Pub Date : 2025-08-01Epub Date: 2025-06-14DOI: 10.1016/j.econedurev.2025.102675
Christopher Jepsen , Peter Mueser , Kenneth Troske , Kyung-Seong Jeon
We estimate labor-market returns for students pursuing certificates or associate’s degrees in eight broad fields of study at for-profit institutions and community colleges. The data contain 400,000 students beginning their studies between 2005 and 2012 in one state. We estimate two-step models to address recent econometric concerns with two-way fixed-effects models. Our analyses show important differences in return by field, with similar patterns for for-profit schools and community colleges. Apart from those studying in health fields, returns are generally greater for those attending for-profit schools than those attending community colleges. Higher estimated overall returns for for-profit schools are not primarily due to differences in areas of study.
{"title":"Estimates of earnings returns by field of study for-profit schools and community colleges","authors":"Christopher Jepsen , Peter Mueser , Kenneth Troske , Kyung-Seong Jeon","doi":"10.1016/j.econedurev.2025.102675","DOIUrl":"10.1016/j.econedurev.2025.102675","url":null,"abstract":"<div><div>We estimate labor-market returns for students pursuing certificates or associate’s degrees in eight broad fields of study at for-profit institutions and community colleges. The data contain 400,000 students beginning their studies between 2005 and 2012 in one state. We estimate two-step models to address recent econometric concerns with two-way fixed-effects models. Our analyses show important differences in return by field, with similar patterns for for-profit schools and community colleges. Apart from those studying in health fields, returns are generally greater for those attending for-profit schools than those attending community colleges. Higher estimated overall returns for for-profit schools are not primarily due to differences in areas of study.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102675"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144280369","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 : 2025-08-01Epub Date: 2025-05-13DOI: 10.1016/j.econedurev.2025.102652
Steven W. Hemelt , Brennan Mange , Samantha Raynor
Many students leave college after appreciable progress toward a degree. Growing curricular complexity, dwindling financial aid, and meager mid-college advising may contribute to late departure. In an experiment conducted with a public 4-year university, we study an enhanced advising intervention (HEART) that targets students at least halfway through college. HEART includes access to a trained advisor with a reduced caseload, easy-to-digest information on remaining financial aid and academic progress, and a modest grant structured as an incentive over two terms. On average, although HEART generated additional and longer meetings between students and advisors, in which they discussed a wider array of topics than their counterparts in the control group, we fail to detect an appreciable effect of HEART on college completion. However, we find suggestive evidence of different effects by gender, with HEART hastening college completion among male students, and perhaps encouraging female students to augment their program of study. We find limited evidence of beneficial effects on postsecondary outcomes for other pre-specified subgroups, including students grouped by baseline propensity to complete college in 5 years. These findings indicate that medium-touch, mid-college interventions may be insufficient to boost college completion, at least markedly, while also offering insights into differences by student gender in responses to advising-heavy interventions in college.
{"title":"Take HEART: Experimental evidence on enhanced advising and postsecondary progress","authors":"Steven W. Hemelt , Brennan Mange , Samantha Raynor","doi":"10.1016/j.econedurev.2025.102652","DOIUrl":"10.1016/j.econedurev.2025.102652","url":null,"abstract":"<div><div>Many students leave college after appreciable progress toward a degree. Growing curricular complexity, dwindling financial aid, and meager mid-college advising may contribute to late departure. In an experiment conducted with a public 4-year university, we study an enhanced advising intervention (HEART) that targets students at least halfway through college. HEART includes access to a trained advisor with a reduced caseload, easy-to-digest information on remaining financial aid and academic progress, and a modest grant structured as an incentive over two terms. On average, although HEART generated additional and longer meetings between students and advisors, in which they discussed a wider array of topics than their counterparts in the control group, we fail to detect an appreciable effect of HEART on college completion. However, we find suggestive evidence of different effects by gender, with HEART hastening college completion among male students, and perhaps encouraging female students to augment their program of study. We find limited evidence of beneficial effects on postsecondary outcomes for other pre-specified subgroups, including students grouped by baseline propensity to complete college in 5 years. These findings indicate that medium-touch, mid-college interventions may be insufficient to boost college completion, at least markedly, while also offering insights into differences by student gender in responses to advising-heavy interventions in college.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102652"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936123","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 : 2025-08-01Epub Date: 2025-06-26DOI: 10.1016/j.econedurev.2025.102674
Sabrina Auci , Manuela Coromaldi , Gianni De Fraja
This paper examines the effect on primary school pupils’ education attainment of their school’s conversion to “academy” status, a change in the schools’ governance regime which increased their managerial autonomy. We use a panel switching regression model where the conversion decision is instrumented with the attitude towards conversion of the stakeholders in the school’s administrative authority to account for the potential endogeneity of the conversion to academy status. We look beyond the average effect, and focus on the potential difference in effect for different children and different schools and as time passes. We find that conversion had at most limited effects on the pupils’ attainment in the short term. Any improved attainment fades away as time passes, and is weaker or absent for more able children, and for those in schools with fewer advantaged pupils.
{"title":"School autonomy and pupils’ performance: Academy conversion in English primary schools","authors":"Sabrina Auci , Manuela Coromaldi , Gianni De Fraja","doi":"10.1016/j.econedurev.2025.102674","DOIUrl":"10.1016/j.econedurev.2025.102674","url":null,"abstract":"<div><div>This paper examines the effect on primary school pupils’ education attainment of their school’s conversion to “academy” status, a change in the schools’ governance regime which increased their managerial autonomy. We use a panel switching regression model where the conversion decision is instrumented with the attitude towards conversion of the stakeholders in the school’s administrative authority to account for the potential endogeneity of the conversion to academy status. We look beyond the average effect, and focus on the potential difference in effect for different children and different schools and as time passes. We find that conversion had at most limited effects on the pupils’ attainment in the short term. Any improved attainment fades away as time passes, and is weaker or absent for more able children, and for those in schools with fewer advantaged pupils.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102674"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490453","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 : 2025-08-01Epub Date: 2025-05-26DOI: 10.1016/j.econedurev.2025.102662
Elghafiky Bimardhika , Lolita Moorena
Volcanic eruptions occur frequently in Indonesia, especially on the densely populated island of Java; therefore, policies aimed at strengthening resilience in children’s education are important. We examined the causal impact of the 2010 Mt. Merapi eruption on children’s educational outcomes. Using the difference-in-difference (DiD) method, we found that the volcanic eruption reduced the likelihood of children being enrolled in school, and the negative impact worsened over time. The eruption increased the likelihood of children dropping out of school to work and reduced cognitive ability. The disruption operated through increased incidences of chronic illness, a higher number of children being forced into marriage, and an increased number of school closures in affected areas. Children from poor households were more likely to drop out of school. Enrollment rate, child labor, and early marriage did not differ between boys and girls, but boys experienced a larger cognitive score decline than girls.
{"title":"Disruption to schooling: Evidence from the Mt. Merapi volcano eruption on Java Island, Indonesia","authors":"Elghafiky Bimardhika , Lolita Moorena","doi":"10.1016/j.econedurev.2025.102662","DOIUrl":"10.1016/j.econedurev.2025.102662","url":null,"abstract":"<div><div>Volcanic eruptions occur frequently in Indonesia, especially on the densely populated island of Java; therefore, policies aimed at strengthening resilience in children’s education are important. We examined the causal impact of the 2010 Mt. Merapi eruption on children’s educational outcomes. Using the difference-in-difference (DiD) method, we found that the volcanic eruption reduced the likelihood of children being enrolled in school, and the negative impact worsened over time. The eruption increased the likelihood of children dropping out of school to work and reduced cognitive ability. The disruption operated through increased incidences of chronic illness, a higher number of children being forced into marriage, and an increased number of school closures in affected areas. Children from poor households were more likely to drop out of school. Enrollment rate, child labor, and early marriage did not differ between boys and girls, but boys experienced a larger cognitive score decline than girls.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102662"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144134210","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 : 2025-08-01Epub Date: 2025-06-17DOI: 10.1016/j.econedurev.2025.102677
Joshua A. Price
This study evaluates an experiment conducted at a regional public university aimed at increasing college applications by reframing how tuition costs were presented to prospective students. High school seniors with a GPA of 3.0 or higher received letters outlining the application process and financial aid eligibility. A randomized subset received an enhanced version of the letter that emphasized the net cost of attending college—highlighting how the Pell Grant could significantly reduce tuition—rather than focusing on the full, list price. Results show that letters highlighting net costs increased application rates by 2.03 percentage points overall, with students most likely to qualify for the Pell Grant 4.08 percentage points more likely to apply. However, the intervention did not significantly influence enrollment decisions or FAFSA completion rates. These findings underscore both the promise and limitations of low-cost, information-based outreach efforts. While salient cost framing can shift application behavior, additional support may be needed to convert interest into enrollment—particularly at broad-access institutions serving economically diverse populations.
{"title":"How cost framing affects college applications: evidence from a targeted information intervention","authors":"Joshua A. Price","doi":"10.1016/j.econedurev.2025.102677","DOIUrl":"10.1016/j.econedurev.2025.102677","url":null,"abstract":"<div><div>This study evaluates an experiment conducted at a regional public university aimed at increasing college applications by reframing how tuition costs were presented to prospective students. High school seniors with a GPA of 3.0 or higher received letters outlining the application process and financial aid eligibility. A randomized subset received an enhanced version of the letter that emphasized the net cost of attending college—highlighting how the Pell Grant could significantly reduce tuition—rather than focusing on the full, list price. Results show that letters highlighting net costs increased application rates by 2.03 percentage points overall, with students most likely to qualify for the Pell Grant 4.08 percentage points more likely to apply. However, the intervention did not significantly influence enrollment decisions or FAFSA completion rates. These findings underscore both the promise and limitations of low-cost, information-based outreach efforts. While salient cost framing can shift application behavior, additional support may be needed to convert interest into enrollment—particularly at broad-access institutions serving economically diverse populations.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102677"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298046","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 : 2025-08-01Epub Date: 2025-06-10DOI: 10.1016/j.econedurev.2025.102659
Arnim Seidlitz , Larissa Zierow
This paper investigates the effects of voluntary all-day programs in German primary schools on student outcomes. To address selection bias, we use federal construction subsidies as an instrument for all-day school expansion. The program significantly increased all-day school attendance. However, second-stage results are mixed and suffer from statistical imprecision. While no significant effects are found on test scores or math grades, there are positive impacts on German grades and academic track attendance after primary school. Results indicate that all-day programs improve student satisfaction and reduce bullying; yet, we find no evidence of a reduction in educational inequality.
{"title":"Longer days, better performance? The impact of all-day primary schools in Germany","authors":"Arnim Seidlitz , Larissa Zierow","doi":"10.1016/j.econedurev.2025.102659","DOIUrl":"10.1016/j.econedurev.2025.102659","url":null,"abstract":"<div><div>This paper investigates the effects of voluntary all-day programs in German primary schools on student outcomes. To address selection bias, we use federal construction subsidies as an instrument for all-day school expansion. The program significantly increased all-day school attendance. However, second-stage results are mixed and suffer from statistical imprecision. While no significant effects are found on test scores or math grades, there are positive impacts on German grades and academic track attendance after primary school. Results indicate that all-day programs improve student satisfaction and reduce bullying; yet, we find no evidence of a reduction in educational inequality.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102659"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255100","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 : 2025-08-01Epub Date: 2025-07-03DOI: 10.1016/j.econedurev.2025.102681
Rajeev Darolia , Chuanyi Guo , Youngran Kim
Currently, colleges and universities award over a million undergraduate certificates annually, accounting for about a quarter of undergraduate postsecondary credentials awarded each year in the United States. The fastest growing certificates are those that take less than a year to complete, with such awards growing about 60% over the past two decades and outpacing growth in any other type of undergraduate credentials. The precipitous growth in certificate awards, driven by prominent policy initiatives and student demand, has led to questions about the value of short-term postsecondary credentials. We examine the labor market returns to short and very short certificates, including those that require only a few credits to complete, using data from Kentucky that has among the highest awarding rates of such credentials. Though less expensive in terms of both direct and indirect costs, we find that rapid certificates (those that require 6 credits or fewer) have similar labor market returns to longer but still short-term certificates (7-15 or 16-36 credits) in the first few years after the certificate is earned. Rapid certificates yield the greatest immediate earnings and employment gains, though these benefits begin to fade out within a few quarters.
{"title":"The Labor Market Returns to Very Short-Term Rapid Postsecondary Certificates","authors":"Rajeev Darolia , Chuanyi Guo , Youngran Kim","doi":"10.1016/j.econedurev.2025.102681","DOIUrl":"10.1016/j.econedurev.2025.102681","url":null,"abstract":"<div><div>Currently, colleges and universities award over a million undergraduate certificates annually, accounting for about a quarter of undergraduate postsecondary credentials awarded each year in the United States. The fastest growing certificates are those that take less than a year to complete, with such awards growing about 60% over the past two decades and outpacing growth in any other type of undergraduate credentials. The precipitous growth in certificate awards, driven by prominent policy initiatives and student demand, has led to questions about the value of short-term postsecondary credentials. We examine the labor market returns to short and very short certificates, including those that require only a few credits to complete, using data from Kentucky that has among the highest awarding rates of such credentials. Though less expensive in terms of both direct and indirect costs, we find that rapid certificates (those that require 6 credits or fewer) have similar labor market returns to longer but still short-term certificates (7-15 or 16-36 credits) in the first few years after the certificate is earned. Rapid certificates yield the greatest immediate earnings and employment gains, though these benefits begin to fade out within a few quarters.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102681"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534973","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 : 2025-08-01Epub Date: 2025-05-17DOI: 10.1016/j.econedurev.2025.102661
Menghan Shen , Xiangrui Zheng , Tong Wang , Xiaoyang Ye
This paper examines the return to advanced data analysis skills among job applicants from economics undergraduate programs employing a resume audit experiment. We randomly assigned fictitious resumes with three levels of data analysis skills (basic, medium, and strong) and submitted them to online job postings. Resumes with basic data analysis skills indicated proficiency in Excel. Resumes with medium data analysis skills demonstrated proficiency in Stata and SPSS, while resumes with strong data analysis skills indicated proficiency in Python and SQL, in addition to Stata and SPSS. Compared to resumes with basic skills, those with medium and strong skills received callback rates that were 2.5 and 2.8 percentage points higher, representing increases of 19.2 % and 21.5 %, respectively. For female applicants, resumes with medium and strong skills received callback rates that were 3.4 and 5.1 percentage points higher, corresponding to increases of 29.8 % and 44.7 %, respectively. These differences in callback rates were statistically significantly different from zero for both the overall sample and female applicants. On the other hand, no statistically significant effect was observed for male applicants. Interview evidence suggests that employers demand data analysis skills as tangible skills, rather than merely considering them as signals of ability. This finding is consistent with human capital theory, as opposed to signaling theory. Moreover, we find evidence of gender discrimination among applicants with basic data analysis skills, where women received statistically significantly lower callback rate than men. However, for resumes indicating advanced data analysis skills, no significant gender differences emerged, suggesting statistical discrimination.
{"title":"The demand for data analytical skills by gender: Evidence from a field experiment","authors":"Menghan Shen , Xiangrui Zheng , Tong Wang , Xiaoyang Ye","doi":"10.1016/j.econedurev.2025.102661","DOIUrl":"10.1016/j.econedurev.2025.102661","url":null,"abstract":"<div><div>This paper examines the return to advanced data analysis skills among job applicants from economics undergraduate programs employing a resume audit experiment. We randomly assigned fictitious resumes with three levels of data analysis skills (basic, medium, and strong) and submitted them to online job postings. Resumes with basic data analysis skills indicated proficiency in Excel. Resumes with medium data analysis skills demonstrated proficiency in Stata and SPSS, while resumes with strong data analysis skills indicated proficiency in Python and SQL, in addition to Stata and SPSS. Compared to resumes with basic skills, those with medium and strong skills received callback rates that were 2.5 and 2.8 percentage points higher, representing increases of 19.2 % and 21.5 %, respectively. For female applicants, resumes with medium and strong skills received callback rates that were 3.4 and 5.1 percentage points higher, corresponding to increases of 29.8 % and 44.7 %, respectively. These differences in callback rates were statistically significantly different from zero for both the overall sample and female applicants. On the other hand, no statistically significant effect was observed for male applicants. Interview evidence suggests that employers demand data analysis skills as tangible skills, rather than merely considering them as signals of ability. This finding is consistent with human capital theory, as opposed to signaling theory. Moreover, we find evidence of gender discrimination among applicants with basic data analysis skills, where women received statistically significantly lower callback rate than men. However, for resumes indicating advanced data analysis skills, no significant gender differences emerged, suggesting statistical discrimination.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102661"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144070989","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 : 2025-08-01Epub Date: 2025-06-03DOI: 10.1016/j.econedurev.2025.102660
Xiaozhou Ding , Yaxiang Song
In this paper, we study how maternal education affects children’s early childhood health outcomes and the development of social and motor skills. We take advantage of the higher education expansion in China, which creates credible exogenous variation in access to colleges that improves mothers’ educational attainment, to examine these effects through an instrumental variable approach. Our results show that increases in years of schooling beyond the nine-year compulsory education level significantly improve children’s outcomes. Specifically, we find that more maternal education reduces the likelihood of low birth weight and accelerates the development of skills such as speaking, counting, and walking. We also conduct multiple hypothesis tests to confirm robustness, finding that the positive effects on child development remain significant. Mechanism analyses suggest that maternal schooling is associated with assortative marriage, rural–urban migration, delayed fertility, and potentially greater awareness of effective child care and investment strategies. This study provides new evidence on the intergenerational benefits of maternal education on a comprehensive set of child outcomes in an emerging economy and contributes to the literature by focusing on educational attainment beyond compulsory schooling.
{"title":"Maternal education and early childhood outcomes in China","authors":"Xiaozhou Ding , Yaxiang Song","doi":"10.1016/j.econedurev.2025.102660","DOIUrl":"10.1016/j.econedurev.2025.102660","url":null,"abstract":"<div><div>In this paper, we study how maternal education affects children’s early childhood health outcomes and the development of social and motor skills. We take advantage of the higher education expansion in China, which creates credible exogenous variation in access to colleges that improves mothers’ educational attainment, to examine these effects through an instrumental variable approach. Our results show that increases in years of schooling beyond the nine-year compulsory education level significantly improve children’s outcomes. Specifically, we find that more maternal education reduces the likelihood of low birth weight and accelerates the development of skills such as speaking, counting, and walking. We also conduct multiple hypothesis tests to confirm robustness, finding that the positive effects on child development remain significant. Mechanism analyses suggest that maternal schooling is associated with assortative marriage, rural–urban migration, delayed fertility, and potentially greater awareness of effective child care and investment strategies. This study provides new evidence on the intergenerational benefits of maternal education on a comprehensive set of child outcomes in an emerging economy and contributes to the literature by focusing on educational attainment beyond compulsory schooling.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102660"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144194475","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 : 2025-08-01Epub Date: 2025-05-14DOI: 10.1016/j.econedurev.2025.102654
Antonia K. Entorf , Thomas J. Dohmen
Personality traits, preferences, and attitudes significantly influence labor market outcomes, and these non-cognitive skills are shaped by the social environment. While curriculum interventions can impact these skills, the effect of compulsory education on non-cognitive skills is less well understood. This study investigates the impact of extending compulsory education by examining educational reforms in four low- and middle-income countries. Utilizing cross-sectional data from the World Bank’s 2012/2013 initiative, we analyze the within-country variation in compulsory education years. Our findings indicate that increased compulsory education decreases emotional stability, grit, hostile attribution bias, patience, and willingness to take risks, while enhancing openness to experience and alternative solution or consequential thinking.
{"title":"The effect of compulsory education on non-cognitive skills: Evidence from low- and middle-income countries","authors":"Antonia K. Entorf , Thomas J. Dohmen","doi":"10.1016/j.econedurev.2025.102654","DOIUrl":"10.1016/j.econedurev.2025.102654","url":null,"abstract":"<div><div>Personality traits, preferences, and attitudes significantly influence labor market outcomes, and these non-cognitive skills are shaped by the social environment. While curriculum interventions can impact these skills, the effect of compulsory education on non-cognitive skills is less well understood. This study investigates the impact of extending compulsory education by examining educational reforms in four low- and middle-income countries. Utilizing cross-sectional data from the World Bank’s 2012/2013 initiative, we analyze the within-country variation in compulsory education years. Our findings indicate that increased compulsory education decreases emotional stability, grit, hostile attribution bias, patience, and willingness to take risks, while enhancing openness to experience and alternative solution or consequential thinking.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"107 ","pages":"Article 102654"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143941257","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