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BEGIN:VEVENT
DTSTAMP:20260507T194055Z
DTSTART;VALUE=DATE-TIME:20210504T130000
DTEND;VALUE=DATE-TIME:20210504T140000
SUMMARY:CWIP Workshop - Victor Lavy (����TV)
TZID:Europe/London
UID:20210504-8a17841b78f97eea017918c3d9ea1348@warwick.ac.uk
CREATED:20210428T144714Z
DESCRIPTION:Victor will present the paper Gifted Children Programs’ Long-
 Term Impact: Higher Education\, Earnings\, and the Knowledge-Economy (Jo
 int with Yoav Goldstein). Abstract: We estimate the short-run and longer
 -term effects of gifted children programs (GCP) in high schools in Israe
 l. The program tracks the most talented students into gifted children cl
 asses\, starting 10th grade. They receive more resources in smaller clas
 ses\, a unique curriculum\, access to high-quality teachers\, and course
 s in universities. We use test scores in exams that measure intelligence
  and ability to select a comparison group of equally gifted students fro
 m other cities where GCP was not offered at the time. Based on administr
 ative data\, we follow 13 cohorts of GCP participants who graduated high
  school in 1992-2005. We measure treatment effects on outcomes\, ranging
  from high school to the labor market in their 30s and 40s. The evidence
  on the impact of GCP on academic achievements in high school is mixed. 
 Four of the seven compulsory subjects (bible and civic studies\, math\, 
 and Hebrew) are significantly negatively impacted. It is positive in his
 tory and literature\, and in English\, computer science\, and physics\, 
 it is zero. The effect on the average composite score is negative\, driv
 en mainly by the impact on boys. However\, all these estimates are relat
 ively small\, implying a tiny effect size. These results stand in contra
 st to the abundance of educational resources enjoyed by GCP participants
 \, in addition to better peers in terms of SES background and outcomes. 
 We discuss in this context the potential adverse effect of the Big-Fish-
 Little-Pond Effect. In the longer run\, we find meaningful positive effe
 cts of GCP on higher education attainment. All gifted children achieve a
  BA degree\, but a much higher share of GCP participants graduate with a
  double major. The effect of getting a MA and Ph.D. is also positive\; f
 or the latter\, it is statistically significant\, with an effect size of
  a 25 percent increase. Examining choice of field of study shows that gi
 fted children in GCP study more math\, computer\, and physical sciences 
 but engage much less in engineering programs. The net effect on STEM deg
 rees is\, therefore\, zero. However\, among GCP participants\, a much hi
 gher share graduates with two STEM majors. This evidence\, along with th
 e significant effect on a double major\, suggests that GCP enhances the 
 impact of “multipotentiality\,” which characterizes many gifted adolesce
 nts. We find no effect of GCP on employment and earnings. Nor do we find
  that they work more than other equally talented children in the various
  sectors of the knowledge economy: hi-tech manufacturing\, hi-tech servi
 ces\, R&D firms\, and academic institutions. We examine marriage and fam
 ily formation patterns as mediating effects and find no discerned GCP ef
 fects either. We used different samples based on the age at which studen
 ts took the intelligence and ability test to match a control group to th
 e treatment group. Our results are fully robust to variations in the sam
 ple we use. In the short-term\, medium-run\, and into adulthood\, these 
 comprehensive sets of results are not qualitatively different for female
 s and males gifted children who participated in GCP. Analyzing treatment
  heterogeneity by giftedness level allows us to compare our results to e
 arlier studies that used regression discontinuity designs to identify GC
 P effects on students who are only marginally eligible for such programs
 . We find meaningful differences in treatment effect between marginal an
 d inframarginal gifted children\, suggesting that it is essential to exa
 mine GCP’s impact over the whole spectrum of Giftedness. This CWIP works
 hop is via Microsoft Teams
LOCATION:via Microsoft Teams
CATEGORIES:CWIP Workshop
LAST-MODIFIED:20210428T144714Z
ORGANIZER;CN=Gill Gudger:
END:VEVENT
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