NDLI: Does reducing student support affect scholastic performance? Evidence from a Dutch reform

Content Provider	Springer Nature Link
Author	Belot, Michèle Canton, Erik Webbink, Dinand
Copyright Year	2006
Abstract	This paper investigates the impact of student support on performance and time allocation of students in Dutch higher education. In 1996 the maximum duration of grants was reduced by 1 year, and thereby limited to the nominal duration of the study program. This reform could have had substantial financial consequences for students. We evaluate the effects of the reform using a difference-in-differences approach. Our main findings are that after the reform, students early in their study (i) switched less to other programs, (ii) obtained higher grades, while (iii) they did not spend more time studying or working. In addition, for students not older than 20 years when they started their study we find larger effects on all performance variables (switching, percentage of completed courses, graduation in the first year and grade point averages). These findings are consistent with recent evidence on heterogeneous treatment effects for higher ability students.
Starting Page	261
Ending Page	275
Page Count	15
File Format	PDF
ISSN	03777332
Journal	Empirical Economics
Volume Number	32
Issue Number	2-3
e-ISSN	14358921
Language	English
Publisher	Springer-Verlag
Publisher Date	2006-09-30
Publisher Place	Berlin, Heidelberg
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Student support Student behaviour Policy evaluation Econometrics Statistics for Business/Economics/Mathematical Finance/Insurance Economic Theory Economics general
Content Type	Text
Resource Type	Article
Subject	Statistics and Probability Social Sciences Economics and Econometrics

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