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on Education |
| By: | Federica Braccioli (IAE-CSIC and Barcelona School of Economics); Paolo Ghinetti (Università del Piemonte Orientale); Simone Moriconi (IESEG School of Management (LEM-CNRS 92218), CESifo and ICM); Costanza Naguib (University of Bern); Michele Pellizzari (University of Geneva, CEPR and IZA) |
| Abstract: | We study the choice of acquiring STEM college education using variation induced by the proximity to universities offering different types of programs. We adopt the methodologybyHeckmanandPinto(2018)allowingtheidentificationofthedistribution of response types and treatment effects with multiple unordered choices. We combine survey data for Italy with historical information about the founding dates of all universities and faculties. Wefindthat most compliers are women at the margin of choosing STEM education versus not going to college. Expanding the supply of STEM education could reduce the gender gap in STEM by 20%. |
| Keywords: | Monotonicity, Returns to Education, STEM, Instrumental variables |
| JEL: | I23 I26 I28 J31 |
| Date: | 2024–02 |
| URL: | http://d.repec.org/n?u=RePEc:ies:wpaper:e202409&r=edu |
| By: | Andreu Arenas (Universitat de Barcelona & IEB); Caterina Calsamiglia (ICREA & IPEG & IZA) |
| Abstract: | The Gale-Shapley algorithm is one of the most popular college allocation mechanism around the world. A crucial policy question in its setting is designing admission priorities for students, understanding how they disadvantage certain demographic groups, and whether these differences are related to differences in college performance potential (i.e., whether these differences are fair). Studying a policy change in Spain, we find a negative e_ect of increasing the wei0ght of standardized high-stakes exams on female college admission scores, driven by students expected to be at the top. The effect on admission scores does not affect enrolment, but the percentage of female students in the most selective degrees declines, along with their career prospects. Using data on college performance of pre-reform cohorts, we find that female students most likely to lose from the reform tend to do better in college than male students expected to benefit from the reform. The results show that rewarding high-stakes performance in selection processes may come along with gender differences unrelated to the determinants of subsequent performance. |
| Keywords: | College Admissions, High-stakes Exams, Algorithmic Fairness, Gender Gaps |
| JEL: | J16 I23 I24 |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:ieb:wpaper:doc2023-13&r=edu |
| By: | Marcella Alsan; Arkey M. Barnett; Peter Hull; Crystal Yang |
| Abstract: | A longstanding and influential view in U.S. correctional policy is that “nothing works” when it comes to rehabilitating incarcerated individuals. We revisit this hypothesis by studying an innovative law-enforcement-led program launched in the county jail of Flint, Michigan: Inmate Growth Naturally and Intentionally Through Education (IGNITE). We develop an instrumental variable approach to estimate the effects of IGNITE exposure, which leverages quasi-random court delays that cause individuals to spend more time in jail both before and after the program’s launch. Holding time in jail fixed, we find that one additional month of IGNITE exposure reduces within-jail misconduct by 49% and reduces three-month recidivism by 18%, with the recidivism effects growing over time. Surveys of staff and community members, along with administrative test score records and within-jail text messages, suggest that cultural change and improved literacy and numeracy scores are key contributing mechanisms. |
| JEL: | C26 I26 K4 |
| Date: | 2024–03 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:32282&r=edu |
| By: | Michael Baker; Yosh Halberstam; Kory Kroft; Alexandre Mas; Derek Messacar |
| Abstract: | We study the effects of the unionization of faculty at Canadian universities from 1970-2022 using an event-study design. Using administrative data which covers the full universe of faculty salaries, we find strong evidence that unionization leads to both average salary gains and compression of the distribution of salaries. Our estimates indicate that salaries increase on average by 2 to over 5 percent over the first 6 years post unionization. These effects are driven largely by gains in the bottom half of the wage distribution with little evidence of any impact at the top end. Our evidence indicates that the wage effects are primarily concentrated in the first half of our sample period. We do not find any evidence of an impact on employment. |
| JEL: | J0 J3 J30 J41 J50 |
| Date: | 2024–03 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:32277&r=edu |
| By: | Raphael Brade; Oliver Himmler; Robert Jaeckle; Philipp Weinschenk |
| Abstract: | To study whether a soft commitment device can help students succeed, we conduct a randomized field experiment and follow a cohort of tertiary students over six years. Students can commit to following their recommended study program structure, and they receive reminders each semester. This easily implementable, low-cost intervention is highly effective: it increases the five-year graduation rate (+15 percentage points) and reduces time to graduation (-0.42 semesters), driven by reduced dropout and an increase in credits obtained per semester. The effects are stronger for suspected procrastinators. A treatment only reminding students to follow the program structure has limited effects. |
| Keywords: | commitment device, reminders, higher education, randomized field experiment |
| JEL: | I21 I23 C93 D90 D91 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_11001&r=edu |
| By: | Raquel Carrasco; Diego González-González |
| Abstract: | This study examines the impact of childhood obesity on the academic performance and human capital accumulation of high school students using data from Spain. To address potential endogeneity issues, we exploit the exogenous variation in obesity within peer groups. Specifically, we use the prevalence of obesity by gender in students’ classes as an instrumental variable for individual obesity. The results indicate that obesity has a negative impact on academic achievement, particularly on general scores for girls, cognitive abilities as measured by CRT scores, financial abilities, and English grades for both boys and girls. In addition, we found a negative impact of obesity on girls’ mathematics scores, while boys experienced a positive impact. We identify several key drivers of these effects, including teacher bias, psychological well-being, time preferences, and expectations related to labor market discrimination. Our analysis sheds light on the multiple influences of childhood obesity on academic outcomes and highlights the need for targeted interventions. |
| Date: | 2024–04 |
| URL: | http://d.repec.org/n?u=RePEc:fda:fdaddt:2024-03&r=edu |