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on Education |
| By: | Seo-Young Cho (Philipps-Universität Marburg) |
| Abstract: | Gender-matching school environments may provide benefits for girls to enhance their performance. By using PISA data from South Korea, this paper suggests that the effects of single-sex schooling and a student-teacher’s gender matching are heterogeneous across different student groups. The gender-matching school environments are most positive to non-cognitive outcomes of girls at the highest tail of cognitive performance levels. By attending an all-girls school and being taught by a female teacher, high performing girls are as motivated and interested in pursuing careers in STEM fields as boys. However, single-sex schooling and female teachers do not produce positive effects on girls in lower performing groups. For median girls, single-sex schooling can even be detrimental to their non-cognitive performance. These results corroborate that gender-matching school environments can be a useful tool to promote female talent in STEM fields, but the effect cannot be generalized for public education for all students. |
| Keywords: | gender-matching effects; student-teacher’s gender-matching; single-sex schooling; cognitive performance; non-cognitive performance; education production functions; propensity-score matching; South Korea |
| JEL: | C31 I21 I24 J16 O53 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:mar:magkse:201738&r=edu |
| By: | OECD |
| Abstract: | As educators know well, there are many barriers to learning that originate outside of school, such as those that arise from socio-economic disadvantage. In many education systems, the concentration of disadvantaged students in certain schools poses an additional challenge. Yet it is also true that schools with effective learning environments and high-quality resources can compensate, at least partially, for larger social inequalities. If school systems are to level the playing field, so that all children, regardless of their family background, are offered the best possible education, then the types of practices and resources that are related to better student performance need to be used in every school, not just in advantaged schools. |
| Date: | 2017–09–26 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduddd:76-en&r=edu |
| By: | de Vuijst, Elise (Delft University of Technology); van Ham, Maarten (Delft University of Technology) |
| Abstract: | In the Netherlands, obtaining a higher education increases the chance to move to a better neighbourhood for native Dutch adults who grew up in a deprived parental neighbourhood. For non-Western minorities, education does not have this positive effect on socio-spatial mobility. In this study we investigate potential explanations for these ethnic differences in the relationship between educational attainment and neighbourhood outcomes over time. We use longitudinal register data from the Netherlands to study a complete cohort of parental home leavers who attained a higher education by the end of the measurement period (1999 to 2012). We supplemented this data with information gathered in the WoON-survey. We examined differences in income trajectories for highly-educated native Dutch and non-Western ethnic minorities; investigated the strength of intergenerational transmission of income for both groups; and assessed individual neighbourhood experiences and contentment. We find that the highly-educated native Dutch in our subpopulation have a substantially higher average income over time, and a weaker association to the income of their parents compared to the non-Western ethnic minorities. Additionally, for ethnic minorities, our results show that the level of contentment with their neighbourhood is highest in deprived neighbourhoods compared to more affluent residential environments, and they more often reside in close proximity to their parents compared to the native Dutch, both suggesting an element of choice in neighbourhood selection. |
| Keywords: | neighbourhood histories, intergenerational transmission, income, education, ethnicity, longitudinal data |
| JEL: | I30 J60 P46 R23 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10999&r=edu |
| By: | Daniel Kreisman; Kevin Stange |
| Abstract: | Vocational education is a large part of the high school curriculum, yet we have little understanding of what drives vocational enrollment or whether these courses help or harm early careers. To address this we develop a framework for curriculum choice, taking into account ability and preferences for academic and vocational work. We test model predictions using detailed transcript and earnings information from the NLSY97. Our results are two-fold. First, students positively sort into vocational courses, suggesting the belief that low ability students are funneled into vocational coursework is unlikely true. Second, we find higher earnings among students taking more upper-level vocational courses – a nearly 2% wage premium for each additional year, yet we find no gain from introductory vocational courses. These results suggest (a) policies limiting students’ ability to take vocational courses may not be welfare enhancing, and (b) the benefits of vocational coursework accrue to those who focus on depth over breadth. |
| JEL: | I21 J24 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:23851&r=edu |
| By: | Martinus Parnawa Putranta (Universitas Atma Jaya Yogyakarta, Graduate School, Indonesia.) |
| Abstract: | "Objective – This research aimed at sketching personal values of graduate students at a faith-based institution in Indonesia. It also investigated the possible influence of these personal values and the students’ perceptions towards the values of their institution on their emotional attachment (affective commitment) to the institution. Methodology/Technique – A cross-sectional survey was employed as the primary method in the collection of the data. The fieldwork comprised the distribution of a self-administered questionnaire to potential respondents through direct contact. A convenience sampling was used to invite respondent participation. A total of 250 questionnaires were distributed of which 143 were usable, representing an overall response rate of 53 %. Findings – Results derived from the research suggested that the students, in general, embraced religious and intellectual values in their personal life. These dominant values seemed to be congruous with the demands of academic life in a faithbased educational institution as well as the demand of business worlds in the future. Likewise, a high level of affective commitment was exhibited by the students. Findings of the research also showed perceived institutional and personal values of students were more strongly predictors of students’ affective commitment than either one alone. Novelty – There has been little research on the relationships between personal values, institutional values and affective commitment in the Indonesian higher education institution contexts. Thus, this research fills this gap. " |
| Keywords: | Personal Values; Institutional Values; Affective Commitment; Graduate Students. |
| JEL: | I21 J28 |
| Date: | 2017–07–10 |
| URL: | http://d.repec.org/n?u=RePEc:gtr:gatrjs:jmmr146&r=edu |
| By: | Agasisti, Tommaso; Gil-Izquierdo, María; Han, Seong Won |
| Abstract: | In this paper, we have employed data from the OECD’s Programme for International Student Assessment (PISA, 2012 edition) on the EU-15 countries in order to investigate the relationship between (i) the way in which students use ICT at home for school-related purposes and (ii) their test scores in reading, mathematics and science. By employing two different econometric techniques – namely, propensity score matching and instrumental variables – we can provide evidence that in most countries there is an association between using computers intensely for homework and achieving lower test scores across all subjects. No clear pattern emerges for differences between students with higher socio-economic status (SES) and their low-SES counterparts, although some models suggest that the negative effect of using ICT at home is slightly greater for high-SES students. These findings suggest that a more cautious approach should be taken with regards to the wide-spread use of digital innovation as a means to support students’ out-of-school work. Such an indication can potentially suggest that teachers should be trained to integrate this practice effectively into their strategies for assigning homework. |
| Keywords: | Digital learning, educational production function (EPF), OECD-PISA, propensity score matching, instrumental variables |
| JEL: | I21 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:81343&r=edu |
| By: | Lars EHLERS; Thayer MORRILL |
| Abstract: | In public school choice, students with strict preferences are assigned to schools. Schools are endowed with priorities over students. Incorporating different constraints from applications, priorities are often modeled as choice functions over sets of students. It has been argued that the most desirable criterion for an assignment is fairness; there should not be a student having justified envy in the following way: he prefers some school to his assigned school and has higher priority than some student who got into that school. Justified envy could cause court cases. We propose the following fairness notion for a set of assignments : a set of assignments is legal if and only if any assignment outside the set has justified envy with some assignment in the set and no two assignments inside the set block each other via justified envy. We show that under very basic conditions on priorities, there always exists a unique legal set of assignments, and that this set has a structure common to the set of fair assignments : (i) it is a lattice and (ii) it satisfies the rural-hospitals theorem. This is the first contribution providing a “set-wise” solution for many-to-one matching problems where priorities are not necessarily responsive and schools are not active agents. |
| JEL: | C78 D61 D78 I20 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:mtl:montec:04-2017&r=edu |
| By: | Michelacci, Claudio; Schivardi, Fabiano |
| Abstract: | We rely on the Survey of Consumer Finances to study the return to education of US entrepreneurs since the late 1980s. We calculate the average yearly income that an entrepreneur expects to obtain during his venture, combining labor income, dividend payments, and capital gains upon selling the business. We find that the premium for postgraduate education has increased substantially more for entrepreneurs than for employees. Today an entrepreneur with a postgraduate degree earns on average \$100,000 a year more than one with a college degree. And the difference is substantially greater at the higher quantiles of the income distribution. In the late 1980s, the differences had been close to zero. The rise in the postgraduate premium is mainly due to increased complementarity between the advanced formal skills provided by higher education and the applied practical expertise acquired through past labor market experience. In combination, these two factors have become increasingly valuable to running successful businesses. |
| Keywords: | entrepreneurship; skill premium |
| JEL: | J24 J31 M13 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:cpr:ceprdp:12312&r=edu |
| By: | Luc Behaghel (PSE - Paris School of Economics); Clément De Chaisemartin (University of Warwick [Coventry]); Marc Gurgand (PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Panthéon-Sorbonne - ENS Paris - École normale supérieure - Paris - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique) |
| Abstract: | Boarding schools substitute school to home, but little is known on the effects this substitution produces on students. We present results of an experiment in which seats in a boarding school for disadvantaged students were randomly allocated. Boarders enjoy better studying conditions than control students. However, they start outperforming control students in mathematics only two years after admission, and this effect mostly comes from strong students. Boarders initially experience lower levels of well-being but then adjust. This suggests that substituting school to home is disruptive: only strong students benefit from the school, once they have adapted to their new environment. |
| Keywords: | boarding school, cognitive skills, non-cognitive skills, randomized controlled,trial, heterogeneous effects |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:hal:journl:hal-01590806&r=edu |
| By: | Cattan, Sarah (Institute for Fiscal Studies, London); Kamhöfer, Daniel A. (University of Paderborn); Karlsson, Martin (University of Duisburg-Essen); Nilsson, Therese (Lund University) |
| Abstract: | Instructional time is seen as an important determinant of school performance, but little is known about the effects of student absence. Combining historical records and administrative data for Swedish individuals born in the 1930s, we examine the impacts of absence in elementary school on short-term academic performance and long-term socio-economic outcomes. Our siblings and individual fixed effects estimates suggest absence has a moderate adverse effect on academic performance. The detrimental effect fades out over time. While absence negatively correlates with final education, income and longevity, we only find robust evidence that it lowers the probability of employment at age 25–30. |
| Keywords: | absence in school, educational performance, long-term effects, register data |
| JEL: | C23 I14 I21 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10995&r=edu |
| By: | Bergman, Peter (Columbia University); Denning, Jeffrey T. (Brigham Young University); Manoli, Dayanand (University of Texas at Austin) |
| Abstract: | There is increasing evidence that tax credits for college do not affect college enrollment. This may be because prospective students do not know about tax benefits for credits or because the design of tax credits is not conducive to affecting educational outcomes. We focus on changing the salience of tax benefits by providing information about tax benefits for college using a sample of over 1 million students or prospective students in Texas. We sent emails and letters to students that described tax benefits for college and tracked college outcomes. For all three of our samples – rising high school seniors, already enrolled students, and students who had previously applied to college but were not currently enrolled – information about tax benefits for college did not affect enrollment or reenrollment. We test whether effects vary according to information frames and found that no treatment arms changed student outcomes. We conclude that salience is not the primary reason that tax credits for college do not affect enrollment. |
| Keywords: | tax benefits for college |
| JEL: | I22 I23 H2 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10997&r=edu |
| By: | James J. Heckman (The University of Chicago); John Eric Humphries (Yale University); Gregory Veramendi (W.P. Carey School of Business, Arizona State University) |
| Abstract: | This paper analyzes the non-market benefits of education and ability. Using a dynamic model of educational choice we estimate returns to education that account for selection bias and sorting on gains. We investigate a range of non-market outcomes including incarceration, mental health, voter participation, trust, and participation in welfare. We find distinct patterns of returns that depend on the levels of schooling and ability. Unlike the monetary benefits of education, the benefits to education for many non-market outcomes are greater for low-ability persons. College graduation decreases welfare use, lowers depression, and raises self-esteem more for less-able individuals. |
| Keywords: | education, Inequality, returns to education, government policy, health inequality, household behavior, family economics |
| JEL: | I14 I24 I28 D10 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:hka:wpaper:2017-072&r=edu |
| By: | Vincent Aidan O'Sullivan; Robert Wright; Irene Mosca |
| Abstract: | This paper empirically investigates the relationship between maternal employment and child outcomes using micro-data collected in the third wave of The Irish Longitudinal Study on Ageing. A novel source of exogenous variation in the employment decisions of women is used to investigate this relationship. Between the 1920s and the 1970s, women working in certain sectors or in certain jobs were required to leave paid employment upon getting married in Ireland. The majority of women affected by this “Marriage Bar†then became mothers and never returned to work, or returned only after several years. Regression analysis is used to compare the educational attainment of the children of mothers who were required to leave employment on marriage because of the Marriage Bar to the educational attainment of the children of mothers who were not required to do so. It is found that the children of mothers affected by the Marriage Bar have a much higher probability of completing university education than the children of mothers who were not. The difference is around seven percentage points. This is a sizeable effect when compared to the observation that about 40% of the children in the sample completed university education. This effect is found to be robust to alternative specifications that include variables aimed at controlling for differences in maternal occupation and personality traits and differences in paternal education. |
| Keywords: | marriage, mother, employment, child, education |
| JEL: | J12 J16 J20 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:lan:wpaper:194217569&r=edu |
| By: | Jürges, Hendrik (University of Mannheim); Stella, Luca (Bocconi University); Hallaq, Sameh (University of Wuppertal); Schwarz, Alexandra (LVR) |
| Abstract: | We investigate the long-term effects of households' exposure to violent conflict on children's educational attainment in primary school, studying cognitive and non-cognitive skills as possible causal channels. Our identification strategy exploits the locality-level variation in the intensity of the Israeli-Palestinian conflict in the West Bank during the Second Intifada (2000–2005). We show that an increase in family experience of conflict has large negative long-term effects on the educational attainment of children measured by grade point averages. Impaired non-cognitive rather than cognitive skills are identified as channels through which exposure affects children's educational achievement. |
| Keywords: | conflict, schooling, children |
| JEL: | D10 I20 F51 O12 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10994&r=edu |
| By: | Clair Null; Clemencia Cosentino; Swetha Sridharan; Laura Meyer |
| Abstract: | This white paper summarizes rigorous evidence on approaches to increasing participation, improving learning, and enhancing the relevance of secondary education in developing countries. It should be of particular interest to policymakers and implementers seeking to improve secondary school enrollment, quality and relevance. |
| Keywords: | Education, Secondary education, International education, Rigorous evidence, PSIPSE |
| JEL: | I F Z |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:516e420e637c4851b15e6a3f6c42c600&r=edu |
| By: | Ninik Setiyowati (Psychology Faculty, State University of Malang, Indonesia Author-2-Name: Irtaji Author-2-Workplace-Name: Psychology Faculty, State University of Malang, Indonesia) |
| Abstract: | "Objective – This study examines Happiness Leaders in the higher education context. Methodology/Technique – Using Positive Psychology perspective, data were collected through an in-depth interview with 30 Indonesian heads of Department in some faculties of Higher Education Malang from December 2016 to February 2017. Respondents were selected using non-probability purposive sampling technique. Findings – The results of this study indicate that the respondents focused their happiness factor more on relationship (R) and meaningfulness (M), but less on positive emotion (P), engagement (E) and accomplishment (A). Almost all respondents agreed that good relationship ensured a sense of safety and comfort and helped gain social support, especially when they were in Bad Condition. Otherwise, most respondents tended to lack focus in setting targets and did not enjoy through the process of achieving the target. Responsibilities were exercised only to meet the demand of the institution. Novelty – This research developed five aspects: positive emotion, engagement, relationship, meaningfulness and accomplishment (PERMA) as a key question and tested it in the context of Indonesia." |
| Keywords: | Happiness; PERMA; Qualitative; Positive Psychology. |
| JEL: | I21 J28 M54 |
| Date: | 2017–06–22 |
| URL: | http://d.repec.org/n?u=RePEc:gtr:gatrjs:jmmr163&r=edu |
| By: | Neyt, Brecht (Ghent University); Omey, Eddy (Ghent University); Verhaest, Dieter (KU Leuven); Baert, Stijn (Ghent University) |
| Abstract: | We review the theories put forward, methodological approaches used, and empirical conclusions found in the multidisciplinary literature on the relationship between student employment and educational outcomes. A systematic comparison of the empirical work yields new insights that go beyond the overall reported negative effect of more intensive working schemes and that are of high academic and policy relevance. One such insight uncovered by our review is that student employment seems to have a more adverse effect on educational choices and behaviour (study engagement and the decision to continue studying) than on educational performance (in particular, graduation). |
| Keywords: | student employment, education, self-selection, review |
| JEL: | I21 J22 J24 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11023&r=edu |
| By: | Daphna Bassok; Thomas Dee; Scott Latham |
| Abstract: | In an effort to enhance the quality of early childhood education (ECE) at scale, nearly all U.S. states have recently adopted Quality Rating and Improvement Systems (QRIS). These accountability systems give providers and parents information on program quality and create both reputational and financial incentives for program improvement. However, we know little about whether these accountability reforms operate as theorized. This study provides the first empirical evidence on this question using data from North Carolina, a state with a mature QRIS. Using a regression discontinuity design, we examine how quasi-random assignment to a lower quality rating influenced subsequent outcomes of ECE programs. We find that programs responded to a lower quality rating with comparative performance gains, including improvement on a multi-faceted measure of classroom quality. Programs quasi-randomly assigned to a lower star rating also experienced enrollment declines, which is consistent with the hypothesis that parents responded to information about program quality by selectively enrolling away from programs with lower ratings. These effects were concentrated among programs that faced higher levels of competition from nearby providers. |
| JEL: | H7 I2 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:23859&r=edu |
| By: | Nobuyoshi Kikuchi |
| Abstract: | This paper investigates the intergenerational effects of education in Japan using a nonparametric bounds approach. The educational levels of parents are considered key factors in explaining children's educational success. Nevertheless, the literature has not reached consensus on the causal effects of parents' education on their child's schooling. This is because both parents' and the child's schooling depend on unobserved heterogeneity. Moreover, the strong positive correlation of the mother's and father's schooling makes it difficult to separate the effects of each parent's schooling, making it unclear how to control spousal schooling in the analysis. Therefore, this paper estimates a set of semi-ordered vectors of both parents' schooling as an application of the nonparametric bounds method with multiple treatments. It thus derives bounds depending on relatively weak semi-monotonicity assumptions on treatment response, selection, and instrumental variables. A combination of these assumptions provides informative bounds on the average treatment effect of both parents' education on their child's schooling. The main results show that the tightest lower bounds suggest the positive causal effects of parents' schooling, but the tightest upper bounds on the effects are lower than the point estimates that rely on the assumptions of an exogenous selection for parents' schooling. These results suggest that simple regressions overestimate the true causal effect of parents' education. |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:dpr:wpaper:1011&r=edu |
| By: | James Edward, Curtis Jr |
| Abstract: | ABSTRACT An understanding of the freedoms (or the lack of freedoms) and their economic consequences on early black Americans provides an informative understanding to the freedoms (or the lack of freedoms), and their economic consequences on other, modern ethnic groups. James Curtis Jr (2017) investigates the link between the social asymmetry and economic asymmetry among early blacks and whites in the United States of America. For the empirical study, James Curtis Jr (2017) uses cross-sectional variables from the Integrated Public Use Microdata Sample (IPUMS), developed informative conditional ratios, and employed least squares statistical analyses. FINDINGS This study finds that economic differences among ethnic groups, as measured by differences between early blacks and whites, are intertwined with asymmetrical freedoms, leading to statistically insignificant returns to education, as measured by literacy. One might conclude that the individual’s basic protection of life, liberty, and the pursuit of happiness must proceed any expectations of measured returns to schooling, particularly among individuals in disenfranchised groups. Furthermore, one might propose education policy such that modern higher education investment programs prioritize education entrepreneurs and/or state/social planners with academic research familiarity of differences in wealth. This research is a revision of November 2002, November 2010 and January 2012 working papers. Copyright 2017. James Edward Curtis, Jr. is the President & Research Economist of The James Edward Curtis Jr Education Foundation, Correspond with James Edward Curtis, Jr. at PO Box 3126, Washington, District of Columbia 20010, or phone (202) 739-1962, email jamesjr@jecjef.net Learn more at jecjef.net. |
| Keywords: | Education, History, Wealth |
| JEL: | C81 E21 I24 N00 |
| Date: | 2017–09–22 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:81528&r=edu |
| By: | Bertocchi, Graziella; Dimico, Arcangelo; Lancia, Francesco; Russo, Alessia |
| Abstract: | This paper studies the effect of preregistration laws on government spending in the U.S. Preregistration allows young citizens to register before being eligible to vote and has been introduced in different states in different years. Employing a difference-in-differences regression design, we first establish that preregistration shifts state-level government spending toward expenditure on higher education. The magnitude of the increase is larger when political competition is weaker and inequality is higher. Second, we document a positive effect of preregistration on state-provided student aid and its number of recipients by comparing higher education institutions within border-county pairs. Lastly, using individual-level data on voting records, we show that preregistration promotes a de facto youth enfranchisement episode. Consistent with a political economy model of distributive politics, the results collectively suggest strong political responsiveness to the needs of the newly-enfranchised constituent group. |
| Keywords: | Education Expenditure; Political Responsiveness; Preregistration; Voter turnout; Youth Enfranchisement. |
| JEL: | D72 H52 P16 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:cpr:ceprdp:12332&r=edu |
| By: | Anna Bussu (Faculty of Health & Social Care, University of Edge Hill, Ormskirk, UK); Claudio Detotto (Laboratoire Lieux, Identités, eSpaces et Activités (LISA)); Laura Serra (Department of Experimental and Health Sciences, Pompeu Fabra University, Barcelona, Spain) |
| Abstract: | This paper presents an empirical study focusing on students’ drop-out and irregular careers at the University of Sassari (Sardinia, Italy). The analysis is based on 1167 students registered in a full-time undergraduate program (three years according to the Italian system), which have both not changed and not abandoned the degree course. Using a Probit model, our findings document the individual, background and environmental factors that play the main role in explaining the likelihood of irregular careers’ occurrence. We observe that residential students perform worse than the commuter students. Furthermore, other factors seem to explain the success in attending an academic institution, here measured as the probability to finish the undergraduate programme in the nominal duration, namely individual characteristics (like gender and age), students’ background (family income, secondary schools and final marks obtained), institutions’ environment (department’s teaching and research quality) and students well-being (students’ satisfaction). Finally, some policy implications are discussed. |
| Keywords: | probit; regular careers; commuter students; residential students; undergraduate |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:lia:wpaper:007&r=edu |
| By: | Dustin R. White; Benjamin W. Cowan; Jadrian Wooten |
| Abstract: | We examine the impact of the NCAA Men’s Basketball Tournament on college students’ drinking behavior using a nationally representative sample of American institutions. While success in intercollegiate athletics may augment the visibility of a university to prospective students and thereby benefit the school, it may also have a negative effect on the current student body by influencing risky behavior, especially the consumption of alcohol commonly associated with game day festivities. Using the Harvard School of Public Health College Alcohol Study (CAS), we find that a school’s participation in the NCAA Tournament is associated with a 30% increase in binge drinking and a 9% increase in self-reported drunk driving by male students at that school. The results suggest that this increase is not offset by less alcohol use before or after the tournament (intertemporal substitution) but instead seems to represent a net increase in the amount of alcohol consumed by students at participating schools. |
| JEL: | I12 I23 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:23821&r=edu |