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on Education |
| By: | Hessel Oosterbeek (University of Amsterdam); Tina Rozsos (Vrije Universiteit Amsterdam); Bas van der Klaauw (Vrije Universiteit Amsterdam) |
| Abstract: | Close to 20% of secondary school students in Amsterdam - and elsewhere - transfer between secondary schools at some point, even when initially placed in their most-preferred school. School switching is costly for the students involved and disrupts the learning environment of their former and new classmates. Using data from the Amsterdam secondary-school match linked to administrative registers, we show that switching can be predicted by hard-to-rationalize initial school choices. Over 60% of switchers can be correctly identified at the admission stage. Simulations indicate that encouraging predicted switchers to adjust their preference ranking of schools could reduce the switching rate by almost 15%. |
| Keywords: | secondary education, school choice, school switching, admission lottery |
| JEL: | C35 C53 I21 |
| Date: | 2025–11–27 |
| URL: | https://d.repec.org/n?u=RePEc:tin:wpaper:20250066 |
| By: | Stanislav Avdeev (University of Amsterdam) |
| Abstract: | This paper provides the first evidence on the impact of exposure to international students on the long-term outcomes of native students. I combine unique survey and administrative data from the Netherlands covering one million students across three decades and employ an across-cohort design. I find that exposure to international students leads natives to (i) form social ties with non-natives, (ii) hold more positive attitudes towards migration and learning about other cultures, and (iii) seek opportunities abroad. Notably, I find precisely estimated zero effects on employment, income, entrepreneurship, and the share of international co-workers up to 25 years after university entry. |
| Keywords: | Contact hypothesis, domestic students, foreign students, higher education, labor market, mobility, networks, peer effects, emigration |
| JEL: | F22 I23 J24 |
| Date: | 2025–11–27 |
| URL: | https://d.repec.org/n?u=RePEc:tin:wpaper:20250067 |
| By: | Hunt Allcott; E. Jason Baron; Thomas Dee; Angela L. Duckworth; Matthew Gentzkow; Brian Jacob |
| Abstract: | Schools across the U.S. have sharply restricted student use of phones during the school day. We evaluate one type of restriction—lockable phone pouches—using nationwide data combining large-scale surveys, GPS pings, standardized test scores, and school administrative records, along with sales records from the largest pouch provider. Using a staggered difference-in-differences design, we find that pouch adoption substantially reduces phone use as measured by GPS pings and teacher reports. In the first year after adoption, disciplinary incidents increase and student subjective well-being falls, consistent with short-term disruption. However, effects on well-being become positive in later years and disciplinary effects fade. For academic achievement, average effects on test scores are consistently close to zero. High schools see modest positive effects, particularly in math, while middle schools see small negative effects. We find little evidence of effects on school attendance, self-reported classroom attention, or perceived online bullying. |
| JEL: | I28 I31 L86 |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:35132 |
| By: | Bart K. de Koning (Vrije Universiteit Amsterdam); Robert Dur (Erasmus University Rotterdam); Didier Fouarge (Maastricht University) |
| Abstract: | In a natural field experiment, we provide information to students about job opportunities and hourly wages of occupations they are interested in. The experiment takes place within a widely-used career orientation program in the Netherlands, and involves 28, 186 pre-vocational secondary education students in 243 schools over two years. The information improves students’ belief accuracy and leads them to change their preferred occupation to one with better labor market prospects. Administrative data covering up to seven years after our experiment shows that students who receive information choose and graduate from post-secondary education programs with better job opportunities and higher hourly wages. |
| Keywords: | Education choice, labor market information, field experiment. |
| JEL: | D83 I26 J24 |
| Date: | 2026–03–20 |
| URL: | https://d.repec.org/n?u=RePEc:tin:wpaper:20260011 |
| By: | Samuel Berlinski (Inter-American Development Bank); Michele Giannola (University of Naples Federico II, CSEF and the Institute for Fiscal Studies); Alessandro Toppeta (SOFI, Stockholm University) |
| Abstract: | We study the relative effectiveness, cost-effectiveness, and interaction of family-and school-based learning interventions using a randomized controlled trial in Colombia that assigns children to a parental engagement program, a teacher professional development program, both, or a control group. Both interventions are grounded in a child-centered learning approach that emphasizes active engagement and the progression from informal to formal mathematical understanding. Each intervention independently generates sizable and statistically similar gains in early numeracy (0.17‡and 0.20‡). Combining them produces noadditional learning gains, suggesting that the two interventions act as substitutes over thetime horizon and skill domain we study. When benefits accruing to future cohorts are takeninto account, the teacher development program becomes at least as cost-effective as, andpotentially more cost-effective than, the parental engagement intervention. Our results sug-gest that, in this setting, strategically concentrating resources on a single binding constraint– either at home or in school – maximizes the short-run learning gains per dollar spent. |
| Keywords: | numeracy, childhood development, teacher development, parental engagement, randomized control trial, Colombia |
| JEL: | I21 I25 O15 J13 C93 |
| Date: | 2026–05–05 |
| URL: | https://d.repec.org/n?u=RePEc:sef:csefwp:781 |
| By: | Manu García; Diego Mendez-Carbajo |
| Abstract: | We examine student dropout in online K-12 education coursework using administrative data for 442, 000 students, 64 economics and personal finance modules, and 2.1 million module assignments between 2014 and 2025. We find that module length, prior knowledge, embedded formative assessments, and school district demographics independently predict whether students complete assigned modules. Each additional page is associated with a 0.24-percentage-point decrease in completion probability, but this relationship is 30 percent weaker for students with above-median prior knowledge. Embedded knowledge checks amplify the negative effect of module length: the page effect more than doubles in modules containing these assessments. Dropout is elevated 33 percent above expected on pages immediately before knowledge checks. Districts with higher minority enrollment exhibit lower completion even after accounting for per-pupil expenditure and staffing. Survival analysis reveals that dropout risk is highest in the first 10 percent of module progress and generally declines thereafter, suggesting that early engagement is critical. Apparent differences between personal finance and economics modules disappear within schools, indicating institutional sorting rather than subject difficulty. These findings provide actionable guidance for instructional designers developing online educational content. |
| Keywords: | online education; student dropout; prior knowledge; formative assessment; K-12 education; digital divide; instructional design; learning analytics |
| JEL: | I21 I24 A20 A21 |
| Date: | 2026–04–30 |
| URL: | https://d.repec.org/n?u=RePEc:fip:fedlwp:103095 |
| By: | Britton, Jack (Institute for Fiscal Studies, London); Ridpath, Nick (Institute for Fiscal Studies); Villa, Carmen (University of Zurich); Waltmann, Ben (Institute for Fiscal Studies) |
| Abstract: | We evaluate the Education Maintenance Allowance, a large conditional cash transfer scheme that paid low-income teenagers in England to remain in education beyond age 16. Using the staggered national roll-out of the programme and linked administrative data tracking education, earnings, welfare payments and criminal convictions to age 31, we find no significant overall effect of the policy on labour market outcomes or criminality. High-attaining students were more likely to attend university but no more likely to graduate. Low-attaining students committed fewer crimes. We estimate the Marginal Value of Public Funds was 0.85 (95% confidence interval 0.52–1.29); even at the upper bound of this interval, benefits barely outweigh costs. |
| Keywords: | conditional cash transfers, education, crime |
| JEL: | I28 J24 H52 |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp18575 |
| By: | Daniela Vidart |
| Abstract: | This paper examines correspondence education as an alternative educational pathway in early 20th-century America. Using newly digitized records from the International Correspondence Schools—the largest such institution, with over 4 million students by 1940—linked to census data, I show that enrollment increased the likelihood of skilled employment by 6-10pp within 3-10 years, particularly among younger students who used it as a substitute for high school. I develop a general equilibrium Roy-style model where individuals sort into educational options by ability. Consistent with the model, correspondence education facilitated skill acquisition for lower-ability individuals and improved selection into high school, amplifying its returns. |
| JEL: | E24 I21 J24 N32 |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:35147 |
| By: | Torberg Falch; Bjarne Strøm |
| Abstract: | Teachers matters for students' outcomes. This chapter summarizes the literature on the effect of teachers on student outcomes and considers teacher quality within the framework of the teacher labor market in terms of supply and demand. In practice, credible measurement of the quantitative importance of teachers is challenging to establish, and in particular what characterizes strong and weak teachers. The last years have witnessed an explosion of studies of teacher quality as a result of increased availability of longitudinal administrative data matching students, teachers and schools. Based on the education production function framework, we consider to what extent different research strategies are able to provide credible evidence on teacher quality. Estimated teacher effects on student achievement may reflect that some teachers are better at teaching to the test rather than generating true knowledge. Thus, we also discuss to what extent estimated teacher quality translates into education and labor market outcomes after students have left school, which illustrates the potential economic value of increased teacher quality. We discuss to what extent teacher quality is related to individual teacher characteristics and teacher labor market conditions. We also consider whether different policy reforms, such as increased teacher pay and decentralization of teacher wage setting, may improve teacher quality. Finally, we discuss the usefulness of using teacher quality measures in teacher evaluation systems, pay policies, and hiring processes. |
| Keywords: | teacher quality, teacher labor market, student achievement, teacher pay policies |
| JEL: | I20 I28 J24 J44 J45 |
| Date: | 2026 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_12631 |
| By: | Sule Alan; Kumar Biswas; Christina S. Hauser; Shwetlena Sabarwal |
| Abstract: | Improving classroom behavior is a persistent challenge in low-resource education systems, where disruptive environments often derail instruction and limit learning. Yet little rigorous evidence exists on whether behavior management can serve as a lever for academic improvement. We evaluate a program that shifts responsibility for establishing behavioral norms and reducing classroom disruptions from teachers to students. Covering over 7, 500 adolescents across 127 middle schools in Bangladesh, the program significantly improves the classroom social climate, fostering stronger cooperation, better behavioral norms, and more supportive peer networks. High-performing students benefit most, showing significant gains in math and verbal tests after the program. A follow-up 1.5 years later reveals that while social climate improvements fade, academic gains persist and extend to a broader set of students, though they remain concentrated among higher-ability peers. A key mechanism is enhanced academic support networks among high-ability students, facilitating peer learning and knowledge diffusion within this group. |
| JEL: | C93 I24 |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:35160 |
| By: | Demirel, Merve (Stockholm University); Ghazarian, Avenia (House of Sustainable Society (HoSS)) |
| Abstract: | This paper examines how restrictions on religious expression affect women’s educational attainment. We study the 2010 removal of the headscarf ban in Turkish universities, which had long limited access to higher education for visibly religious women. Our empirical strategy combines cohort-level variation in exposure to the reform with individual-level variation in the propensity to veil within a difference-in- differences framework. We estimate veiling propensities using an early wave of the Turkish Demographic and Health Survey and predict them for a later sample using both machine learning and parametric methods. We show that lifting the ban significantly increased educational attainment among women with a higher propensity to veil. These gains appear to be concentrated around the transition into and progression through secondary school. The results remain similar when, instead of individual-level propensities, we use pre-reform veiling prevalence at the province level as an alternative exposure measure. |
| Keywords: | Identity; Religious expression; Veiling ban; Turkey |
| JEL: | I24 J16 J24 Z12 |
| Date: | 2026–04–28 |
| URL: | https://d.repec.org/n?u=RePEc:hhs:hamisu:2026_001 |
| By: | Donatella Baiardi (Department of Economics and Management, University of Parma); Fabio Landini (Department of Economics and Management, University of Parma); Mario Menegatti (Department of Economics and Management, University of Parma); Ugo Rizzo (Department of Mathematics and Computer Science, University of Ferrara; Sustainability Environmental Economics and Dynamics Studies (SEEDS)); Luigi Tredicine (Department of Economics and Management, University of Parma) |
| Abstract: | This paper examines the impact of green-oriented university education on environmental quality, by developing a conceptual framework in which firm emissions depend on the joint use of green technologies and green-skilled labor. In complementarity between these inputs, an increase in the local supply of green-skilled labor induces firms to adopt more green technologies, thereby improving environmental quality. In addition, we show that this effect is stronger in more labor-intensive sectors. Guided by these theoretical insights, we perform an empirical analysis based on a novel measure of green higher education, constructed using administrative data on more than 90, 000 university course descriptions in Italy. We build an indicator of the green content of academic programs using natural language processing techniques and aggregate it at the provincial level to proxy the supply of green-skilled workers. Combining this measure with detailed data on environmental quality, proxied by different types of air emissions, including carbon dioxide (CO2), carbon monoxide (CO), and particulate matter (PM10 and PM2.5). We find that a higher supply of graduates with more intensive green skills is associated with significantly lower emissions of key pollutants, including CO2, CO, PM10, and PM2.5. This relationship is robust to a wide set of controls and fixed effects. In line with our model, the association is stronger for service-related emissions than for industrial sources. In general, these findings highlight the role of higher education as a key driver of improved environmental quality through the provision of green skills. |
| Keywords: | Higher Education; Green Skills; University; Air Pollutants; Environmental Quality |
| JEL: | I23 Q51 Q53 Q55 |
| Date: | 2026–05 |
| URL: | https://d.repec.org/n?u=RePEc:srt:wpaper:1026 |
| By: | Eduardo Levy Yeyati; Ian Seyal; Sophia Henn |
| Abstract: | Non-degree credentials (NDCs)—badges, certificates, certifications, licenses, and microcredentials—have proliferated as purported alternatives to traditional education, yet evidence on their labor market value remains limited. Using 37.7 million U.S. worker resumes, we employ machine learning to identify genuine NDCs and map them to a standardized taxonomy, enabling the first large-scale analysis of NDC wage returns. We find returns to NDC possession depend critically on job relevance: workers' first job-relevant NDC yields a 3.8 percent wage premium, more than double the 1.8 percent premium for their first job-irrelevant NDC. And returns to accumulation depend entirely on relevance: each additional job-relevant NDC increases wages by 1.0 percent, while irrelevant accumulation shows either no gains or a wage penalty. Returns vary substantially across worker characteristics: non-college workers realize premiums 1.5 to 2 times larger than college graduates, and early-career workers show similarly elevated returns. Disaggregating by NDC type reveals distinct mechanisms: certifications exhibit returns to accumulation only when job-relevant, patterns consistent with human capital acquisition, while badges and certificates deliver one-off premiums independent of relevance, consistent with signaling. Our findings highlight both the promise and risks of NDC proliferation: rigorous, job-relevant NDCs can narrow earnings gaps for non-college and early-career workers, but absent quality assurance and transparent information, NDC market expansion risks exposing workers to low-value investments. |
| Keywords: | Non-degree credentials, Labor market returns, Human capital, Wage differentials, Workforce development, Educational inequality |
| JEL: | J24 I26 J31 I21 |
| Date: | 2025–12 |
| URL: | https://d.repec.org/n?u=RePEc:udt:wpgobi:wp_gob_2025_4 |
| By: | Montpetit, Sébastien |
| Abstract: | This paper examines the impact of prohibiting the Islamic veil in schools on economic outcomes and long-run integration of Muslim women. Using a difference-in-differences design, I show that the 1994 directive instructing school principals to ban the veil in French schools led to a substantial decline in educational attainment among affected cohorts, with persistent consequences for employment and marriage market outcomes. An analysis of mechanisms suggests that these effects stem primarily from heightened perceptions of discrimination and mistrust toward the French school system, rather than shifts in parental educational investments. Replicating prior work, I also show that misclassification of religion in Abdelgadir and Fouka (2020) and Maurin and Navarrete- Hern'andez (2023) introduces substantial bias. Despite the adverse economic consequences, the affected cohorts exhibit stronger identification with France but also higher levels of religiosity, suggesting a mixed long-run impact on cultural assimilation. |
| Keywords: | headscarf ban, religious identity, women's education, cultural integration, marriage market, misclassification bias |
| JEL: | I28 J16 J15 Z12 |
| Date: | 2026 |
| URL: | https://d.repec.org/n?u=RePEc:zbw:i4rdps:293 |
| By: | Howard, Greg (University of Illinois at Urbana-Champaign); Weinstein, Russell (University of Illinois Urbana-Champaign) |
| Abstract: | We study whether training teachers locally increases nearby teacher supply. We use the historical assignment of normal schools and insane asylums to identify the effect of university proximity. Normal schools, built to train teachers, became regional universities while asylums mostly continue as small psychiatric facilities. Our evidence suggests greater teacher supply in normal school counties: lower teacher wages and more teachers per student. Asylum counties have more teachers with emergency credentials and fewer who majored in education - suggesting they mitigate lower supply by hiring in different pools. Normal school counties have higher high school test scores and graduation rates. |
| Keywords: | teacher shortages, regional universities, teacher training, geographic frictions in the labor market |
| JEL: | I2 J61 J31 |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp18572 |
| By: | Hiroshi Inokuma (Director, Financial System and Bank Examination Department, Bank of Japan (E-mail: hiroshi.inokuma@boj.or.jp)) |
| Abstract: | Over the past four decades in the US, routine employment has declined sharply while college attainment has risen steadily. I develop a quantitative model in which workers choose whether to attend college and whether to work in abstract or routine occupations. The calibrated model implies that computerization raises the return to educational skill within routine work, raising the within-occupation college share faster in routine jobs than in abstract jobs. I test this implication in the data by estimating how baseline task content predicts subsequent educational upgrading across occupations. The regression evidence confirms faster college-share growth in more routine-taskintensive occupations. Quantitatively, the model attributes about one half of the aggregate increase in the college share over 1980-2019 to computerization. |
| Keywords: | investment specific technological change, computerization, occupational choice, schooling choice |
| JEL: | E24 J24 O33 I21 |
| Date: | 2026–03 |
| URL: | https://d.repec.org/n?u=RePEc:ime:imedps:26-e-05 |
| By: | Doxey, Alison (University of Chicago); Karger, Ezra (Chicago Federal Reserve Bank); Nencka, Peter (Miami University) |
| Abstract: | Between 1850 and 1910, the share of young Americans living in towns with high schools increased from 17% to 46% - the fastest expansion of school access in U.S. history. Using new data on every high school in the United States, we show that this expansion transformed economic opportunities for many young adults but widened class and racial inequalities. We find sharp increases in school attendance rates for high school-aged children in towns that opened a high school relative to children in nearby towns without one. Linking children to adult outcomes, we show that high schools increased women’s labor force participation and job quality, while reducing the probability of early marriage and childbearing. Increased access to high school accounts for a third of the increase in women’s labor force participation between 1870 and1930. High schools had the largest effects on children from already-wealthy families, and did not, on average, benefit Black children. While the high school movement substantially narrowed gender gaps in labor market outcomes, it also widened existing race- and class-based disparities. |
| Keywords: | high schools, education, economic history |
| JEL: | I26 J24 J16 D63 N31 |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp18580 |
| By: | Laura Caron |
| Abstract: | Between 1949 and 1980, every U.S. state mandated public schools to provide educational services for disabled students. This is one of the largest education reforms in U.S. history, but little is known about its impacts. Given scarce data in this period, I compile survey and administrative datasets and set up a difference-in-difference design using variation in the mandates' timing. I show that the mandates increased both services for disabled students and preschool enrollments. In adulthood, disabled individuals below school age at a mandate's implementation became about 20% less likely to have no education, attained up to 0.23 more years of education, and were more likely to have worked. Although this policy could have taken away resources from non-disabled students, in fact, education and employment also increased for non-disabled individuals. These effects align with evidence that the mandates increased spending per student by up to 15%. Families were also impacted: the mandates increased employment among mothers of disabled children and the probability that disabled individuals became household heads. Over the long term, the mandates paid for themselves by generating government revenues in excess of their cost. These results provide new evidence on the large, broad impacts of expanding access to education for disabled students. |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:arx:papers:2604.25767 |
| By: | Christopher Cotton (Queen's University) |
| Abstract: | The correlation between student effort and performance can encourage the belief that underperforming students lack motivation. Yet educational theory suggests that even students who want to learn may disengage when they lack the foundational skills, instructional alignment, resources, or support needed to succeed. Recent causal evidence suggests that students from lower-income and historically marginalized backgrounds are not, on average, less willing to work, but struggle more to convert effort into progress. This essay argues that viewing effort and performance gaps through an opportunity-to-learn lens helps explain the inconsistent effects of motivation interventions, weak links between time use and achievement, and persistent learning gaps. Motivating students is not enough; schools must ensure that effort leads to learning. |
| Keywords: | Education, Learning Science, Motivation, Opportunity to Learn |
| JEL: | I2 |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:qed:wpaper:1543 |
| By: | Dorsett, Richard (University of Westminster); Oppedisano, Veruska (University of Westminster); Thomson, Dave (FFT Lab); Zhang, Min (University of Westmisnter) |
| Abstract: | This paper examines how the timing of excluding disruptive pupils affects peer outcomes. While removing disruptive pupils may benefit classmates, delays in exclusion can impose costs. We interpret exclusion as determining the timing of removal and estimate the effects of earlier versus later exclusion using an instrumental variables approach based on exogenous variation in local capacity for excluded pupils. We find that exclusions in Year 9 generate the largest negative spillovers: an additional excluded pupil per 1, 000 reduces GCSE Maths and English scores by 0.024 and 0.044 standard deviations, lowers Level 2 and Level 3 attainment by around 0.6 percentage points, and increases the probability of being NEET at age 21 by 0.62 percentage points. Effects vary by timing and pupil characteristics, with early exclusions linked to improved labour market outcomes and later exclusions associated with broader losses for disadvantaged pupils. We show that these effects are driven by prolonged exposure to disruptive behaviour prior to exclusion, proxied by accumulated suspension days. Overall, the findings highlight the importance of timely responses to disruption and the broader social costs of exclusionary discipline. |
| Keywords: | disruptive behaviours, exclusions, schooling, peer effects |
| JEL: | C36 I2 I20 J24 |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp18599 |
| By: | Rita Dias Pereira (NOVA University Lisbon); Hans van Kippersluis (Erasmus University Rotterdam) |
| Abstract: | This paper exploits molecular genetic data to quantify genetic confounding in parent-child educational outcomes. We develop a model of the intergenerational transmission of education based on insights from the literature on social science genetics. The model distinguishes between two types of genetic confounding. First, narrow genetic confounding reflects the direct transmission of genetic predisposition towards education. Second, broad genetic confounding captures direct genetic transmission as well as genetic nurture, i.e., an influence of parental genes on children's outcome through the family environment. Next, we use the Avon Longitudinal Study of Parents and Children (ALSPAC) data to decompose the association between parental years of education and their offspring's grades on Key Stage 4 national exams. To proxy genetic endowments, we construct Educational Attainment Polygenic Indices (EA PGIs) for parents and children. To correct for measurement error, we use Obviously-Related Instrumental Variables (ORIV) based on two independent PGIs. The results suggest that `broad genetic confounding' explains 30-45% of the parent-child educational association, and `narrow genetic confounding' 18-33%. We find no meaningful differences between mothers and fathers. Using our model, we compare our estimates to twin and adoptee designs, and show how molecular genetic approaches can recover both broad and narrow genetic confounding under plausibly weaker assumptions and with arguably greater external validity. |
| Keywords: | ALSPAC, Education, Intergenerational Mobility, Polygenic Index, Genetic endowments |
| JEL: | I24 J62 |
| Date: | 2025–09–26 |
| URL: | https://d.repec.org/n?u=RePEc:tin:wpaper:20250057 |
| By: | Emma Bacci |
| Abstract: | Migration is reshaping demographic landscapes across Europe, raising urgent questions about adapting to rapid population changes. This study examines the canton of Fribourg, Switzerland, which experienced a 30% population increase over the past 15 years, driven by international and internal migration. As local governments face mounting pressures from demographic shifts in housing, education, and social services, understanding the causal effects of migration is essential for evidence-based policymaking. We study how migration reshapes local demographic, educational, and housing outcomes across 112 Fribourg municipalities (2010-2021). Using the intertemporal difference-in-differences estimator of De Chaisemartin and D'Haultfoeuille (2024), which accommodates staggered timing and cumulative, non-binary treatment, we identify the effect of a one-percentage-point increase in cumulative migration balance (relative to baseline population). Migration exposure generates modest but persistent adjustments across demographic, educational, and housing dimensions. Both migration types reduce the share of elderly residents, and international inflows are associated with higher birth counts. Internal migration increases resident students and alters compulsory and secondary-school cohorts, while international migration slightly reduces the tertiary-education share. Housing adjustments are gradual and concentrated in household composition and selected dwelling types, with international migration increasing mid-sized households and internal migration reducing mixed-use dwellings. Though yearly effects are small, their persistence yields meaningful cumulative changes. Overall, migration acts as a counterweight to population aging and generates incremental adjustments in service demand, underscoring the need to incorporate migration exposure into cantonal and municipal planning. |
| Date: | 2026–05 |
| URL: | https://d.repec.org/n?u=RePEc:arx:papers:2605.05898 |
| By: | Sule Alan |
| Abstract: | This chapter examines how schools cultivate socio-emotional skills that influence both individual success and broader social cohesion. Moving beyond the traditional focus on cognitive ability, I argue that education plays a crucial role in fostering traits that promote cooperation, trust, and long-term societal well-being. Drawing on insights from neuroscience, psychology, and economics, I explore how schools shape not only academic and labor market outcomes but also intergenerational beliefs, attitudes, and the formation of social capital. Using evidence from experimental studies, I highlight how school-based interventions can instill perseverance, enhance social learning, and create environments that curb anti-social tendencies, promote prosocial behavior—ultimately influencing the cultural fabric of society. This perspective reframes education as a mechanism for building more equitable and cohesive communities. |
| JEL: | D63 I25 |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:35161 |
| By: | Lukas Althoff; Harriet M. Brookes Gray; Hugo Reichardt |
| Abstract: | How did the US become a land of opportunity? Previous historical research on intergenerational mobility has focused on father-son income correlations, masking the role of mothers. We introduce a new mobility measure that incorporates both parents' human capital, develop a latent variable method leveraging literacy as a proxy, and construct a representative linked panel that includes women. We find that intergenerational mobility—in both human capital and income—rose sharply from the 19th to the 20th century. Initially, maternal human capital was most predictive of children's outcomes. However, as schooling expanded, this reliance declined and intergenerational mobility rose. America's investment in mass education has therefore been central to its rise as a mobile society. |
| JEL: | C1 H10 H4 I20 J62 N0 |
| Date: | 2026–04 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:35152 |
| By: | Eduardo Levy Yeyati; Virginia Robano; Emiliano Pereiro; Camila Porto; Víctor Koleszar |
| Abstract: | Generative Artificial Intelligence (AI) has the potential to help educators tackle persistent challenges—such as complex problem-solving and personalized mentoring—while preserving the essential human elements of judgment and empathy. Focusing on Latin American classrooms, this study explores how AI-powered chatbots can complement teachers in elementary and secondary education. Drawing on quantitative and qualitative evidence, we identify strategies to minimize gender gaps, strengthen teacher preparedness, and maximize student engagement. The study proposes actionable policies, including targeted teacher training, gender-inclusive AI adoption strategies, and scalable hybrid teaching models, as well as a blueprint for testing chatbot effectiveness. By incorporating a gender lens and a phased AI adoption strategy, our study not only outlines best practices for AI deployment but also offers empirical insights into how chatbots impact learning engagement, teacher preparedness, and student equity. Our framework serves as a guide for policymakers aiming to integrate AI tools in a way that supports—not replaces—educators while addressing disparities in access and usage. |
| Keywords: | artificial intelligence, education, ChatGPT, complementarity, LLM, automated tutor, chatbot, classroom, teaching |
| JEL: | C9 I21 J24 O33 |
| Date: | 2025–03 |
| URL: | https://d.repec.org/n?u=RePEc:udt:wpgobi:pp_gob_2025_35 |