Pub Date : 2026-04-01Epub Date: 2026-02-04DOI: 10.1016/j.econedurev.2026.102771
Juan Bedoya , Rafael de Hoyos , Ricardo Estrada
This paper studies the effect of a civil service reform on teacher hiring and student achievement in Mexico. The reform replaced discretionary hiring with a rule-based recruitment system, among other changes to the teacher civil service. We find that teachers hired after the reform had higher prior academic achievement. Two channels likely explain this improvement. First, the reform reduced the prevalence of discretionary hires, who were disproportionately drawn from the lower end of the achievement distribution. Second, it enhanced the screening efficiency of rule-based hiring, making prior academic achievement a more important determinant of hiring outcomes. Finally, we show that the reform led to an overall improvement in student achievement in mathematics.
{"title":"Rule-based civil service: Evidence from a nationwide teacher reform in Mexico","authors":"Juan Bedoya , Rafael de Hoyos , Ricardo Estrada","doi":"10.1016/j.econedurev.2026.102771","DOIUrl":"10.1016/j.econedurev.2026.102771","url":null,"abstract":"<div><div>This paper studies the effect of a civil service reform on teacher hiring and student achievement in Mexico. The reform replaced discretionary hiring with a rule-based recruitment system, among other changes to the teacher civil service. We find that teachers hired after the reform had higher prior academic achievement. Two channels likely explain this improvement. First, the reform reduced the prevalence of discretionary hires, who were disproportionately drawn from the lower end of the achievement distribution. Second, it enhanced the screening efficiency of rule-based hiring, making prior academic achievement a more important determinant of hiring outcomes. Finally, we show that the reform led to an overall improvement in student achievement in mathematics.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"111 ","pages":"Article 102771"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173828","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 : 2026-04-01Epub Date: 2026-02-07DOI: 10.1016/j.econedurev.2026.102772
Jungmin Lee , Yoonsoo Park
We examine the impact of single-sex schooling on student outcomes, including standardized test scores, perceptions of academic environments, and intended college majors. To address self-selection into single-sex schools, we use data on students’ school preferences revealed through applications in a school choice program in Seoul, South Korea. We find that single-sex schooling enhances academic performance for girls but not for boys. Although single-sex schools create a more positive academic environment for girls, they also reduce female interest in STEM majors, while increasing STEM interest among boys—potentially widening the gender gap in STEM fields. Our findings highlight the importance of considering both cognitive and non-cognitive outcomes, as well as the potential for gender differences.
{"title":"Does single-sex schooling benefit all?","authors":"Jungmin Lee , Yoonsoo Park","doi":"10.1016/j.econedurev.2026.102772","DOIUrl":"10.1016/j.econedurev.2026.102772","url":null,"abstract":"<div><div>We examine the impact of single-sex schooling on student outcomes, including standardized test scores, perceptions of academic environments, and intended college majors. To address self-selection into single-sex schools, we use data on students’ school preferences revealed through applications in a school choice program in Seoul, South Korea. We find that single-sex schooling enhances academic performance for girls but not for boys. Although single-sex schools create a more positive academic environment for girls, they also reduce female interest in STEM majors, while increasing STEM interest among boys—potentially widening the gender gap in STEM fields. Our findings highlight the importance of considering both cognitive and non-cognitive outcomes, as well as the potential for gender differences.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"111 ","pages":"Article 102772"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173829","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 : 2026-04-01Epub Date: 2026-01-20DOI: 10.1016/j.econedurev.2026.102759
Simon Briole
This paper estimates the causal effects of math instructional time on student achievement using within-student variation across math topics in the TIMSS 2011 data. Based on the assessment’s detailed measurement of math skills, it shows that each weekly hour of math instruction in a given topic increases student test scores in that topic by 4.3% of a SD. However, the productivity of instructional time varies significantly based on the implementation of teaching practices that prioritize student active participation: teachers emphasizing these practices are more than twice as productive as other teachers. This result holds true regardless of student gender, social origin, and is observed internationally in 42 countries.
{"title":"From teacher quality to teaching quality: Instructional productivity and teaching practices","authors":"Simon Briole","doi":"10.1016/j.econedurev.2026.102759","DOIUrl":"10.1016/j.econedurev.2026.102759","url":null,"abstract":"<div><div>This paper estimates the causal effects of math instructional time on student achievement using within-student variation across math topics in the TIMSS 2011 data. Based on the assessment’s detailed measurement of math skills, it shows that each weekly hour of math instruction in a given topic increases student test scores in that topic by 4.3% of a SD. However, the productivity of instructional time varies significantly based on the implementation of teaching practices that prioritize student active participation: teachers emphasizing these practices are more than twice as productive as other teachers. This result holds true regardless of student gender, social origin, and is observed internationally in 42 countries.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"111 ","pages":"Article 102759"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146001812","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 : 2026-04-01Epub Date: 2026-02-10DOI: 10.1016/j.econedurev.2026.102773
Shihai Lai, Fanzheng Yang
This study examines how intergenerational spillovers from classmates’ parental human capital affect adolescent mental health. Using data from the 2013–2014 China Education Panel Survey and exploiting random class assignment to address endogeneity arising from non-random selection into classrooms, we find that a higher proportion of highly educated parents within a class significantly worsens students’ psychological well-being. Heterogeneity analysis shows a more pronounced negative impact among male students. Mechanism analysis reveals that educational competition is the primary driver: a one standard deviation increase in the share of highly educated parents increases extracurricular tutoring expenditures by 547.3 Yuan, raises tutoring enrollment by 0.13 classes, adds 9.44 minutes to daily extracurricular study time, and reduces daily sleep by 6.22 minutes. Furthermore, we identify a shift toward school-centric parenting, characterized by increased monitoring rather than emotional support. Although positive spillovers improve classroom environments, these benefits are dominated by the adverse effects of intensified competition and pressure-driven parenting. These findings underscore the importance of refining education policies and family strategies to balance academic pressures with adolescents’ mental health needs.
{"title":"Intergenerational spillover of peers' parental human capital on adolescent mental health: Evidence from random class assignments in China","authors":"Shihai Lai, Fanzheng Yang","doi":"10.1016/j.econedurev.2026.102773","DOIUrl":"10.1016/j.econedurev.2026.102773","url":null,"abstract":"<div><div>This study examines how intergenerational spillovers from classmates’ parental human capital affect adolescent mental health. Using data from the 2013–2014 China Education Panel Survey and exploiting random class assignment to address endogeneity arising from non-random selection into classrooms, we find that a higher proportion of highly educated parents within a class significantly worsens students’ psychological well-being. Heterogeneity analysis shows a more pronounced negative impact among male students. Mechanism analysis reveals that educational competition is the primary driver: a one standard deviation increase in the share of highly educated parents increases extracurricular tutoring expenditures by 547.3 Yuan, raises tutoring enrollment by 0.13 classes, adds 9.44 minutes to daily extracurricular study time, and reduces daily sleep by 6.22 minutes. Furthermore, we identify a shift toward school-centric parenting, characterized by increased monitoring rather than emotional support. Although positive spillovers improve classroom environments, these benefits are dominated by the adverse effects of intensified competition and pressure-driven parenting. These findings underscore the importance of refining education policies and family strategies to balance academic pressures with adolescents’ mental health needs.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"111 ","pages":"Article 102773"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173827","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 : 2026-04-01Epub Date: 2026-01-27DOI: 10.1016/j.econedurev.2026.102760
Ragui Assaad , Abdurrahman B. Aydemir , Meltem Dayıoğlu , Murat Güray Kırdar
In this paper, we examine the wage returns to an extra year of primary school using a policy reform in Egypt, which reduced compulsory primary schooling from 6 to 5 years. Since this policy changed the duration of primary school while providing the same diploma, we can estimate the human capital effects holding the sheepskin effects constant. We find that the wage returns to an extra year of primary school for Egyptian men aged 24–44 are a statistically insignificant 2–4 percent. Despite the low returns for the overall population, the returns are much higher for men born in rural areas and men whose fathers have low levels of education—indicating important human capital effects for underprivileged boys. Consistent with this result, we find that the policy effects of a one-year reduction in primary schooling on schooling attainment at various levels are more adverse for underprivileged boys. Our findings, therefore, suggest that such a policy could be particularly detrimental for students from lower socioeconomic groups—contributing to increased inequality.
{"title":"Wage returns to human capital resulting from an extra year of primary school: Evidence from Egypt","authors":"Ragui Assaad , Abdurrahman B. Aydemir , Meltem Dayıoğlu , Murat Güray Kırdar","doi":"10.1016/j.econedurev.2026.102760","DOIUrl":"10.1016/j.econedurev.2026.102760","url":null,"abstract":"<div><div>In this paper, we examine the wage returns to an extra year of primary school using a policy reform in Egypt, which <em>reduced</em> compulsory primary schooling from 6 to 5 years. Since this policy changed the duration of primary school while providing the same diploma, we can estimate the human capital effects holding the sheepskin effects constant. We find that the wage returns to an extra year of primary school for Egyptian men aged 24–44 are a statistically insignificant 2–4 percent. Despite the low returns for the overall population, the returns are much higher for men born in rural areas and men whose fathers have low levels of education—indicating important human capital effects for underprivileged boys. Consistent with this result, we find that the policy effects of a one-year reduction in primary schooling on schooling attainment at various levels are more adverse for underprivileged boys. Our findings, therefore, suggest that such a policy could be particularly detrimental for students from lower socioeconomic groups—contributing to increased inequality.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"111 ","pages":"Article 102760"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080343","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 : 2026-02-01Epub 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":"2026-02-01","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 : 2026-02-01Epub 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":"2026-02-01","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}
Pub Date : 2026-02-01Epub Date: 2025-11-18DOI: 10.1016/j.econedurev.2025.102739
Siv-Elisabeth Skjelbred, Marte E.S. Ulvestad
While studying abroad is often assumed to enhance graduates’ job prospects, research offers mixed findings. Furthermore, the existing literature has largely focused on individual outcomes such as graduates’ wages and employment. This paper shifts the focus to the employer perspective by providing large-scale experimental evidence on how study abroad experience impacts hiring intentions. Using an experimental vignette integrated into the Norwegian National Employer Survey (n=8,300), we examine whether employers value study abroad experience and whether attitudes differ by the length of the stay. Our findings show that studying one year abroad does not improve employability, and that applicants with a full degree obtained abroad are considered less employable than applicants with a domestic degree. The negative impact of a full degree from abroad is more pronounced for applicants with foreign-sounding names, linking our contribution to broader debates on foreign education.
{"title":"Distinction or drawback? Employers’ perceptions of study abroad experience","authors":"Siv-Elisabeth Skjelbred, Marte E.S. Ulvestad","doi":"10.1016/j.econedurev.2025.102739","DOIUrl":"10.1016/j.econedurev.2025.102739","url":null,"abstract":"<div><div>While studying abroad is often assumed to enhance graduates’ job prospects, research offers mixed findings. Furthermore, the existing literature has largely focused on individual outcomes such as graduates’ wages and employment. This paper shifts the focus to the employer perspective by providing large-scale experimental evidence on how study abroad experience impacts hiring intentions. Using an experimental vignette integrated into the Norwegian National Employer Survey (n=8,300), we examine whether employers value study abroad experience and whether attitudes differ by the length of the stay. Our findings show that studying one year abroad does not improve employability, and that applicants with a full degree obtained abroad are considered less employable than applicants with a domestic degree. The negative impact of a full degree from abroad is more pronounced for applicants with foreign-sounding names, linking our contribution to broader debates on foreign education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102739"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579983","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":"2026-02-01","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 : 2026-02-01Epub 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":"2026-02-01","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}
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