Teaching Practices and Social Capital
We use several data sets to consider the effect of teaching practices on student beliefs, as well as on organization of firms and institutions. In cross-country data, we show that teaching practices (such as copying from the board versus working on projects together) are strongly related to various dimensions of social capital, from beliefs in cooperation to institutional outcomes. We then use micro-data to investigate the influence of teaching practices on student beliefs about cooperation both with each other and with teachers, and students' involvement in civic life. A two-stage least square strategy provides evidence that teaching practices have an independent sizeable effect on student social capital. The relationship between teaching practices and student test performance is nonlinear. The evidence supports the idea that progressive education promotes social capital.
We are grateful to Roland Benabou, Antonio Ciccone, Joshua Gottlieb, Lawrence Katz, Jesse Shapiro, Emily Oster, and Fabrizio Zilibotti for helpful comments. We also thank for their comments seminar participants at the University of Chicago, CREI, Harvard, Zurich and to the NBER Cultural Economics workshop. Yann Algan thanks the ERC-Starting Grant for financial support. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.
Yann Algan & Pierre Cahuc & Andrei Shleifer, 2013. "Teaching Practices and Social Capital," American Economic Journal: Applied Economics, American Economic Association, vol. 5(3), pages 189-210, July. citation courtesy of