Conference Agenda
Overview and details of the sessions of this conference.
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Some information on the session logistics:
If not stated otherwise, the discussant is the following speaker, with the first speaker being the discussant of the last paper. The last speaker of each session is the session chair. (Exception: invited sessions)
Presenters should speak for no more than 20 minutes, and discussants should limit their remarks to no more than 5 minutes. The remaining time should be reserved for audience questions and the presenter’s responses. We suggest following these guidelines also in the (less common) 3-paper sessions in a 2-hour slot, to allow participants to move between sessions. Discussants are encouraged to avoid summarizing the paper. By focusing on a few questions and comments, the discussants can help start a broader discussion with the audience.
Only registered participants can attend this conference. Further information available on the congress website https://www.iseg.ulisboa.pt/en/event/iipf/ .
Venue address: ISEG - Lisbon School of Economics & Management, R. Francesinhas 21, 1200-675 Lisboa, Portugal
Please note that all times are shown in the time zone of the conference. The current conference time is: 17th Sept 2026, 11:38:26am WEST
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Daily Overview |
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C04: Education Choices and Long-Run Outcomes Location: Room 104 (Francesinhas 1) | |
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Oma Linja School Intervention: Improving Post-Compulsory Educational Choices 1: VATT Institute for Economic Research; 2: Aalto University, Finland This paper provides an evaluation of Oma Linja, a school intervention that supported students in the final year of compulsory education in making the educational choice that is most suitable for them. About 10,000 9th-grade students in Finland participated in a randomized controlled trial. The treatment included a training in group counseling techniques to school educators, and motivational workshops for students. Our primary results indicate that, for the average student, Oma Linja did not significantly change the likelihood of graduating from upper secondary education or enrolling in tertiary education. However, it increased graduation from the vocational track by 2 p.p., with a symmetrical decrease in the academic track. These effects were concentrated in students with GPA below 8.5. Additionally, students with an immigrant background were 4.1 percentage points (7%) more likely to graduate from upper secondary school, closing the graduation gap by 25%.
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