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The Role of Specific Subjects in Education Production Functions: Evidence from Morning Classes in Chicago Public High Schools

Author

Listed:
  • Cortes, Kalena E.

    (Texas A&M University)

  • Bricker, Jesse

    (Federal Reserve Board)

  • Rohlfs, Chris

    (Morgan Stanley)

Abstract

Absences in Chicago Public High Schools are 3-7 days per year higher in first period than at other times of the day. This study exploits this empirical regularity and the essentially random variation between students in the ordering of classes over the day to measure how the returns to classroom learning vary by course subject, and how much attendance in one class spills over into learning in other subjects. We find that having a class in first period reduces grades in that course and has little effect on long-term grades or grades in related subjects. We also find moderately-sized negative effects of having a class in first period on test scores in that subject and in related subjects, particularly for math classes.

Suggested Citation

  • Cortes, Kalena E. & Bricker, Jesse & Rohlfs, Chris, 2010. "The Role of Specific Subjects in Education Production Functions: Evidence from Morning Classes in Chicago Public High Schools," IZA Discussion Papers 5031, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp5031
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    References listed on IDEAS

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    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth

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