To understand the socio-economic enrollment gap in university attendance, we elicit students’ beliefs about the … benefits of university education in a sample of 2,540 secondary school students. Our choice model estimates reveal that …. Students with low socio-economic status perceive pecuniary and non-pecuniary returns to be lower. Beliefs explain 48% of the …

We develop a multi-agent model of the education production function where investments of students, parents, and … survey data and a mandate to randomly assign students to classrooms. Consistent with our model, we show that exposure to …

The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of … associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that … of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families …

outcomes for students in Lower Track Secondary Schools in Germany. We find mostly insignificant effects of the treatment on … average outcomes, which mask quite heterogeneous effects. For those students, who are taking extra coursework to continue …. In contrast, educational outcomes improve for students who do not take extra coursework. Hence, the treatment causes a …

-achieving students. The reduction in learning time was not larger for children from lower-educated parents, but it was larger for boys … collect detailed time-use information on students before and during the school closures in a survey of 1,099 parents in … argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We …

ideal for investigating this question. There, students are placed in exam schools based on a high-stakes national … large achievement gains and improved university placements for high achieving students. …

a higher share of female classmates on students' disruptive behavior, engagement, test scores, and major choices in … disadvantaged and non-disadvantaged schools. We exploit the random assignment of students to classrooms in early high school in … students that contains a large and diverse set of school qualities, and household incomes, and b) we measure disruption and …

effects on school grades, but these negative effects are largely confined to children born extremely preterm (<28 weeks of … gestation, i.e. born at least 10 weeks earlier). Children born moderately preterm (i.e. born up to 5 weeks early) suffer no ill … school environment is very important for the outcomes of preterm born children, such that those born extremely preterm that …