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Does relative grading help male students? : evidence from a field experiment in the classroom
Czibor, Eszter; Onderstal, Sander; Sloof, Randolph; … - 2014
The provision of non-pecuniary incentives in education is a topic that has received much scholarly attention lately …. Our paper contributes to this discussion by investigating the effectiveness of grade incentives in increasing student … that relative grading, by creating a rank-order tournament in the classroom, provides stronger incentives for male students …
Persistent link: https://www.econbiz.de/10010399683
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The heterogeneous effects of early track assignment on cognitive and non-cognitive skills
Cotofan, Maria; Diris, Ron; Schils, Trudie - 2019
Previous findings on (fleeting) relative age effects in school suggest that, given innate ability, too few younger and too many older students attend academic tracks. Using a regression discontinuity design around school-specific admission thresholds, we estimate the cognitive and non-cognitive...
Persistent link: https://www.econbiz.de/10012026043
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Why do temporary workers have higher disability insurance risks than permanent workers?
Koning, Pierre; Muller, Paul; Prudon, Roger - 2022
work conditions on worker health; (iii) the impact of differential employer incentives to reintegrate ill workers; and (iv …
Persistent link: https://www.econbiz.de/10013164995
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Parental education and child health : evidence from a schooling reform
Lindeboom, Maarten; Nozal, Ana Llena; Klaauw, Bas van der - 2006
This paper investigates the impact of parental education on child health outcomes. To identify the causal effect we explore exogenous variation in parental education induced by a schooling reform in 1947, which raised the minimum school leaving age in the UK. Findings based on data from the...
Persistent link: https://www.econbiz.de/10011350377
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Trade-offs between different early childhood interventions : evidence from Ecuador
Rosero, José; Oosterbeek, Hessel - 2011
Persistent link: https://www.econbiz.de/10010191089
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Good or bad? Short- versus long-term effects of multigrading on child achievement
Barbetta, Gian Paolo; Chuard, Patrick; Sorrenti, Giuseppe; … - 2022
This paper studies the effect of multigrading-mixing children of different ages in the same classroom-on students' short- versus long-term academic achievement in Italy. We cope with the endogeneity of multigrading (and class size) through an instrumental variable identification strategy based...
Persistent link: https://www.econbiz.de/10013165008
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Learning from praise : evidence from a field experiment with teachers
Cotofan, Maria - 2019
Non-monetary incentives such as praise are common-place, but their effects on workers performing cognitively …
Persistent link: https://www.econbiz.de/10012129324
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Capital market failure, adverse selection and equity financing of higher education
Jacobs, Bas; Wijnbergen, Sweder van - 2005
We apply theories of capital market failure to ana1yzeoptima1 financing of risky higher education. In the market solution,students can only finance their education through debt. There isunderinvestment in human capita1, because some students with socia1lyprofitable investments in human capita1...
Persistent link: https://www.econbiz.de/10011343276
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Using admission lotteries to estimate heterogeneous effects of elite schools
Oosterbeek, Hessel; Ruijs, Nienke; Wolf, Inge de - 2020 - This version: March 2020
This paper studies the effects of enrollment in an elite school on students’ achievement. We use that elite schools in Amsterdam are often oversubscribed and admission is based on lotteries. Our results show that elite schools have negative effects on achievement of students who just qualify...
Persistent link: https://www.econbiz.de/10012204671
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Selective secondary education and school participation in sub-Saharan Africa : evidence from Malawi
Hoop, Jacobus de - 2010 - Version 15 April 2010
Large scale tracking policies, allowing academically apt pupils to enter a select group of secondary schools, can be found in many Sub-Saharan countries. However, evidence on the impact of these policies on school outcomes, especially school participation, is limited. This paper fills this gap...
Persistent link: https://www.econbiz.de/10011380170