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  • 1. Andersson, C.
    et al.
    Antelius, J.
    Månsson, J.
    Sund, Krister
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Technical efficiency and productivity for higher education institutions in Sweden2017Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 61, nr 2, s. 205-223Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study investigates technical efficiency and productivity for Swedish higher education institutions (HEIs). One identified problem in previous research concerns adjusting efficiency scores for input quality. This problem is avoided using grades from upper-secondary schools. A second problem concerns heterogeneity with respect to subjects and institutions between HEIs. Using the Swedish national resource allocation system, students are weighted according to subject. For research production, a bibliometric index that allows for differences in publication tradition is used. A third problem when using the data envelopment analysis approach is the lack of statistical inference. Bootstrapping is used to approach this problem. The results indicate an average inefficiency of 12% and a productivity increase of around 1.7% per year.

  • 2.
    Holmlund, Helena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Sund, Krister
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Is the Gender Gap in School Performance Affected by the Sex of the Teacher?2005Rapport (Övrigt vetenskapligt)
  • 3.
    Holmlund, Helena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Sund, Krister
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Is the Gender Gap in School Performance Affected by the Sex of the Teacher?2008Ingår i: Labour Economics, ISSN 0927-5371, E-ISSN 1879-1034, Vol. 15, nr 1, s. 37-53Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Girls outperform boys in school. We investigate whether the gender performance gap can be attributed to the fact that the teacher profession is female dominated, that is, is there a causal effect on student outcomes from having a same-sex teacher? Using data on upper-secondary school students and their teachers from the municipality of Stockholm, Sweden, we find that the gender performance differential is larger in subjects where the share of female teachers is higher. We argue, however, that this effect can not be interpreted as causal, mainly due to teacher selection into different subjects and non-random student-teacher matching. Exploring the fact that teacher turnover and student mobility give rise to variation in teacher's gender within student and subject, we estimate the effect on student outcomes of changing to a teacher of the same sex. We find no strong support for our initial hypothesis that a same-sex teacher improves student outcomes.

  • 4.
    Sund, Krister
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Detracking Swedish compulsory schools: any losers, any winners?2013Ingår i: Empirical Economics, ISSN 0377-7332, E-ISSN 1435-8921, Vol. 44, nr 2, s. 899-920Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, I use within-school variation to estimate the effect of tracking. I exploit the fact not only that different tracking policies were practiced simultaneously in Swedish compulsory schools but also that tracking policies changed overtime within schools. I estimate not only if being in a tracked math environment had any effect on the probability of graduating from high school but also if tracking status had any impact on the math grade in high school. The results show that there are no significant average effects of tracking. However, there are effects in the lower part of the grade distribution. Students with a low-educated family background are more likely to fail math at high school if they have attended a compulsory school that practiced tracking compared to similar students in a non-tracked environment.

  • 5.
    Sund, Krister
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Detracking Swedish Secondary Schools - Any Losers, Any Winners?2006Rapport (Övrigt vetenskapligt)
    Abstract [en]

    Whether or not to differentiate - or track - students according to ability has been debated over the years. In Sweden, secondary schools that practiced tracking and schools that did not practice tracking existed simultaneously from 1980 to 1997. This variation in tracking status between schools is used in a differences-in-differences approach. I estimate whether tracking math, or not, in Swedish secondary school had any effect on the probability of having graduated upper-secondary school, but also whether tracking had any consequence for the math grade in upper-secondary school. The results show that when considering the attainmentof upper-secondary education and the mean achievement in math, there are no effects oftracking. However, there are effects when estimating the probability of receiving a specific grade, i.e. fail, pass, pass with distinction or pass with special distinction. Tracked students,from families with low-educated parents, are more likely to fail math than similar students ina non-tracked environment.

  • 6.
    Sund, Krister
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Did the Introduction of Private Contractors Improve Turnover to Employment in the Swedish Labor Market?2015Ingår i: Journal of Labor Research, ISSN 0195-3613, E-ISSN 1936-4768, Vol. 36, nr 4, s. 389-408Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden, the new government that took office in 2006 gave the Public Employment Service instructions to introduce private contractors as a complement to publicly provided services. In this paper I use survival analysis in an intention-to-treat approach to compare time to employment of jobseekers in labor market areas that cooperated with private contractors with jobseekers in labor market areas that did not cooperate with private contractors, all within the program Job and Development Guarantee. I use register data from the Swedish Public Employment Service and exploit within region and period variation in a differences-in-differences approach. I find that the labor market areas that cooperated with private contractors had lower turnover to employment than labor market areas that did not cooperate with private contractors. The observed result could be due to different reasons. However, among other things, the contract agreement with private contractors was not optimally designed with a poor incentives structure. Moreover, the introduction of private contractors increased the administrative burden upon the staff of the Public Employment Service.

  • 7.
    Sund, Krister
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Estimating Peer Effects in Swedish High School using School, Teacher, and Student Fixed Effects2007Rapport (Övrigt vetenskapligt)
    Abstract [en]

    In this paper I use a rich dataset in order to observe each student over time in different subjects and courses. Unlike most peer studies, I identify the peers and the teachers that each student has had in every classroom. This enables me to handle the simultaneity and selection problems, which are inherent in estimating peer effects in the educational production function. I use a value-added approach with lagged peer achievement to avoid simultaneity and extensive fixed effects to rule out selection. To be specific, it is within-student across-subject variation with additional controls for time-invariant teacher characteristics that is exploited. Moreover, I identify students that are attending classes in which they have no peers from earlier education which otherwise could bias the result. I find positive peer effects for the average student but also that there is a non-linear dimension. Lower-achieving students benefit more from an increase in both mean peer achievement and the spread in peer achievement within the classroom than their higher-achieving peers.

  • 8.
    Sund, Krister
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Estimating peer effects in Swedish high school using school, teacher and student fixed effects2009Ingår i: Economics of Education Review, ISSN 0272-7757, E-ISSN 1873-7382, Vol. 28, s. 329-336Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper I use a rich dataset in order to observe each student in different subjects and courses over time. Unlike most peer studies, I identify the peers and the teachers that each student has had in every classroom. This enables me to handle the simultaneity and selection problems, which are inherent in estimating peer effects in the educational production function. I use a value-added approach with lagged peer achievement to avoid simultaneity and extensive fixed effects to rule out selection. To be specific, it is within-student acrosssubject variation with additional controls for time-invariant teacher characteristics that is exploited. Moreover, I identify students that are attending classes in which they have no peers from previous education which otherwise might bias the result. I find positive peer effects for the average student but also that there is a non-linear dimension. Lowerachieving students benefit more from an increase in both mean peer achievement and the spread in peer achievement within the classroom than their higher-achieving peers.

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