Pub Date : 2025-04-29DOI: 10.1016/j.econedurev.2025.102653
Sigrid Johanne Husøy , Doriane Mignon
Proficiency in the use of Information and Communication Technology (ICT) has become a basic skill, along with reading, writing and mathematics, and education systems aim at ensuring satisfactory skill level in this aspect. Since 2004, high schools in Norway have increasingly provided personal laptops to students. In line with a growing concern regarding the negative effects of ICTs on well-being, particularly among young people, we evaluate the effect of this distribution on different aspects of students’ well-being (bullying, happiness at school) by leveraging the staggered implementation of the program across schools. We collected data on the year of adoption and matched it with data from a national student survey that occurred every year from 2006 to 2011. The overall results point towards no effect of the program implementation on our well-being outcomes. We find a diminution in the propensity to declare oneself bullied at school, which can be interpreted as a substitution to cyberbullying or crowd-out to other activities. The results suggest the effect is driven by schools where students’ satisfaction with their teachers is above the median.
{"title":"Well-being and technology: The effect of individual laptops in high school","authors":"Sigrid Johanne Husøy , Doriane Mignon","doi":"10.1016/j.econedurev.2025.102653","DOIUrl":"10.1016/j.econedurev.2025.102653","url":null,"abstract":"<div><div>Proficiency in the use of Information and Communication Technology (ICT) has become a basic skill, along with reading, writing and mathematics, and education systems aim at ensuring satisfactory skill level in this aspect. Since 2004, high schools in Norway have increasingly provided personal laptops to students. In line with a growing concern regarding the negative effects of ICTs on well-being, particularly among young people, we evaluate the effect of this distribution on different aspects of students’ well-being (bullying, happiness at school) by leveraging the staggered implementation of the program across schools. We collected data on the year of adoption and matched it with data from a national student survey that occurred every year from 2006 to 2011. The overall results point towards no effect of the program implementation on our well-being outcomes. We find a diminution in the propensity to declare oneself bullied at school, which can be interpreted as a substitution to cyberbullying or crowd-out to other activities. The results suggest the effect is driven by schools where students’ satisfaction with their teachers is above the median.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102653"},"PeriodicalIF":1.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143882267","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 : 2025-04-18DOI: 10.1016/j.econedurev.2025.102651
Sundar Ponnusamy , Trong-Anh Trinh
The rapid shift toward remote learning during the COVID-19 pandemic has highlighted the important role of internet access in educational delivery. While this transition has facilitated educational continuity globally, it has also led to unintended consequences, especially in regions with variable digital readiness. This paper examines the causal relationship between mobile internet prevalence and cognitive performance among children aged 5–16 in Pakistan during the pandemic. Our findings show that in areas with higher internet accessibility, there is a significant reduction in study time. By employing an instrumental variable approach with lightning strikes as the instrument, we find that a higher prevalence of 3G and 4G internet has a detrimental effect on students’ test scores in math, English, and reading, while there is little evidence of effects on the likelihood of dropout. The estimated effects remain consistent across sub-samples classified based on age, gender, and parental education. Our findings emphasize the need for strategies that maximize digital access benefits while minimizing disruptions to education.
{"title":"The impact of mobile internet on student cognitive performance during COVID: Evidence from Pakistan","authors":"Sundar Ponnusamy , Trong-Anh Trinh","doi":"10.1016/j.econedurev.2025.102651","DOIUrl":"10.1016/j.econedurev.2025.102651","url":null,"abstract":"<div><div>The rapid shift toward remote learning during the COVID-19 pandemic has highlighted the important role of internet access in educational delivery. While this transition has facilitated educational continuity globally, it has also led to unintended consequences, especially in regions with variable digital readiness. This paper examines the causal relationship between mobile internet prevalence and cognitive performance among children aged 5–16 in Pakistan during the pandemic. Our findings show that in areas with higher internet accessibility, there is a significant reduction in study time. By employing an instrumental variable approach with lightning strikes as the instrument, we find that a higher prevalence of 3G and 4G internet has a detrimental effect on students’ test scores in math, English, and reading, while there is little evidence of effects on the likelihood of dropout. The estimated effects remain consistent across sub-samples classified based on age, gender, and parental education. Our findings emphasize the need for strategies that maximize digital access benefits while minimizing disruptions to education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102651"},"PeriodicalIF":1.8,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848347","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 : 2025-04-05DOI: 10.1016/j.econedurev.2025.102649
Max van Lent
This paper studies the relationship between the creative abilities of study peers and academic achievement. We conduct a novel large scale field experiment at university, where students are randomized into work groups based on their score on a creativity test prior to university entry. We show that the creative abilities of peers matter for a student’s academic achievement. A one standard deviation higher creativity peer group improves study performance by 6.2 to 7.6 percentage points. Further analysis suggests that students exposed to creative peers become more creative, but do not adjust their overall study effort. This is in line with the idea that creative approaches and questions from peers help students master the study material better. Overall, our study highlights the importance of peer effects of creative students in shaping academic outcomes.
{"title":"Peer creativity and academic achievement","authors":"Max van Lent","doi":"10.1016/j.econedurev.2025.102649","DOIUrl":"10.1016/j.econedurev.2025.102649","url":null,"abstract":"<div><div>This paper studies the relationship between the creative abilities of study peers and academic achievement. We conduct a novel large scale field experiment at university, where students are randomized into work groups based on their score on a creativity test prior to university entry. We show that the creative abilities of peers matter for a student’s academic achievement. A one standard deviation higher creativity peer group improves study performance by 6.2 to 7.6 percentage points. Further analysis suggests that students exposed to creative peers become more creative, but do not adjust their overall study effort. This is in line with the idea that creative approaches and questions from peers help students master the study material better. Overall, our study highlights the importance of peer effects of creative students in shaping academic outcomes.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102649"},"PeriodicalIF":1.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143777649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-03DOI: 10.1016/j.econedurev.2025.102648
William Delgado
Does student–teacher match quality exist? While prior research documents disparities in teachers’ impacts across student types, it has not distinguished between sorting and causal effects as the drivers of these disparities. I develop a flexible disparate value-added model (DVA) and introduce a novel measure of teacher quality — revealed comparative advantage (CA) — that captures the degree to which teachers affect student outcome gaps. Leveraging a quasi-experimental teacher turnover design, I show that the CA measure accurately predicts teachers’ disparate impacts: a teacher with a 1 standard deviation in black CA increases black students’ test scores by 1 standard deviation, with no effect on non-black students’ test scores. This methodological contribution offers a framework to study match effects, with implications for policy efficiency and equity.
{"title":"Disparate teacher effects, comparative advantage, and match quality","authors":"William Delgado","doi":"10.1016/j.econedurev.2025.102648","DOIUrl":"10.1016/j.econedurev.2025.102648","url":null,"abstract":"<div><div>Does student–teacher match quality exist? While prior research documents disparities in teachers’ impacts across student types, it has not distinguished between sorting and causal effects as the drivers of these disparities. I develop a flexible disparate value-added model (DVA) and introduce a novel measure of teacher quality — revealed comparative advantage (CA) — that captures the degree to which teachers affect student outcome gaps. Leveraging a quasi-experimental teacher turnover design, I show that the CA measure accurately predicts teachers’ disparate impacts: a teacher with a 1 standard deviation in black CA increases black students’ test scores by 1 standard deviation, with no effect on non-black students’ test scores. This methodological contribution offers a framework to study match effects, with implications for policy efficiency and equity.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102648"},"PeriodicalIF":1.8,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143768957","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 : 2025-04-02DOI: 10.1016/j.econedurev.2025.102647
Roberto Araya , Elena Arias Ortiz , Nicolas Bottan , Julian Cristia
Despite the potential of learning platforms to improve educational outcomes in developing countries, transitioning their use from supplementary after-school activities to integrate their use during the regular school time has proven difficult. This paper presents results from a randomized evaluation of a bundled program employing an external coordinator to aid 4th grade teachers with the integration of a math learning platform that partially replaced regular school math instruction in Chile. Students in treatment classrooms experienced sizable gains in math achievement, scoring 0.27 standard deviations more than control students as measured in the national standardized exam. The program increased students’ preference for using technology in math instruction and students’ beliefs regarding the malleability of intelligence, while reducing preferences for teamwork. These findings suggest that the integration of the use of learning platforms during the regular school time can produce large gains in academic achievement and influence non-academic outcomes in developing countries.
{"title":"Integrating learning platforms within regular school time: experimental evidence from Chilean primary schools","authors":"Roberto Araya , Elena Arias Ortiz , Nicolas Bottan , Julian Cristia","doi":"10.1016/j.econedurev.2025.102647","DOIUrl":"10.1016/j.econedurev.2025.102647","url":null,"abstract":"<div><div>Despite the potential of learning platforms to improve educational outcomes in developing countries, transitioning their use from supplementary after-school activities to integrate their use during the regular school time has proven difficult. This paper presents results from a randomized evaluation of a bundled program employing an external coordinator to aid 4th grade teachers with the integration of a math learning platform that partially replaced regular school math instruction in Chile. Students in treatment classrooms experienced sizable gains in math achievement, scoring 0.27 standard deviations more than control students as measured in the national standardized exam. The program increased students’ preference for using technology in math instruction and students’ beliefs regarding the malleability of intelligence, while reducing preferences for teamwork. These findings suggest that the integration of the use of learning platforms during the regular school time can produce large gains in academic achievement and influence non-academic outcomes in developing countries.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102647"},"PeriodicalIF":1.8,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747711","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 examines the impact of ethnic clustering during compulsory schooling on the career paths of ethnic minority students. We observe whether students upon completing compulsory school join an academic track, a vocational education, a transition year or no further education. We show that the effect of foreign language peers depends on whether or not they speak the same foreign language as the observed student. A higher overall share of foreign language peers in a cohort increases the probability of these students entering vocational education at the expense of academic education. It also leads to lower projected earnings. Peers speaking the same foreign language as the student observed also increase the student’s chances of joining vocational education, but at the expense of a transition year. Looking at mechanisms, we provide evidence that foreign language peers affect language acquisition negatively, but can provide positive network effects.
{"title":"Ethnic clustering in schools and early career outcomes","authors":"Caroline Chuard , Annatina Aerne , Beatrix Eugster , Roland Hodler","doi":"10.1016/j.econedurev.2025.102645","DOIUrl":"10.1016/j.econedurev.2025.102645","url":null,"abstract":"<div><div>This study examines the impact of ethnic clustering during compulsory schooling on the career paths of ethnic minority students. We observe whether students upon completing compulsory school join an academic track, a vocational education, a transition year or no further education. We show that the effect of foreign language peers depends on whether or not they speak the same foreign language as the observed student. A higher overall share of foreign language peers in a cohort increases the probability of these students entering vocational education at the expense of academic education. It also leads to lower projected earnings. Peers speaking the same foreign language as the student observed also increase the student’s chances of joining vocational education, but at the expense of a transition year. Looking at mechanisms, we provide evidence that foreign language peers affect language acquisition negatively, but can provide positive network effects.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102645"},"PeriodicalIF":1.8,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143619224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-11DOI: 10.1016/j.econedurev.2025.102646
Harold Alderman , Elisabetta Aurino , Priscilla Twumasi Baffour , Aulo Gelli , Festus Ebo Turkson , Brad Wong
Poverty reduction and nutrition are often joint outcomes of many public policies and programs which have education as their primary outcome. Quantification of overall benefits for these programs in a common metric is challenging. We propose a new method to incorporate distributional benefits from poverty reduction into standard education economic evaluations. We apply this to a randomized controlled trial (RCT) evaluating a large-scale school feeding program in Ghana. We first map effect sizes from the RCT in learning-adjusted years of schooling. We then convert these into long-term monetary gains from increased learning, to which we finally add the distributional benefits under different scenarios of inequality aversion preferences. We show that the program has substantial long-term economic gains. While these primarily stem from improved human capital, depending on different scenarios, up to half of total benefits are driven by current gains from the social protection transfer. Beyond school meals, our methodology is relevant to programs that have impacts covering both human capital and distributional benefits, and to economic evaluations beyond education.
{"title":"Assessing the overall benefits of programs enhancing human capital and equity: a new method with an application to school meals","authors":"Harold Alderman , Elisabetta Aurino , Priscilla Twumasi Baffour , Aulo Gelli , Festus Ebo Turkson , Brad Wong","doi":"10.1016/j.econedurev.2025.102646","DOIUrl":"10.1016/j.econedurev.2025.102646","url":null,"abstract":"<div><div>Poverty reduction and nutrition are often joint outcomes of many public policies and programs which have education as their primary outcome. Quantification of overall benefits for these programs in a common metric is challenging. We propose a new method to incorporate distributional benefits from poverty reduction into standard education economic evaluations. We apply this to a randomized controlled trial (RCT) evaluating a large-scale school feeding program in Ghana. We first map effect sizes from the RCT in learning-adjusted years of schooling. We then convert these into long-term monetary gains from increased learning, to which we finally add the distributional benefits under different scenarios of inequality aversion preferences. We show that the program has substantial long-term economic gains. While these primarily stem from improved human capital, depending on different scenarios, up to half of total benefits are driven by current gains from the social protection transfer. Beyond school meals, our methodology is relevant to programs that have impacts covering both human capital and distributional benefits, and to economic evaluations beyond education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102646"},"PeriodicalIF":1.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143591461","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 : 2025-03-06DOI: 10.1016/j.econedurev.2025.102637
Alexander J. Chesney
This paper investigates how promotion policies impact advanced education attainment on employees throughout a career. Using administrative data from the U.S. Department of Defense (DoD), I leverage a natural experiment where academic credentials were masked from promotion consideration. I exploit an event study and difference-in-differences design to find individuals are 14 percentage points (26 percent relative to the mean) less likely to complete a master’s degree when education credentials are no longer considered for promotion. I then explore possible mechanisms by describing how a graduate degree’s promotion premium fluctuates before and after the policy change. I show attendance at for-profit institutions declined substantially after the policy reform; however, I find the promotion premium of a master’s degree from a for-profit to be similar to other academic institutions.
{"title":"Failing to Finish: The role of employer effects on advanced education attainment","authors":"Alexander J. Chesney","doi":"10.1016/j.econedurev.2025.102637","DOIUrl":"10.1016/j.econedurev.2025.102637","url":null,"abstract":"<div><div>This paper investigates how promotion policies impact advanced education attainment on employees throughout a career. Using administrative data from the U.S. Department of Defense (DoD), I leverage a natural experiment where academic credentials were masked from promotion consideration. I exploit an event study and difference-in-differences design to find individuals are 14 percentage points (26 percent relative to the mean) less likely to complete a master’s degree when education credentials are no longer considered for promotion. I then explore possible mechanisms by describing how a graduate degree’s promotion premium fluctuates before and after the policy change. I show attendance at for-profit institutions declined substantially after the policy reform; however, I find the promotion premium of a master’s degree from a for-profit to be similar to other academic institutions.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102637"},"PeriodicalIF":1.8,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551491","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 : 2025-03-06DOI: 10.1016/j.econedurev.2025.102635
Nazar Khalid , Jere R. Behrman , Emily Hannum , Amrit Thapa
India has the world’s largest number of school-aged children. The majority live in rural areas, many of which are highly flood-prone. Previous studies document that in such areas, floods are associated with lower enrollments, attendance, and learning, in some cases with differentiation by gender, caste/religion, and family SES. Previous literature suggests that components of community infrastructure have positive associations with children’s learning. However, previous literature has not addressed whether better community physical and social infrastructures are associated with (1) smaller flood-related learning losses on average, (2) different learning for marginalized versus other children in the absence of floods, and (3) different vulnerabilities to floods for marginalized versus other children. This paper finds that (1) most aspects of community physical and social infrastructure are not associated with lower flood-related learning losses on average, but proximity to towns and several components of social infrastructure are associated with lower flood-related learning losses on average, (2) community physical and social infrastructure components have heterogeneous associations, in some cases increasing, in most cases not affecting, and in other cases reducing disparities in learning between marginalized and other children in the absence of floods, and (3) community physical and social infrastructure components have heterogeneous effects, in some cases increasing, in most cases not affecting, and in other cases reducing disparities in learning between marginalized and other children in the presence of floods.
{"title":"Floods, community infrastructure, and children’s heterogeneous learning losses in rural India","authors":"Nazar Khalid , Jere R. Behrman , Emily Hannum , Amrit Thapa","doi":"10.1016/j.econedurev.2025.102635","DOIUrl":"10.1016/j.econedurev.2025.102635","url":null,"abstract":"<div><div>India has the world’s largest number of school-aged children. The majority live in rural areas, many of which are highly flood-prone. Previous studies document that in such areas, floods are associated with lower enrollments, attendance, and learning, in some cases with differentiation by gender, caste/religion, and family SES. Previous literature suggests that components of community infrastructure have positive associations with children’s learning. However, previous literature has not addressed whether better community physical and social infrastructures are associated with (1) smaller flood-related learning losses on average, (2) different learning for marginalized versus other children in the absence of floods, and (3) different vulnerabilities to floods for marginalized versus other children. This paper finds that (1) most aspects of community physical and social infrastructure are not associated with lower flood-related learning losses on average, but proximity to towns and several components of social infrastructure are associated with lower flood-related learning losses on average, (2) community physical and social infrastructure components have heterogeneous associations, in some cases increasing, in most cases not affecting, and in other cases reducing disparities in learning between marginalized and other children in the absence of floods, and (3) community physical and social infrastructure components have heterogeneous effects, in some cases increasing, in most cases not affecting, and in other cases reducing disparities in learning between marginalized and other children in the presence of floods.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"106 ","pages":"Article 102635"},"PeriodicalIF":1.8,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-15DOI: 10.1016/j.econedurev.2025.102622
Ana Paula Melo
I estimate the redistributive and behavioral effects of a race-neutral affirmative action policy targeting low-income applicants at a flagship university in Brazil. I find that the policy redistributed college seats toward applicants from low socioeconomic backgrounds and underrepresented racial groups, increasing their representation in selective majors. This diversity gain came with an expected decrease in the average achievement of the incoming cohort but retained admissions for candidates in the upper half of the statewide achievement distribution. Applicants also responded strategically to the policy by adjusting their application choices, resulting in a reduction of the socioeconomic gap in applications to selective majors by 21 percent of the unconditional gap and 36 percent when comparing applicants with similar academic backgrounds and demographic characteristics. However, while some applicants successfully updated their choices, others aimed too high and missed their chance of admission—an especially costly outcome for the targeted group.
{"title":"Affirmative action, college access and major choice: Redistribution with strategic behavior","authors":"Ana Paula Melo","doi":"10.1016/j.econedurev.2025.102622","DOIUrl":"10.1016/j.econedurev.2025.102622","url":null,"abstract":"<div><div>I estimate the redistributive and behavioral effects of a race-neutral affirmative action policy targeting low-income applicants at a flagship university in Brazil. I find that the policy redistributed college seats toward applicants from low socioeconomic backgrounds and underrepresented racial groups, increasing their representation in selective majors. This diversity gain came with an expected decrease in the average achievement of the incoming cohort but retained admissions for candidates in the upper half of the statewide achievement distribution. Applicants also responded strategically to the policy by adjusting their application choices, resulting in a reduction of the socioeconomic gap in applications to selective majors by 21 percent of the unconditional gap and 36 percent when comparing applicants with similar academic backgrounds and demographic characteristics. However, while some applicants successfully updated their choices, others aimed too high and missed their chance of admission—an especially costly outcome for the targeted group.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"105 ","pages":"Article 102622"},"PeriodicalIF":1.8,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421605","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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