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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 the French national centralized platform. We employ a difference-in-differences approach following a change in the income thresholds for aid eligibility. We find that, on average, the financial aid reform did not affect application decisions for all students, but it impacted students differently based on gender and academic performance. High-performing male students showed the strongest reaction, shifting their first-ranked application from non-selective long-term universities to selective long-term programs. On average, female students, regardless of performance, did not show a systematic response to changes in financial aid eligibility. We provide suggestive evidence that female students were more certain in their application choices. Analyzing survey data on students’ financial resources, we find that male students face stronger financial constraints than female students 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:ces:ceswps:_11592 |
| By: | Ran Abramitzky; Jennifer K. Kowalski; Santiago Pérez; Joseph Price |
| Abstract: | We compile, transcribe, and standardize historical records for 2.5 million students at 65 elite (private and public) U.S. colleges. By combining these data with more recent survey and administrative data, we assemble the largest dataset on the socioeconomic backgrounds of students at American colleges spanning the last 100 years. We document the following: First, despite a large increase in the share of lower-income students in the overall college-going population, the representation of these students at elite private or public colleges has remained at similarly low levels throughout the last century. Second, the representation of upper-income students at elite colleges decreased after World War II, but this group has regained its high representation since the 1980s. Third, while there has been no increase in the economic diversity of elite private and public colleges, these colleges have become more racially and geographically diverse. Fourth, two major policy changes in the history of American higher education, namely the G.I. Bill after World War II and the introduction of standardized tests for admissions, had little success in increasing the representation of lower- and middle-income students at elite colleges. |
| JEL: | I23 I24 N32 |
| Date: | 2024–11 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:33164 |
| By: | Clemence M. Idoux; Viola Corradini |
| Abstract: | Differences in school choice by race contribute to school segregation and unequal access to effective schools. Conditional on test score and district of residence, Black and Hispanic families consistently choose schools with fewer white and Asian students, lower average achievement, and lower value-added. This paper combines unique survey data and administrative data from New York City to identify the determinants of racial disparities in school choice and shows that attending a more diverse middle school can mitigate racial choice gaps. Instrumental variable estimates show that middle school students exposed to more diverse peers apply to and enroll in high schools that are also more diverse. These effects particularly benefit Black and Hispanic students who, as a result, enroll in higher value-added high schools. A post-application survey of guardians of high school applicants suggests that most cross-race differences in choice stem from information gaps and homophily in preferences for school demographics. The survey results also reveal that exposure to diverse middle school peers reduces racial differences in choices by addressing these underlying determinants: it increases preferences for peer diversity and broadens the range of known school options. |
| JEL: | C26 I2 I28 |
| Date: | 2024–11 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:33179 |
| By: | Basu, Arnab K. (Cornell University); Chau, Nancy H. (Cornell University); Wang, Yudi (Cornell University) |
| Abstract: | Campus closures due to COVID19 created uneven student-level exposures to the challenges of home-based virtual learning. Using university administrative data, and exogenous class-level differences in pre-pandemic on-campus housing assignments for parallel trend validation, this paper unpacks student-by-course variations in grade expectations using within-semester switches in grade option choice as a lens. We find causal evidence that distance from campus and internet access affected grade option choices in select student groups (female, non-URM, non-STEM). By tracking access to friends at the student-course level using administrative records, we find that within-class peer support can offset learning challenges even in virtual environments. |
| Keywords: | satisfactory/unsatisfactory grade option, COVID-19, distance education, learning outcomes |
| JEL: | I20 I29 |
| Date: | 2025–01 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17599 |
| By: | Belfi, Barbara (Maastricht University); Borghans, Lex (Maastricht University) |
| Abstract: | In this paper, we explore the interplay between personality traits, socio-emotional skills, and key life outcomes across education, employment, social connectedness, health, and civic participation. Drawing on a rich body of research, we highlight the significant impact of socio-emotional skills, as defined by the Study on Social and Emotional Skills (SSES) framework developed by the Organization for Economic Co-operation and Development (OECD), on various aspects of life. From academic achievement to job performance, social relationships, health indicators, and civic engagement, socio-emotional skills emerge as crucial predictors of success and well-being. Moreover, we examine the effectiveness of educational interventions in fostering socio-emotional skills, considering optimal timing and intervention strategies. Through meta-analyses and empirical studies, we uncover insights into the developmental trajectory of these skills and their malleability over time. These findings have profound implications for policymakers, practitioners, and researchers, emphasizing the importance of integrating socio-emotional skill development into educational curricula and broader societal initiatives. By aligning interventions with the OECD framework and adopting evidence-based practices, stakeholders can empower individuals to navigate life's challenges with resilience and thrive in an increasingly complex world. |
| Keywords: | socio-emotional skills, personality traits, education, interventions, life outcomes |
| JEL: | I20 I31 |
| Date: | 2025–01 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17595 |