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Essays in the Economics of Education.

Lusher, Lester.

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Essays in the Economics of Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Essays in the Economics of Education./
作者:	Lusher, Lester.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	110 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Economic theory. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10282592
ISBN:	9780355150834

Essays in the Economics of Education.
Lusher, Lester.

Essays in the Economics of Education. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 110 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--University of California, Davis, 2017.

This dissertation presents results from a series of projects related to the economics of education. The dissertation is divided into three chapters, with each chapter operating as a separate research paper outside the dissertation. The goal of each chapter is to provide a better understanding of how students succeed. The first chapter is dedicated to school start times, the second to a program I launched called CollegeBetter, and the third to teaching assistants. All three chapters use exogenous variation and quantitative microeconomic analysis to achieve causal interpretations of results.

ISBN: 9780355150834Subjects--Topical Terms:

1556984
Economic theory.

Essays in the Economics of Education.
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520 $a This dissertation presents results from a series of projects related to the economics of education. The dissertation is divided into three chapters, with each chapter operating as a separate research paper outside the dissertation. The goal of each chapter is to provide a better understanding of how students succeed. The first chapter is dedicated to school start times, the second to a program I launched called CollegeBetter, and the third to teaching assistants. All three chapters use exogenous variation and quantitative microeconomic analysis to achieve causal interpretations of results.
520 $a Chapter 1, joint with Vasil Yasenov: Sleep studies suggest that girls go to sleep earlier, are more active in the morning, and cope with sleep deprivation better than boys. We provide the first causal evidence on how gender differences in sleep cycles can help explain the gender performance gap. We exploit over 240,000 assignment-level grades from a quasi-experiment where students' schedules alternated between morning and afternoon start times each month. Relative to girls, we find that boys achievement benefits from a later start time. For classes taught at the beginning of the school day, our estimates explain up to 16\% of the gender performance gap.
520 $a Chapter 2: An extensive literature has investigated the efficacy of monetary incentive programs in education. This paper examines the role of commitment and motivation in education by introducing a program called CollegeBetter.com which acts as a commitment device and monetary incentive to improve undergraduate academic performance. The zero-sum mechanism is based off a parimutuel betting market, where students join a pool by placing a monetary wager on themselves to achieve the pool's "commitment challenge." Students who successfully commit to the challenge 1) recover their wagers and 2) split losing wagers equally. Through a series of surveys and field experiments, I find that students who signed up for the program tended to be low-achieving, overconfident, and self-identified procrastinators. In contrast, commonly-used measures of time-preferences were weak predictors of selection. Across all pools, students randomly accepted to participate were more likely to raise their GPA than students who applied for a spot but were randomly excluded. Consistent with loss aversion, having the student risk their own money is a principal contributor to the effectiveness of the mechanism.
520 $a Chapter 3, joint with Douglas Campbell and Scott Carrell: Over the past 40 years, institutions of higher education in the U.S. have experienced a dramatic shift in the racial composition of students enrolled in both undergraduate and graduate programs. Using administrative data from a large, diverse university in California, we identify the extent to which the academic outcomes of undergraduates are affected by the race/ethnicity of their graduate student teaching assistants (TAs). To overcome selection in course taking, we exploit the timing of TA assignments, which occur after students enroll in a course, and use within class and within student variation in TA-student race/ethnicity composition. Results show a positive and significant increase in course grades when students are assigned TAs of a similar race/ethnicity. These effects are largest in classes where TAs were given advanced copies of exams and when exams were not multiple choice. We also find that assignment to similar race TAs positively affects student attendance to TA office hours and discussion sections. Overall, our evidence is consistent with TA-student match quality gains, role model effects, and potential discrimination in grading.
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