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  1. Promoting female interest in economics: limits to nudges
    Autor*in: Pugatch, Todd; Schroeder, Elizabeth
    Erschienen: July 2020
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Why is the proportion of women who study Economics so low? This study assesses whether students respond to messages about majoring in Economics, and whether this response varies by student gender. We conducted an experiment among more than 2,000... mehr

    Zugang:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    Why is the proportion of women who study Economics so low? This study assesses whether students respond to messages about majoring in Economics, and whether this response varies by student gender. We conducted an experiment among more than 2,000 students enrolled in Economics Principles courses, with interventions proceeding in two phases. In the first phase, randomly assigned students received a message with basic information about the Economics major, or the basic message combined with an emphasis on the rewarding careers or financial returns associated with the major. A control group received no such messages. In the second phase, all students receiving a grade of B- or better received a message after the course ended encouraging them to major in Economics. For a randomly chosen subset of these students, the message also encouraged them to persist in Economics even if their grade was disappointing. The basic message increased the proportion of male students majoring in Economics by 2 percentage points, equivalent to the control mean. We find no significant effects for female students. Extrapolating to the full sample, the basic message would nearly double the male/female ratio among Economics majors. Our results suggest the limits of light-touch interventions to promote diversity in Economics.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/223931
    Schriftenreihe: Discussion paper series / IZA ; no. 13489
    Umfang: 1 Online-Ressource (circa 45 Seiten), Illustrationen
  2. A simple nudge increases socioeconomic diversity in undergraduate economics
    Autor*in: Pugatch, Todd; Schroeder, Elizabeth
    Erschienen: 2021
    Verlag:  Global Labor Organization (GLO), Essen

    We assess whether a light-touch intervention can increase socioeconomic and racial diversity in undergraduate Economics. We randomly assigned over 2,200 students a message with basic information about the Economics major; the basic message combined... mehr

    Zugang:
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 565
    Fernleihe:
    keine Fernleihe

     

    We assess whether a light-touch intervention can increase socioeconomic and racial diversity in undergraduate Economics. We randomly assigned over 2,200 students a message with basic information about the Economics major; the basic message combined with an emphasis on the rewarding careers or financial returns associated with the major; or no message. Messages increased the proportion of first generation and underrepresented minority (URM) students majoring in Economics by five percentage points. This effect size was sufficient to reverse the gap in Economics majors between first generation/URM students and students not in these groups. Effect sizes were larger and more precise for better-performing students and first generation students. Extrapolating to the full sample, the treatment would double the proportion of first generation and underrepresented minority students majoring in Economics.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/234429
    Schriftenreihe: GLO discussion paper ; no. 851
    Schlagworte: college major choice; diversity in Economics; higher education; nudges; randomized control trial
    Umfang: 1 Online-Ressource (circa 31 Seiten), Illustrationen
  3. A simple nudge increases socioeconomic diversity in undergraduate Economics
    Autor*in: Pugatch, Todd; Schroeder, Elizabeth
    Erschienen: May 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We assess whether a light-touch intervention can increase socioeconomic and racial diversity in undergraduate Economics. We randomly assigned over 2,200 students a message with basic information about the Economics major; the basic message combined... mehr

    Zugang:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    We assess whether a light-touch intervention can increase socioeconomic and racial diversity in undergraduate Economics. We randomly assigned over 2,200 students a message with basic information about the Economics major; the basic message combined with an emphasis on the rewarding careers or financial returns associated with the major; or no message. Messages increased the proportion of first generation and underrepresented minority (URM) students majoring in Economics by five percentage points. This effect size was sufficient to reverse the gap in Economics majors between first generation/URM students and students not in these groups. Effect sizes were larger and more precise for better-performing students and first generation students. Extrapolating to the full sample, the treatment would double the proportion of first generation and underrepresented minority students majoring in Economics.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/236449
    Schriftenreihe: Discussion paper series / IZA ; no. 14418
    Schlagworte: college major choice; diversity in economics; higher education; nudges; randomized control trial
    Umfang: 1 Online-Ressource (circa 32 Seiten), Illustrationen
  4. Study more tomorrow
    Autor*in: Pugatch, Todd; Schroeder, Elizabeth; Wilson, Nicholas
    Erschienen: 2022
    Verlag:  Global Labor Organization (GLO), Essen

    We design a commitment contract for college students, "Study More Tomorrow," and conduct a randomized control trial testing a model of its demand. The contract commits students to attend peer tutoring if their midterm grade falls below a prespecified... mehr

    Zugang:
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 565
    Fernleihe:
    keine Fernleihe

     

    We design a commitment contract for college students, "Study More Tomorrow," and conduct a randomized control trial testing a model of its demand. The contract commits students to attend peer tutoring if their midterm grade falls below a prespecified threshold. The contract carries a financial penalty for noncompliance, in contrast to other commitment devices for studying tested in the literature. We find demand for the contract, with take-up of 10% among students randomly assigned a contract offer. Contract demand is not higher among students randomly assigned to a lower contract price, plausibly because a lower contract price also means a lower commitment benefit of the contract. Students with the highest perceived utility for peer tutoring have greater demand for commitment, consistent with our model. Contrary to the model's predictions, we fail to find evidence of increased demand among presentbiased students or among those with higher self-reported tendency to procrastinate. Our results show that college students are willing to pay for study commitment devices. The sources of this demand do not align fully with behavioral theories, however.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/260491
    Schriftenreihe: GLO discussion paper ; no. 1115
    Schlagworte: economics of education; higher education; commitment contracts; randomized control trials
    Umfang: 1 Online-Ressource (circa 13 Seiten), Illustrationen
  5. Study more tomorrow
    Autor*in: Pugatch, Todd; Schroeder, Elizabeth; Wilson, Nicholas
    Erschienen: June 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We design a commitment contract for college students, "Study More Tomorrow," and conduct a randomized control trial testing a model of its demand. The contract commits students to attend peer tutoring if their midterm grade falls below a prespecified... mehr

    Zugang:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    We design a commitment contract for college students, "Study More Tomorrow," and conduct a randomized control trial testing a model of its demand. The contract commits students to attend peer tutoring if their midterm grade falls below a prespecified threshold. The contract carries a financial penalty for noncompliance, in contrast to other commitment devices for studying tested in the literature. We find demand for the contract, with take-up of 10% among students randomly assigned a contract offer. Contract demand is not higher among students randomly assigned to a lower contract price, plausibly because a lower contract price also means a lower commitment benefit of the contract. Students with the highest perceived utility for peer tutoring have greater demand for commitment, consistent with our model. Contrary to the model's predictions, we fail to find evidence of increased demand among present-biased students or among those with higher self-reported tendency to procrastinate. Our results show that college students are willing to pay for study commitment devices. The sources of this demand do not align fully with behavioral theories, however.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/263583
    Schriftenreihe: Discussion paper series / IZA ; no. 15367
    Schlagworte: economics of education; higher education; commitment contracts; randomized control trials
    Umfang: 1 Online-Ressource (circa 14 Seiten), Illustrationen
  6. Promoting female interest in economics
    limits to nudges
    Autor*in: Pugatch, Todd; Schroeder, Elizabeth
    Erschienen: 2020
    Verlag:  Global Labor Organization (GLO), Essen

    Why is the proportion of women who study Economics so low? This study assesses whether students respond to messages about majoring in Economics, and whether this response varies by student gender. We conducted an experiment among more than 2,000... mehr

    Zugang:
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 565
    Fernleihe:
    keine Fernleihe

     

    Why is the proportion of women who study Economics so low? This study assesses whether students respond to messages about majoring in Economics, and whether this response varies by student gender. We conducted an experiment among more than 2,000 students enrolled in Economics Principles courses, with interventions proceeding in two phases. In the first phase, randomly assigned students received a message with basic information about the Economics major, or the basic message combined with an emphasis on the rewarding careers or financial returns associated with the major. A control group received no such messages. In the second phase, all students receiving a grade of B- or better received a message after the course ended encouraging them to major in Economics. For a randomly chosen subset of these students, the message also encouraged them to persist in Economics even if their grade was disappointing. The basic message increased the proportion of male students majoring in Economics by 2 percentage points, equivalent to the control mean. We find no significant effects for female students. Extrapolating to the full sample, the basic message would nearly double the male/female ratio among Economics majors. Our results suggest the limits of light-touch interventions to promote diversity in Economics.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/222312
    Schriftenreihe: GLO discussion paper ; no. 597
    Umfang: 1 Online-Ressource (circa 44 Seiten)
  7. Incentives for teacher relocation
    evidence from the Gambian hardship allowance
    Autor*in: Pugatch, Todd; Schroeder, Elizabeth
    Erschienen: 2013
    Verlag:  IZA, Bonn

    We evaluate the impact of the Gambian hardship allowance, which provides a salary premium of 30-40% to primary school teachers in remote locations, on the distribution and characteristics of teachers across schools. A geographic discontinuity in the... mehr

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4 (7723)
    Fernleihe:
    keine Fernleihe

     

    We evaluate the impact of the Gambian hardship allowance, which provides a salary premium of 30-40% to primary school teachers in remote locations, on the distribution and characteristics of teachers across schools. A geographic discontinuity in the policy's implementation and the presence of common pre-treatment trends between hardship and non-hardship schools provide sources of identifying variation. We find that the hardship allowance increased the share of qualified (certified) teachers by 10 percentage points. The policy also reduced the pupil-qualified teacher ratio by 27, or 61% of the mean, in recipient schools close to the distance threshold. Further analysis suggests that these gains were not merely the result of teachers switching from non-hardship to hardship schools. With similar policies in place in more than two dozen other developing countries, our study provides an important piece of evidence on their effectiveness.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Hinweise zum Inhalt
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/89883
    Schriftenreihe: Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit ; 7723
    Umfang: Online-Ressource (38 S.), graph. Darst., Kt.
  8. Teacher pay and student performance
    evidence from the Gambian hardship allowance
    Autor*in: Pugatch, Todd; Schroeder, Elizabeth
    Erschienen: 2014
    Verlag:  IZA, Bonn

    We evaluate the impact of the Gambian hardship allowance, which provides a salary premium of 30-40% to primary school teachers in remote locations, on student performance. A geographic discontinuity in the policy's implementation provides identifying... mehr

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4 (8621)
    Fernleihe:
    keine Fernleihe

     

    We evaluate the impact of the Gambian hardship allowance, which provides a salary premium of 30-40% to primary school teachers in remote locations, on student performance. A geographic discontinuity in the policy's implementation provides identifying variation. We find no effects of the hardship allowance on average student performance. These null average effects hide important heterogeneity, with learning gains for students at the top of the distribution and losses for those at the bottom. With over two dozen developing countries implementing similar policies to increase teacher compensation in rural schools, this study offers important evidence on their effectiveness.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Hinweise zum Inhalt
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/106568
    Schriftenreihe: Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit ; 8621
    Umfang: Online-Ressource (36 S.), graph. Darst., Kt.
  9. Identifying spatial efficiency: equity tradeoffs in territorial development policies ; evidence from Uganda
    Autor*in: Lall, Somik V.; Schroeder, Elizabeth; Schmidt, Emily
    Erschienen: 2009
    Verlag:  World Bank, Economics and Urban Development Dep., Spatial and Local Development Team, Washington, DC

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    VS 2 (4966)
    Fernleihe:
    keine Fernleihe
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Hinweise zum Inhalt
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    Schriftenreihe: Policy research working paper ; 4966
    Schlagworte: Regionalplanung; Infrastrukturinvestition; Wirkungsanalyse; Uganda
    Umfang: Online-Ressource (27 S.), graph. Darst., Kt.
    Bemerkung(en):

    Literaturverz. S. 24 - 25