Test Scores, Noncognitive Skills and Economic Growth

Balart, Pau; Oosterveen, Matthijs; Webbink, H. Dinand

doi:10.2139/ssrn.2708372

Cited by 3 publications

(1 citation statement)

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“…12 While formulated from a different perspective, a recent literature suggests that student behavioral differences related to effort, care, motivation, and perseverance may impact country test scores (e.g., Borghans and Schils (2012); Balart, Oosterveen, and Webbink (2018); Akyol, Krishna, and Wang (2018); Gneezy et al (2019); Zamarro, Hitt, and Mendez (2019)). These behavioral differences may in turn reflect underlying cultural differences.…”

Section: Patience Risk-taking and Their Interrelatednessmentioning

confidence: 99%

Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking

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Section: Patience Risk-taking and Their Interrelatednessmentioning

confidence: 99%

Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking

et al. 2020

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Immigration and the school system

2017

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This paper presents a tractable model to study the effect of immigration on host countries' school system and student outcomes. In our model, education quality and student outcomes are determined endogenously by the interaction of parents, schools and policy-makers deciding educational resources. Immigration decisions are based on economic factors, immigration policy, as well as on "parental motivation" (parents' concerns about their children education achievement). The model yields results that are consistent with central empirical regularities of the school effects of immigration: (1) there is a negative effect of immigrant pupils on native students;We thank Paula Calvo for excellent research assistance. We thank Roberto Burguet, Jesus (2) the increasing shares of immigrant students are associated with the decline of school resources and quality; (3) the school performance of immigrant children is positively associated with immigration costs; and (4) school achievement increases in parental motivation and those immigrant children with highly motivated parents tend to outperform native children. Importantly, our analysis clarifies under which conditions these empirical regularities take place and emphasizes that the effect of immigration on native pupils is mediated by the way the school system reacts to changes in class composition.

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Let the girls learn! It is not only about math … it's about gender social norms

Rodríguez‐Planas

Nollenberger

2018

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in Let the Girls Learn! It is not Only about Math… It's about Gender Social Norms mArch 2017Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world's largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. (1) expand to other subjects (namely reading and science); (2) are shaped by beliefs on women's political empowerment and economic opportunity; and (3) are driven by parents'influencing their children's (especially their girls') preferences. Our evidence further suggest that these findings are driven by cognitive skills, suggesting that social gender norms affect parent's expectations on girls' academic knowledge relative to that of boys, but not on other attributes for success--such as non-cognitive skills. Taken together, our results highlight the relevance of general (as opposed to math-specific) gender stereotypes on the math gender gap, and suggest that parents' gender social norms shape youth's test scores by transmitting preferences for cognitive skills. JEL Classification:I21, I24, J16, Z13

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Test Scores, Noncognitive Skills and Economic Growth

Cited by 3 publications

References 42 publications

Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking

Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking

Immigration and the school system

Let the girls learn! It is not only about math … it's about gender social norms

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