Does residential mobility improve educational outcomes? Evidence from the Netherlands

This paper explores the impact of residential mobility on educational outcomes. By considering a large Dutch city with substantial internal residential mobility, we examine how residential mobility influences the decision of students to drop out of school. The paper exploits a rich administrative dataset with extensive information on educational, individual, family, housing and moving characteristics of students. It combines a matching design with a multivariate regression analysis, such that the evaluation draws on a well-comparable control group for the treated students. Accounting for individual, family, educational, neighborhood and housing characteristics, as well as for school and year fixed effects, we observe that residential mobility increases the probability of school dropout in the first few years after moving. The estimated effect changes, however, to a lower risk of early school leaving after an initial period, and then changes again to a higher risk after 6 years. This effect remains, regardless the level of education the students attended, or whether the student moves to a better or a worse neighborhood.     

Why are some more peer than others? Evidence from a longitudinal study of social networks and individual academic performance

Studies of peer effects in educational settings confront two main problems. The first is the presence of endogenous sorting which confounds the effects of social influence and social selection on individual attainment. The second is how to account for the local network dependencies through which peer effects influence individual behavior. We empirically address these problems using longitudinal data on academic performance, friendship, and advice seeking relations among students in a full-time graduate academic program. We specify stochastic agent-based models that permit estimation of the interdependent contribution of social selection and social influence to individual performance. We report evidence of peer effects. Students tend to assimilate the average performance of their friends and of their advisors. At the same time, students attaining similar levels of academic performance are more likely to develop friendship and advice ties. Together, these results imply that processes of social influence and social selection are sub-components of a more general a co-evolutionary process linking network structure and individual behavior. We discuss possible points of contact between our findings and current research in the economics and sociology of education.     

Do inferences of competence from faces predict political selection in authoritarian regimes? Evidence from China

Candidate appearance is a significant predictor of election outcomes in democracies because voters often make inference of competence based on facial appearance. Do inferences of competence from faces matter in autocracies? In this article, we study the effects of candidate appearance on the selection of three types of Chinese officials: (1) rural deputies elected to a local people's congress (LPC), (2) urban deputies elected to the LPC, and (3) unelected mayors and bureaucrats. We find that facial competence cues are relevant only to the votes received by rural LPC candidates. Our findings suggest the importance of information accessibility in political selection. In particular, the “selectorate” of mayors and bureaucrats do not need facial appearance cues because they have access to substantive information about the quality of political candidates. Our findings provide a possible explanation for the resilience of some autocracies: they are able to identify talent through an informative, albeit non-electoral, selection mechanism.     

Does higher education expansion promote educational homogamy? Evidence from married couples of the post-80s generation in Shanghai,China

The expansion of higher education witnessed in many societies influences the pattern of educational assortative mating. Structural transition theory predicts growing educational homogamy due to increasing preference for highly-educated partners who become more widely available. In contrast, social closure theory suggests depressed educational homogamy because the inflation of the education elite circle fosters the openness of marriage market, reducing the preference for a highly-educated mate and increasing the penetrability across social-status boundaries. Capitalizing the survey data that are representative of the post-80s one-child generation collected in Shanghai, China, we test the hypotheses derived from the two theories. Empirical results suggest that, with increasing availability of highly educated individuals, the extent of educational homogamy by birth cohort reveals a U-shaped pattern. This U-shaped pattern demonstrates increasing levels of educational homogamy and lends support to structural transition theory.     

Does community social embeddedness promote generalized trust? An experimental test of the spillover effect

Despite the theoretical relevance attributed to the spillover effect, little empirical research has focused on testing its causal validity. Addressing this gap in the literature, I propose a novel experimental design to test if the overall density of social links in a community promotes trustworthy and trusting behaviors with absolute strangers. Controlling for social integration (i.e. the individual number of social connections), I found that density fosters higher levels of trust. In particular, results show that people in denser communities are more likely to trust their unknown fellow citizens, encouraging isolated subjects to engage with strangers. However, evidence did not support the idea that community social embeddedness causes an increase of trustworthiness, indicating that the spillover effect works only with respect to trust.     

Neighborhood change from the bottom Up: What are the determinants of social distance between new and prior residents?

An important source of neighborhood change occurs when there is a turnover in the housing unit due to residential mobility and the new residents differ from the prior residents based on socio-demographic characteristics (what we term social distance). Nonetheless, research has typically not asked which characteristics explain transitions with higher social distance based on a number of demographic dimensions. We explore this question using American Housing Survey data from 1985 to 2007, and focus on instances in which the prior household moved out and is replaced by a new household. We focus on four key characteristics for explaining this social distance: the type of housing unit, the age of the housing unit, the length of residence of the exiting household, and the crime and social disorder in the neighborhood. We find that transitions in the oldest housing units and for the longest tenured residents result in the greatest amount of social distance between new and prior residents, implying that these transitions are particularly important for fostering neighborhood socio-demographic change. The results imply micro-mechanisms at the household level that might help explain net change at the neighborhood level.     

Applying to college: Do information deficits lower the likelihood of college-eligible students from less-privileged families to pursue their college intentions?: Evidence from a field experiment

Information deficits are considered an important source of why students from less-privileged families do not enroll in college, even when they are college-eligible and intend to go to college. In this paper, we examine whether correct and detailed information on the costs of and returns to higher education increases the likelihood of college applications of less-privileged high school graduates who expressed college intentions in their junior high school year. We employ an experimental design with a randomly assigned 25-minute information treatment about funding opportunities for, and returns to, higher education given at Berlin schools awarding university entrance qualifications. Our analyses show that our information treatment indeed substantially increases the likelihood of treated less-privileged students to apply to college. Our study indicates that our low-cost provision of financial information not only increased their college knowledge but also substantially changed their college application behavior, despite other existing barriers, like economic constraints.     

Bribery or just desserts? Evidence on the influence of Congressional reproductive policy voting patterns on PAC contributions from exogenous variation in the sex mix of legislator offspring

Evidence on the relationship between political contributions and legislators’ voting behavior is marred by concerns about endogeneity in the estimation process. Using a legislator’s offspring sex mix as a truly exogenous variable, we employ an instrumental variable estimation procedure to predict the effect of voting behavior on political contributions. Following previous research, we find that a legislator’s proportion daughters has a significant effect on voting behavior for women’s issues, as measured by score in the “Congressional Record on Choice” issued by NARAL Pro-Choice America. In the second stage, we make a unique contribution by demonstrating a significant impact of exogenous voting behavior on PAC contributions, lending further credibility to the hypothesis that Political Action Committees respond to legislators’ voting patterns by “rewarding” political candidates that vote in line with the positions of the PAC, rather than affecting those same votes - at least in this high-profile policy domain.