Long-Term Orientation and Educational Performance

David Figlio, Paola Giuliano, Umut Özek and Paola Sapienza

No 22541, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: We use remarkable population-level administrative education and birth records from Florida to study the role of Long-Term Orientation on the educational attainment of immigrant students living in the US. Controlling for the quality of schools and individual characteristics, students from countries with long term oriented attitudes perform better than students from cultures that do not emphasize the importance of delayed gratification. These students perform better in third grade reading and math tests, have larger test score gains over time, have fewer absences and disciplinary incidents, are less likely to repeat grades, and are more likely to graduate from high school in four years. Also, they are more likely to enroll in advanced high school courses, especially in scientific subjects. Parents from long term oriented cultures are more likely to secure better educational opportunities for their children. A larger fraction of immigrants speaking the same language in the school amplifies the effect of Long-Term Orientation on educational performance. We validate these results using a sample of immigrant students living in 37 different countries.

JEL-codes: I20 I24 J15 Z1 (search for similar items in EconPapers)
Date: 2016-08
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Published as David Figlio & Paola Giuliano & Umut Özek & Paola Sapienza, 2019. "Long-Term Orientation and Educational Performance," American Economic Journal: Economic Policy, vol 11(4), pages 272-309.

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Related works:
Journal Article: Long-Term Orientation and Educational Performance (2019)
Working Paper: Long-Term Orientation and Educational Performance (2016)
Working Paper: Long-Term Orientation and Educational Performance (2016)
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