Uros Petronijevic
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View article: School Choice, Competition, and Aggregate School Quality
School Choice, Competition, and Aggregate School Quality Open
This paper develops and estimates an empirical framework that evaluates the impact of charter school choice on education quality in the aggregate.We estimate the model using student-level data from North Carolina.We find that North Carolin…
View article: A Quantitative Framework for Analyzing the Distributional Effects of Incentive Schemes
A Quantitative Framework for Analyzing the Distributional Effects of Incentive Schemes Open
This paper develops the first quantitative framework for analyzing distributional effects of incentive schemes in public education.The analysis is built around a hump-shaped effort function, estimated semi-parametrically using exogenous in…
View article: Experiences and Coping Strategies of College Students During the COVID-19 Pandemic
Experiences and Coping Strategies of College Students During the COVID-19 Pandemic Open
An emerging literature documents the many challenges faced by college students during the COVID-19 pandemic.Little is known, however, about how students responded to the adversity.Focusing on two large Canadian universities, we provide som…
View article: A Quantitative Framework for Analyzing the Distributional Effects of Incentive Schemes
A Quantitative Framework for Analyzing the Distributional Effects of Incentive Schemes Open
This paper develops the first quantitative framework for analyzing distributional effects of incentive schemes in public education. The analysis is built around a hump-shaped effort function, estimated semi-parametrically using exogenous i…
View article: The Remarkable Unresponsiveness of College Students to Nudging And What We Can Learn from It
The Remarkable Unresponsiveness of College Students to Nudging And What We Can Learn from It Open
We present results from a five-year effort to design promising online and text-message interventions to improve college achievement through several distinct channels. From a sample of nearly 25,000 students across three different campuses,…
View article: When Studying and Nudging Don’t Go as Planned: Unsuccessful Attempts to Help Traditional and Online College Students
When Studying and Nudging Don’t Go as Planned: Unsuccessful Attempts to Help Traditional and Online College Students Open
Previously circulated as "Lack of Study Time is the Problem, but What is the Solution
View article: Teacher Value-Added and Economic Agency
Teacher Value-Added and Economic Agency Open
Teacher value-added is not a technological 'primitive.' Instead, it increases within-teacher when accountability incentives are strengthened, as we show.This evidence motivates a framework in which teacher value-added depends on two unobse…
View article: Goal Setting, Academic Reminders, and College Success: A Large-Scale Field Experiment
Goal Setting, Academic Reminders, and College Success: A Large-Scale Field Experiment Open
This paper presents an independent large-scale experimental evaluation of two online goal-setting interventions. Both interventions are based on promising findings from the field of social psychology. Approximately 1, 400 first-year underg…
View article: Incentives and Productivity in the Economics of Education
Incentives and Productivity in the Economics of Education Open
Recent advances in the literature examining the importance of teachers in student learning have led to credible new measures of teacher productivity. Simultaneously, the spread of school-based performance incentives in the United States ha…
View article: Student Coaching: How Far Can Technology Go?
Student Coaching: How Far Can Technology Go? Open
Recent studies show that programs offering structured, one-on-one coaching and tutoring tend to have large effects on the academic outcomes of both high school and college students.These programs are often costly to implement and difficult…
View article: Student Coaching: How Far Can Technology Go?
Student Coaching: How Far Can Technology Go? Open
One-on-one coaching programs tend to have large effects on student outcomes, but they are costly to scale. In contrast, interventions that rely on technology to maintain contact with students can be scaled at low cost but may be less effec…