Pub Date : 2026-02-01Epub 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":"2026-02-01","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 : 2026-02-01Epub 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":"2026-02-01","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 : 2026-02-01Epub 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":"2026-02-01","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 : 2026-02-01Epub 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":"2026-02-01","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}
Pub Date : 2026-02-01Epub 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":"2026-02-01","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 : 2026-02-01Epub Date: 2025-12-06DOI: 10.1016/j.econedurev.2025.102751
Russell W. Rumberger
{"title":"Corrigendum to “Education and the reproduction of economic inequality in the United States: An empirical investigation” [Econ. Educ. Rev. 29 (2010) 246-254]","authors":"Russell W. Rumberger","doi":"10.1016/j.econedurev.2025.102751","DOIUrl":"10.1016/j.econedurev.2025.102751","url":null,"abstract":"","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102751"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037271","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: 2025-11-12DOI: 10.1016/j.econedurev.2025.102738
Michael R.M. Abrigo , Kris A. Francisco , Kevin Carl P. Santos
Schools are often used as temporary shelters during calamities in many places around the world. This may prolong calamity-induced school closures, which may contribute to learning losses. In this study, we combined student assessment data from the Philippine round of the 2019 Trends in International Mathematics and Science Study (TIMSS) with school administrative records and area-level typhoon warnings to assess the impact of short school closures on learning outcomes. Results show that one school closure day induced by school-as-shelter use depresses student achievement by 12 to 14 percent of a standard deviation, equivalent roughly to as much as a full year’s worth of learning. We find limited evidence that this could be partly driven by a decline in student interest, rather than by a contraction in the breadth of topics covered in class or by poorer teaching quality. These findings highlight potential hidden disasters from seemingly benign but frequent hazards.
{"title":"School closures, shelter-use and learning outcomes in the philippines: evidence from 2019 TIMSS","authors":"Michael R.M. Abrigo , Kris A. Francisco , Kevin Carl P. Santos","doi":"10.1016/j.econedurev.2025.102738","DOIUrl":"10.1016/j.econedurev.2025.102738","url":null,"abstract":"<div><div>Schools are often used as temporary shelters during calamities in many places around the world. This may prolong calamity-induced school closures, which may contribute to learning losses. In this study, we combined student assessment data from the Philippine round of the 2019 Trends in International Mathematics and Science Study (TIMSS) with school administrative records and area-level typhoon warnings to assess the impact of short school closures on learning outcomes. Results show that one school closure day induced by school-as-shelter use depresses student achievement by 12 to 14 percent of a standard deviation, equivalent roughly to as much as a full year’s worth of learning. We find limited evidence that this could be partly driven by a decline in student interest, rather than by a contraction in the breadth of topics covered in class or by poorer teaching quality. These findings highlight potential hidden disasters from seemingly benign but frequent hazards.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102738"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145486181","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: 2025-11-14DOI: 10.1016/j.econedurev.2025.102737
Iman Dadgar
This study examines the influence of students’ ordinal positions in the distribution of grades in their ninth-grade school cohort on subsequent educational and labor market outcomes using population-wide data for Sweden. The identification strategy uses differences between students’ ranks in their school and their ranks in the country-wide ability distribution after conditioning on school-cohort fixed effects and school-level grade distributions. The findings reveal an advantage of occupying a higher rank in school with respect to educational and labor market accomplishments in adulthood, whereas a lower rank yields adverse consequences. Contrary to findings from the United States, no effect is found for students situated in the middle of the rank distribution. This study also shows that ordinal rank effects are more pronounced for students with lower socio-economic status and for female students at the top of their school ability distribution. This study highlights the importance of students’ rank positions in determining their future academic and professional outcomes.
{"title":"The effect of ordinal rank in school on educational achievement and income in Sweden","authors":"Iman Dadgar","doi":"10.1016/j.econedurev.2025.102737","DOIUrl":"10.1016/j.econedurev.2025.102737","url":null,"abstract":"<div><div>This study examines the influence of students’ ordinal positions in the distribution of grades in their ninth-grade school cohort on subsequent educational and labor market outcomes using population-wide data for Sweden. The identification strategy uses differences between students’ ranks in their school and their ranks in the country-wide ability distribution after conditioning on school-cohort fixed effects and school-level grade distributions. The findings reveal an advantage of occupying a higher rank in school with respect to educational and labor market accomplishments in adulthood, whereas a lower rank yields adverse consequences. Contrary to findings from the United States, no effect is found for students situated in the middle of the rank distribution. This study also shows that ordinal rank effects are more pronounced for students with lower socio-economic status and for female students at the top of their school ability distribution. This study highlights the importance of students’ rank positions in determining their future academic and professional outcomes.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102737"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145527591","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: 2025-12-30DOI: 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":"2026-02-01","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 : 2025-12-01Epub Date: 2025-09-03DOI: 10.1016/j.econedurev.2025.102707
Joseph Han , Jae-Yun Lee , Chamna Yoon
This study empirically investigates the effects of a policy change in the Republic of Korea that lifted the restriction requiring universities to admit students to groups of departments rather than to single departments. Entry cohorts affected by the policy change had to specify their majors from the beginning of their college education. Using this policy-driven change in the timing of specialization, we find that early specialization lowered wages during early career. This negative wage effect was not driven by selection at admissions or students choosing lower-paying majors and occupations, although graduated majors shifted toward less popular majors. Rather, it is related to their employment in lower-paying industries, which is closely linked to weak local labor demand at the time of graduation. These findings are consistent with less adaptive skills to navigate unexpected changes in the labor market.
{"title":"Early specialization in higher education and labor market outcomes","authors":"Joseph Han , Jae-Yun Lee , Chamna Yoon","doi":"10.1016/j.econedurev.2025.102707","DOIUrl":"10.1016/j.econedurev.2025.102707","url":null,"abstract":"<div><div>This study empirically investigates the effects of a policy change in the Republic of Korea that lifted the restriction requiring universities to admit students to groups of departments rather than to single departments. Entry cohorts affected by the policy change had to specify their majors from the beginning of their college education. Using this policy-driven change in the timing of specialization, we find that early specialization lowered wages during early career. This negative wage effect was not driven by selection at admissions or students choosing lower-paying majors and occupations, although graduated majors shifted toward less popular majors. Rather, it is related to their employment in lower-paying industries, which is closely linked to weak local labor demand at the time of graduation. These findings are consistent with less adaptive skills to navigate unexpected changes in the labor market.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102707"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144989526","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号