Department of Economics
4700 Keele Street
Toronto, Ontario, Canada
Information about this author at RePEc
NBER Working Papers and Publications
|August 2017||Goal Setting, Academic Reminders, and College Success: A Large-Scale Field Experiment|
with Christopher R. Dobronyi, Philip Oreopoulos: w23738
This paper presents an independent large-scale experimental evaluation of two online goal-setting interventions. Both interventions are based on promising findings from the field of social psychology. Approximately 1,400 first-year undergraduate students at a large Canadian university were randomly assigned to complete one of two online goal-setting treatments or a control task. Additionally, half of treated participants also were offered the opportunity to receive follow-up goal-oriented reminders through e-mail or text messages in an attempt to test a cost-effective method for increasing the saliency of treatment. Across all treatment groups, we observe no evidence of an effect on GPA, course credits, or second year persistence. Our estimates are precise enough to discern a seven pe...
|September 2016||Student Coaching: How Far Can Technology Go?|
with Philip Oreopoulos: w22630
Recent studies show that programs offering structured, one-on-one coaching and tutoring tend to have large effects on the academic outcomes of both high school and college students. These programs are often costly to implement and difficult to scale, however, calling into question whether making them available to large student populations is feasible. In contrast, interventions that rely on technology to maintain low-touch contact with students can be implemented at large scale and minimal cost but with the risk of not being as effective as one-on-one, in-person assistance. In this paper, we test whether the effects of coaching programs can be replicated at scale by using technology to reach a larger population of students. We work with a sample of over four thousand undergraduate students...
|December 2015||Incentive Design in Education: An Empirical Analysis|
with Hugh Macartney, Robert McMillan: w21835
While incentive schemes to elicit greater effort in organizations are widespread, the incentive strength-effort mapping is difficult to ascertain in practice, hindering incentive design. We propose a new semi-parametric method for uncovering this relationship in an education context, using exogenous incentive variation and rich administrative data. The estimated effort response forms the basis of a counterfactual approach tracing the effects of various accountability systems on the full distribution of scores. We show higher average performance comes with greater score dispersion for a given accountability scheme, and that incentive designs not yet enacted can improve performance further, relevant to education reform.
|May 2013||Making College Worth It: A Review of Research on the Returns to Higher Education|
with Philip Oreopoulos: w19053
Recent stories of soaring student debt levels and under-placed college graduates have caused some to question whether a college education is still a sound investment. In this paper, we review the literature on the returns to higher education in an attempt to determine who benefits from college. Despite the tremendous heterogeneity across potential college students, we conclude that the investment appears to payoff for both the average and marginal student. During the past three decades in particular, the earnings premium associated with a college education has risen substantially. Beyond the pecuniary benefits of higher education, we suggest that there also may exist non-pecuniary benefits. Given these findings, it is perhaps surprising that among recent cohorts college completion ra...
Published: Philip Oreopoulos & Uros Petronijevic, 2013. "Making College Worth It: A Review of the Returns to Higher Education," The Future of Children, vol 23(1), pages 41-65.