Long-Term Orientation and Educational Performance

By David N. Figlio, Paola Giuliano, Umut Özek, Paola Sapienza. American Economic Journal: Economic Policy, 2019

148 citations recorded by the source corpus.

We study the role of Long-Term Orientation on the educational attainment of immigrant students. Controlling for the quality of schools and socioeconomic characteristics, students from long-term oriented cultures perform better in third grade reading and math, have larger test score gains over time, fewer absences and disciplinary incidents, are less likely to repeat grades, more likely to enroll in advanced high school courses, and are more likely to graduate from high school in four years. Evidence on mechanisms suggests that both parents’ educational choices for their children and social learning from peers are important mechanisms. (JEL H75, I21, I26, J15, Z13)

Subfields: Demography, Education

View Paper: https://www.semanticscholar.org/paper/b9cd7d711890ac3c5ae1562c5708f78897a59437

Citations in the corpus

• Culture: persistence and evolution (2014, unknown): “Unfortunately, a crucial component of long term orientation is “thrift” as a desirable characteristic of children (see, for instance, Hofstede andMinkov (2010), Galor and Ozak (2016) and Figlio et al. (2016)).”