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. (JEL H75, I21, I26, J15, Z13).
| Original language | English (US) |
|---|---|
| Pages (from-to) | 272-309 |
| Number of pages | 38 |
| Journal | American Economic Journal: Economic Policy |
| Volume | 11 |
| Issue number | 4 |
| DOIs | |
| State | Published - Nov 1 2019 |
Funding
* Figlio: School of Education and Social Policy, Northwestern University, Annenberg Hall, Room 252, 2120 Campus Drive, Evanston, IL 60208 (email: [email protected]); Giuliano: UCLA Anderson School of Management, 110 Westwood Plaza, Los Angeles, CA 90095 (email: [email protected]); Özek: American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007 (email: uozek@air. org); Sapienza: Finance Department, Kellogg School of Management, Northwestern University, 2211 Campus Drive, Evanston, IL, 60208-2001 (email: [email protected]). John Friedman was coeditor for this article. For helpful feedback and comments, the authors thank Eric Hanushek, Ömer Özak, as well as seminar participants at numerous seminars and conferences. We also thank Gaia Dossi and Riccardo Marchingiglio for extraordinary research assistantship. We appreciate the financial support from the National Institutes of Child Health and Human Development (Figlio), National Science Foundation (Figlio), and US Department of Education (Figlio and Özek). Giuliano thanks the Russell Sage Foundation for its wonderful hospitality. We are especially grateful to the Florida Department of Education and Health for providing the linked population-level administrative data that permitted this analysis to take place. All errors and opinions are those of the authors and do not reflect those of the funders or the Florida Departments of Education and Health.
ASJC Scopus subject areas
- General Economics, Econometrics and Finance