New IZA DPs -- Schooling & Teachers
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IZA DP Alerts
May 28, 2026, 9:09:29 AMMay 28
to it...@umich.edu
New IZA Discussion Papers brought to you by IZA@LISER
Dear Italo Gutierrez,
These new IZA Discussion Papers are now available online.
DP 18490 - Badini/Gehrke/Lenel/Schupp:
Expanding Horizons: A Randomized Controlled Trial on Adolescents’ Career Information Acquisition
DP 18505 - Rivero/Sánchez/Valencia/Rojas:
When Teacher Preparation Programs Look Alike: Variability, Accountability, and the Limits of Program Differentiation
DP 18514 - Yang/Zou:
The Finance-Education Nexus: Educational Consequences of US Interstate Bank Branching Deregulation
DP 18572 - Howard/Weinstein:
Does Training Teachers Locally Affect Teacher Shortages? Evidence from Regional Public Universities
DP 18580 - Doxey/Karger/Nencka:
High Schools and the Uneven Rise in American Opportunity
DP 18599 - Dorsett/Oppedisano/Thomson/Zhang:
The Timing of School Exclusions and Its Consequences for Peers’ Outcomes
DP 18604 - Klokker/Kristensen:
Dynamic Teacher Sorting
Please find the abstracts and download links below.
IZA DP No. 18490
Sofia Badini, Esther Gehrke, Friederike Lenel, Claudia Schupp:
Expanding Horizons: A Randomized Controlled Trial on Adolescents’ Career Information Acquisition
Abstract:
We implement a randomized controlled trial in a low-income context to investigate whether students in lower-secondary school acquire information about potential career paths more effectively if this information is preceded by a task that allows students to explore their own interests and if the career information is ordered by the congruence between the careers and the student’s personality. We find that self-exploration in combination with the personalized display increases student information acquisition. Students also read about more diverse career paths and, low-performing students in particular, shift their focus from occupations that require university education towards those that require a high-school degree and are potentially more achievable.
https://docs.iza.org/dp18490.pdf
IZA DP No. 18505
Rosario Rivero, Rafael Sánchez, Edgar Valencia, Maria Eugenia Rojas:
When Teacher Preparation Programs Look Alike: Variability, Accountability, and the Limits of Program Differentiation
Abstract:
Research on teacher preparation programs (TPPs) continues to debate whether program quality meaningfully influences teacher effectiveness. Evidence from the United States often reports substantial program-level variation, but the external validity of these findings for other contexts remains uncertain. Using national administrative records and value-added models, this study examines the contribution of TPPs to student achievement in Chile. Results show that TPPs account for only about 5% of the variance in student outcomes. Rather than reflecting uniformly strong preparation, this limited variation reveals a paradox: programs appear remarkably similar, yet convergence reflects alignment around a mid-level standard rather than excellence. Interpreted through the theoretical lenses of teacher learning trajectories, accountability, and equity-oriented preparation, the findings suggest that regulatory reforms may yield uniformity without quality. This study contributes new empiri cal evidence from Latin America and advances theory by identifying institutional convergence and bounded instructional learning as mechanisms linking accountability reforms to teacher effectiveness.
https://docs.iza.org/dp18505.pdf
IZA DP No. 18514
Xi Yang, Jian Zou:
The Finance-Education Nexus: Educational Consequences of US Interstate Bank Branching Deregulation
Abstract:
This paper studies the impact of US interstate bank branching deregulation on school finance and student achievement, leveraging the deregulation as a state tax revenue shock. Total revenue and expenditure increase following the deregulation. The revenue increase stems mainly from higher state aid, with spending gains concentrated in capital outlays. Deregulation subsequently improves student achievement, with no distributional effects evident across students’ ability, race, or free lunch status. The findings highlight the spillover benefits of a centralized school finance system in channeling positive tax revenue shocks into public education funding and human capital formation.
https://docs.iza.org/dp18514.pdf
IZA DP No. 18572
Greg Howard, Russell Weinstein:
Does Training Teachers Locally Affect Teacher Shortages? Evidence from Regional Public Universities
Abstract:
We study whether training teachers locally increases nearby teacher supply. We use the historical assignment of normal schools and insane asylums to identify the effect of university proximity. Normal schools, built to train teachers, became regional universities while asylums mostly continue as small psychiatric facilities. Our evidence suggests greater teacher supply in normal school counties: lower teacher wages and more teachers per student. Asylum counties have more teachers with emergency credentials and fewer who majored in education - suggesting they mitigate lower supply by hiring in different pools. Normal school counties have higher high school test scores and graduation rates.
https://docs.iza.org/dp18572.pdf
IZA DP No. 18580
Alison Doxey, Ezra Karger, Peter Nencka:
High Schools and the Uneven Rise in American Opportunity
Abstract:
Between 1850 and 1910, the share of young Americans living in towns with high schools increased from 17% to 46% - the fastest expansion of school access in U.S. history. Using new data on every high school in the United States, we show that this expansion transformed economic opportunities for many young adults but widened class and racial inequalities. We find sharp increases in school attendance rates for high school-aged children in towns that opened a high school relative to children in nearby towns without one. Linking children to adult outcomes, we show that high schools increased women’s labor force participation and job quality, while reducing the probability of early marriage and childbearing. Increased access to high school accounts for a third of the increase in women’s labor force participation between 1870 and1930. High schools had the largest effects on children from already-wealthy families, and did not, on average, benefit Black children. While the high school movement substantially narrowed gender gaps in labor market outcomes, it also widened existing race- and class-based disparities.
https://docs.iza.org/dp18580.pdf
IZA DP No. 18599
Richard Dorsett, Veruska Oppedisano, Dave Thomson, Min Zhang:
The Timing of School Exclusions and Its Consequences for Peers’ Outcomes
Abstract:
This paper examines how the timing of excluding disruptive pupils affects peer outcomes. While removing disruptive pupils may benefit classmates, delays in exclusion can impose costs. We interpret exclusion as determining the timing of removal and estimate the effects of earlier versus later exclusion using an instrumental variables approach based on exogenous variation in local capacity for excluded pupils. We find that exclusions in Year 9 generate the largest negative spillovers: an additional excluded pupil per 1,000 reduces GCSE Maths and English scores by 0.024 and 0.044 standard deviations, lowers Level 2 and Level 3 attainment by around 0.6 percentage points, and increases the probability of being NEET at age 21 by 0.62 percentage points. Effects vary by timing and pupil characteristics, with early exclusions linked to improved labour market outcomes and later exclusions associated with broader losses for disadvantaged pupils. We show that these effects are driven by prolonged exposure to disruptive behaviour prior to exclusion, proxied by accumulated suspension days. Overall, the findings highlight the importance of timely responses to disruption and the broader social costs of exclusionary discipline.
https://docs.iza.org/dp18599.pdf
IZA DP No. 18604
Rasmus H. Klokker, Nicolai Kristensen:
Dynamic Teacher Sorting
Abstract:
Sorting among school teachers, whereby high-qualified school teachers often teach high-achieving students, is well documented, but relatively little is known about how this sorting arises. Based on Danish administrative records, we formulate and estimate a semi-structural dynamic model of career choice among 10 cohorts of teachers completing teacher college, whom we follow biannually up to 15 years. Among teachers initially in the public school, dynamic sorting results in high-qualified teachers moving towards teaching in high-achieving public schools or private schools, while the least-qualified teachers enter low-SES public schools and stay there. Teachers leaving the public or private school system are found to have certain time-constant unobserved characteristics that either immediately or over time make them choose other occupations.
https://docs.iza.org/dp18604.pdf
These new IZA Discussion Papers are now available online.
DP 18490 - Badini/Gehrke/Lenel/Schupp:
Expanding Horizons: A Randomized Controlled Trial on Adolescents’ Career Information Acquisition
DP 18505 - Rivero/Sánchez/Valencia/Rojas:
When Teacher Preparation Programs Look Alike: Variability, Accountability, and the Limits of Program Differentiation
DP 18514 - Yang/Zou:
The Finance-Education Nexus: Educational Consequences of US Interstate Bank Branching Deregulation
DP 18572 - Howard/Weinstein:
Does Training Teachers Locally Affect Teacher Shortages? Evidence from Regional Public Universities
DP 18580 - Doxey/Karger/Nencka:
High Schools and the Uneven Rise in American Opportunity
DP 18599 - Dorsett/Oppedisano/Thomson/Zhang:
The Timing of School Exclusions and Its Consequences for Peers’ Outcomes
DP 18604 - Klokker/Kristensen:
Dynamic Teacher Sorting
Please find the abstracts and download links below.
IZA DP No. 18490
Sofia Badini, Esther Gehrke, Friederike Lenel, Claudia Schupp:
Expanding Horizons: A Randomized Controlled Trial on Adolescents’ Career Information Acquisition
Abstract:
We implement a randomized controlled trial in a low-income context to investigate whether students in lower-secondary school acquire information about potential career paths more effectively if this information is preceded by a task that allows students to explore their own interests and if the career information is ordered by the congruence between the careers and the student’s personality. We find that self-exploration in combination with the personalized display increases student information acquisition. Students also read about more diverse career paths and, low-performing students in particular, shift their focus from occupations that require university education towards those that require a high-school degree and are potentially more achievable.
https://docs.iza.org/dp18490.pdf
IZA DP No. 18505
Rosario Rivero, Rafael Sánchez, Edgar Valencia, Maria Eugenia Rojas:
When Teacher Preparation Programs Look Alike: Variability, Accountability, and the Limits of Program Differentiation
Abstract:
Research on teacher preparation programs (TPPs) continues to debate whether program quality meaningfully influences teacher effectiveness. Evidence from the United States often reports substantial program-level variation, but the external validity of these findings for other contexts remains uncertain. Using national administrative records and value-added models, this study examines the contribution of TPPs to student achievement in Chile. Results show that TPPs account for only about 5% of the variance in student outcomes. Rather than reflecting uniformly strong preparation, this limited variation reveals a paradox: programs appear remarkably similar, yet convergence reflects alignment around a mid-level standard rather than excellence. Interpreted through the theoretical lenses of teacher learning trajectories, accountability, and equity-oriented preparation, the findings suggest that regulatory reforms may yield uniformity without quality. This study contributes new empiri cal evidence from Latin America and advances theory by identifying institutional convergence and bounded instructional learning as mechanisms linking accountability reforms to teacher effectiveness.
https://docs.iza.org/dp18505.pdf
IZA DP No. 18514
Xi Yang, Jian Zou:
The Finance-Education Nexus: Educational Consequences of US Interstate Bank Branching Deregulation
Abstract:
This paper studies the impact of US interstate bank branching deregulation on school finance and student achievement, leveraging the deregulation as a state tax revenue shock. Total revenue and expenditure increase following the deregulation. The revenue increase stems mainly from higher state aid, with spending gains concentrated in capital outlays. Deregulation subsequently improves student achievement, with no distributional effects evident across students’ ability, race, or free lunch status. The findings highlight the spillover benefits of a centralized school finance system in channeling positive tax revenue shocks into public education funding and human capital formation.
https://docs.iza.org/dp18514.pdf
IZA DP No. 18572
Greg Howard, Russell Weinstein:
Does Training Teachers Locally Affect Teacher Shortages? Evidence from Regional Public Universities
Abstract:
We study whether training teachers locally increases nearby teacher supply. We use the historical assignment of normal schools and insane asylums to identify the effect of university proximity. Normal schools, built to train teachers, became regional universities while asylums mostly continue as small psychiatric facilities. Our evidence suggests greater teacher supply in normal school counties: lower teacher wages and more teachers per student. Asylum counties have more teachers with emergency credentials and fewer who majored in education - suggesting they mitigate lower supply by hiring in different pools. Normal school counties have higher high school test scores and graduation rates.
https://docs.iza.org/dp18572.pdf
IZA DP No. 18580
Alison Doxey, Ezra Karger, Peter Nencka:
High Schools and the Uneven Rise in American Opportunity
Abstract:
Between 1850 and 1910, the share of young Americans living in towns with high schools increased from 17% to 46% - the fastest expansion of school access in U.S. history. Using new data on every high school in the United States, we show that this expansion transformed economic opportunities for many young adults but widened class and racial inequalities. We find sharp increases in school attendance rates for high school-aged children in towns that opened a high school relative to children in nearby towns without one. Linking children to adult outcomes, we show that high schools increased women’s labor force participation and job quality, while reducing the probability of early marriage and childbearing. Increased access to high school accounts for a third of the increase in women’s labor force participation between 1870 and1930. High schools had the largest effects on children from already-wealthy families, and did not, on average, benefit Black children. While the high school movement substantially narrowed gender gaps in labor market outcomes, it also widened existing race- and class-based disparities.
https://docs.iza.org/dp18580.pdf
IZA DP No. 18599
Richard Dorsett, Veruska Oppedisano, Dave Thomson, Min Zhang:
The Timing of School Exclusions and Its Consequences for Peers’ Outcomes
Abstract:
This paper examines how the timing of excluding disruptive pupils affects peer outcomes. While removing disruptive pupils may benefit classmates, delays in exclusion can impose costs. We interpret exclusion as determining the timing of removal and estimate the effects of earlier versus later exclusion using an instrumental variables approach based on exogenous variation in local capacity for excluded pupils. We find that exclusions in Year 9 generate the largest negative spillovers: an additional excluded pupil per 1,000 reduces GCSE Maths and English scores by 0.024 and 0.044 standard deviations, lowers Level 2 and Level 3 attainment by around 0.6 percentage points, and increases the probability of being NEET at age 21 by 0.62 percentage points. Effects vary by timing and pupil characteristics, with early exclusions linked to improved labour market outcomes and later exclusions associated with broader losses for disadvantaged pupils. We show that these effects are driven by prolonged exposure to disruptive behaviour prior to exclusion, proxied by accumulated suspension days. Overall, the findings highlight the importance of timely responses to disruption and the broader social costs of exclusionary discipline.
https://docs.iza.org/dp18599.pdf
IZA DP No. 18604
Rasmus H. Klokker, Nicolai Kristensen:
Dynamic Teacher Sorting
Abstract:
Sorting among school teachers, whereby high-qualified school teachers often teach high-achieving students, is well documented, but relatively little is known about how this sorting arises. Based on Danish administrative records, we formulate and estimate a semi-structural dynamic model of career choice among 10 cohorts of teachers completing teacher college, whom we follow biannually up to 15 years. Among teachers initially in the public school, dynamic sorting results in high-qualified teachers moving towards teaching in high-achieving public schools or private schools, while the least-qualified teachers enter low-SES public schools and stay there. Teachers leaving the public or private school system are found to have certain time-constant unobserved characteristics that either immediately or over time make them choose other occupations.
https://docs.iza.org/dp18604.pdf
IZA DP Alerts | www.iza.org
If you have trouble downloading the papers, or for any other questions regarding the IZA Discussion Paper Series, please contact iza...@liser.lu.
IZA@LISER Network
Luxembourg Institute of Socio-Economic Research (LISER)
11, Porte des Sciences, L-4366 Esch-sur-Alzette / Belval
Privacy Policy | Manage your subscriptions
If you have trouble downloading the papers, or for any other questions regarding the IZA Discussion Paper Series, please contact iza...@liser.lu.
IZA@LISER Network
Luxembourg Institute of Socio-Economic Research (LISER)
11, Porte des Sciences, L-4366 Esch-sur-Alzette / Belval
Privacy Policy | Manage your subscriptions
IZA DP Alerts
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