Conference Agenda

Overview and details of the sessions of this online conference.

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The last speaker of each session is the session chair. The discussant is always the following speaker, with the first speaker being the discussant of the last paper. Each paper has a 22-minutes-block in all sessions. There should be 15 minutes and no more than 18 minutes for the presenter. The discussion is then started by the discussant. Please note that the role of the discussant is different compared to previous years: The discussant has only 1-2 minutes and s/he is not allowed to give a lengthy summary of the paper together with comprehensive comments. Instead, her/his task is to raise one single question/comment and, in doing so, start the general discussion! All participants are asked to be strict in timing to allow people to change sessions during the general discussion. For a (rare) session with less papers in the session than the time slot allows, stick to the congress schedule and use 22 minutes per presentation to allow listeners to smoothly change between sessions.

Only registered participants can attend this online conference. Further information available on the congress website https://iipf2021.hi.is/ .

Please note that all times are shown in the time zone of the conference. The current conference time is: 2nd Dec 2021, 12:41:34pm GMT

 
 
Session Overview
Session
G02: RCT in Education
Time:
Thursday, 19/Aug/2021:
4:00pm - 5:30pm


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Presentations
4:00pm - 4:22pm

The Regulation of Competitive Pension Funds with Endogenous Financial Literacy

Luciano Greco2, Valentina Catapano1

1University of Padua, Italy & CRIEP; 2CRIEP

The long-run trend towards retirement schemes based on competitive, defined-contribution pension funds has motivated a growing interest in financial literacy as a tool to mitigate agency problems and myopic behaviors in pension investments. In this paper, we focus on the adverse selection problem affecting the industry of pension funds competing to attract households' savings, and we model the investment in financial literacy as a costly screening technology. Relying on such a theoretical framework, we show that the (optimal) level of financial literacy is affected by several policy parameters, particular the size of mandatory pension savings. Then, on the basis of a cost-benefit analysis, we assess alternative regulatory frameworks including policy tools such as the level of transparency that pension funds have to comply with and the public provision of investments in financial literacy.

Greco-The Regulation of Competitive Pension Funds with Endogenous Financial Literacy-456.pdf


4:22pm - 4:45pm

Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects

Sven Resnjanskij1, Jens Ruhose2, Simon Wiederhold3, Ludger Woessmann4

1ifo Institut, Germany; 2Kiel University / Germany; 3Catholic University Eichstaett-Ingolstadt Ingolstadt / Germany; 4ifo Institut, Germany

We study a mentoring program that aims to improve the labor-market prospects of schoolattending adolescents from disadvantaged families by offering them a university-student mentor. Our RCT investigates program effectiveness on three outcome dimensions that are highlypredictive of adolescents’ later labor-market success: math grades, patience/social skills, and labor-market orientation. For low-SES adolescents, the one-to-one mentoring increases acombined index of the outcomes by half a standard deviation after one year, with significant increases in each dimension. Part of the treatment effect is mediated by establishing mentors as attachment figures who provide guidance for the future. The mentoring is not effective for higherSES adolescents. The results show that substituting lacking family support by other adults can help disadvantaged children at adolescent age.

Resnjanskij-Can Mentoring Alleviate Family Disadvantage in Adolescence A Field Experiment-434.pdf


4:45pm - 5:07pm

Can Peer Mentoring Improve Online Teaching Effectiveness? An RCT During The COVID-19 Pandemic

David Hardt1, Markus Nagler1,2,3, Johannes Rincke1,2

1Friedrich-Alexander University Erlangen-Nuremberg, Germany; 2CESifo; 3LASER

Online delivery of higher education has taken center stage but is fraught with issues of student self-organization. We conducted an RCT to study the effects of remote peer mentoring at a German university that switched to online teaching due to the COVID-19 pandemic. Mentors and mentees met one-on-one online and discussed topics like self-organization and study techniques. We find positive impacts on motivation, studying behavior, and exam registrations. The intervention did not shift earned credits on average, but we demonstrate strong positive effects on the most able students. In contrast to prior research, effects were more pronounced for male students.

Hardt-Can Peer Mentoring Improve Online Teaching Effectiveness An RCT During The COVID-19 Pandemic-289.pdf


5:07pm - 5:30pm

Zooming to Class?: Evidence from a Randomized Control Trial on the Effects of Online Learning on College Student Academic Achievement

Michael Stephens Kofoed1, Lucas Gebhart2, Dallas Gilmore3, Ryan Moschitto4

1United States Military Academy, United States of America, IZA; 2United States Military Academy, United States of America; 3United States Military Academy, United States of America; 4United States Military Academy, United States of America

The COVID-19 pandemic caused colleges and universities to offer many courses online. However, there is little causal evidence of the efficacy of online instruction; particularly when instructors have little time to prepare to teach online. During the Fall 2020 semester, we randomly assigned West Point cadets to either online or in-person class sections across multiple instructors. Instructors in our experiment taught uniform curriculum and agreed to teach half of their teaching load in each modality. This allows us to control for instructor attributes. We find that grades for online cadets dropped by 0.20 standard deviations (a reduction of around a half of a +/- grade): a result driven by those with below median academic ability. This negative result is present across graded events and commensurate with cadet reports of reduced concentration and connection with the instructor.

Kofoed-Zooming to Class-476.pdf


 
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