We estimate the effect of an increased autonomy policy for higher-performing students on short- and longer-term school outcomes. We exploit an institutional setting with high demand for autonomy. Identification comes from a nationwide natural experiment that allowed higher-achieving students to miss 44 percent more classes with parental approval. Using a difference-in-difference-in-differences approach, we find that allowing higher-achieving students to skip more classes increases their performance in subjects that matter for university admission and improves the quality of their enrolled college degree. Top-performing students and students in more academically diverse classrooms demand more autonomy when it is offered.
CITATION STYLE
Goulas, S., Griselda, S., & Megalokonomou, R. (2023). Compulsory class attendance versus autonomy. Journal of Economic Behavior and Organization, 212, 935–981. https://doi.org/10.1016/j.jebo.2023.06.018
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