Effects of Cooperative Learning on Trust, Attitudes About Group Work, and Performance [Published Paper] [Working Paper] [Presentation Slides][AEA 2023 Webcast]
(with Graham Beattie)
Journal of Economic Education, June 2025
Given the critical role that group work plays in many educational and work settings, it is crucial to understand how it affects individuals’ cognitive and non-cognitive skills. Using an in-class field experiment, the authors study how cooperative learning affects trust, attitudes about group work, and performance. Students in some classrooms completed in-class quizzes individually and students in other classrooms completed the quizzes in pairs. Completing quizzes in pairs led to higher levels of in-classroom trust, indicating they helped build a sense of community in the classroom. Further, taking quizzes in pairs led to more positive attitudes about group work and better performance on quizzes. The positive impact of group quizzes on performance is particularly pro- nounced for weaker students who are matched with stronger students. Taking quizzes in pairs does not significantly help or hinder performance on subsequent individual exams.
Opening the Black Box of College Major Choice: Evidence from an Information Intervention [Published Paper] [Working Paper]
(with Jamin Speer)
Journal of Economic Behavior and Organization, Volume 231, March 2025.
This study examines the role of job-related and non-job-related factors in college major choice. Using a staggered intervention, we provide students information on various aspects of majors and assess the impact of different pieces of information on their stated choices. We show that major choices depend on a wide set of factors, especially for students who are initially unsure about their major choice. The non-job-related factors, such as a major’s course difficulty and gender composition, are particularly important to students. Male and female students value different major characteristics in different ways. Female students – particularly those with below-median high school GPA – avoid majors that are more difficult than they originally believed, while male students are averse to majors with more female faculty but prefer those with more female students. Our findings help us understand gender gaps in college major choice and have a number of implications for researchers and policymakers seeking to study major choice or influence those choices.
The Effect of Peers on the Quality of Financial Decision Making - A Case of the Blind Leading the Blind? [Published Paper] [NBER Working Paper]
(with Sandro Ambuehl, B. Douglas Bernheim and Donhatai Harris)
The Review of Economics and Statistics, Volume 107, January 2025, pp. 240–255.
Media Coverage: Wall Street Journal, MarketWatch
We investigate the impact of peer interaction on the quality of financial decision making in a laboratory experiment. Face-to-face communication with a randomly assigned peer significantly improves the quality of subsequent private decisions even though simple mimicry would have the opposite effect. We present evidence that the mechanism involves general conceptual learning (because the benefits of communication extend to previously unseen tasks), and that the most effective learning relationships are horizontal rather than vertical (because people with weak skills benefit most when their partners also have weak skills). The benefits of demonstrably effective financial education do not propagate to peers.
Invisible Hurdles: Gender and Institutional Bias in the Publication Process in Economics [Published Paper] [Presentation Slides] [25-min Presentation][AEA 2022 Session]
(with Jennifer Pate)
Economic Inquiry, Volume 61, October 2023, pp. 777-797. (Featured Article)
Media Coverage: Times Higher Education, Inside Higher ED
How might the visibility of an author's name and/or institutional affiliation allow bias to enter the evaluation of economics papers? We ask highly qualified journal editors to review abstracts of solo-authored papers which differ along the dimensions of gender and institution of the author. We exogenously vary whether editors observe the name and/or institution of the author. We identify positive name visibility effects for female economists and positive institution visibility effects for economists at the top institutions. Our results suggest that male economists at top institutions benefit the most from non-blind evaluations, followed by female economists (regardless of their institution).
Effects of Perceived Productivity on Study Effort: Evidence from a Field Experiment [Published Paper] [Working Paper] [5-min Presentation][15-min Presentation]
Journal of Economic Behavior and Organization, Volume 207, March 2023, pp. 376-391.
How does the perceived relationship between effort and achievement affect effort? To answer this question, I conduct a framed field experiment with a popular online learning platform. I exogenously manipulate students’ beliefs about returns to effort by assigning them to a control group or to treatments which provide information about returns to effort. Students update their beliefs towards the information and change their study effort in the same direction with the shifts in their beliefs. This result shows that low-cost information interventions can influence students’ beliefs about returns to effort and these beliefs are important components of their effort choices.
Returns to Effort: Experimental Evidence from an Online Language Platform [Paper]
Experimental Economics, Volume 24, September 2021, pp. 1047-1073.
While distance learning has become widespread, causal estimates regarding returns to effort in technology-assisted learning environments are scarce due to high attrition rates and endogeneity of effort. In this paper, I manipulate effort by randomly assigning students different numbers of lessons in a popular online language learning platform. Using administrative data from the platform and the instrumental variables strategy, I find that completing 9 Duolingo lessons, which corresponds to approximately 60 minutes of studying, leads to a 0.057–0.095 standard deviation increase in test scores. Comparisons to the literature and back-of-the-envelope calculations suggest that distance learning can be as effective as in-person learning for college students for an introductory language course.
The Effects of the Great Recession on College Majors [Paper]
Economics of Education Review, Volume 77, August 2020.
How did the Great Recession affect the college degree fields? Utilizing the geographic variation in the severity of the recession in the US, I answer this question using the differences-in-differences and synthetic controls approaches. To explore these effects systematically, I categorize fields based on their sensitivity to the recession. The results show that there was a shift from recession-sensitive majors towards recession-resistant majors. The effects were immediate and larger for more local institutions. These findings suggest that students’ expectations about future labor market outcomes are affected by shocks to the current local labor market conditions.
Parking as a Loss Leader at Shopping Malls [Paper]
(with Kevin Hasker and Eren Inci)
Transportation Research Part B, Volume 91, September 2016, pp. 98-112.
This paper investigates the pricing of malls in an environment where shoppers choose between a car and public transportation in getting to a suburban mall. The mall implicitly engages in mixed bundling; it sells goods bundled with parking to shoppers who come by car, and only goods to shoppers who come by public transportation. There are external costs of discomfort in public transportation due to crowdedness. Thus, shoppers using public transportation crowd out each other. The mall internalizes these external costs, much like a policy maker. To do so, it raises the sales price of the good and sets a parking fee less than parking's marginal cost. Hence, parking is always a loss leader. Surprisingly, this pricing scheme is not necessarily distortionary.
Closing the Gender Gap in STEM: Role of Performance Feedback and Advice [Working Paper]
(with Derek Rury)
Women remain underrepresented in STEM occupations, largely due to educational choices. This study investigates two interventions—performance feedback and advice—aimed at narrowing the gender gap in selecting math tasks over verbal tasks. In an online lab experiment, participants chose between completing a math task or a verbal task. Before making their choice, they received either performance feedback on previous tasks, advice on which task to choose, or both, with advisor gender varied. A significant gender gap was observed in math task choices in the group who did not receive the interventions. Performance feedback intervention eliminated this gap by increasing the proportion of females selecting the math task, while leaving choices of males unaffected. Being advised to choose math task increased math task selection only among females, while being advised to choose verbal task decreased math task selection only among males. The advisor’s gender generally had no significant impact on the effectiveness of advice. This study contributes to our understanding how performance feedback and advice affect educational decisions, highlighting the complexity of these interventions.