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on Education |
| By: | Sofoklis Goulas (Brookings Institution, Economic Studies, and IZA); Silvia Griselda (e61 Institution); Rigissa Megalokonomou (Department of Economics, Australia, IZA, and CESifo); Yves Zenou (Monash University, Department of Economics, Australia, CEPR, and IZA) |
| Abstract: | How do disruptive peers shape academic and career paths? We examine this question by leveraging the random assignment of students to classrooms in Greece and identifying the effects of peer disruptiveness on academic performance and career paths. Using suspension hours as a measure of disruptiveness, we find that students assigned to more disruptive classrooms have lower academic achievement, a higher risk of grade retention, and reduced likelihood of graduating from high school on time. They are also less likely to pursue competitive STEM fields or enroll in selective postsecondary programs. The adverse effects are more pronounced for students from low-income areas, in larger classrooms, or with fewer female peers. Using a lab-in-the-field experiment, we find that exposure to multiple disruptors, compared to just one, reduces students’ study motivation, college aspirations, and readiness for science studies and careers, especially for those seated closer to disruptive peers. |
| Keywords: | disruption, suspension, random classroom assignment, high school graduation, STEM careers |
| JEL: | I24 I26 J16 J24 |
| Date: | 2024–12 |
| URL: | https://d.repec.org/n?u=RePEc:mos:moswps:2024-21 |
| By: | Steve Agnew (University of Canterbury); Paul Bostock; Ellie Kay; Kaylene Sampson; Russell Wordsworth (University of Canterbury) |
| Abstract: | With business studies now an option alongside traditional economics and accounting at NCEA (National Certificate of Educational Achievement) level three in secondary schools, many students interested in business may not have taken economics before university. This study examines whether prior completion of level three NCEA economics predicts higher academic success in an introductory microeconomics course. After controlling for a range of other variables, studying economics at secondary school is found to be significantly correlated with higher academic achievement in a university introductory economics class. These findings may help guide course advice for high school students considering business studies at university. Findings may inform course selection information given to high school students considering studying business at university, as well as assist economics departments in offering more targeted support to students with no prior economics experience. |
| Keywords: | NCEA (National Certificate of Educational Achievement), Level Three economics, First-year university performance, Academic achievement predictors, Introductory microeconomics |
| Date: | 2024–12–01 |
| URL: | https://d.repec.org/n?u=RePEc:cbt:econwp:24/17 |
| By: | Michel beine (DEM, Université du Luxembourg, LU); Ana Montes-Viñas (Luxembourg Institute of Socio-Economic Research); Skerdilajda Zanaj (DEM, Université du Luxembourg, LU) |
| Abstract: | This paper shows that the gap between expectations and aspirations plays a significant role in the educational achievements of immigrant young adults in the US. Using data from the National Longitudinal Study of Adolescent to Adult Health, the study reveals that when aspirations exceed expectations—a positive gap— migrant teens tend to exert more effort, leading to improved educational performance. Furthermore, it demonstrates that the differences in academic performance between migrant children and native-born individuals are rooted in this misalignment of aspirations and expectations. By incorporating this perspective, the paper resolves the well-documented immigrant paradox in educational performance in the US. |
| Keywords: | Add health database, aspirations, expectations, immigrant paradox, education performance. |
| JEL: | I20 I21 I26 J15 F22 |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:luc:wpaper:24-11 |
| By: | Christian Belzil (CREST, CNRS, Paris Polytechnic Institute, IZA, and CIRANO); Jörgen Hansen (Concordia University, CIREQ and IZA); Julie Pernaudet (University of Chicago) |
| Abstract: | Using the unique design of a field experiment among Canadian high school students combined with early life-cycle data collected 10 years later, we estimate the impacts of financial aid distributed as grants on the distribution of university majors. We find that financial aid raises net university enrollment and graduation rates but attracts marginal entrants with lower STEM enrollment probabilities than the population enrolling under the status quo (the composition effect). Among the latter population, financial aid also reduces STEM enrollment and graduation probabilities (the structural effect). Our results thereby reveal potential unintended consequences of financial aid on students’ educational outcomes. |
| Keywords: | Financial Aid, College Enrollment, College Majors, STEM, Liquidity Constraints. |
| JEL: | I2 J1 J3 |
| Date: | 2024–12–09 |
| URL: | https://d.repec.org/n?u=RePEc:crs:wpaper:2024-14 |
| By: | Rossella Calvi (Rice University); Hira Farooqi (Center for Global Development); Eeshani Kandpal (Center for Global Development) |
| Abstract: | We study how marriage market considerations influence parental investments in daughters’ education in Pakistan. Using a hypothetical choice methodology, we estimate parents’ preferences and willingness-to-pay for marital customs and daughters’ marital and post-marital outcomes. Our findings highlight considerable heterogeneity between mothers and fathers, even within the same family. On average, fathers prioritize adherence to traditional customs, while mothers emphasize daughters’ post-marital agency. Using a model of schooling decisions that incorporates these preferences, perceived costs, and parental beliefs about marital returns to education, we examine educational investments. Counterfactual simulations show that belief-targeting campaigns and policies boosting mothers’ decision-power could significantly improve girls’ education. |
| JEL: | J12 D13 I31 O15 |
| Date: | 2024–12–10 |
| URL: | https://d.repec.org/n?u=RePEc:cgd:wpaper:709 |