The Role of Specific Subjects in Education Production Functions: Evidence from Morning Classes in Chicago Public High Schools

Kalena E. Cortes (kcortes@tamu.edu), Jesse Bricker (jesse.bricker@frb.gov) and Chris Rohlfs (carohlfs@gmail.com)
Additional contact information
Kalena E. Cortes: Texas A&M University
Jesse Bricker: Federal Reserve Board
Chris Rohlfs: Morgan Stanley

No 5031, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: Absences in Chicago Public High Schools are 3-7 days per year higher in first period than at other times of the day. This study exploits this empirical regularity and the essentially random variation between students in the ordering of classes over the day to measure how the returns to classroom learning vary by course subject, and how much attendance in one class spills over into learning in other subjects. We find that having a class in first period reduces grades in that course and has little effect on long-term grades or grades in related subjects. We also find moderately-sized negative effects of having a class in first period on test scores in that subject and in related subjects, particularly for math classes.

Keywords: absenteeism; attendance; education production; subject-specific; math; English; morning classes; first period; course schedule; quasi-experimental; Chicago; high school (search for similar items in EconPapers)
JEL-codes: I20 I21 J13 (search for similar items in EconPapers)
Pages: 36 pages
Date: 2010-06
New Economics Papers: this item is included in nep-edu, nep-eff, nep-lab and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Published - published in: B.E. Journal of Economic Analysis and Policy (Contributions), 2012, 12(1): 1935-1682

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