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on Education |
| By: | Camille Remigereau; Clara Schäper |
| Abstract: | This study examines how student aid eligibility influences application decisions to higher education using administrative data from France. We study the impact of a change in income thresholds for aid eligibility. We find that aid eligibility did not have a uniform effect on students’ applications but varied by gender and academic performance. Highperforming male students shifted their First-Ranked application from non-selective to selective long-term programs. Yet, female students did not show a systematic response. We suggest that female students were more certain in their application choices, while male students faced stronger financial constraints than females when attending long-term selective programs. |
| Keywords: | Education, inequality, financial aid, gender |
| JEL: | I22 I23 I24 I38 J16 |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:diw:diwwpp:dp2104 |
| By: | Cristina Lopez-Mayan (AQR-IREA, University of Barcelona); Giulia Montresor (University of Verona); Catia Nicodemo (Brunel University of London & University of Oxford) |
| Abstract: | This paper investigates the impact of the school entry age policy on adolescent risk–taking behaviors. The policy mandates that children begin primary education in the year they turn six, creating relative age differences within cohorts due to a January 1st cutoff date. Using data from the Spanish School Survey on Drug Use, we analyze a comprehensive set of risky behaviors, including substance use, gambling, gaming, internet use, and sexual activity among students in the early adolescence in compulsory education. Employing an empirical strategy that compares students born in December (young–for–grade) and January (old–for–grade) while controlling for potential confounders, we find that young–for–grade students are less likely to engage in risky behaviors. Findings are consistent across various robustness checks. Further analysis suggests that both absolute age differences and educational cycle effects contribute to these findings. Gender–specific patterns reveal distinct effects for boys and girls, while school type shows limited variation. Notably, most behavioral differences diminish by late adolescence in high school. This research broadens our understanding of the non–academic impacts of school entry age policies contributing to the literature on education policy and adolescent development |
| Keywords: | risky health behaviors, school entry age, young–for–grade and old–for–grade students, education policy JEL classification: I12, I21, J13 |
| Date: | 2024–12 |
| URL: | https://d.repec.org/n?u=RePEc:aqr:wpaper:202408 |
| By: | Sjögren, Anna (IFAU - Institute for Evaluation of Labour Market and Education Policy); Sundberg, Anton (Uppsala univeristy and IFAU); Getik, Demid (Durham University) |
| Abstract: | We examine how exposure to recent migrants affects the academic performance of Swedish students. To identify the effect, we exploit variation in exposure to recent migrants between grades in a given school and year, between siblings and over time for the same individuals. We find a positive effect on native students in schools with high levels of exposure and in rural areas. At the same time, the effect is negative in large cities. Analyses of mechanisms suggest that school responses to reduce class size play a role in generating net positive effects of migrant exposure. Findings are similar when considering the more acute exposure of the 2015-2016 refugee crisis. |
| Keywords: | schooling; peers; migration |
| JEL: | I21 I24 J15 |
| Date: | 2024–11–22 |
| URL: | https://d.repec.org/n?u=RePEc:hhs:ifauwp:2024_022 |
| By: | Ana Rodríguez-González (AQR-IREA, University of Barcelona) |
| Abstract: | Men’s historical advantage in educational attainment has recently been reversed in many countries. I study the implications for family formation of the new female advantage in education in the marriage market, exploiting a Finnish school reform that increased women’s relative level of education. I analyze the reduced-form relationship between marriage market exposure to the reform and family outcomes. I find decreases in marriage and fertility in marriage markets with a larger female educational advantage. These results are mostly driven by the increasing mismatch between the educational distributions of men and women, and might have negative consequences for low-educated men’s mental health. |
| Keywords: | JEL classification: J12, J13, J16, I10 |
| Date: | 2024–12 |
| URL: | https://d.repec.org/n?u=RePEc:aqr:wpaper:202407 |
| By: | Michel Beine; Giovanni Peri; Morgan Raux |
| Abstract: | In this paper, we estimate the effect of increasing the share of foreign-born Master graduates on the creation of innovative start-ups in the US. We combine information on international students graduating from Master's programs by university cohort with data on start-ups created in the US between 1999 and 2020 by graduates of those cohorts. To establish a causal link, we use idiosyncratic variation in out-of-state relative to in-state fees charged by universities across Master's cohorts, resulting in differential foreign students' enrollment. We also use changes in the share of foreign students predicted by a shift-share instrument, based on university-level past networks, as an additional identification strategy. For each additional ten percentage points of foreign students graduating in a Master's cohort, we find 0.4 additional start-ups in that cohort. Then, using a name-based attribution of the origin of creators of start-ups, we find that between 30 and 45% of the total start-up creation effect is attributable to a positive spillover of foreign-born on start-up founders of US origin. |
| JEL: | F22 M13 |
| Date: | 2024–12 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:33314 |
| By: | Mehic, Adrian (Research Institute of Industrial Economics (IFN)) |
| Abstract: | This paper examines the long-term effects of early sports selection using a regression discontinuity design. I show that Swedish track and field athletes who qualified for a one-time appearance with the junior national team at age 17 are less likely to quit sports and more likely to improve their performance. Several years later, although few make a living from sports, selected athletes have earned more college credits and are more successful on the marriage market. I show that early sports selection fosters grit and resilience, leading to lower dropout rates and positive spillovers in other areas of life. |
| Keywords: | Sports; Skills; Human capital formation; Academic outcomes; Marriage market |
| JEL: | I12 J24 L83 Z13 Z22 |
| Date: | 2024–12–04 |
| URL: | https://d.repec.org/n?u=RePEc:hhs:iuiwop:1513 |
| By: | Anne Bartel-Radic (CERAG - Centre d'études et de recherches appliquées à la gestion - UGA - Université Grenoble Alpes, IEPG - Sciences Po Grenoble - Institut d'études politiques de Grenoble - UGA - Université Grenoble Alpes); Alain Cucchi (CEMOI - Centre d'Économie et de Management de l'Océan Indien - UR - Université de La Réunion) |
| Abstract: | Developing students' intercultural competence is a key objective of international mobility programs in higher education. While it is widely accepted that studying abroad enhances students' competencies, little is known about the specific conditions and contexts that promote the development of intercultural competence during these experiences. This study draws on survey data from 499 students across five cohorts from a French higher education institution between 2017 and 2021. The analysis includes three distinct measures of intercultural competence and learning, along with a wide range of variables related to the mobility context, processes, personality traits and students' previous international experiences. The data were analyzed using an exploratory partial least squares structural equations model (PLS-SEM). The findings suggest that personality traits such as empathy, attributional complexity, and metacognition, positively influence the development of intercultural competence during international mobility. Additionally, encountering difficulties or conflicts positively impacts intercultural competence when students successfully manage to cope with them and overcome negative emotions. Furthermore, perceived learning from the international experience plays a central and mediating role in explaining both intercultural knowledge and ethnorelativism. |
| Keywords: | Intercultural competence, international experience, learning, PLS-SEM, student mobility |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:hal:journl:hal-04851689 |