Goulas, Sofoklis and Megalokonomou, Rigissa (2015) Knowing who you are : the effect of feedback information on short and long term outcomes. Working Paper. Coventry: University of Warwick. Department of Economics. Warwick economics research papers series (WERPS) (1075). (Unpublished)

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Abstract

We study the effect of disclosing relative performance information (feedback) on students' performance in high-school and on subsequent university enrolment. We exploit a large scale natural experiment where students in some cohorts are provided with their national and school relative performance. Using unique primary collected data, we find an asymmetric response to the relative performance information: high achieving students improve their last-year performance by 0.15 standard deviations whereas the last-year performance of low achieving students drops by 0.3 standard deviations. The results are more pronounced for females indicating greater sensitivity to feedback. We also document the long term effect of feedback provision: high achieving students reduce their repetition rate of the national exams, enrol into 0.15 standard deviations more popular University Departments and their expected annual earnings increase by 0.17 standard deviations. Results are opposite for low achieving students. We nd suggestive evidence that feedback encourages more students from low-income neighborhoods to enrol in university and to study in higher-quality programs indicating a potential decrease in income inequality.

Item Type:	Working or Discussion Paper (Working Paper)
Subjects:	H Social Sciences > HB Economic Theory L Education > LB Theory and practice of education
Divisions:	Faculty of Social Sciences > Economics
Library of Congress Subject Headings (LCSH):	Universities and colleges -- Admission, Grading and marking (Students), Income distribution
Series Name:	Warwick economics research papers series (WERPS)
Publisher:	University of Warwick. Department of Economics
Place of Publication:	Coventry
ISSN:	0083-7350
Official Date:	October 2015
Dates:	Date Event October 2015 Published
Number:	1075
Number of Pages:	72
Institution:	University of Warwick
Status:	Not Peer Reviewed
Publication Status:	Unpublished
Access rights to Published version:	Open Access (Creative Commons)
Date of first compliant deposit:	27 January 2016
Date of first compliant Open Access:	23 February 2016

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