The Heterogeneous Effect of Information on Student Performance

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.

Bibliographic Details

Main Authors:	de Hoyos, Rafael, Avitabile, Ciro
Format:	Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2015-09
Subjects:	SKILLS, EMPLOYMENT, UNIVERSAL ENROLLMENT, AVERAGE TEST SCORE, SOCIAL NORMS, UNIVERSITY DEGREE, COLLEGE, ECONOMIC GROWTH, TEACHERS, MATH TEST, SCHOOLING, WORK STATUS, PUBLIC EDUCATION, HIGH SCHOOL DROPOUTS, ENROLLMENT, EMPLOYMENT OPPORTUNITIES, GROUPS, MATH SCORES, DEVELOPING COUNTRIES, MATH TEACHER, HIGH SCHOOL, HIGH SCHOOL GRADUATES, EDUCATION OUTCOMES, HIGHER EDUCATION, SUBJECT AREAS, PAPERS, EARLY GRADES, SOCIAL SCIENCES, EXAM, LIFE EXPECTANCY, OPEN ACCESS, KNOWLEDGE, PHYSICS, DEGREE PROGRAMS, LABOR MARKET, COMPLETION RATES, GENDER GAP, MATHEMATICS, POSITIVE IMPACT, SCHOOL DROP, GRADE TEST, GRADUATE, SECONDARY SCHOOLS, ECONOMICS OF EDUCATION, SECONDARY SCHOOL, STUDENT OUTCOMES, SCHOOL CURRICULUM, HOUSEHOLD INCOME, MATH TEACHERS, STUDENT ACHIEVEMENT, VOCATIONAL EDUCATION, SIGNIFICANT IMPACT, LEARNING, GRADUATES, EDUCATION SYSTEM, RESEARCH, SCHOOL STUDENTS, STUDENT REPORTS, SCHOOL COMPLETION, COMPUTER SOFTWARE, CHEMISTRY, TEST SCORES, UPPER SECONDARY SCHOOLS, GRANTS, READING, SUBJECTS, HUMAN CAPITAL, TECHNICAL SCHOOLS, STUDENT ASSESSMENT, DROPOUT RATES, WORKERS, ENROLLMENT RATES, ECONOMIC OUTCOMES, ADOLESCENT GIRLS, VALUES, STUDENT, SCHOOLS, SCHOOL ATTENDANCE, CURRICULUM REFORM, LEARNING OUTCOMES, STUDENT PERFORMANCE, BIOLOGY, AVERAGE SCORE, GRADUATION RATES, EDUCATIONAL CHOICES, ACHIEVEMENT, SECONDARY EDUCATION SYSTEM, LITERATURE, YOUTH, STUDENT SCORES, GRADE REPETITION, CAREERS, LOWER SECONDARY, COLLEGE COSTS, GRADE EXAM, CURRICULUM, TEACHER, EDUCATIONAL OUTCOMES, ADMINISTRATIVE DATA, UPPER SECONDARY, ECONOMIC DEVELOPMENT, FEMALE STUDENTS, BETTER SCHOOLS, COGNITIVE SKILLS, CHILDREN, EDUCATION, SCHOOL PERFORMANCE, INVESTMENT, LOWER SECONDARY SCHOOL, HUMAN RESOURCES, RURAL AREAS, SCHOOL SUPPLY, STUDENT AWARENESS, SCHOLARSHIP PROGRAM, GIRLS, HUMAN CAPITAL INVESTMENT, UNIVERSITY, STUDENTS, HIGHER EDUCATION SYSTEM, GENDER COMPOSITION, INTERVENTIONS, BETTER LEARNING, UPPER SECONDARY EDUCATION, WOMEN, HIGH SCHOOL STUDENTS, CLASSROOM, MARRIAGE MARKET, CLASSROOMS, SCHOOL, FINANCIAL CONSTRAINTS, SECONDARY EDUCATION, TERTIARY EDUCATION, LOWER SECONDARY EDUCATION, RETURNS TO EDUCATION,
Online Access:	http://documents.worldbank.org/curated/en/2015/09/25093620/heterogeneous-effect-information-student-performance-evidence-randomized-control-trial-mexico https://hdl.handle.net/10986/22845
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