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Compulsory Class Attendance versus Autonomy

Author

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  • Goulas, Sofoklis

    (Brookings Institution)

  • Griselda, Silvia

    (Bocconi University)

  • Megalokonomou, Rigissa

    (Monash University)

Abstract

Understanding the impact of the COVID-19 pandemic on education requires a solid grasp of the impact of student autonomy on learning. In this paper, 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 in randomly formed classrooms. Identification comes from a natural experiment that allowed higher-achieving students to miss 30 percent more classes without penalty. Using a difference-in-difference-in-differences approach, we find that allowing higher-achieving students to skip class more often improves their performance in high-stakes subjects and increases their university admission outcomes. Higher-achieving students in more academically diverse classrooms exerted more autonomy when allowed to.

Suggested Citation

  • Goulas, Sofoklis & Griselda, Silvia & Megalokonomou, Rigissa, 2021. "Compulsory Class Attendance versus Autonomy," IZA Discussion Papers 14559, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp14559
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    Cited by:

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    2. Ha, Wei & Ma, Liping & Cao, Yulian & Feng, Qinxue & Bu, Shangcong, 2024. "The effects of class attendance on academic performance: Evidence from synchronous courses during Covid-19 at a Chinese research university," International Journal of Educational Development, Elsevier, vol. 104(C).

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    More about this item

    Keywords

    COVID-19; 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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