New IZA DPs -- Schools & Students
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IZA Publications
Feb 11, 2026, 9:33:50 AM (4 days ago) Feb 11
to it...@umich.edu
Dear Italo Gutierrez,
These new IZA Discussion Papers are now available online.
DP 18306 - Lagos/Saltmarsh/Liu:
The Effect of Centralized-Admission School Lotteries on Between-School Segregation: Evidence from 300 Largest School Districts in the United States
DP 18318 - Inoue/Tanaka:
The Effects of School Bullying Victimization on Cognitive, School Engagement, and Friendship Outcomes
DP 18325 - Biroli/Di Girolamo/Sorrenti/Totarelli:
Talent Is Everywhere, Opportunity Is Not: Online Role Model Mentoring and Students’ Aspirations
DP 18332 - Cunningham/Di Tommaso/Melo/Mendolia/Savio:
It Starts Early! Male-Dominated Classes and Girls’ Bullying
DP 18339 - Ozdogan/Shih:
Immigration and Education: Early Insights from the Buslift to New York City
Please find the abstracts and download links below.
IZA DP No. 18306
Francisco Lagos, Jason Saltmarsh, Jing Liu:
The Effect of Centralized-Admission School Lotteries on Between-School Segregation: Evidence from 300 Largest School Districts in the United States
Abstract:
This study examines how centralized-admission school lotteries affect between-school racial and ethnic segregation in the largest U.S. public school districts. Using original nationwide panel data and a difference-in-differences design with staggered adoption, the research analyzes effects on school composition, intergroup exposure, and distribution evenness. The findings reveal that centralized-admission lotteries led to increased White student enrollment in district schools and modest improvements in intergroup exposure. Black-White exposure rose by 1.6 percentage points and student of color-White exposure by 1.8 points. However, White students experienced reduced exposure to all racial and ethnic groups, with similar patterns for Black, Asian, and other students of color. While centralized lotteries modestly redistribute students, they do not significantly reduce overall segregation, challenging assumptions about equity-promoting reforms. These results underscore the need for complementary policies including weighted lottery designs, transportation subsidies, and targeted adoption to address the structural roots of school segregation.
https://docs.iza.org/dp18306.pdf
IZA DP No. 18318
Atsushi Inoue, Ryuichi Tanaka:
The Effects of School Bullying Victimization on Cognitive, School Engagement, and Friendship Outcomes
Abstract:
This study investigated the effects of bullying victimization on cognitive, school engagement, and friendship outcomes using panel data collected from elementary school students in a Japanese city. Employing a value-added model that controls for prior outcomes, our findings revealed that bullying victimization significantly impairs both cognitive and school engagement and weakens friendship formation. Furthermore, a high prevalence of bullying victimization within the classroom was found to negatively impact cognitive outcomes in subsequent years. These findings underscore the importance of effective school bullying prevention in fostering human and social capital among school-aged children.
https://docs.iza.org/dp18318.pdf
IZA DP No. 18325
Pietro Biroli, Amalia Di Girolamo, Giuseppe Sorrenti, Maddalena Totarelli:
Talent Is Everywhere, Opportunity Is Not: Online Role Model Mentoring and Students’ Aspirations
Abstract:
Educational disparities often limit students' access to relatable role models, constraining their aspirations and educational outcomes. We design and implement the Online Role Model Mentoring Program (ORME), a scalable, low-cost intervention connecting middle school students with successful role models from similar backgrounds. Using a randomized controlled trial with over 450 students in Campania, Italy, we find that ORME improves students' beliefs about the returns to effort, increases alignment between aspirations and expectations, and boosts school effort. Treated students also become more academically ambitious: they are more likely to enroll in academically oriented tracks and perform better on standardized language tests. These findings show that brief online mentoring sessions can have a meaningful impact on students’ attitudes and choices at a critical stage of schooling, highlighting a promising tool to support students in low-opportunity contexts.
https://docs.iza.org/dp18325.pdf
IZA DP No. 18332
Scott Cunningham, Maria Laura Di Tommaso, António Melo, Silvia Mendolia, Giulia Savio:
It Starts Early! Male-Dominated Classes and Girls’ Bullying
Abstract:
Bullying is a widespread form of aggression that emerges early in childhood and is common in school settings. Using Italian data from the National Institute for the Evaluation of Education and Training (INVALSI) on primary school students, we document gender differences in self-reported bullying, both as victims and perpetrators, across multiple dimensions. Bullying is more prevalent among boys on both fronts. Exploiting the quasi-random allocation of students to classes within schools, we show that a higher share of boys increases reported victimization among girls, particularly in forms such as mockery and verbal insults. These effects are associated with lower well-being among girls. The findings point to a spillover of violence from boys to girls as the share of male peers increases, highlighting the role of classroom gender composition in shaping early peer interactions and the need for caution when managing gender imbalances in elementary education.
https://docs.iza.org/dp18332.pdf
IZA DP No. 18339
Selen Ozdogan, Kevin Y. Shih:
Immigration and Education: Early Insights from the Buslift to New York City
Abstract:
Since 2022, New York City has received more than 200,000 asylum-seekers from the southern border, many of whom were young children. Families were placed in homeless shelters, with children subsequently enrolled in nearby public elementary schools. Exploiting variation in homeless shelter capacity across school zones, we show that exposed schools saw increases in migrant students, proxied by English Language Learners, Hispanic students, and students in temporary housing. Despite these shifts, domestic students did not experience adverse impacts on enrollment, test scores, attendance, or chronic absenteeism. Progressive funding helped buffer schools against resource crowding, expanding English language instruction to accommodate newcomers.
https://docs.iza.org/dp18339.pdf
Please click here to change your subscription status.
If you have trouble downloading the papers, or for any other questions regarding the IZA Discussion Paper Series, contact public...@iza.org.
These new IZA Discussion Papers are now available online.
DP 18306 - Lagos/Saltmarsh/Liu:
The Effect of Centralized-Admission School Lotteries on Between-School Segregation: Evidence from 300 Largest School Districts in the United States
DP 18318 - Inoue/Tanaka:
The Effects of School Bullying Victimization on Cognitive, School Engagement, and Friendship Outcomes
DP 18325 - Biroli/Di Girolamo/Sorrenti/Totarelli:
Talent Is Everywhere, Opportunity Is Not: Online Role Model Mentoring and Students’ Aspirations
DP 18332 - Cunningham/Di Tommaso/Melo/Mendolia/Savio:
It Starts Early! Male-Dominated Classes and Girls’ Bullying
DP 18339 - Ozdogan/Shih:
Immigration and Education: Early Insights from the Buslift to New York City
Please find the abstracts and download links below.
IZA DP No. 18306
Francisco Lagos, Jason Saltmarsh, Jing Liu:
The Effect of Centralized-Admission School Lotteries on Between-School Segregation: Evidence from 300 Largest School Districts in the United States
Abstract:
This study examines how centralized-admission school lotteries affect between-school racial and ethnic segregation in the largest U.S. public school districts. Using original nationwide panel data and a difference-in-differences design with staggered adoption, the research analyzes effects on school composition, intergroup exposure, and distribution evenness. The findings reveal that centralized-admission lotteries led to increased White student enrollment in district schools and modest improvements in intergroup exposure. Black-White exposure rose by 1.6 percentage points and student of color-White exposure by 1.8 points. However, White students experienced reduced exposure to all racial and ethnic groups, with similar patterns for Black, Asian, and other students of color. While centralized lotteries modestly redistribute students, they do not significantly reduce overall segregation, challenging assumptions about equity-promoting reforms. These results underscore the need for complementary policies including weighted lottery designs, transportation subsidies, and targeted adoption to address the structural roots of school segregation.
https://docs.iza.org/dp18306.pdf
IZA DP No. 18318
Atsushi Inoue, Ryuichi Tanaka:
The Effects of School Bullying Victimization on Cognitive, School Engagement, and Friendship Outcomes
Abstract:
This study investigated the effects of bullying victimization on cognitive, school engagement, and friendship outcomes using panel data collected from elementary school students in a Japanese city. Employing a value-added model that controls for prior outcomes, our findings revealed that bullying victimization significantly impairs both cognitive and school engagement and weakens friendship formation. Furthermore, a high prevalence of bullying victimization within the classroom was found to negatively impact cognitive outcomes in subsequent years. These findings underscore the importance of effective school bullying prevention in fostering human and social capital among school-aged children.
https://docs.iza.org/dp18318.pdf
IZA DP No. 18325
Pietro Biroli, Amalia Di Girolamo, Giuseppe Sorrenti, Maddalena Totarelli:
Talent Is Everywhere, Opportunity Is Not: Online Role Model Mentoring and Students’ Aspirations
Abstract:
Educational disparities often limit students' access to relatable role models, constraining their aspirations and educational outcomes. We design and implement the Online Role Model Mentoring Program (ORME), a scalable, low-cost intervention connecting middle school students with successful role models from similar backgrounds. Using a randomized controlled trial with over 450 students in Campania, Italy, we find that ORME improves students' beliefs about the returns to effort, increases alignment between aspirations and expectations, and boosts school effort. Treated students also become more academically ambitious: they are more likely to enroll in academically oriented tracks and perform better on standardized language tests. These findings show that brief online mentoring sessions can have a meaningful impact on students’ attitudes and choices at a critical stage of schooling, highlighting a promising tool to support students in low-opportunity contexts.
https://docs.iza.org/dp18325.pdf
IZA DP No. 18332
Scott Cunningham, Maria Laura Di Tommaso, António Melo, Silvia Mendolia, Giulia Savio:
It Starts Early! Male-Dominated Classes and Girls’ Bullying
Abstract:
Bullying is a widespread form of aggression that emerges early in childhood and is common in school settings. Using Italian data from the National Institute for the Evaluation of Education and Training (INVALSI) on primary school students, we document gender differences in self-reported bullying, both as victims and perpetrators, across multiple dimensions. Bullying is more prevalent among boys on both fronts. Exploiting the quasi-random allocation of students to classes within schools, we show that a higher share of boys increases reported victimization among girls, particularly in forms such as mockery and verbal insults. These effects are associated with lower well-being among girls. The findings point to a spillover of violence from boys to girls as the share of male peers increases, highlighting the role of classroom gender composition in shaping early peer interactions and the need for caution when managing gender imbalances in elementary education.
https://docs.iza.org/dp18332.pdf
IZA DP No. 18339
Selen Ozdogan, Kevin Y. Shih:
Immigration and Education: Early Insights from the Buslift to New York City
Abstract:
Since 2022, New York City has received more than 200,000 asylum-seekers from the southern border, many of whom were young children. Families were placed in homeless shelters, with children subsequently enrolled in nearby public elementary schools. Exploiting variation in homeless shelter capacity across school zones, we show that exposed schools saw increases in migrant students, proxied by English Language Learners, Hispanic students, and students in temporary housing. Despite these shifts, domestic students did not experience adverse impacts on enrollment, test scores, attendance, or chronic absenteeism. Progressive funding helped buffer schools against resource crowding, expanding English language instruction to accommodate newcomers.
https://docs.iza.org/dp18339.pdf
Please click here to change your subscription status.
If you have trouble downloading the papers, or for any other questions regarding the IZA Discussion Paper Series, contact public...@iza.org.
IZA Publications
Feb 11, 2026, 9:36:01 AM (4 days ago) Feb 11
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