Empirical studies in the economics of education

This thesis consists of three papers exploring different topics in the economics of education. Each chapter addresses a distinct question related to student behavior, academic outcomes, and educational interventions. Chapter 1 studies whether goal-setting can improve student attendance. Using a randomized controlled trial, we find that students who set attendance goals attend one additional lecture over the term, on average. While this does not translate into improved academic performance, treated students report greater interest in their field of study. The effect is strongest for students with poor planning ability. Chapter 2 looks at the effect of academic rank in primary school using data on all children enrolled in primary school in Aberdeen, Scotland, in 1962. Higher rank within a school-cohort group improves performance on the high-stakes 11-plus exam, raises long-term educational attainment, and strengthens internalizing skills — especially for girls. However, only boys experience lasting income gains, likely reflecting historical constraints on women's access to higher education and skilled employment. Chapter 3 analyzes the impact of a program introducing additional training in mathematics and physics in Italian high schools. The overall effect on university STEM enrollment is null, but significant gender heterogeneity emerges. Boys attending the program are more likely to choose STEM majors, while girls do not respond on average, effectively widening the gender gap. However, this pattern varies by cultural context: girls from areas with more traditional gender norms are significantly more likely to pursue STEM if they attended a program school, suggesting that curricular interventions can counteract restrictive social norms and reduce gender disparities in STEM participation.