Compulsory Class Attendance Versus Autonomy
We estimate the effect of an increased autonomy policy for higher-performing students on short- and longer-term school outcomes. We exploit an institutional setting with high demand for autonomy. Identification comes from a nationwide natural experiment that allowed higherachieving students to miss 44 percent more classes with parental approval. Using a differencein-difference-in-differences approach, we find that allowing higher-achieving students to skip more classes increases their performance in subjects that matter for university admission and improves the quality of their enrolled college degree. Top-performing students and students in more academically diverse classrooms demand more autonomy when it is offered
Year of publication: |
[2022]
|
---|---|
Authors: | Goulas, Sofoklis ; Griselda, Silvia ; Megalokonomou, Rigissa |
Publisher: |
[S.l.] : SSRN |
Saved in:
freely available
Saved in favorites
Similar items by person
-
Disruptive Peers and Academic Performance: Short- and Long-Term Outcomes
Goulas, Sofoklis, (2024)
-
Disruptive Peers and Academic Performance: Short- and Long-Term Outcomes
Goulas, Sofoklis, (2024)
-
Comparative Advantage and Gender Gap in STEM
Goulas, Sofoklis, (2020)
- More ...