Fictional Money, Real Costs: Impacts of Financial Salience on Disadvantaged Students
中文摘要
当随机接受一项具有金融显著性的数学考试时，弱势学生的表现差异性地更差。对于社会经济指标低于全国中位数的学生，货币主题题目份额增加10个百分点会使考试成绩下降0.026个标准差，约占其成绩差距的6%。利用题目层面数据，我通过比较货币类题目与高度相似的非货币类题目上的表现，证实了金融显著性的作用。利用题目的随机排序，我识别了对后续题目的一种影响，提供了贫困的注意力捕获效应在实验环境之外影响政策相关结果的证据。(JEL G53, I21, I24, I32, J13, O15)
Abstract
Disadvantaged students perform differentially worse when randomly given a financially salient mathematics exam. For students with socioeconomic indicators below the national median, a 10 percentage point increase in the share of monetary themed questions depresses exam performance by 0.026 standard deviations, about 6 percent of their performance gap. Using question-level data, I confirm the role of financial salience by comparing performance on monetary and highly similar non-monetary questions. Leveraging the randomized ordering of questions, I identify an effect on subsequent questions, providing evidence that the attention capture effects of poverty affect policy relevant outcomes outside of experimental settings. (JEL G53, I21, I24, I32, J13, O15)