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María Marta Ferreyra

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María Marta Ferreyra, an Argentine economist, currently serves as a Senior Economist at the World Bank's Global Engagement and Knowledge Office of the Education Global Practice.[1]

Specializing in the Economics of Education, Ferreyra's expertise extends to large-scale education policies in the United States as well as the Latin America and Caribbean region (LAC).[2] Her research encompasses areas such as school choice programs, charter schools, public schools’ finance and accountability, and the impacts of higher education on labor markets. Her most recent publications revolve around Short-Cycle Education Programs and their efficiency, especially in Colombia.[3]

She holds a Ph.D. in Economics from the University of Wisconsin-Madison and previously served as a faculty member at Carnegie Mellon University.[4] Her current work includes being part of the core team for the World Development Report 2024, focusing on education's role in social mobility and economic growth in Middle Income Countries.[2]

Her personal journey, influenced by her Catholic faith, and her commitment to using economics for social betterment and efficient economies, define her professional path. She is also known for her involvement in Catholic projects and mentoring initiatives.[5]

Biography

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Early life and education

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María Marta Ferreyra was born in Río Cuarto, Argentina, during a period marked by military dictatorship and a turbulent return to democracy.[5] In her early life, she attended a K-12 Catholic school and developed her academic interest for economics in Argentina, where she earned her B.A. in Economics from the Universidad Nacional de Río Cuarto (1994) and her M.A. in Economics from the Centro de Estudios Macroeconomicos de Argentina (1995).[2] She then moved to the U.S. for her M.S. and Ph.D. in Economics, which she obtained from the University of Wisconsin-Madison in 1999 and 2002 respectively.[2]

Career

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Ferreyra's career is marked by significant contributions to the field of economics, particularly in education. Prior to her current role, she was an Associate Professor of Economics at the Tepper School of Business, Carnegie Mellon University, from 2009 to 2014, and an Assistant Professor at the same institution from 2002 to 2009. She has also served as a Consultant for the Inter-American Development Bank and a Visiting Scholar at the Federal Reserve Bank as well as at the Cowles Foundation.[2]

After the early academic stage of her career, she then shifted her focus to more policy-oriented positions. Specifically, she worked as a Senior Economist in the Office of the Regional Chief Economist, Latin America and the Caribbean (LAC) at The World Bank. Ferreyra later took over the same position in the Global Engagement and Knowledge, Education Global Practice department in September 2022. Since February 2023, she has been working as a Core team member of the World Development Report (WDR) 2024: Growth in Middle Income Countries.[1]

She is part of the Catholic Research Economists Discussion Organization (CREDO) where she is actively engaged in Catholic projects and mentorship initiatives.[5]

Contributions and achievements

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At the World Bank, Ferreyra focuses on higher education in the developing world, with an emphasis on Latin America and the Caribbean. Her research, published in top-tier journals like the American Economic Review, the Journal of Political Economy, and American Economic Journal, delves into the impacts of large-scale education policies in the United States and higher education's role in social mobility, innovation, and growth in middle-income countries.[6] She is part of the core team for the World Development Report 2024 and has obtained numerous awards throughout her academic and professional career (see Awards).

Research

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María Marta Ferreyra's research primarily delves into the Economics of Education, Urban Economics, Industrial Organization, and Socioeconomics.[3] Her scholarly journey illustrates a thematic shift from focusing on education systems in the United States to addressing broader educational concerns in Latin America and the Caribbean.[7] This transition reflects her growing interest in exploring the dynamics of educational policies and their impact on social and economic outcomes in developing regions.

In her early research, Ferreyra explored diverse economic models and policy implications. Her 2007 paper, "An empirical framework for large-scale policy analysis, with an application to school finance reform in Michigan," analyzes the financial frameworks of educational institutions. The paper focuses on the changes in Michigan's public school funding, assessing how these reforms affect educational spending and the consequent changes in school district behaviors.[8] Another significant work, "Learning about new products: An empirical study of physicians' behavior" (2009), examines the adoption of new products and technologies in healthcare, showcasing her proficiency in economic modeling.[9] Her 2018 study, "Charter school entry and school choice: The case of Washington, DC," presents an in-depth analysis of educational choices and their consequences in urban settings. This work explores the effects of charter school entry on the educational landscape, exploring how the introduction of charter schools influences parental choice, student distribution across schools, and the overall performance of the education system.[10]

In "At a crossroads: higher education in Latin America and the Caribbean" (2017), Ferreyra co-authored a comprehensive study on the challenges and opportunities within the higher education sector in this region. The report offers a detailed examination of higher education systems, discussing aspects such as access, quality, financing, and the impact s on socioeconomic outcomes. Ferreyra points out disparities in access and graduation rates, particularly among less-prepared students from lower socio-economic backgrounds. The report also discusses the uneven returns on investment in higher education across different fields of study and institutions, underscoring the need for improved information dissemination, financial incentives, student choice, and institutional accountability.[11]

Her 2018 publication, "Raising the Bar for Productive Cities in Latin America and the Caribbean," co-authored with M. Roberts, critically evaluates the quality of education in Latin American cities. The report discusses demand and supply drivers of education, identifying quality flaws, and outlining policy implications to enhance urban productivity and education quality in the region. A key concept explored in this work is that, despite high population densities and the urbanized status of Latin American cities, their productivity falls short compared to North American and Western European cities. The report highlights challenges such as congestion, poor metropolitan coordination, and internal city integration, and benefits such as human capital externalities.[12]

In "The Fast Track to New Skills: Short-Cycle Higher Education Programs in Latin America and the Caribbean" (2021), Ferreyra expands on the role of short-cycle programs (SCPs) in the region. This report explores the potential of SCPs in bridging educational and skill gaps, offering insights into how these programs can effectively contribute to the workforce and economic development in Latin America and the Caribbean. Ferreyra notes the efficacy of SCPs in swiftly developing skilled human capital and highlights key factors that distinguish top-performing SCPs.[13] Despite the potential advantages, the report notes that SCPs in Latin America and the Caribbean are underdeveloped and vary in quality. To enhance the effectiveness and reach of SCPs, the report suggests implementing policies for better funding, accountability based on outcomes, and providing information on program returns.[14]

Ferreyra is extending her research on SCPs as can be seen from her 2023 working papers. "The Dynamic Market for Short-Cycle Higher Education Programs" examines the evolving market for SCPs.[15] "The Contribution of Short-Cycle Programs to Student Outcomes: Evidence from Colombia" and "Labor Market Effects of Short-Cycle Higher Education Programs: Lessons from Colombia" delve into the influence of SCPs on the Colombian labor market, emphasizing the variation in their effectiveness across different programs and highlighting the varying outcomes based on gender and educational choices.[16][17] "Cows Don’t Give Milk: An Effort Model of College Graduation" and "The Limited Impact of Free College Policies" offer unique insights into college graduation and the effectiveness of free college policies, both identifying student effort as a key factor in class completion and college persistence, using data from Colombia.[18]

Personal life

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Contrary to her initial plan to return to Argentina by age 30, Ferreyra decided to stay in the U.S. after meeting her husband, Jeffrey C. Reminga, during her Ph.D. studies. They got married while she was still in graduate school and now have two daughters, aged 11 and 14, and reside in Washington, D.C.[5]

Ferreyra's Catholic faith has been a cornerstone of her life and career. Her spiritual journey, deepened in the U.S., continues to influence her work and informs her involvement in community projects, such as the founding of St. Jerome Institute Catholic High School in Washington, D.C.

Awards[2]

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Selected works

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Books

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  • Ferreyra, M. M., Avitabile, C., Botero Álvarez, J., Haimovich, F., Urzua, S., & e-Library, W. B. (2017). At a crossroads: Higher education in Latin America and the Caribbean (1st ed.). World Bank Group. http://hdl.handle.net/10986/26489
  • Ferreyra, M. M., Díaz, L. D., Urzúa, S., & Bassi, M. (2021). The fast track to new skills: Short-cycle higher education programs in Latin America and the Caribbean. World Bank Publications. https://doi.org/10.1596/978-1-4648-1706-9
  • Ferreyra, M. M., & Roberts, M. (2018). Raising the Bar for Productive Cities in Latin America and the Caribbean (M. M. Ferreyra & M. Roberts, Eds.). The World Bank. https://doi.org/10.1596/978-1-4648-1258-3

Papers

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  • Bacolod, M., De la Roca, J., & Ferreyra, M. M. (2021). In search of better opportunities: Sorting and agglomeration effects among young college graduates in Colombia. Regional Science and Urban Economics, 87, 103656. https://doi.org/10/gnb3cg
  • Berlinski, S., Ferreyra, M. M., Flabbi, L., & Martin, J. D. (2020). Child Care Markets, Parental Labor Supply, and Child Development. https://doi.org/10/gtf6w5
  • Carranza, J. E., & Ferreyra, M. M. (2019). Increasing Higher Education Access: Supply, Sorting, and Outcomes in Colombia. Journal of Human Capital, 13(1), 95–136. https://doi.org/10/gtf6w4
  • Dinarte-Diaz, L., Ferreyra, M. M., Urzua, S., & Bassi, M. (2023). What makes a program good? Evidence from short-cycle higher education programs in five developing countries. World Development, 169, 106294. https://doi.org/10/gtf6w6
  • Epple, D., & Ferreyra, M. M. (2008). School finance reform: Assessing general equilibrium effects. Journal of Public Economics, 92(5), 1326–1351. https://doi.org/10/ddwrhx
  • Ferreyra, M. (2021). If Not Now, When? : Short-Cycle Programs in Latin America. International Higher Education, 108, Article 108. https://ejournals.bc.edu/index.php/ihe/article/view/14459
  • Ferreyra, M. M. (2007). Estimating the Effects of Private School Vouchers in Multidistrict Economies. American Economic Review, 97(3), 789–817. https://doi.org/10/cdwc4r
  • Ferreyra, M. M. (2009). An Empirical Framework for Large-Scale Policy Analysis, with an Application to School Finance Reform in Michigan. American Economic Journal: Economic Policy, 1(1), 147–180. https://doi.org/10/cnbc6s
  • Ferreyra, M. M., & Kosenok, G. (2011). Learning About New Products: An Empirical Study of Physicians’ Behavior. Economic Inquiry, 49(3), 876–898. https://doi.org/10/bth55s
  • Ferreyra, M. M., & Kosenok, G. (2018). Charter school entry and school choice: The case of Washington, D.C. Journal of Public Economics, 159, 160–182. https://doi.org/10/gdkwjf
  • Ferreyra, M. M., & Liang, P. J. (2012). Information asymmetry and equilibrium monitoring in education. Journal of Public Economics, 96(1), 237–254. https://doi.org/10/d8d3xz

Working Papers

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  • Carranza, J. E., Ferreyra, M. M., & Gazmuri, A. M. (2023). The Dynamic Market for Short-Cycle Higher Education Programs. In EdWorkingPapers.com. Annenberg Institute at Brown University. https://edworkingpapers.com/ai23-712
  • Dinarte, L., Ferreyra, M. M., Melguizo, T., & Sanchez, A. (2023). The Contribution of Short-Cycle Programs to Student Outcomes: Evidence from Colombia (SSRN Scholarly Paper 4357554). https://doi.org/10.2139/ssrn.4357554
  • Ferreyra, M. M., Galindo, C., & Urzúa, S. S. (2022). Labor Market Effects of Short-Cycle Higher Education Programs: Lessons from Colombia (Working Paper 30178). National Bureau of Economic Research. https://doi.org/10.3386/w30178
  • Ferreyra, M. M., Garriga, C., Martin-Ocampo, J. D., & Sanchez-Diaz, A. M. (2023a). Cows Don’t Give Milk: An Effort Model of College Graduation. In EdWorkingPapers.com. Annenberg Institute at Brown University. https://edworkingpapers.com/ai23-713
  • Ferreyra, M. M., Garriga, C., Martin-Ocampo, J. D., & Sanchez-Diaz, A. M. (2023b). The Limited Impact of Free College Policies. In EdWorkingPapers.com. Annenberg Institute at Brown University. https://edworkingpapers.com/ai23-711

Other

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See also

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References

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  1. ^ a b Cite error: The named reference :2 was invoked but never defined (see the help page).
  2. ^ a b c d e f "Maria Marta Ferreyra - Curriculum Vitae". sites.google.com. Retrieved 2024-01-26.
  3. ^ a b "Maria Marta Ferreyra". scholar.google.com. Retrieved 2024-01-29.
  4. ^ "Maria Marta Ferreyra". sites.google.com. Retrieved 2024-01-29.
  5. ^ a b c d "María Marta Ferreyra". CREDO. 2021-09-11. Retrieved 2024-01-26.
  6. ^ "María Marta Ferreyra | Economista Sénior". blogs.worldbank.org (in Spanish). 2022-09-01. Retrieved 2024-01-29.
  7. ^ "Maria Marta Ferreyra - Peer-Reviewed Publications". sites.google.com. Retrieved 2024-01-29.
  8. ^ Ferreyra, Maria Marta (2009-02-01). "An Empirical Framework for Large-Scale Policy Analysis, with an Application to School Finance Reform in Michigan". American Economic Journal: Economic Policy. 1 (1): 147–180. doi:10.1257/pol.1.1.147. ISSN 1945-7731.
  9. ^ FERREYRA, MARIA MARTA; KOSENOK, GRIGORY (2010-06-21). "LEARNING ABOUT NEW PRODUCTS: AN EMPIRICAL STUDY OF PHYSICIANS' BEHAVIOR". Economic Inquiry. 49 (3): 876–898. doi:10.1111/j.1465-7295.2010.00310.x. ISSN 0095-2583.
  10. ^ "Charter School Entry and School Choice". Charter School Entry and School Choice. 2016. doi:10.5040/9781350995093.0002.
  11. ^ "At a Crossroads: Higher Education in Latin America and the Caribbean". blogs.worldbank.org. 2017-09-08. Retrieved 2024-01-29.
  12. ^ Ferreyra, Maria Marta; Roberts, Mark (2018-01-31). "Raising the Bar for Productive Cities in Latin America and the Caribbean". doi:10.1596/978-1-4648-1258-3. {{cite journal}}: Cite journal requires |journal= (help)
  13. ^ Ferreyra, María Marta (2021-10-01), "Landscape of Short-Cycle Programs in Latin America and the Caribbean", The Fast Track to New Skills: Short-Cycle Higher Education Programs in Latin America and the Caribbean, The World Bank, pp. 33–58, retrieved 2024-01-29
  14. ^ "Short-Cycle Programs can Help Boost Employment and Economic Recovery in Latin America and the Caribbean". World Bank. Retrieved 2024-01-29.
  15. ^ Carranza, Juan Esteban; Ferreyra, María Marta; Gazmuri, Ana Maria (2023-12-27). The dynamic market for short-cycle higher education programs (Report). Banco de la República.
  16. ^ Dinarte, Lelys; Ferreyra, Maria Marta; Melguizo, Tatiana; Sanchez, Angelica (2023). "The Contribution of Short-Cycle Programs to Student Outcomes: Evidence from Colombia". SSRN Electronic Journal. doi:10.2139/ssrn.4357554. ISSN 1556-5068.
  17. ^ Ferreyra, Maria Marta; Galindo, Camila; Urzúa, Sergio (2022-06). Labor Market Effects of Short-Cycle Higher Education Programs: Lessons from Colombia (Report). Cambridge, MA: National Bureau of Economic Research. {{cite report}}: Check date values in: |date= (help)
  18. ^ Guènon, Francois; Skinner, John S.; Trist, Nicholas Philip (1862). A treatise on milk cows, whereby the quality and quantity of milk which any cow will give may be accurately determined by observing natural marks or external indication alone; the length of time she will continue to give milk, &c. New York: C.M. Saxton.
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