nep-edu New Economics Papers
on Education
Issue of 2023‒01‒16
six papers chosen by
Nádia Simões
Instituto Universitário de Lisboa

  1. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico By Busso, Matías; Frisancho, Verónica
  2. Do professional year placements matter for job quality? The case of economics graduates By Panagiotis Arsenis; Miguel Flores
  3. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages By Berlinski, Samuel; Busso, Matías; Dinkelman, Taryn; Martínez, Claudia
  4. Charging for Higher Education: Estimating the Impact on Inequality and Student Outcomes By Ghazala Azmat; Ştefania Simion
  5. Human Capital and Self-Employment in India: An Empirical Analysis for Different Cohorts By Dutta, Nabamita; Kar, Saibal; Ray, Shaswata
  6. Nudges to Increase the Effectiveness of Environmental Education: New evidence from a field experiment By IGEI Kengo; KUROKAWA Hirofumi; ISEKI Masato; KITSUKI Akinori; KURITA Kenichi; MANAGI Shunsuke; NAKAMURO Makiko; SAKANO Akira

  1. By: Busso, Matías; Frisancho, Verónica
    Abstract: This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
    Keywords: gender;Mexico;secondary education;Peer effects;High achievers
    JEL: I24 I21 J16 J24 C93
    Date: 2021–05
  2. By: Panagiotis Arsenis (University of Surrey); Miguel Flores (National College of Ireland)
    Abstract: We study whether the completion of an optional professional year placement during undergraduate studies enhances job quality, in terms of earnings, job security and career _t, for economics graduates from a UK university. Using linear and discrete choice models, we estimate the effect of doing a professional year placement on four graduate outcomes that capture job quality and use a rich data set to control for demographics, educational background, academic achievement, degree, and graduate job characteristics. To account for possible self-selection bias, we use propensity score matching. We find that graduates who did a professional year placement earn 6.5% higher salaries than non-placement graduates, but the salary gap becomes statistically insignificant once we control for self-selection. Similarly, a professional year placement has no effect on job security. However, we find a positive effect of professional year placement on career fit: placement graduates are more likely to find jobs that fit their career plans than non-placement graduates, which holds even after controlling for self-selection. The empirical findings also show that job characteristics, like location and type of industry, and school background are also important factors contributing to graduates' employment quality. Finally, we find no differences in job quality due to gender.
    Date: 2022–12
  3. By: Berlinski, Samuel; Busso, Matías; Dinkelman, Taryn; Martínez, Claudia
    Abstract: We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.08 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, costeffective, and scalable information intervention can improve education outcomes in lower-income settings.
    Keywords: Education;Chile;Information experiment;Parent-School communication
    JEL: I25 N36 D8
    Date: 2021–05
  4. By: Ghazala Azmat (ECON - Département d'économie (Sciences Po) - Sciences Po - Sciences Po - CNRS - Centre National de la Recherche Scientifique, CEP - LSE - Centre for Economic Performance - LSE - London School of Economics and Political Science); Ştefania Simion (University of Bristol [Bristol], CEP - LSE - Centre for Economic Performance - LSE - London School of Economics and Political Science)
    Abstract: Over the last two decades, undergraduate university education in England moved from being state-funded and free for students, to costing all students substantial amounts in tuition fees. In this paper, using detailed administrative longitudinal microdata that follow all students attending state schools in England (approximately 95% of student population), we causally show that, despite the substantial reforms, enrollment fell only by 0.5 percentage points, where the effect is largely borne by those in wealthier groups, reducing the enrolment gap across socio-economic groups. Since tuition fees were introduced in conjunction with the government offering generous means-tested maintenance (cash) grants, as well as loans, our results highlight the importance of reducing financing constraints. Beyond enrollment, we find that the reforms have limited impact on students' higher education choices, such as relocation decisions, university choice, and field of study. Finally, by tracking the students after graduation, we show similarly small effects on labor market outcomes.
    Keywords: Higher education,Inequality,Tuition fees,Means-tested support,Career outcomes
    Date: 2021–02–01
  5. By: Dutta, Nabamita (University of Wisconsin, La Crosse); Kar, Saibal (Centre for Studies in Social Sciences, Calcutta); Ray, Shaswata (Centre for Studies in Social Sciences)
    Abstract: The ambiguity in the relationship between self-employment and educational attainment is well documented in the literature. Using an extensive individual level dataset from Periodic Labor Force Survey, we estimate the probability of being self-employed in India based on educational attainments. Our results suggest that the probability of being self-employed rises for an individual with education but not monotonically so. Indeed, the impact of education on likelihood of self-employment does not convey much information without considering how the effect varies across gender, caste, age, household size, religion, and industry as various cohorts chosen for this study using 418, 297 observations. The probability to be self-employed varies considerably based on gender, caste and age when the level of education rises. A cohort based analysis for determination of self-employment is novel for India along with the findings where college educated women show higher probability of self-employment than men, for example. The importance of considering the non-linearity in the relationship between self-employment and education, usually part of analytical frameworks but inadequately addressed empirically, should be useful for better policies on the interaction between human capital and occupational choice. Robustness analysis considering further cohort effects in terms of household size and religion, buttresses our benchmark results.
    Keywords: Labor Force Survey, education, occupation, self-employment, gender, India
    JEL: J24 N3 N35
    Date: 2022–12
  6. By: IGEI Kengo; KUROKAWA Hirofumi; ISEKI Masato; KITSUKI Akinori; KURITA Kenichi; MANAGI Shunsuke; NAKAMURO Makiko; SAKANO Akira
    Abstract: We examined the effectiveness of nudge and boost in environmental education classes on students’ attitudes toward environmental issues and energy-saving behaviors. We randomly assigned the target of this study, students in 8 primary schools and 6 junior high schools, with four types of interventions: receiving only environmental education (the control group), education with either nudges (goal-setting of energy-saving actions) or boosts (playing a game with “the tragedy of the commons†setting) only, and education with both nudges and boosts. We confirmed that students subject to boosts significantly became more environmentally conscious in the game and set more goals in the nudge task. The follow-up survey one month after the intervention revealed that students who set more targets in the nudge and boost group showed higher energy-saving awareness and environmental attitudes and took more energy-saving actions and reduced water consumption at home. We also found that even three months after the intervention, students who set more goals in the nudge and boost group were more energy conscious and implemented more energy-saving actions, and reduced water consumption at home.
    Date: 2022–12

This nep-edu issue is ©2023 by Nádia Simões. It is provided as is without any express or implied warranty. It may be freely redistributed in whole or in part for any purpose. If distributed in part, please include this notice.
General information on the NEP project can be found at For comments please write to the director of NEP, Marco Novarese at <>. Put “NEP” in the subject, otherwise your mail may be rejected.
NEP’s infrastructure is sponsored by the School of Economics and Finance of Massey University in New Zealand.