The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico

Avitabile, Ciro; Hoyos, Rafael de

doi:10.1596/1813-9450-7422

Cited by 27 publications

(26 citation statements)

References 4 publications

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“…This is linked to the fact that females are more likely to be enrolled in college. Avitabile et al (2015) demonstrate that females are more likely to increase their schooling effort after being exposed to information related to education and future career prospects.…”

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confidence: 91%

“…Based on this evidence, several information-based policy experiments have been conducted around the world. Information on labour market wages around the world has been used in China (Loyalka et al, 2013), Colombia (Bonilla et al, 2015), Finland (Pekkala et al, 2015), India (Sequeira et al, 2016), Mexico (Avitabile et al, 2015) and the United States of America (Fryer, 2013). Others have focused instead on knowledge about costs and financial constraints; for example, Hoxby and Turner (2013) in the United States of America, and McGuigan et al (2015) in England.…”

Section: Introductionmentioning

confidence: 99%

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Subjective Earnings and Academic Expectations of Tertiary Education in Colombia

Gamboa¹,

Rodríguez-Lesmes²

2018

ESPE

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We analysed the academic expectations and earning expectations of a nationally representative sample of Colombian students who were finishing their upper-secondary education (high school) and considering three potential scenarios: whether to finish their studies, enrol in a vocational career, or pursue a college degree. We found that these students' earning expectations are correlated with local labour market wages. However, they expect earnings as university graduates that are significantly above the current observed earnings, which is not the case for the other two levels of education. We also found that earning and academic expectations (test scores and odds of attending college) are closely related to their family socioeconomic background, school and municipality characteristics, and even reflect aspects such as gender gaps or private school premiums. Finally, both academic and earnings expectations are related to actual realised test scores. *

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confidence: 91%

Section: Introductionmentioning

confidence: 99%

Subjective Earnings and Academic Expectations of Tertiary Education in Colombia

Gamboa¹,

Rodríguez-Lesmes²

2018

ESPE

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“…5 The use of ENLACE in the CM program possibly increased teacher effort, but as SEP required the use of external proctors, it is unlikely that teachers were able to directly manipulate student responses. Previous work (Avitabile andde Hoyos, 2018, De Hoyos et al, 2018) has shown that ENLACE tests in primary education are correlated with later learning and labor market outcomes.…”

Section: Enlace Testsmentioning

confidence: 98%

The Medium Term Impacts of Cash and In-Kind Food Transfers on Learning

Avitabile¹,

Cunha

Cohn

2019

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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“…The switch in the sign of the gender coefficient is explained by the girls' lower performance in mathematics in Grade 12. See results in online Appendix 5 and Avitabile and De Hoyos (2015) for a discussion on this issue.…”

Section: Econometric Modelmentioning

confidence: 99%

Predicting Individual Wellbeing Through Test Scores: Evidence from a National Assessment in Mexico

Navarro¹,

Estrada²,

Vargas³

2018

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We construct two longitudinal datasets that record students' test scores in a national standardized exam in Mexico and track students from the end of primary (Grade 6) to the end of lower (Grade 9) and upper (Grade 12) secondary school, then to university and labor market participation up to two years after graduation from upper secondary. Our results show that test scores are a strong predictor of future education and labor market outcomes. Using a large sample of twins in our data, we show that the relationship between Grade 6 test scores and future education outcomes goes beyond family background. Finally, we exploit the within-individual correlation between subject test scores and find evidence that this standardized assessment captures in a meaningful way the specific skills that it is designed to measure. These results show that, despite their limitations, large-scale standardized tests can capture skills that are important for future individual wellbeing. RESUMENEn este estudio, construimos dos bases de datos longitudinales que vinculan a nivel individual registros de una prueba estandarizada aplicada a nivel nacional en México. En específico, aparejamos los resultados que obtiene una cohorte de estudiantes al término de la escuela primaria (grado 6), secundaria (grado 9) y media superior (grado 12); y los puntajes en grado 9 de otra cohorte con información acerca de su educación universitaria y participación en el mercado laboral hasta dos años después de concluidos sus estudios de nivel medio superior. Nuestros resultados muestran que los puntajes en esta prueba tienen un alto poder predictivo sobre las trayectorias educativas y laborales a futuro. Utilizando información de una muestra de gemelos en nuestra base de datos, documentamos que la relación entre puntajes en grado 6 y trayectorias educativas a futuro es altamente significativa incluso cuando se compara a individuos con un origen familiar idéntico. Finalmente, utilizando la correlación intra-individuo de puntajes entre materias encontramos evidencia de que esta prueba captura las habilidades específicas que busca medir. Estos resultados muestran que a pesar de sus limitaciones, las pruebas estandarizadas pueden capturar habilidades que son importantes para el bienestar.Small sections of text, that are less than two paragraphs, may be quoted without explicit permission as long as this document is stated. Findings, interpretations and conclusions expressed in this publication are the sole responsibility of its author(s), and it cannot be, in any way, attributed to CAF, its Executive Directors or the countries they represent. CAF does not guarantee the accuracy of the data included in this publication and is not, in any way, responsible for any consequences resulting from its use. AbstractWe construct two longitudinal datasets that record students' test scores in a national standardized exam in Mexico and track students from the end of primary (Grade 6) to the end of lower (Grade 9) and upper (Grade 12) secondary school, then to university and labo...

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The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico

Cited by 27 publications

References 4 publications

Subjective Earnings and Academic Expectations of Tertiary Education in Colombia

Subjective Earnings and Academic Expectations of Tertiary Education in Colombia

The Medium Term Impacts of Cash and In-Kind Food Transfers on Learning

Predicting Individual Wellbeing Through Test Scores: Evidence from a National Assessment in Mexico

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