Long-Term Orientation and Educational Performance
American Economic Journal: Economic Policy
vol. 11,
no. 4, November 2019
(pp. 272-309)
Abstract
We study the role of Long-Term Orientation on the educational attainment of immigrant students. Controlling for the quality of schools and socioeconomic characteristics, students from long-term oriented cultures perform better in third grade reading and math, have larger test score gains over time, fewer absences and disciplinary incidents, are less likely to repeat grades, more likely to enroll in advanced high school courses, and are more likely to graduate from high school in four years. Evidence on mechanisms suggests that both parents' educational choices for their children and social learning from peers are important mechanisms.Citation
Figlio, David, Paola Giuliano, Umut Özek, and Paola Sapienza. 2019. "Long-Term Orientation and Educational Performance." American Economic Journal: Economic Policy, 11 (4): 272-309. DOI: 10.1257/pol.20180374Additional Materials
JEL Classification
- H75 State and Local Government: Health; Education; Welfare; Public Pensions
- I21 Analysis of Education
- I26 Returns to Education
- J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
- Z13 Economic Sociology; Economic Anthropology; Language; Social and Economic Stratification
There are no comments for this article.
Login to Comment