Publications

Ausgewählte Publikationen ab 2021:
Selected publications from 2021 onwards:

Anger, S.; Christoph, B.; Galkiewicz, A.; Margaryan, S.; Peter, F.; Sandner, M. & Siedler, T. (2024): “War, international spillovers, and adolescents: Evidence from Russia’s invasion of Ukraine in 2022.”, Journal of Economic Behaviour & Organization

Using novel longitudinal data, this paper studies the short- and medium-term effects of Russia’s invasion of Ukraine on February 24, 2022 on social trust of adolescents in Germany. Comparing adolescents who responded to our survey shortly before the start of the war with those who responded shortly after the conflict began and applying difference-in-differences (DiD) models over time, we find a significant decline in the outcome after the war started. These findings provide new evidence on how armed conflicts influence social trust and well-being among young people in a country not directly involved in the war.

Bietenbeck, J. (2024): “Do Motivated Classmates Matter for Educational Success?”, Economic Journal

I provide evidence of social spillovers of personality by showing that being in class with motivated peers affects educational success. I first document that academic motivation, a key aspect of personality in the context of education, predicts own achievement, classroom behavior, high school GPA, and college-test taking among elementary school students. Exploiting random assignment of students to classes, I then show that exposure to motivated classmates causally affects achievement, an effect that operates over and above spillovers of classmates’ past achievement and socio-demographic composition. However, peer motivation in elementary school does not affect own motivation and long-term educational success.

Brade, R. (2024): “Social Information and Ecuational Investment - Nudging Remedial Math Course Participation”, Education Finance and Policy

Using field experiments, I investigate if provision of (social) information can increase incoming university students’ attendance in a voluntary remedial math course. In Intervention 1, treated students receive an invitation letter with or without information about a past sign-up rate for the course. In Intervention 2, among those who signed up for the course, treated students receive reminder letters including or excluding information on how helpful the course had been evaluated by previous students. On average, no treatment increases participation in the course, but further analyses reveal that the effects in Intervention 1 are heterogeneous along two dimensions: First, suggesting salience as a mechanism, both types of information raise attendance among students who enroll late in their study program, which in turn increases their first-year performance and closes the achievement gap to early enrollees. Second, the effect of the letter with information about the past sign-up rate depends on the predicted ex-ante sign-up probability. Students whose probability falls just short of the past sign-up rate increase sign-up and participation, while the opposite is true for students whose sign-up probability exceeds the social information. Along this dimension, however, the changes in attendance do not carry over to academic achievements.

Gust, S.; Hanushek, E. A. & Woessmann, L. (2024): “Global Universal Basic Skills: Current Deficits and Implications for World Development”, Journal of Development Economics

How far is the world away from ensuring that every child obtains the basic skills needed to be competitive in a modern economy? And what would accomplishing this mean for world development? We provide new approaches for estimating the lack of basic skills that allow mapping achievement across countries of the world onto a common (PISA) scale. We then estimate the share of children not achieving basic skills for 159 countries that cover 98% of world population and 99% of world GDP. We find that at least two-thirds of the world’s youth do not reach basic skill levels, ranging from 24% in North America to 89% in South Asia and 94% in Sub-Saharan Africa. Our economic analysis suggests that the present value of lost world economic output due to missing the goal of global universal basic skills amounts to over $700 trillion over the remaining century, or 12% of discounted GDP.

Huebener, M.; Danzer, N.; Pape, A.; Schober, P.; Spiess, C. K. & Wagner, G. G. (2024). “Cracking under Pressure? Gender Role Attitudes Toward Maternal Employment During COVID-19 in Germany”, Feminist Economics

The COVID-19 pandemic posed unprecedented challenges to gender equality, particularly affecting working parents due to disruptions in daycare and school operations. It also impacted labor market opportunities for both men and women. This study investigates shifts in gender role attitudes toward maternal employment in Germany during pandemic lockdowns and subsequent periods of eased restrictions, using combined data from 2008 to early 2022. During the lockdown in early 2021, the study documents a significant decline in egalitarian attitudes, especially for men with dependent children and women without dependent children in the household. The results are discussed and interpreted against the background of various theoretical approaches. During periods of eased restrictions in early 2022, the trend reversed, and gender role attitudes recovered significantly for the same groups. The findings imply that pandemic-related changes in gender role attitudes toward maternal employment were largely transitory.

Kiessling, L.; Pinger, P.; Seegers, P. & Bergerhoff, J. (2024): “Gender differences in wage expectations and negotiation”, Labour Economics

This paper presents evidence from a large-scale study on gender differences in expected wages before labor market entry. Based on data for over 15,000 students, we document a significant and large gender gap in wage expectations that resembles actual wage differences, prevails across subgroups, and along the entire distribution. Over the life-cycle this gap amounts to roughly half a million Euros. Our findings further suggest that expected wages relate to expected asking and reservation wages and that a difference in plans about “boldness” during prospective wage negotiations pertains to gender difference in expected and actual wages. Given the importance of wage expectations for labor market decisions, household bargaining, and wage setting, our results provide an explanation for persistent gender inequalities.

Meurs, D. & Puhani, P. A. (2024): “Culture as a Hiring Criterion: Systemic Discrimination in a Procedurally Fair Hiring Process”, Labour Economics

Criteria used in hiring workers often do not reflect the skills required on the job. By comparing trainee performance for newly hired workers conditional on competitive civil service examination scores for hiring French public sector workers, we test whether women and men with the same civil service examination score exhibit similar performance in a job-related trainee programme. Both the civil service examination and trainee scores contain anonymous and non-anonymous components that we observe separately. We find that by the end of the trainee programme (first year of employment), women are outperforming men on both anonymous written and non-anonymous oral evaluations, a finding that holds both conditionally and unconditionally for the civil service examination results. According to further analysis, however, it is the anonymously graded “essay on common culture” civil service examination that, unlike the other CSE components, disadvantages women in this particular context.

Nagler, M.; Johannes R. & Winkler, E. (2024): “High Pressure, High Paying Jobs?”, The Review of Economics and Statistics

Work-related stress has reportedly increased over time. Using worker-level survey data, we build a measure of work pressure strongly associated with adverse health outcomes. In line with theories of compensating differentials, work pressure comes with a sizable earnings premium, even within narrowly defined occupations. As expected, we find no premium among civil servants who face strong labor market frictions. In complementary stated-choice experiments, we uncover a substantial willingness-to-pay to avoid work pressure. Our evidence is consistent with workers sorting into high- and low-pressure jobs. Differences in the prevalence and valuation of work pressure explain a substantial share of wage inequality.

Nagler, M.; Johannes R. & Winkler, E. (2024): “Working from Home, Commuting, and Gender”, Journal of Population Economics

Work from home (WFH) arrangements may provide an opportunity to reduce gender gaps in labor market outcomes by reducing the gender differences in the willingness to commute. Using a stated-preference experiment among German employees, we estimate workers’ valuation of working from home and its impact on willingness-to-pay to avoid commuting by gender after the end of the COVID pandemic. We show that workers are willing to give up 7.7% of their earnings for full WFH and 5.4% for 2-day WFH on average. The willingness-to-pay for WFH steeply increases with commuting distance, in line with WFH reducing the need for long commutes for many workers. Importantly, we find that WFH reduces, but does not close, the gender gap in willingness-to-pay to avoid commuting. This result is unaffected by accounting for underage children in the household. This suggests that hopes of technology closing the gender wage gap are premature.

Neffke, F.; Nedelkoska, L. & Wiederhold, S. (2024): “Skill Mismatch and the Costs of Job Displacement”, Research Policy

Establishment closures have lasting negative consequences for the workers displaced from their jobs. We study how these consequences vary with the amount of skill mismatch that workers experience after job displacement. Developing new measures of occupational skill redundancy and skill shortage, we analyze the work histories of individuals in Germany between 1975 and 2010. We estimate difference-in-differences models, using a sample of displaced workers who are matched to statistically similar non-displaced workers. We find that displacements increase the probability of occupation change eleven-fold. Moreover, the magnitude of post-displacement earnings losses strongly depends on the type of skill mismatch that workers experience in such job switches. Whereas skill shortages are associated with relatively quick returns to the earnings trajectories that displaced workers would have experienced absent displacement, skill redundancy sets displaced workers on paths with permanently lower earnings. We show that these differences can be attributed to differences in mismatch after displacement, and not to intrinsic differences between workers making different post-displacement career choices.

Resnjanskij, S.; Ruhose, K.; Wiederhold, S.; Woessmann, L. & Wedel, K. (2024): “Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects”, Journal of Political Economicy

We study a mentoring program that aims to improve the labor market prospects of disadvantaged adolescents. Our randomized controlled trial investigates its effectiveness on three outcomes highly predictive of later labor market success: math grades, patience/social skills, and labor market orientation. For low-SES (socioeconomic status) adolescents, the mentoring increases a combined index of the outcomes by over half a standard deviation after 1 year, with significant increases in each outcome. Effects on grades and labor market orientation, but not on patience/social skills, persist 3 years after program start. By that time, the mentoring also improves early realizations of school-to-work transitions for low-SES adolescents. The mentoring is not effective for higher-SES adolescents.

Schoner, F.; Mergele, L. & Zierow, L. (2024): “Grading student behavior”, Labour Economics

Numerous countries mandate comportment grades rating students’ social and work behavior in the classroom from teachers, yet their impact on student outcomes remains unclear. We exploit the staggered introduction of comportment grading across German federal states to estimate its causal effect on students’ school-to-work transitions, non-cognitive skills, and reading skills. Analyzing two different household surveys and student assessment data, point estimates of causal effects are close to zero for all outcomes. However, while confidence intervals for school-to-work transitions and non-cognitive skills allow us to reject meaningful effect sizes, those for reading skills are wider and need to be interpreted more cautiously. We use additional data sources to investigate potential explanations.

Berlingieri, F.; Diegmann, A. & Sprietsma, M. (2023): “Preferred field of study and academic performance”, Economics of Education Review

This paper investigates the impact of studying the first-choice university subject on dropout and switching field of study for a cohort of students in Germany. Using detailed survey data, and employing an instrumental variable strategy based on variation in the local field of study availability, we provide evidence that students who are not enrolled in their preferred field of study are more likely to change their field, delay graduation and drop out of university. The estimated impact on dropout is particularly strong among students of low socio-economic status and is likely to be driven by lower effort and motivation.

Bietenbeck, J.; Leibing, A.; Marcus, J. & Weinhardt, F. (2023): “Tuition fees and educational attainment”, European Economic Review

Following a landmark court ruling in 2005, more than half of Germany’s universities started charging tuition fees, which were later abolished in a staggered manner. We exploit the fact that even students who were already enrolled had to start paying fees. We show that fees increase study effort and degree completion among these students. However, fees also decrease first-time university enrollment among high school graduates. Combining this enrollment impact with the effect on completion, we find that fees around the zero-price margin have only little effect on overall educational attainment. We conclude by discussing policies targeting the separate effect margins of fees and caution against a general abolition.

Bietenbeck, J. & Collins, M. (2023): “New evidence on the importance of instruction time for student achievement on international assessments”, Journal of Applied Econometrics

We re-examine the importance of instruction time for student achievement on international assessments. We successfully replicate the positive effect of weekly instruction time in the seminal paper by Lavy (Economic Journal, 125, F397-F424) in a narrow sense. Extending the analysis to other international assessments, we find effects that are consistently smaller in magnitude. We provide evidence that this discrepancy might be partly due to a different way of measuring instruction time in the data used in the original paper. Our results suggest that differences in instruction time are less important than previously thought for explaining international gaps in student achievement.

Braschke, F. & Puhani, P. A. (2023): “Population Adjustment to Asymmetric Labour Market Shocks in India: A Comparison to Europe and the United States at Two Different Regional Levels”, The Indian Journal of Labour Economics

This paper uses Indian EUS-NSSO data on 32 states/union territories and 570 districts for a bi-annual panel with 5 waves to estimate how regional population reacts to asymmetric shocks. These shocks are measured by non-employment rates, unemployment rates, and wages in fixed-effects regressions which effectively use changes in these indicators over time within regions as identifying information. Because we include region and time effects, we interpret regression-adjusted population changes as proxies for regional migration. Comparing the results with those for the United States (US) and the European Union (EU), the most striking difference is that, in India, we do not find any significant reactions to asymmetric non-employment shocks at the state level, only at the district level, whereas the estimates are statistically significant and of similar size for the state/NUTS-1 (Classification of Territorial Units for Statistics (NUTS, the French abbreviation for “nomenclature d’unités territoriales 21 statistiques”)) and district level in both the US and Europe. We find that Indian workers react to asymmetric regional shocks by adjusting up to a third of a regional non-employment shock through migration within 2 years. This is somewhat higher than the response to non-employment shocks in the US and the EU but somewhat lower than the response to unemployment shocks in these economies. In India, the unemployment rate does not seem to be a reliable measure of regional shocks, at least we find no significant effects for it. However, we find a significant population response to regional wage differentials in India at both the state and district level.

Brosch, H.; Heisig, K. & Zierow, L. (2023): “Der Einfluss der Tagespflege auf die kindliche Entwicklung”, Zeitschrift für Erziehungswissenschaft

This study examines the short-run impact of family daycare on child development compared to center-based care. International studies suggest that family daycare attendance tends to have negative impacts on children compared to center-based care. Using the NEPS newborn cohort, we can evaluate whether this also holds in the German context. We use two different methodological approaches to estimate the effect of family daycare. Our results suggest that family daycare does not have statistically significant worse effects on child development than care centers, with the exception of habituation.

Hardt, D.; Nagler M. & Rincke, J. (2023): “Tutoring in (Online) Higher Education: Experimental Evidence”, Economics of Education Review

Demand for personalized online tutoring in higher education is growing but there is little research on its effectiveness. We conducted an RCT offering remote peer tutoring in micro- and macroeconomics at a German university teaching online due to the Covid-pandemic. Treated students met in small groups, in alternating weeks with and without a more senior student tutor. The treatment improved study behavior and increased contact to other students. Tutored students achieved around 30% more credits and a one grade level better GPA across treated subjects. Our findings suggest that the program reduced outcome inequality. We find no impacts on mental health.

Hermes, H.; Lergetporer, P.; Mierisch F.; Peter, F. & Wiederhold, S. (2023): “Males Should Mail? Gender Discrimination in Access to Childcare”, AEA Papers & Proceedings

This study investigates discrimination against women when searching and applying for childcare in a nationwide field experiment. We send emails from fictitious parents to 9.313 childcare centers in Germany inquiring about access to childcare. We randomize whether the email is sent by the child’s mother or father. Our results show that women receive shorter and less positive responses than men. The probability of receiving a response does not differ by gender, highlighting the importance of going beyond response rates to detect discrimination. We provide suggestive evidence that regional differences in gender discrimination are related to gender norms.

Heß, P.; Janssen, S. & Leber, U. (2023): “The effect of automation technology on workers’ training participation”, Economics of Education Review

We use detailed survey data to study the influence of automation technology on workers’ training participation. We find that workers who are exposed to substitution by automation are 15 percentage points less likely to participate in training than those who are not exposed to it. However, workers who leave occupations that are highly exposed to automation increase their training participation, while those who enter them train consistently less. The automation training gap is particularly pronounced for medium-skilled and male workers, and is largely driven by the lack of ICT training and training for soft skills. Moreover, workers in exposed occupations receive less financial and nonfinancial training support from their firms, and the training gap is almost entirely related to a gap in firm-financed training courses.

Lergetporer, P. & Woessmann, L. (2023): “Earnings Information and Public Preferences for University Tuition: Evidence from Representative Experiments”, Journal of Public Economics

Higher education finance depends on the public’s preferences for charging tuition, which may be partly based on beliefs and awareness about the university earnings premium. To test whether public support for tuition depends on earnings information, we devise survey experiments in representative samples of the German electorate (N > 15,000). The electorate is divided, with a plurality opposing tuition. Providing information on the university earnings premium raises support for tuition by 7 percentage points, turning the plurality in favor. The opposition-reducing effect persists two weeks after treatment. While there is some evidence of information-based updating of biased beliefs, the effect seems to mainly work through increased salience which triggers reduced consideration of financial constraints when forming preferences for tuition. Information on fiscal costs and unequal access does not affect public preferences. We subject the baseline result to various experimental tests of replicability, robustness, heterogeneity, and consequentiality.

Sadner, M.; Patzina, A.; Anger, S.; Bernhard, S. & Dietrich, H. (20223): “The COVID-19 pandemic, well-being, and transitions to post-secondary education”, Review of Economics of the Household

This study examines the immediate and intermediate effects of the COVID-19 pandemic on the well-being of two high school graduation cohorts (2020 and 2021) and how changes in well-being affect students’ educational plans and outcomes. Our unique panel data on 3697 students from 214 schools in 8 German federal states contain prospective survey information on three dimensions of well-being: mental health problems, self-rated health, and life satisfaction. Data is collected several months before (fall 2019), shortly before and soon after (spring 2020) as well as several months after (fall/winter 2020/21) the beginning of the COVID-19 pandemic. Applying difference-in-differences designs, random effect growth curve models, and linear regression models, we find that school closures had a positive immediate effect on students’ well-being. Over the course of the pandemic, however, well-being strongly declined, mainly among the 2021 graduation cohort. We show that a strong decline in mental health is associated with changes in educational and career plans and transition outcomes. As adverse life experiences in adolescence are likely to accumulate over the life course, this study is the first to exhibit potential long-lasting negative effects of the COVID-19 pandemic on education and careers of young individuals.

Werner, K. & Woessmann, L. (2023): “The Legacy of Covid-19 in Education”, Economic Policy

If school closures and social-distancing experiences during the Covid-19 pandemic impeded children’s skill development, they may leave a lasting legacy in human capital. Our parental survey during the second German school lockdown provides new measures of socio-emotional development and panel evidence on how students’ time use and educational inputs adapted over time. Children’s learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly 1 year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. Parental assessments of children’s socio-emotional development are mixed. Discussing our findings in light of the emerging literature on substantial achievement losses, we conclude that unless remediated, the school closures will persistently increase inequality and reduce skill development, lifetime income and economic growth.

Bergbauer, A. B.; Hanushek, E. A. & Woessmann, L. (2022): “Testing”, Journal of Human Resources

The significant expansion of student testing has not generally been linked to educational outcomes. We investigate how different testing regimes – providing varying information to parents, teachers, and decision makers – relate to student achievement. We exploit PISA data for two million students in 59 countries observed from 2000-2015. Removing country and year fixed effects, we investigate how testing reforms affect country performance. In low- and medium-performing countries, more standardized testing is associated with higher student achievement, while added internal reporting and teacher monitoring are not. But in high-performing countries expansion of standardized internal testing and teacher monitoring appears harmful.

Berkes, J.; Peter, F.; Spieß, C. K. & Weinhardt, F. (2022): “Information Provision and Postgraduate Studies”, Economica

This is the first paper to examine experimentally effects of information provision on beliefs about pecuniary and non-pecuniary returns of postgraduate education, enrolment intentions and realized enrolment. We find that our treatment causally affects beliefs measured six months after treatment. The effects on beliefs differ by gender and academic background, and we find that stated enrolment intentions change accordingly; in particular, males adjust significantly downwards their beliefs and intentions to undertake postgraduate studies. This is driven by males upward adjusting earnings expectations with a first degree only. We follow the students further and provide evidence on actual enrolment one and two years after treatment. Taken together, this study highlights the relevance of information provision on pecuniary and non-pecuniary labour market returns for postgraduate study decisions.

Buser, T.; Peter, N. & Wolter, S. C. (2022): “Willingness to compete, gender and career choices along the whole ability distribution”, Experimental Economics

We expand the scope of the literature on willingness to compete by asking how it varies with academic ability and whether and how it predicts career choices at different ability levels. The literature so far has mainly focused on career choices made by students at the top of the ability distribution, particularly in academic institutions. We experimentally elicit the willingness to compete of 1500 Swiss lower-secondary school students at all ability levels and link it to the study choice that students make upon finishing compulsory school. Our analysis of the relationship between willingness to compete and the study choice considers the full set of study options, including the options in vocational education. We find that willingness to compete predicts which study option high-ability students choose, not only among academic specializations but also among vocational careers, and, importantly, it also predicts whether low-ability boys pursue upper-secondary education upon finishing compulsory schooling. Our second main contribution is to systematically explore how willingness to compete varies with academic ability. We find that high-ability boys, but not girls, are substantially more willing to compete compared to all other children. As a consequence, the gender gap in willingness to compete is significantly lower among low-ability students than among high-ability students. Overall, our study highlights that insights from the literature on willingness to compete are relevant for a broader set of policy questions, populations and choices.

Brade, R.; Himmler, O. & Jäckle, R. (2022): “Relative Performance Feedback and the Effects of Being Above Average - Field Experiment and Replication”, Economics of Education Review

In a randomized field experiment, we give first-year students in higher education feedback on their relative performance and show that the type of feedback matters, as feedback increases performance only if it informs the student that they placed above average in the past. We reproduce the results in a replication experiment and investigate mechanisms: The effects are not driven by above-average students reacting particularly well to feedback due to individual characteristics; rather, the information about being above average makes feedback effective. We present evidence that individuals focus on good news to adjust their beliefs, and that feedback can offset disadvantages faced by individuals who are held back by their own underestimation of relative abilities. Once beliefs between controls and the treated converge, repeated treatment does not add to the effects.

Cattaneo, M. A. & Wolter, S. C. (2022): “«Against all odds»; Does awareness of the risk of failure matter for educational choices?”, Economics of Education Review

Educational decisions are always made under uncertainty. This paper examines the effect of providing information about dropout risks on stated preferences for academic versus vocational education in Switzerland, making use of the fact that there are marked historical and cultural differences in preferences for and enrolment rates in academic vs. vocational education across the different language regions. Since there is some harmonisation in terms of the required cognitive performance for an academic degree, different enrolment rates in academic education need to be partially corrected later, resulting in higher risks of dropout during the program in regions with higher preferences for academic education. By means of a survey experiment, we show that in those language regions with a strong preference for academic education, the disclosure of the risk of dropping out of education has no effect on preferences, while in the regions with less strong preferences for academic education, the information treatment on the risks significantly shifts preferences towards vocational education. Our results suggest that the deterrent effect of a higher risk of dropping out is too small to achieve an efficient allocation of talents, if preferences for a particular type of education are very strong.

Eggenberger, C.; Janssen, S. & Backes-Gellner, U. (2022): “The value of specific skills under shock: High risks and high resturns”, Labour Economics

We study the causal effects of negative and positive demand shocks on the returns to specific skills by using variation from international trade shocks. To measure specific skills, we use task information from an official data set for career guidance and merge this information with a large register data set. Our results show that negative demand shocks result in larger earnings losses for workers with specific skills than for those with general skills, but workers with specific skills also profit much more from positive demand shocks. Thus, demand shocks lead to risk-return trade-offs for workers with specific skills.

Görlitz, K.; Penny, M. & Tamm, M. (2022): “The long-term effect of age at school entry on cognitive competencies in adulthood”, Journal of Economic Behaviour & Organization

While the previous literature finds robust evidence that children who enter school at a more advanced age have better test scores than their younger classmates, only little is known about the persistence of this effect into adulthood. This study is the first to analyze whether the school starting age even affects test scores long after school graduation. The scores were conducted as part of a representative survey of adults, measuring math and language competencies. Exploiting state and year variation in school entry regulations, the results show that a higher school starting age significantly increases competencies in receptive vocabulary.

Grewenig, E.; Lergetporer, P.; Werner, K. & Woessmann, L. (2022): “Incentives, Search Engines, and the Elicitation of Subjective Beliefs: Evidence from Representative Online Survey Experiments”, Journal of Econometrics

A large literature studies subjective beliefs about economic facts using unincentivized survey questions. We devise randomized experiments in a representative online survey to investigate whether incentivizing belief accuracy affects stated beliefs about average earnings by professional degree and average public school spending. Incentive provision does not impact earnings beliefs, but improves school-spending beliefs. Response spikes suggest that the latter effect likely reflects increased online-search activity. Consistently, an experiment that just encourages search-engine usage produces very similar results. Another experiment provides no evidence of experimenter-demand effects. Overall, results suggest a trade-off between increased respondent effort and the risk of inducing online-search activity when incentivizing beliefs in online surveys.

Hanushek, E.A.; Kinne, L.; Lergetporer, P. & Woessmann, L. (2022): “Patience, Risk-Taking, and Human Capital Investment across Countries”, Economic Journal

Patience and risk-taking—two preference components that steer intertemporal decision-making—are fundamental to human capital investment decisions. To understand how they contribute to international skill differences, we combine Programme for International Student Assessment tests with the Global Preference Survey. We find that opposing effects of patience (positive) and risk-taking (negative) together account for two-thirds of the cross-country variation in student skills. In an identification strategy addressing unobserved residence country features, we find similar results when assigning migrant students their country-of-origin preferences in models with residence country fixed effects. Associations of national preferences with family and school inputs suggest that both may act as channels.

Hardt, D.; Nagler, M. & Rincke, J. (2022): “Can Peer Mentoring Improve Online Teaching Effectiveness? An RCT During the COVID-19 Pandemic”, Labour Economics

Online delivery of higher education has taken center stage but is fraught with issues of student self-organization. We conducted an RCT to study the effects of remote peer mentoring at a German university that switched to online teaching due to the COVID-19 pandemic. Mentors and mentees met one-on-one online and discussed topics like self-organization and study techniques. We find positive impacts on motivation, studying behavior, and exam registrations. The intervention did not shift earned credits on average, but there is evidence for positive effects on the most able students.

Huebener, M. (2022): “The effects of education on health: An intergenerational perspective”, Journal of Human Resources

This paper presents evidence of causal effects of parental education on children’s health behaviors and long-term health. I study intergenerational effects of a compulsory schooling increase in Germany, exploiting the staggered introduction of the reform with difference-in-differences models and event studies. Maternal schooling reduces children’s smoking and being overweight in adolescence. The effects persist into adulthood, reducing chronic conditions that often result from unhealthy lifestyles. I find no effects of paternal schooling. Increased maternal investments in children’s education and associated improvements in children’s peer environment at a critical age for initiating unhealthy behaviors are possible effect channels.

Jürges, H.; Makles, A. M.; Naghavi, A. & Schneider, K. (2022): “Melting pot kindergarten: The effect of linguistic diversity in early education”, Labour Economics

Estimating the effect of linguistic diversity in kindergartens and schools on child development is challenging due to the endogeneity of the language spoken at home and self-selection. We employ an instrumental variables approach to address the former and accounted for self-selection by exploiting the variation in linguistic diversity across cohorts within kindergartens. The estimated causal effects of linguistic diversity are heterogeneous: There is a small negative but statistically significant effect on the development of German children, which is mainly driven by a detrimental effect on the language skills of German speakers, but there is no effect on non-German speakers

Kuhn, A.; Schweri, J. & Wolter, S. (2022) “Local Norms Describing the Role of the State and the Private Provision of Training”, European Journal of Political Economy

Apprenticeship systems are essentially based on the voluntary participation of firms that provide, and usually also finance, training positions, often incurring considerable net training costs. One potential, yet under-researched explanation for this behavior is that firms act in accordance with the norms and expectations they face in the local labor market in which they operate. In this paper, we focus on the Swiss apprenticeship system and ask whether local norms towards the private, rather than the public, provision of training influence firms’ decisions to offer apprenticeship positions. In line with this hypothesis, we find that the training incidence is higher in communities characterized by a stronger norm towards the private provision of training, which we measure using local results from two national-level plebiscites that explicitly dealt with the role of the state in the context of the apprenticeship system. This finding turns out to be robust to a series of alternative specifications and robustness checks.

Kuhn, A. & Wolter, S. C. (2022): “Things versus People: Gender Differences in Vocational Interests and in Occupational Preferences”, Journal of Economic Behavior and Organization

Occupational choices remain strongly segregated by gender, for reasons not yet fully understood. In this paper, we use detailed information on the cognitive requirements in 130 distinct learnable occupations in the Swiss apprenticeship system to describe the broad job content in these occupations along the things-versus-people dimension. We first show that our occupational classification along this dimension closely aligns with actual job tasks, taken from an independent data source on employers job advertisements. We then document that female apprentices tend to choose occupations that are oriented towards working with people, while male apprentices tend to favor occupations that involve working with things. In fact, our analysis suggests that this variable is by any statistical measure among the most important proximate predictors of occupational gender segregation. In a further step, we replicate this finding using individual-level data on both occupational aspirations and actual occupational choices for a sample of adolescents at the start of 8th grade and the end of 9th grade, respectively. Using these additional data, we finally show that the gender difference in occupational preferences is largely independent of a large number of individual, parental, and regional controls.

Marcus, J.; Siedler, T. & Ziebarth, N. R. (2022): “The Long-Run Effects of Sports Club Vouchers for Primary School Children”, American Economic Journal: Economic Policy

Childhood obesity is one of the most serious public health challenges of the twenty-first century. While small-scale experiments change behaviors among adults in the short run, we know little about the effectiveness of large-scale policies or the longer-run impacts. To nudge primary school children into a long-term habit of exercising, the German state of Saxony distributed sports club membership vouchers among all 33,000 third graders in 2009. In 2018, we carried out a register-based survey to evaluate the policy. Even after a decade, awareness of the voucher program was significantly higher in the treatment group. We also find that youth received and redeemed the vouchers. However, we do not find significant short- or long-term effects on sports club membership, physical activity, overweightness, or motor skills. Apparently, membership vouchers for children are not a strong enough policy tool to overcome barriers to exercise regularly.

Marcus, J. & Koebe, J. (2022): “The Length of Schooling and the Timing of Family Formation”, CESifo Economic Studies

Individuals typically traverse several life phases before forming a family. We analyze whether changing the duration of one of these phases, the education phase, affects the timing of marriage and childbearing. For this purpose, we exploit the introduction of short school years (SSYs) in Germany in 1966–1967, which compressed the education phase without affecting the curriculum. Based on difference-in-differences regressions and German Micro Census data, we find that SSY exposure affects the timing of marriage for individuals in all secondary school tracks and shifts forward the birth of the first child mainly for academic-track graduates. This highlights that education policies might not only affect family formation through human capital accumulation, but also through changing the duration of earlier life phases. This is important as not only age at marriage and first birth increases in many countries, but also the duration of the education phase.

Muehlemann, S.; Dietrich, H.; Pfann, G. & Pfeifer, H. (2022): “Supply shocks in the market for apprenticeship training”, Economics of Education Review

We present a model with heterogeneous inputs and constant elasticity of substitution to examine the possible effects of a supply shock in the market for apprenticeship training. The model’s predictions are tested using data from a German high school reform that led to a one-time increase in the supply of highly educated apprentices. A difference-in-differences estimation strategy exploits regional variation in the timing of implementation, and an instrumental variable approach identifies the supply shock effects. We find that apprenticeship contracts among individuals with a high school degree increased by 7%, while apprentice wages were unaffected by the supply shock. Moreover, we find no evidence of substitution effects, as the number of training contracts among individuals with a lower-level school degree did not decrease. Our model predicts that such effects may occur when wages are sticky for apprentices with a high level of education relative to their productivity, which signals inefficiencies in the market for apprenticeship training.

Schunk, D.; Berger, E. M.; Hermes, H., Winkel, K. & Fehr, E. (2022): “Teaching self-regulation”, Nature Human Behaviour

Children’s self-regulation abilities are key predictors of educational success and other life outcomes such as income and health. However, self-regulation is not a school subject, and knowledge about how to generate lasting improvements in self-regulation and academic achievements with easily scalable, low-cost interventions is still limited. Here we report the results of a randomized controlled field study that integrates a short self-regulation teaching unit based on the concept of mental contrasting with implementation intentions into the school curriculum of first graders. We demonstrate that the treatment increases children’s skills in terms of impulse control and self-regulation while also generating lasting improvements in academic skills such as reading and monitoring careless mistakes. Moreover, it has a substantial effect on children’s long-term school career by increasing the likelihood of enroling in an advanced secondary school track three years later. Thus, self-regulation teaching can be integrated into the regular school curriculum at low cost, is easily scalable, and can substantially improve important abilities and children’s educational career path.

Aepli, M; Kuhn, A & Schweri, J. (2021): “Culture, Norms, and the PRovision of Training by Employers: Evidence from the Swiss Language Border”, Labour Economics

Apprenticeships are the core track of the Swiss educational system at the upper-secondary level, made possible by the fact that many Swiss firms voluntarily provide appropriate training positions. However, firms’ training provision differs substantively between the language-cultural regions within Switzerland. This feature of the Swiss apprenticeship system is hard to explain using conventional explanations of firm-provided training. In this paper, we argue that there are cultural differences in the norms favoring private over state provision of goods, which influence firms’ provision of training positions. Exploiting national referenda, we first show that, within a narrow band around the language border, voters in German speaking municipalities value private over public provision of certain goods more than their French speaking counterparts. We then document a higher share of training firms on the German speaking side of the language border of 4.4 percentage points, or roughly 13%. This estimate is robust across different sets of controls, alternative specifications, and various subsamples. Our results suggest an interplay between regional norms and local firms’ training behavior.

Denning, J.; Murphy, R. & Weinhardt, F. (2021): “Class rank and long-run outcomes”, Review of Economics and Statistics

This paper considers an unavoidable feature of the school environment, class rank. What are the long-run effects of a student’s ordinal rank in elementary school? Using administrative data on all public-school students in Texas, we show that students with a higher third-grade academic rank, conditional on achievement and classroom fixed effects, have higher subsequent test scores, are more likely to take AP classes, graduate from high school, enroll in and graduate from college, and ultimately have higher earnings 19 years later. We also discuss the necessary assumptions for the identification of rank effects and propose new solutions to identification challenges. The paper concludes by exploring the tradeoff between higher quality schools and higher rank in the presence of these rank-based peer. effects

Falk, A.; Kosse, F.; Pinger, P.; Schildberg-Hörisch, H. & Deckers, T. (2021): “Socioeconomic status and inequalities in children’s IQ and economic preferences”, Journal of Political Economy

This paper explores inequalities in IQ and economic preferences between children from families of high and low socioeconomic status (SES). We document that children from high-SES families are more intelligent, patient, and altruistic as well as less risk seeking. To understand the underlying mechanisms, we propose a framework of how SES, parental investments, as well as maternal IQ and preferences influence a child’s IQ and preferences. Our results indicate that disparities in the level of parental investments hold substantial importance. In light of the importance of IQ and preferences for behaviors and outcomes, our findings offer an explanation for social immobility.

Grewenig, E.; Lergetporer, P.; Werner, K.; Woessmann, L. & Zierow, L. (2021): “COVID-19 and Educational Inequality: How School Closures Affect Low- and High-Achieving Students”, European Economic Review

In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect detailed time-use information on students before and during the school closures in a survey of 1099 parents in Germany. We find that while students on average reduced their daily learning time of 7.4 h by about half, the reduction was significantly larger for low-achievers (4.1 h) than for high-achievers (3.7 h). Low-achievers disproportionately replaced learning time with detrimental activities such as TV or computer games rather than with activities more conducive to child development. The learning gap was not compensated by parents or schools who provided less support for low-achieving students.

Hermes, H.; Huschens, M.; Rothlauf, F. & Schunk, D. (2021): “Motivating low-achievers—Relative performance feedback in primary schools”, Journal of Economic Behavior & Organization

Relative performance feedback (RPF) has often been shown to improve effort and performance in the workplace and educational settings. Yet, many studies also document substantial negative effects of RPF, in particular for low-achievers. We study a novel type of RPF designed to overcome these negative effects of RPF on low-achievers by scoring individual performance improvements. With a sample of 400 children, we conduct a class-wise randomized-controlled trial using an e-learning software in regular teaching lessons in primary schools. We demonstrate that this type of RPF significantly increases motivation, effort, and performance in math for low-achieving children, without hurting high-achieving children. Among low-achievers, those receiving more points and moving up in the ranking improved strongest on motivation and math performance. In an exploratory analysis, we document substantial gender differences in response to this type of RPF: improvements in motivation and learning are much stronger for girls. We argue that using this new type of RPF could potentially reduce inequalities, especially in educational settings.

Huebener, M.; Waights, S.; Spiess, C. K.; Wagner, G. G. & Siegel, N. A. (2021): “Parental Well-Being in Times of Covid-19 in Germany”, Review of Economics of the Household

We examine the effects of Covid-19 and related restrictions on individuals with dependent children in Germany. We specifically focus on the role of day care center and school closures, which may be regarded as a “disruptive exogenous shock” to family life. We make use of a novel representative survey of parental well-being collected in May and June 2020 in Germany, when schools and day care centers were closed but while other measures had been relaxed and new infections were low. In our descriptive analysis, we compare well-being during this period with a pre-crisis period for different groups. In a difference-in-differences design, we compare the change for individuals with children to the change for individuals without children, accounting for unrelated trends as well as potential survey mode and context effects. We find that the crisis lowered the relative well-being of individuals with children, especially for individuals with young children, for women, and for persons with lower secondary schooling qualifications. Our results suggest that public policy measures taken to contain Covid-19 can have large effects on family well-being, with implications for child development and parental labor market outcomes.

Pfister, C.; Koomen, M.; Harhoff, D. & Backes-Gellner, U. (2021): “Regional Innovation Effects of Applied Research Institutions”, Research Policy

We analyze the effect of applied research institutions on regional innovation activity. Exploiting a policy reform that created tertiary education institutions conducting applied research, the Universities of Applied Sciences (UASs) in Switzerland, we apply difference-in-differences estimations to investigate their effect on innovation quantity and quality. Findings show a 6.8% increase in regional patenting activity (i.e., quantity), and an in- crease of patent quality of up to 9.7% (measured by patent family size, and the number of claims, and citations per patent). Findings are robust to various model specifications, suggesting that applied research taught in UASs boosts regional innovation.