The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico. Policy Research Working Paper 7422

Autor/inn/en	Avitabile, Ciro; de Hoyos, Rafael
Institution	World Bank
Titel	The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico. Policy Research Working Paper 7422
Quelle	(2015), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; High School Students; Grade 10; Randomized Controlled Trials; Information Dissemination; Postsecondary Education; Student Financial Aid; Academic Achievement; Intervention; Probability; Standardized Tests; Exit Examinations; Gender Differences; Advantaged; Socioeconomic Status; Models; Grade 12; Mexico + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Informationsverbreitung; Post-secondary education; Tertiäre Bildung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Schulleistung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Standadised tests; Standardisierter Test; Final examination; Abschlussprüfung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Analogiemodell; School year 12; 12. Schuljahr; Schuljahr 12; Mexiko
Abstract	A randomized control trial was conducted to study whether providing 10th grade students with information about the returns to upper secondary and tertiary education, and a source of financial aid for tertiary education, can contribute to improve student performance. The study finds that the intervention had no effects on the probability of taking a 12th grade national standardized exam three years after, a proxy for on-time high school completion, but a positive and significant impact on learning outcomes and self-reported measures of effort. The effects are larger for girls and students from households with a relatively high income. These findings are consistent with a simple model where time discount determines the increase in effort and only students with adequate initial conditions are able to translate increased effort into better outcomes. [This paper is a product of the Education Global Practice Group.] (As Provided).
Anmerkungen	World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01