BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//CREST - ECPv5.1.3//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:CREST
X-ORIGINAL-URL:https://crest.science
X-WR-CALDESC:Events for CREST
BEGIN:VTIMEZONE
TZID:Europe/Helsinki
BEGIN:DAYLIGHT
TZOFFSETFROM:+0200
TZOFFSETTO:+0300
TZNAME:EEST
DTSTART:20230326T010000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:+0300
TZOFFSETTO:+0200
TZNAME:EET
DTSTART:20231029T010000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=Europe/Helsinki:20231017T121500
DTEND;TZID=Europe/Helsinki:20231017T133000
DTSTAMP:20260711T013124
CREATED:20230802T093322Z
LAST-MODIFIED:20231005T040242Z
UID:15317-1697544900-1697549400@crest.science
SUMMARY:Gabrielle Fack (Paris Dauphine) - "How do Students Respond to Partial Information on Graduation Chances? Evidence from University Admissions in France"
DESCRIPTION:Applied Micro Seminar : Every Tuesday \nTime: 12:15 pm – 13:30 pm\nDate: 17th of October\nRoom : 3001 \n  \nGabrielle Fack (Paris Dauphine) – How do Students Respond to Partial Information on Graduation Chances? Evidence from University Admissions in France \n  \nAbstract : \nThis paper tests if and how students react to partial information provision in France’s centralized university admissions. We exploit the Orientation Active policy\, which provides applicants to some non-selective programs with a negative\, positive\, or mixed assessment of their program-specific graduation chance\, based on the students’ past academic performance and the programs’ cutoffs. We use these cutoffs to develop a regression discontinuity design and analyze how students adjust their higher education choices upon the reception of new information. Our results reject the hypothesis that students have full information about their graduation chances at all programs\, as they change their application behavior and/or enrollment decision upon receiving a positive or negative assessment. We show that the reaction to a positive message differs by gender\, as it induces women to enroll more often in non-selective programs\, while it encourages men to apply to more selective programs. These differential reactions reinforce the existing gender gap in the application to selective programs. Our results also show a small deterrent effect on application to specific programs upon the reception of a negative message for all students. These behavioral responses\, however\, do not lead to improved student outcomes in the first two years of higher education. These results uncover the potential pitfalls of partial information provision that need to be taken into account in the design of interventions in education settings. \nCoauthored with Julien Grenet\, Yinghua He and Marion Monnet \n  \nOrganizers:\nBenoît SCHMUTZ (Pôle d’économie du CREST)\nClément MALGOUYRES (Pôle d’économie du CREST)\nSponsors:\nCREST \n
URL:https://crest.science/event/gabrielle-fack-paris-dauphine-t-b-a/
CATEGORIES:Applied Seminar
ATTACH;FMTTYPE=:
END:VEVENT
END:VCALENDAR