Pub Date : 2026-01-13DOI: 10.1016/j.econedurev.2025.102756
Luca Fumarco , Sven A. Hartmann , Francesco Principe
This study examines within-class age differences as a novel determinant of adolescents’ dietary behaviors, isolating it from confounders such as absolute age, season of birth, and country-specific school entry rules. Using a multi-country dataset of over 600,000 European students, we find that younger students within a class exhibit poorer dietary habits. Since confounders are controlled for, these effects are likely driven by peer influence. The findings are robust across various model specifications, with minimal variation across gender, socio-economic status, and family composition, highlighting the broad relevance of relative age effects on adolescent diet.
{"title":"Influence of within-class age differences on adolescents’ eating behaviors","authors":"Luca Fumarco , Sven A. Hartmann , Francesco Principe","doi":"10.1016/j.econedurev.2025.102756","DOIUrl":"10.1016/j.econedurev.2025.102756","url":null,"abstract":"<div><div>This study examines within-class age differences as a novel determinant of adolescents’ dietary behaviors, isolating it from confounders such as absolute age, season of birth, and country-specific school entry rules. Using a multi-country dataset of over 600,000 European students, we find that younger students within a class exhibit poorer dietary habits. Since confounders are controlled for, these effects are likely driven by peer influence. The findings are robust across various model specifications, with minimal variation across gender, socio-economic status, and family composition, highlighting the broad relevance of relative age effects on adolescent diet.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102756"},"PeriodicalIF":1.8,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-08DOI: 10.1016/j.econedurev.2025.102758
Dong Woo Hahm
This paper examines early-career labor market effects of the Common Core State Standards (CCSS), a nationwide curriculum standards reform aimed at raising K-12 instructional standards. Leveraging variation in the timing of CCSS adoption across states and differential exposure across birth cohorts, I apply a difference-in-differences framework to American Community Survey data. The results show that greater CCSS exposure increases young adults’ wage income, primarily through higher labor supply along the intensive margin rather than through changes in educational attainment or labor force participation. Evidence on occupations, industries, and college degree fields suggests that the CCSS improved sorting into jobs requiring less physical abilities and more interpersonal and cognitive skills. The findings highlight the potential of nationwide, standards-based reforms to enhance baseline labor market readiness and support more equitable early-career outcomes.
{"title":"From curriculum to career: Early-career labor market effects of the Common Core","authors":"Dong Woo Hahm","doi":"10.1016/j.econedurev.2025.102758","DOIUrl":"10.1016/j.econedurev.2025.102758","url":null,"abstract":"<div><div>This paper examines early-career labor market effects of the Common Core State Standards (CCSS), a nationwide curriculum standards reform aimed at raising K-12 instructional standards. Leveraging variation in the timing of CCSS adoption across states and differential exposure across birth cohorts, I apply a difference-in-differences framework to American Community Survey data. The results show that greater CCSS exposure increases young adults’ wage income, primarily through higher labor supply along the intensive margin rather than through changes in educational attainment or labor force participation. Evidence on occupations, industries, and college degree fields suggests that the CCSS improved sorting into jobs requiring less physical abilities and more interpersonal and cognitive skills. The findings highlight the potential of nationwide, standards-based reforms to enhance baseline labor market readiness and support more equitable early-career outcomes.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102758"},"PeriodicalIF":1.8,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-06DOI: 10.1016/j.econedurev.2025.102755
Prasiddha Shakya
This paper examines the impact of increasing teacher salaries on student outcomes by exploiting variation from the “50K The First Day” campaign that established a $50,000 salary floor for new teachers across New Jersey school districts. Using school-level data from 2003 to 2019, I employ a staggered difference-in-differences design with variation in both timing and magnitude and first show that the campaign shifted the entire salary schedule, raising pay for incumbents as well as new teachers (approximately $1500 on average). I then estimate effects on standardized achievement, graduation, and near-term college enrollment. Achievement gains emerge gradually: by five years after adoption, high school Math and ELA increase by about 0.15–0.20 and 0.12–0.17 standard deviations (SD), respectively with modest increases in Grade 4 Math, average effects are 0.03–0.05 SD. Despite higher salaries across the experience distribution, per-pupil spending – both total and teacher-specific – does not increase. Instead, districts appear to finance the schedule change through modest staffing reductions. Analyzing the mechanisms through which these positive effects could have been observed, I rule out teacher migration as a key driver suggesting that the observed improvements are more likely due to changes in teacher motivation and the quality of new teachers entering the profession.
{"title":"What happens when we pay our teachers more? Evidence from New Jersey public schools","authors":"Prasiddha Shakya","doi":"10.1016/j.econedurev.2025.102755","DOIUrl":"10.1016/j.econedurev.2025.102755","url":null,"abstract":"<div><div>This paper examines the impact of increasing teacher salaries on student outcomes by exploiting variation from the “50K The First Day” campaign that established a $50,000 salary floor for new teachers across New Jersey school districts. Using school-level data from 2003 to 2019, I employ a staggered difference-in-differences design with variation in both timing and magnitude and first show that the campaign shifted the entire salary schedule, raising pay for incumbents as well as new teachers (approximately $1500 on average). I then estimate effects on standardized achievement, graduation, and near-term college enrollment. Achievement gains emerge gradually: by five years after adoption, high school Math and ELA increase by about 0.15–0.20 and 0.12–0.17 standard deviations (SD), respectively with modest increases in Grade 4 Math, average effects are 0.03–0.05 SD. Despite higher salaries across the experience distribution, per-pupil spending – both total and teacher-specific – does not increase. Instead, districts appear to finance the schedule change through modest staffing reductions. Analyzing the mechanisms through which these positive effects could have been observed, I rule out teacher migration as a key driver suggesting that the observed improvements are more likely due to changes in teacher motivation and the quality of new teachers entering the profession.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102755"},"PeriodicalIF":1.8,"publicationDate":"2026-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-03DOI: 10.1016/j.econedurev.2025.102754
Daniel Sparks , Christine Mulhern
Counselors are a common school resource for students navigating complicated and consequential education choices, but most students have limited access to them. We study one of the largest U.S. policies to increase access to school counselors. We use a variety of panel-based estimators to show that California’s Supplemental School Counseling Program increased the number of counselors on staff by about one and improved counselor to student ratios, but reduced average counselor experience. We find that increased funding for counselors led to large increases in high school graduation and measures of school climate. The policy also led to more modest gains in California high school exit exam performance and some public college enrollment rates. These impacts were largest at high poverty and rural schools, as well as for students who were male, socioeconomically disadvantaged, or Black or Hispanic. Thus, expanding access to counselors may help address equity gaps in college access and student well-being.
{"title":"Expanding school counseling: The impacts of California funding changes","authors":"Daniel Sparks , Christine Mulhern","doi":"10.1016/j.econedurev.2025.102754","DOIUrl":"10.1016/j.econedurev.2025.102754","url":null,"abstract":"<div><div>Counselors are a common school resource for students navigating complicated and consequential education choices, but most students have limited access to them. We study one of the largest U.S. policies to increase access to school counselors. We use a variety of panel-based estimators to show that California’s Supplemental School Counseling Program increased the number of counselors on staff by about one and improved counselor to student ratios, but reduced average counselor experience. We find that increased funding for counselors led to large increases in high school graduation and measures of school climate. The policy also led to more modest gains in California high school exit exam performance and some public college enrollment rates. These impacts were largest at high poverty and rural schools, as well as for students who were male, socioeconomically disadvantaged, or Black or Hispanic. Thus, expanding access to counselors may help address equity gaps in college access and student well-being.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102754"},"PeriodicalIF":1.8,"publicationDate":"2026-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-02DOI: 10.1016/j.econedurev.2025.102753
Hande Celebi
This paper investigates the long-term effects of Advanced Placement (AP) courses on college and labor market outcomes. I examine the staggered rollout of the AP Incentive Program in Texas, designed to expand AP participation. The pilot phase targeted a small group of high schools, while the scaled-up phase extended the program to half of all Texas high schools in 2001. This structure allows me to test whether the program scaled effectively. Using detailed administrative data for all Texas students, I estimate impacts separately for each phase. In the pilot phase, the program increased AP enrollment by 50% and the number of AP courses taken by 40%, while college enrollment rose by 24%, graduation by 6%, and wages by 7%. In contrast, students in schools that adopted the program during the scaled-up phase show no improvement in any outcomes. A plausible explanation for these divergent effects is that student demand for AP courses differed across the two phases.
{"title":"Scaling up: Advanced Placement Incentive Program","authors":"Hande Celebi","doi":"10.1016/j.econedurev.2025.102753","DOIUrl":"10.1016/j.econedurev.2025.102753","url":null,"abstract":"<div><div>This paper investigates the long-term effects of Advanced Placement (AP) courses on college and labor market outcomes. I examine the staggered rollout of the AP Incentive Program in Texas, designed to expand AP participation. The pilot phase targeted a small group of high schools, while the scaled-up phase extended the program to half of all Texas high schools in 2001. This structure allows me to test whether the program scaled effectively. Using detailed administrative data for all Texas students, I estimate impacts separately for each phase. In the pilot phase, the program increased AP enrollment by 50% and the number of AP courses taken by 40%, while college enrollment rose by 24%, graduation by 6%, and wages by 7%. In contrast, students in schools that adopted the program during the scaled-up phase show no improvement in any outcomes. A plausible explanation for these divergent effects is that student demand for AP courses differed across the two phases.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102753"},"PeriodicalIF":1.8,"publicationDate":"2026-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-30DOI: 10.1016/j.econedurev.2025.102757
Ronak Jain , Brandon Joel Tan
We conduct a randomized experiment in 225 low-cost primary schools in Kenya using non-monetary incentives (certificates and badges) for students based on performance in Math and English. We randomized over 20,000 students to receive either individual-level, classroom-level, combined, or no incentives for a month. Being in any incentive treatment arm significantly raised test scores by 0.15 and 0.14 standard deviations for Math and English, respectively, generated positive spillovers to non-incentivized subjects, and improved student attendance. The standard errors are too large to distinguish between the effects of the three incentive schemes.
{"title":"The effects of classroom incentives: Experimental evidence from Kenya","authors":"Ronak Jain , Brandon Joel Tan","doi":"10.1016/j.econedurev.2025.102757","DOIUrl":"10.1016/j.econedurev.2025.102757","url":null,"abstract":"<div><div>We conduct a randomized experiment in 225 low-cost primary schools in Kenya using non-monetary incentives (certificates and badges) for students based on performance in Math and English. We randomized over 20,000 students to receive either individual-level, classroom-level, combined, or no incentives for a month. Being in any incentive treatment arm significantly raised test scores by 0.15 and 0.14 standard deviations for Math and English, respectively, generated positive spillovers to non-incentivized subjects, and improved student attendance. The standard errors are too large to distinguish between the effects of the three incentive schemes.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102757"},"PeriodicalIF":1.8,"publicationDate":"2025-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-23DOI: 10.1016/j.econedurev.2025.102752
Sophie Guthmuller , Elena Claudia Meroni
This paper examines the impact of receiving need-based aid, which includes a fee waiver and additional cash support, on students’ university matriculation and academic performance among aid applicants accepted to university in Portugal. The paper uses a regression discontinuity approach. We are able to measure the effect, at the intensive margin, on various short- and longer-term outcomes, thanks to precise administrative data. We find that the fee waiver has a small positive effect on matriculation, but no effect on performance and persistence measured as the likelihood of obtaining the enrolled credits, the credits needed for the aid renewal, graduating, and matriculating into second and third years. In a context of low tuition fees and weak merit requirements, these findings suggest that financial aid alone may not be sufficient to improve student outcomes.
{"title":"The impact of need-based aid on higher education achievement: Evidence from Portugal","authors":"Sophie Guthmuller , Elena Claudia Meroni","doi":"10.1016/j.econedurev.2025.102752","DOIUrl":"10.1016/j.econedurev.2025.102752","url":null,"abstract":"<div><div>This paper examines the impact of receiving need-based aid, which includes a fee waiver and additional cash support, on students’ university matriculation and academic performance among aid applicants accepted to university in Portugal. The paper uses a regression discontinuity approach. We are able to measure the effect, at the intensive margin, on various short- and longer-term outcomes, thanks to precise administrative data. We find that the fee waiver has a small positive effect on matriculation, but no effect on performance and persistence measured as the likelihood of obtaining the enrolled credits, the credits needed for the aid renewal, graduating, and matriculating into second and third years. In a context of low tuition fees and weak merit requirements, these findings suggest that financial aid alone may not be sufficient to improve student outcomes.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102752"},"PeriodicalIF":1.8,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-18DOI: 10.1016/j.econedurev.2025.102749
Nicolás Badaracco
The paper studies how households respond to school quality. I combine large-scale administrative and survey data from Chile to estimate parental and child time investment responses to classroom inputs and teachers from fourth to tenth grade. Since classroom inputs are not directly observable, I estimate a dynamic skill formation technology that provides classroom and teacher effects as a by-product, in a similar fashion as value-added models. I address selection by leveraging repeated observations of students and rich data on factors involved in household decisions. Parents of fourth graders compensate for low quality teachers and classroom inputs, while parents of high school students reinforce the quality of these inputs. Students, on the other hand, increase time self-investment if their classroom environment improves at every grade, but the responses are larger for older children.
{"title":"Time investment responses of parents and students to school inputs","authors":"Nicolás Badaracco","doi":"10.1016/j.econedurev.2025.102749","DOIUrl":"10.1016/j.econedurev.2025.102749","url":null,"abstract":"<div><div>The paper studies how households respond to school quality. I combine large-scale administrative and survey data from Chile to estimate parental and child time investment responses to classroom inputs and teachers from fourth to tenth grade. Since classroom inputs are not directly observable, I estimate a dynamic skill formation technology that provides classroom and teacher effects as a by-product, in a similar fashion as value-added models. I address selection by leveraging repeated observations of students and rich data on factors involved in household decisions. Parents of fourth graders compensate for low quality teachers and classroom inputs, while parents of high school students reinforce the quality of these inputs. Students, on the other hand, increase time self-investment if their classroom environment improves at every grade, but the responses are larger for older children.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102749"},"PeriodicalIF":1.8,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the impact of a Smart Classroom (SCM) program on student performance in science subjects on a high-stakes national exam for lower-secondary school students in Rwanda. To do this, we leverage plausibly exogenous variations in program exposure resulting from the staggered implementation of the SCM reform across schools and students. Overall, the study finds a positive effect of the program on student performance. Specifically, we find that the SCM program has positive and significant effects on student performance in physics, biology, and geography, albeit small in magnitude. However, no effect was found for mathematics or chemistry. Our results also suggest that, while classroom technology can enhance learning, such effects may only be realized after a long exposure period.
{"title":"Smart classrooms and education outcomes: Evidence from Rwanda","authors":"Muthoni Nganga , Aimable Nsabimana , Christine Niyizamwiyitira","doi":"10.1016/j.econedurev.2025.102736","DOIUrl":"10.1016/j.econedurev.2025.102736","url":null,"abstract":"<div><div>This study explores the impact of a Smart Classroom (SCM) program on student performance in science subjects on a high-stakes national exam for lower-secondary school students in Rwanda. To do this, we leverage plausibly exogenous variations in program exposure resulting from the staggered implementation of the SCM reform across schools and students. Overall, the study finds a positive effect of the program on student performance. Specifically, we find that the SCM program has positive and significant effects on student performance in physics, biology, and geography, albeit small in magnitude. However, no effect was found for mathematics or chemistry. Our results also suggest that, while classroom technology can enhance learning, such effects may only be realized after a long exposure period.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102736"},"PeriodicalIF":1.8,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-11DOI: 10.1016/j.econedurev.2025.102750
Anjali P. Verma , A. Yonah Meiselman
We study the effects of disruptive peers within disciplinary schools. When regular instructional schools send disruptive students away to disciplinary schools, removed students are exposed to highly disruptive peers. Using rich administrative data on Texas high school students, we leverage within-school-year variation in peer composition at disciplinary schools to estimate the effects. We show that for students placed in disciplinary schools, exposure to more disruptive peer groups increases their subsequent removals and reduces educational attainment and earnings. Our results draw attention to an unintended consequence of student removal and underscore how brief exposure to disruptive peers can affect students’ long-run trajectories.
{"title":"Disruptive interactions: Long-run peer effects of disciplinary schools","authors":"Anjali P. Verma , A. Yonah Meiselman","doi":"10.1016/j.econedurev.2025.102750","DOIUrl":"10.1016/j.econedurev.2025.102750","url":null,"abstract":"<div><div>We study the effects of disruptive peers within disciplinary schools. When regular instructional schools send disruptive students away to disciplinary schools, removed students are exposed to highly disruptive peers. Using rich administrative data on Texas high school students, we leverage <em>within-school-year</em> variation in peer composition at disciplinary schools to estimate the effects. We show that for students placed in disciplinary schools, exposure to more disruptive peer groups increases their subsequent removals and reduces educational attainment and earnings. Our results draw attention to an unintended consequence of student removal and underscore how brief exposure to disruptive peers can affect students’ long-run trajectories.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102750"},"PeriodicalIF":1.8,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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