The heterogeneous effect of information on student performance: Evidence from a randomized control trial in Mexico

Avitabile, Ciro; Hoyos, Rafael de

doi:10.1016/j.jdeveco.2018.07.008

Cited by 34 publications

(18 citation statements)

References 40 publications

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“…The evidence discussed suggests that providing information about the real return to schooling would potentially raise school enrolment, as found by Jensen (2010) in Dominican Republic and Nyugen (2010) in Madagascar. Nevertheless, in a number of studies in low-and middleincome countries, interventions combining information on the returns and costs of investing in post-secondary education together with information on requirements, eligibility and access to financial support, have been found to affect young people's expectations but without necessarily affecting their schooling choice (Bonilla et al, 2017 in Colombia;Busso et al, 2017 andHastings et al, 2015 in Chile;Avitabile and de Hoyos (2018) in Mexico; see Novella et al, 2018 for an exhaustive review).…”

Section: The Role Of Expectations For Educational Choice In the Literaturementioning

confidence: 99%

Expecting Better? How Young People Form Their Earnings Expectations

Favara¹,

Glewwe²,

Porter³

et al. 2021

SSRN Journal

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Any 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.

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Section: The Role Of Expectations For Educational Choice In the Literaturementioning

confidence: 99%

Expecting Better? How Young People Form Their Earnings Expectations

Favara¹,

Glewwe²,

Porter³

et al. 2021

SSRN Journal

View full text Add to dashboard Cite

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“…The goal 7 See http://diplomasnow.org/our-impact/. 8 For recent examples, see Bobba and Frisancho (2016), Dinkelman and Martínez (2014), Avitabile and de Hoyos (2015), and Jensen (2010). 9 Early results show that the program promoted socioeconomic diversity in elite universities.…”

Section: But It Takes More Than Moneymentioning

confidence: 99%

“…Such interventions can improve exit exams and career choice, especially among low-income students who tend to suffer the most from information barriers. (Bonilla, Bottan, and Ham, 2016;Hastings et al, 2016;Avitabile and de Hoyos, 2015).…”

Section: The Means To Achieve the Endsmentioning

confidence: 99%

Learning Better: Public Policy for Skills Development

Busso¹,

Cristia²,

Hincapié³

et al. 2017

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This work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http:// creativecommons.org/licenses/by-nc-nd/3.0/igo/legalcode) and may be reproduced with attribution to the Inter-American Development Bank (IDB) and for any non-commercial purpose. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license. Note that link provided above includes additional terms and conditions of the license.The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent. Preface New technologies that are fusing the physical, digital, and biological worlds are impacting all industries, countries, and individuals. This so-called Fourth Industrial Revolution will change the way we live and transform the way we work. Preparing this and future generations of workers for a fast-changing world is not only desirable, it's essential. At the Inter-American Development Bank (IDB) we know that a key ingredient to improve lives in Latin America and the Caribbean is having the right skills to face the challenges of this new era. For this reason, we dedicated the 2017 edition of our flagship publication, Development in the Americas (DIA), to studying this topic and to proposing evidence-based solutions to address this critical problem.Undoubtedly, our region will be heavily impacted by sweeping trends around the world. Artificial intelligence, automation, the Internet of Things, 3D printing, and autonomous vehicles are not science fiction anymore. They are real and available in many parts of the world and beginning to find their way to Latin America and the Caribbean. These new trends are changing our jobs and the way we work. The full impact of these changes is still unknown, but clearly there will be a fundamental transformation in the way businesses do their business and workers do their work.A phrase by Robin Chase (co-founder of Zipcar) is telling: "My father had one job in his lifetime, I will have six jobs in my lifetime, and my children will have six jobs at the same time." Not only will our work not be a 9-to-5 job, but we will also not have the same job for our entire life. The Fourth Industrial Revolution will impose continuous and fast changes that will imply new challenges.A central challenge is how to prepare the workers of today for the jobs of tomorrow. I am optimistic because one of the region's principal assets is its people's talent. But much must be done, starting with helping the many workers in the labor force today find good jobs, and stay updated on t...

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“…However, the assumption of perfect information on returns to education often does not hold. While students in the United States seem to be relatively well-informed about the payoff of a college education (Smith and Powell 1990, Avery and Kane 2004, Rouse 2004, in the Dominican Republic and Mexico, secondary-school students significantly underestimated the earnings returns to education (Jensen 2010, Avitabile andde Hoyos 2015). Even in the U.S., significant misperceptions were discovered for wage differentials of graduates with different college majors; the authors suggested that 7.8 percent of students would likely switch majors if these misperceptions were corrected (Arcidiacono, Hotz, and Kang 2012).…”

Section: Box 2 1: the Role Of Information In Educational Decisionsmentioning

confidence: 99%

From Aspirations to Occupations

2016

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The team benefited from discussions of the preliminary findings of the report with colleagues from Moldova's Ministry of Labor, Social Protection, and Family, Ministry of Education, and National Employment Agency as well as Austrian Development Agency in Moldova. The team is also thankful for the insightful comments and recommendations received from peer reviewers Reena Badiani-Magnusson, Christian Bodewig, and Lars Sondergaard.The team gratefully acknowledges Tamara Ursu and Anna Goodman in providing continuous support to the team. The report was edited by Anne Grant.

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The heterogeneous effect of information on student performance: Evidence from a randomized control trial in Mexico

Cited by 34 publications

References 40 publications

Expecting Better? How Young People Form Their Earnings Expectations

Expecting Better? How Young People Form Their Earnings Expectations

Learning Better: Public Policy for Skills Development

From Aspirations to Occupations

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