーソン調査を用いた実証分析–

Do employee's good relationship with their boss improve the job satisfaction in workplaces? An
empirical analysis using Working Person Survey 2014

2018 Seminar Schedule
Wednesday class 4-5.
2018Spring
2018Fall
2019Spring
2019Fall2020Spring
2020Fall

Dome stic (D) students
3rd year
3rd year
4th year
4th year

Assign ment
Read&PresentGroup work
Thesis proposal
Thesis research

Se me ste r

Class 1

Class 2
Read&Present/Research
Proposal (E)SpringRead&Present (E)FallGroup work (J/E)

Thesis research (J/E)

SpringRead&Present (E)

Read&Present/Research
Proposal (E)2018- Seminar Schedule
Wednesday class 4-5.
Domestic (D) stu Assign me nt
3rd year
Read&Present
3rd yearGroup work
4th year
Thesis proposal
4th year
Thesis research

Se me ste r

Class 12018 Spring

Read&Present (D)2018FallGroup work (D)2019 Spring

Group work (P)2019 Fall

Group work (D)2020 Spring

Group work (P)PEARL (P) stu den ts
2nd year
3rd year
3rd year
4th year
4th yearClass 2
Read&Present/Thesis
Proposal (D)Thesis research (D)/Read&Present (P)Read&Present/Thesis Proposal (D)Thesis research (D/P)/Read&Present (P)Read&Present/Thesis
Proposal (D) /Thesis

Assign me n t
Preparation
Read&PresentGroup work
Thesis proposal&Research
Thesis proposal&Research

Timin g of th e sis re se arc his flexible for PEARL
stu den ts

Screening Processof domestic and PEARL students
Basics• Selections will be conducted only in the first round.
• We expect to select about 10 students.
• Domestic Type A/B students and PEARL students will be selected together.
• PEARL students quota is between 3-5 (if PEARL applicants are at sufficientlevel in both numbers and qualification.) Apply in a group!
Process• Applicants will be required to submit a short report to the instructor before theday for selections.
––

Language used for the report should be either in Japanese or in English.
The topics for the report will be announced on the seminar’s Facebook Page around Jan
20, 2019.

Evaluation• On the basis of their application documents, their reports, their academic
records at Keio, and interviews conducted in English (PEARL) or in Japanese(Domestic) by the instructor.

Selection of domestic students
•
•
•
•
•

募集人数 １０人。B募集はA募集で不足がある場合のみ若干名。
選考内容 事前レポート提出・教員面接・日吉の成績表の組み合わせ。
選考基準 1-2年で勉強している証拠があること、自分で問題を考え、明快に説明する努力を惜しまないこと。やる気と行動力。
経済学部以外は別枠、別の観点から許可。４年生も別枠。希望者は連絡。
英語力は入ゼミ時には不問だが、強烈な向上心は必要。

2018/12/17

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For PEARL students
•
•

•
•
•
•
•
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Group work and thesis research may be presented using both English andJapanese.
PEARL students who are accepted to this seminar are required to study theprerequisite materials related to statistics software and background knowledge
related to the seminar during the 2nd year spring semester. If time permits,
attending to the seminar during the spring seminar is encouraged.
Since the timings of the job search period or studying abroad cannot be known
and can vary among PEARL students, the timing of working on thesis research
can be made flexible on person by person basis.
D(omestic) students mentors are assigned to P students, and vice versa.
Reading material for 3rd year P students may be the same as the materials for3rd year D students in order to make the discussion fruitful.
Ideally we would like to accept certain number of P students in order to maketheir group work productive.
In the application interview, we ask P student applicants about the plan of theparticipation in the seminar. We do our best to fit the student's preferred plan
to our seminar schedule.
It is strongly recommended that you contact the instructor before making anapplication for this seminar in order to find out whether this seminar meets
your expectations.

Contacts and Further
Information• Watch our FACEBOOK Page for further information on
the activities and application procedure of our seminarclass.
• Sign up for MAILLIST for further information TODAY.
• Please visit our seminar ANYTIME!
Email address:• Instructor– hakab@econ.keio.ac.jp• Ms. Yasuko Kuwahara (Student representative forrecruiting new seminar participants.)– yasuko_kuwahara@keio.jp

Facebook Page of the seminar
Topics are posted in both Japanese and English now.

http://www.facebook.com/hideo.akabayashi.seminar.keio

Q&A