Arbeitspapier
Compulsory Class Attendance versus Autonomy
Understanding the impact of the COVID-19 pandemic on education requires a solid grasp of the impact of student autonomy on learning. In this paper, we estimate the effect of an increased autonomy policy for higher-performing students on short- and longer-term school outcomes. We exploit an institutional setting with high demand for autonomy in randomly formed classrooms. Identification comes from a natural experiment that allowed higher-achieving students to miss 30 percent more classes without penalty. Using a difference-in-difference-in-differences approach, we find that allowing higher-achieving students to skip class more often improves their performance in high-stakes subjects and increases their university admission outcomes. Higher-achieving students in more academically diverse classrooms exerted more autonomy when allowed to.
- Sprache
-
Englisch
- Erschienen in
-
Series: IZA Discussion Papers ; No. 14559
Klassifikation
Wirtschaft
Returns to Education
Returns to Education
Thema
COVID-19
learning autonomy
school attendance
returns to education
natural experiment
learning autonomy
school attendance
returns to education
natural experiment
Ereignis
Geistige Schöpfung
(wer)
Goulas, Sofoklis
Griselda, Silvia
Megalokonomou, Rigissa
Griselda, Silvia
Megalokonomou, Rigissa
Ereignis
Veröffentlichung
(wer)
Institute of Labor Economics (IZA)
(wo)
Bonn
(wann)
2021
- Handle
- Letzte Aktualisierung
-
20.09.2024, 08:21 MESZ
Objekttyp
- Arbeitspapier
Beteiligte
- Goulas, Sofoklis
- Griselda, Silvia
- Megalokonomou, Rigissa
- Institute of Labor Economics (IZA)
Entstanden
- 2021
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