Det er planlagt vedlikehold på studentportalen og BIs søkeweb søndag 04.10 kl. 20:00 - 02:00, og systemene vil være utilgjengelig i denne perioden. Vi beklager ulempende dette måtte medføre.
Fagprofil
Hans Bonesrønning
Professor II - Institutt for kommunikasjon og kultur
Det er konkurranse om plassene ved det ordinære økonomisk-administrative studiet ved NTNU Handelshøyskolen. Rangering av søkerne er basert på antall opptakspoeng fra den videregående skole (VGS) pluss eventuelle tilleggspoeng. Denne undersøkelsen viser at studenter med mindre teoretisk matematikk fra den videregående skolen gjør det systematisk svakere enn de som har valgt en mer krevende matematikkretning. Dette kan tyde på en uheldig utvelgelse av studenter dersom formålet er å ta opp de som er best skikket til å ta utdanningen. Mange som ville ha oppnådd bedre faglige resultater, blir avvist på bekostning av svakere kvalifiserte studenter.
Iversen, Jon Marius Vaag & Bonesrønning, Hans (2015)
The current empirical literature on peer group effects in schools highlights that credible causal peer effects cannot be estimated unless parental sorting is taken into account. Motivated by a small theoretical literature that discusses resource allocations within schools, the present paper highlights that causal peer effects might be conditional on the learning environment in which they occur. By exploiting a rapid change in the level of special education in the Norwegian elementary school in the period 2007–2009, we present indicative empirical evidence that gender peer effects in the Norwegian elementary school are conditional on the level of special education provided.
Bonesrønning, Hans & Opstad, Leiv (2015)
Can student effort be manipulated? Does it matter?
This paper uses data from the Norwegian elementary school to test whether students from disadvantaged backgrounds benefit from smaller classes. The data cover one cohort of fourth graders who have been treated in small versus large classes for a period of three years. The Norwegian class size rule of maximum 28 students is used to generate credible exogenous class size variation. We find significant class size effects for the subgroup of students with parents who are educated at or below the upper secondary school level, and for the subgroup of students from dissolved families. The estimated effects for the former subgroup are smaller than those reported from STAR, while the effects for the latter subgroup are within the range reported from the STAR-studies.
Bonesrønning, Hans & Opstad, Leiv (2012)
How Much is Students' College Performance Affected by Quantity of Study?
International Review of Economics Education, 11(2), s. 46- 63.
Recent educational reforms aim at improving school or college quality by improving students’ study incentives. However, surprisingly little is known about the effects of study on grade performance. This paper seeks to fill some of the gap by combining survey and administrative data from one Norwegian business school. A differences-in-differences approach exploiting within-student variation in effort within the same subject across two time periods is used to generate credible evidence. We find that grades are improved when students put in more effort. The estimated effects are of considerable size, although smaller than those reported by Stinebrickner and Stinebrickner (2008).
Bonesrønning, Hans; Vaag Iversen, Jon Marius & Pettersen, Ivar (2011)
Antall enkeltvedtak i grunnskolen øker - til fordel for elever som ikke mottar spesialundervisning?
Sandbu, Natasza P.; Nygård, Geir, Galloway, Taryn Ann, Støren, Liv Anne & Turmo, Are (red.). Utdanning 2011: veien til arbeidslivet
Bonesrønning, Hans & Massih, Sofia Sandgren (2011)
Birth order effects on young students’ academic achievement
We examine birth order effects on academic achievement for ten-year-old students using data for the entire population of fifth graders in Norway 2007/2008. The analysis thus adds to a thin empirical literature focusing on birth order effects among young children. We find that being firstborn confers a significant advantage in families with two, three and four children. The analysis makes two other contributions. First, we provide evidence that unless mother's age at childbirth is included among the control variables, only small and imprecise birth order effects are revealed in families with low socioeconomic status. Second, we provide some evidence that the birth order effects differ across families with highly educated and less educated mothers, which lend support to the resource dilution model over the confluence model.
It is well established that girls outperform boys in schools, but the available empirical evidence suggests that the determinants of the gender achievement gap are poorly understood. The present paper looks inside families for explanations. Rich data for families with children in the lower secondary school in Norway are used to investigate whether parents' allocations of educational efforts are biased by gender. It is shown that parents allocate more efforts to girls than to boys, and also, that there is a negative correlation between parental efforts and prior achievements. The compensating resource allocations are more evident for boys than for girls.
Bonesrønning, Hans (2008)
Peer group effects in education production: Is it about congestion?
This paper provides empirical evidence that the achievement growth of lower secondary school students is negatively affected by the presence of classmates from dissolved families. The results, which come from the lower secondary school in Norway, do not seem to reflect non-random allocations of parents, students, or teachers across classrooms. The purpose of the subsequent analyses is to shed light on the underlying mechanisms: is the revealed peer group effect mediated through congestion a la Lazear [Lazear, E.P., 2001. Education production. Quarterly Journal of Economics 116, 777–803]? No decisive evidence is provided, but there are some indications that congestion may be part of the explanation.
Bonesrønning, Hans (2008)
The effect of grading practices on gender differences in academic performance
This paper adds to the debate about the sources of the gender gaps in student outcomes by highlighting explanations related to interactions between teachers and students. The evidence comes from the lower secondary school in Norway. The teachers' grading practices are the focal point of the analysis. First, it is shown that girls are exposed to easier grading than boys. Thereafter, evidence is provided that both boys and girls are negatively affected when the teacher practises easy grading. The boys' responses to easy grading are more uniformly negative than the girls' responses. Some exploratory analyses that make use of information about the students' school motivations are provided to make sense of these findings.
Ressurser og resultater i grunnopplæringen: Forprosjekt
[Report]. Senter for økonomisk forskning AS Trondheim.
Bonesrønning, Hans & Iversen, Jon Marius Vaag (2008)
Will more resources improve the performance of students from disadvantaged backgrounds?
[Academic lecture]. The fourth conference of the RTN Network the Economics of Education and Education Policy in Europe.
Bonesrønning, Hans & Iversen, Jon Marius Vaag (2008)
Will more resources improve the performance of students from disadvantaged backgrounds?
[Academic lecture]. Labour and Education.
Bonesrønning, Hans & Sandgren, Sofia Erika (2007)
Birth order effects in career-oriented families
[Academic lecture]. Instituttseminar.
Bonesrønning, Hans & Naper, Linn Renée (2006)
Skoleåret 2004/2005: Frittstående grunnskoler under ny lov og frittstående videregående skoler under gammel lov
[Report]. Senter for økonomisk forskning AS.
Bonesrønning, Hans & Naper, Linn Renée (2006)
Does competition from private schools raise public schools’ performance: New evidence from Norway
[Academic lecture]. Instituttseminar.
Bonesrønning, Hans; Naper, Linn R & Strøm, Bjarne (2005)
Gir frittstående skoler bedre elevresultater?
[Report]. Senter for økonomisk forskning AS.
Bonesrønning, Hans; Naper, Linn Renée & Strøm, Bjarne (2005)
Gir frittstående skoler bedre elevresultat? Konsekvenser av ny lov om frittstående skoler - baselinerapport I: Elevresultater
[Report]. Senter for økonomisk forskning AS.
Bonesrønning, Hans & Naper, Linn Renée (2005)
Does competition from private schools raise public schools' performance?
[Academic lecture]. PhD seminar Tinbergen Institute Amsterdam.
Bonesrønning, Hans & Naper, Linn R (2005)
Does competition from private schools raise public schools' performance?
[Academic lecture]. Second Network Workshop of the RTN "Economics of Education and Education Policy in Europe".
Bonesrønning, Hans (2004)
Utforming av utdanningspolitikken
[Academic lecture]. Det nasjoanle forskermøtet for økonomer.
Bonesrønning, Hans (2004)
Do Teachers Favor Girls?
[Academic lecture]. First Network Workshop of the RTN Economics of Education and Education Policy in Europe.
Bonesrønning, Hans (2004)
Teachers' grading practices and their impact on students' achievement
[Academic lecture]. AEA 2004.
Bonesrønning, Hans (2004)
Birth order and student achievement: Is the relationship conditional upon mother's education?
[Academic lecture]. ESPE 2004.
Falch, Torberg; Bonesrønning, Hans, Strøm, Bjarne & Borge, Lars-Erik (2003)
Bruk av informasjons- og belønningssystemer i offentlig skole
[Report]. [Mangler utgivernavn].
Strøm, Bjarne; Bonesrønning, Hans & Falch, Torberg (2003)
Teacher Sorting, Teacher Quality, and Student Composition: Evidence from Norway
[Report]. Institutt for samfunnsøkonomi, NTNU.
Abstract Using panel data for Norwegian schools, we establish a two-equation supply and demand model for teachers with approved education. Taking into account nationally determined teacher pay and a strict teacher appointment rule, the data enable us to separately estimate supply and demand functions for certified teachers. The results clearly indicate that the student body composition, and in particular students belonging to ethnic minorities, influences both teacher supply and teacher demand. The implied negative relationship between excess demand for certified teachers and the share of minority students is likely to be important for teacher quality.