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Compulsory class attendance versus autonomy

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  • Goulas, Sofoklis
  • Griselda, Silvia
  • Megalokonomou, Rigissa

Abstract

We estimate the effect of an increased autonomy policy for higher-performing students on short- and longer-term school outcomes. We exploit an institutional setting with high demand for autonomy. Identification comes from a nationwide natural experiment that allowed higher-achieving students to miss 44 percent more classes with parental approval. Using a difference-in-difference-in-differences approach, we find that allowing higher-achieving students to skip more classes increases their performance in subjects that matter for university admission and improves the quality of their enrolled college degree. Top-performing students and students in more academically diverse classrooms demand more autonomy when it is offered.

Suggested Citation

  • Goulas, Sofoklis & Griselda, Silvia & Megalokonomou, Rigissa, 2023. "Compulsory class attendance versus autonomy," Journal of Economic Behavior & Organization, Elsevier, vol. 212(C), pages 935-981.
    • Handle: RePEc:eee:jeborg:v:212:y:2023:i:c:p:935-981
    DOI: 10.1016/j.jebo.2023.06.018
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    More about this item

    Keywords

    Learning autonomy; School attendance; Returns to education; Natural experiment;
    All these keywords.

    JEL classification:

    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education

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