Time preferences,cognitive abilities and intrinsic motivation to exert effort

The experimental literature has found a positive relationship between patience and performance in cognitive tests that are not incentivized by money. It has also been shown that unincentivized cognitive tests capture not only cognitive ability (CA), but also intrinsic motivation related to the test takers’ personality traits. In order to determine whether the relationship between patience and test scores is driven by intrinsic motivation or CA, we run an experiment in which subjects take either incentivized or unincentivized cognitive tests. We find that while incentivized test scores positively correlate with patience, the unincentivized scores are not related to the time preferences of our subjects. The observed correlation between patience and cognitive test scores therefore seems to be driven by CA rather than by intrinsic motivation related to personality traits.     

Patience among children

Recent policy initiatives offer cash payments to children (and often their families) to induce better health and educational choices. These policies implicitly assume that children are especially impatient (i.e., have high discount rates); however, little is known about the nature of children's patience, how it varies across children, and whether children can even make rational inter-temporal choices. This paper examines the inter-temporal choices of 5- to 16-year-old children in an artefactual field experiment. We examine their choices between varying levels of compensation received in 2 or 4 months in the future and in 0 or 2 months in the future. We find that children's choices are consistent with hyperbolic discounting, boys are less patient than girls, older children are more patient and that mathematical achievement test scores, private schooling and parent's patience are not correlated with children's patience. We also find that although more than 25% of children do not make rational inter-temporal choices within a single two-period time frame, we cannot find variables that explain this behavior other than age and standardized mathematical achievement test scores.     

Relative Age,Class Assignment,and Academic Performance: Evidence from Brazilian Primary Schools

Students in Brazil are typically assigned to classes based on the age ranking in their cohort. I exploit this rule to estimate how fifth‐grade students’ achievement in mathematics is affected when they are in classes with older peers. I find that being assigned to the older class leads to a drop in maths scores of about 0.4 of a standard deviation for students at the cut‐off. I provide evidence that heterogeneity in age is an important factor behind this effect. Information on teaching practices and student behaviour sheds light on how class heterogeneity harms learning.     

Analyzing Educational Achievement Differences between Second‐Generation Immigrants: Comparing Germany and German‐Speaking Switzerland

In this study, I provide evidence that the educational achievement of second‐generation immigrants in German‐speaking Switzerland is greater than in Germany. The impact of the first‐generation immigrants' destination decision on their offspring's educational achievement seems to be much more important than has been recognized by the existing literature. I identify the test score gap between these students that cannot be explained by differences in individual and family characteristics. Moreover, I show how this gap evolves over the test score distribution and how the least favorably endowed students fare. My results suggest that the educational system of Switzerland, relative to the German system, enhances the performance of immigrants' children substantially. This disparity is largest when conditioning on the language spoken at home, and prevails even when comparing only students whose parents migrated from the same country of origin.     

Laying the Tracks for Successful Science,Technology, Engineering and Mathematics Education: What Can We Learn from Comparisons of Immigrant–Native Achievement in the USA?

This paper examines the immigrant–native achievement gap in science, technology, engineering, and mathematics (STEM) fields in college in the USA. Using student survey data from the Beginning Postsecondary Longitudinal Studies 2004/09, I find that on average immigrant students have significantly higher rates entering and persisting in STEM fields compared to their native counterparts. There is, however, considerable variation across immigrant generations and race and ethnicity. The immigrant attainment advantage is particularly large among first‐generation Asian and white immigrant students who attended foreign K–12 schools. I explore the channels leading to the achievement gap, including socioeconomic status, individual preferences, and academic preparation in math and science. Results suggest that the immigrant STEM advantage is largely due to better academic preparation in math and science in high school. This indicates that improvements in students' college STEM attainment may depend crucially on policy efforts devoted to strengthening the quality of high school math and science education.     

Accountability,incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools

The recent federal education bill, No Child Left Behind, requires states to test students in grades 3 to 8 each year and to judge school performance on the basis of these test scores. While intended to maximize student learning, there is little empirical evidence about the effectiveness of such policies. This study examines the impact of an accountability policy implemented in the Chicago Public Schools in 1996–1997. Using a panel of student-level, administrative data, I find that math and reading achievement increased sharply following the introduction of the accountability policy, in comparison to both prior achievement trends in the district and to changes experienced by other large, urban districts in the mid-west. However, for younger students, the policy did not increase performance on a state-administered, low-stakes exam. An item-level analysis suggests that the observed achievement gains were driven by increases in test-specific skills and student effort. I also find that teachers responded strategically to the incentives along a variety of dimensions—by increasing special education placements, preemptively retaining students and substituting away from low-stakes subjects like science and social studies.     

The Obama effect? Inspiration and ACT scores

After Barack Obama’s 2008 election to the presidency of the United States, many predicted that the first Black president would inspire a generation of Black Americans, especially students. While stories of Obama inspiring individuals to overachieve are common, it remains to be seen if there was a systemic shift in Black student achievement after Obama’s election. Given the persistent racial score gap between Blacks and Whites on standardized tests, it is important to know if an inspirational figure could have a significant impact. Using ACT data from Chicago Public Schools, I find there is no evidence that Obama’s election had an impact on Black test scores. The racial ACT gap has been increasing since the beginning of the 21st century, and that trend continued after Obama was elected.     

Industrial actions in schools: strikes and student achievement

Many jurisdictions ban teacher strikes on the assumption that they negatively affect student achievement, but there is surprisingly little research on this question. The majority of existing studies make cross‐section comparisons of the achievement of students who do or do not experience a strike. They conclude that strikes do not have an impact. I present new estimates of this impact of strikes using an empirical strategy that controls for fixed student characteristics at the school cohort level, and a sample of industrial actions by teachers in the province of Ontario. The results indicate that teacher strikes in grades 5 or 6 have a negative, statistically significant impact on test score growth between grade 3 and grade 6. The largest impact is on math scores: 29% of the standard deviation of test scores across school/grade cohorts.     

Matching mechanisms and matching quality: Evidence from a top university in China

We compare competing college admission matching mechanisms that differ in preference submission timing (pre-exam, post-exam but pre-score, or post-score) and in matching procedure (Boston (BOS) and serial dictatorship (SD) matching). Pre-exam submission asks students to submit college preferences before entrance exam scores are known, whereas post-score (post-exam) submission removes (reduces) score uncertainties. Theoretical analyses show that although mechanisms with post-score submission or SD matching are ex-post fair and efficient, they are not so ex-ante. Instead, the mechanism with pre-exam submission and BOS matching can be more fair and efficient ex-ante. These hypotheses are supported by empirical test on data from a top school at a top-ranked Chinese university with identification based on temporal and provincial changes. We find that although students admitted under the pre-exam BOS mechanism have lower college entrance exam scores than students admitted through other mechanisms on average, they exhibit similar or even better college academic performance.     

SCHOOL DISCIPLINE: A SOURCE OR SALVE FOR THE RACIAL ACHIEVEMENT GAP?*

Racial disparities in school discipline are believed to contribute to the persistent achievement gap between black and white students. In this article, I estimate the relationship between school discipline and achievement within a structural model, taking into account the spillover effects of disruptive behavior. I find that discipline has an overall positive influence on student performance and that the racial gap in discipline stemming from cross‐school variation in discipline policies is consistent with achievement maximization. Integrating schools can close both the discipline and achievement gaps; however, overall achievement is reduced since schools are less able to target their discipline policies.     

Women,Children and Patience: Experimental Evidence from Indian Villages

Researchers have observed that women in developing countries often make more development friendly choices than men. We implemented experimental tasks among a large and diverse sample of married individuals in rural India and found women to make on average more patient and more risk‐averse choices than men. We find important heterogeneity in gender differences in patience: there is no difference for spouses with no children but patience levels diverge if there are small children in a family. The findings imply that conflicting spousal preferences are most likely in poor families with children.     

How does the ordering of questions affect elicited time preferences?

Since time preferences constitute a concept fundamental to economics, many economists have attempted to elicit time preferences by using multiple price lists. In such endeavours, however, little attention has been paid to the effect of the ordering of questions on elicited time preferences although the ordering effect is well known. We analysed a representative sample of the Indonesian population (13,870 men and 15,858 women) by applying censored maximum likelihood regressions. We exploited the randomized ordering of two series of delay questions (1- and 5-year delays) and estimated the causal effect of the ordering on elicited time preferences. Respondents who considered the longer-delay questions exhibited more patience, and the effects were larger for women. Economists need to take into account the ordering effect as they design experiments by which to elicit time and other preferences.     

Early Tracking and the Misfortune of Being Young

Recent research suggests that the relative age of a student within a grade has a causal effect on educational achievement, and that this effect fades with the duration of schooling. In this study, we estimate the causal relative‐age effect on track choice in Austria, a country where students are first tracked in grade 5 (at the age of 10 years), and again in grade 9. We find a strong positive relative‐age effect on track choice in grades 5–8. The age effect persists beyond grade 8 for students from less‐favorable socioeconomic backgrounds and students in urban areas.     

The Determinants of Risk Aversion: The Role of Intergenerational Transmission

This article studies the relationship between risk attitudes and individual characteristics focusing on the intergenerational transmission of risk preferences. We use a dataset of a sample of Italian students which allows us to build different measures of risk aversion based, respectively, on a survey asking students about their willingness to invest in a risky asset and about their preferences for job security and on the results of an entry test using explicit penalty points in the case of incorrect answers. In line with the findings highlighted by the existing literature, we find that women are more risk averse than men, more patient subjects are more risk averse, while high‐ability students are less risk averse. As far as intergenerational transmission of preferences is concerned, it emerges that students whose fathers are entrepreneurs have a higher propensity to take risks, while students whose fathers are employed in the public sector are more risk averse. Only fathers matter with regards to their children's risk attitudes. These results are robust to different measures of risk aversion and to different specifications of our model.     

从成就测试卷分析看大学英语教学考试质量

本文通过对某高校英语专业05级学生期末试卷的分析发现:此类教学考试在质量上存在一定问题.大学英语教学考试质量应引起高校英语教师的充分关注,否则,此类教学考试中学生的英语成绩就难于客观和公正.     

Peer effects in medical school

Using data on the universe of students who graduated from US medical schools between 1996 and 1998, we examine whether the abilities and specialty preferences of a medical school class affect a student's academic achievement in medical school and his choice of specialty. We mitigate the selection problem by including school-specific fixed effects, and show that this method yields an upper bound on peer effects for our data. We estimate positive peer effects that disappear when school-specific fixed effects are added to control for the endogeneity of a peer group. We find no evidence that peer effects are stronger for blacks, that peer groups are formed along racial lines, or that students with relatively low ability benefit more from their peers than students with relatively high-ability. However, we do find some evidence that peer groups form along gender lines.     

Time to learn? The organizational structure of schools and student achievement

Utilizing parametric and nonparametric techniques, we asses the impact of a heretofore relatively unexplored ‘input’ in the educational process, time allocation, on the distribution of academic achievement. Our results indicate that school year length and the number and average duration of classes affect student achievement. However, the effects are not homogeneous – in terms of both direction and magnitude – across the distribution. We find that test scores in the upper tail of the distribution benefit from a shorter school year, while a longer school year increases test scores in the lower tail. Furthermore, test scores in the lower quantiles increase when students have at least eight classes lasting 46–50 min on average, while test scores in the upper quantiles increase when students have seven classes lasting 45 min or less or 51 min or more.     

Self-fulfilling patience

This paper explores macroeconomic implications of investment in patience in a standard neoclassical growth model with Becker-Mulligan endogenous time preferences. The endogenous discount rate acts as a new margin for inter-temporal decisions, in addition to the standard margin that hinges on the marginal return of capital. This time preference margin alters the equilibrium dynamics and stability of the neoclassical growth model substantially. When the discount rate is positive, there may exist multiple steady states that are either saddle-point stable or unstable. When the discount rate is negative, the unique steady state is locally indeterminate due to self-fulfilling patience investment. Interestingly, the existence of the local indeterminacy does not need any externality. When the discount rate is zero, various types of bifurcations can happen, leading to rich equilibrium dynamics such as limit cycles and chaos. We show that opening up the closed economy can cause aggregate instability.     

CAN NO CHILD LEFT BEHIND CLOSE THE GAPS IN PASS RATES ON STANDARDIZED TESTS?

No Child Left Behind is the most recent federal legislation aimed at eliminating perceived achievement gaps across sociodemographic groups of students in the United States. This article quantifies the degree to which the worst-performing schools can be expected to narrow these gaps by increasing spending to purchase inputs according to better-performing schools. Using data on elementary schools in Illinois, the authors find that 30–50% of the gap is due to uncontrollable school characteristics, such as the racial composition of students. Characteristics that schools can control, such as hiring more teachers, account for 10–25% of the gap. (JEL I21 , I22 , I23 )     

Sorting,peers, and achievement of Aboriginal students in British Columbia

Abstract We examine the contribution of differences in school environments to the gap in education outcomes between Aboriginal and non‐Aboriginal students. We find both substantial school‐level segregation of Aboriginal and non‐Aboriginal students and a substantial gap in test scores. Conventional achievement gap decompositions attribute roughly half of the grade 7 test score gap to between‐school differences and half to within‐school differences. The segregation of Aboriginal students suggests that peer effects might explain some of these between‐school achievement differences. However, we find that peer effects associated with a greater proportion of Aboriginal peers, if anything, improve value‐added exam outcomes of Aboriginal students.