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Academic choice behavior of high school students: economic rationale and empirical evidence
ARTICLE

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Economics of Education Review Volume 24, Number 3, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This study examines the determinants of US students’ choice of alternative programs of study in high school. An explicit theoretical framework grounded in optimizing behavior is derived. The empirical work is based on the National Longitudinal Survey of Youth 1997. The set of variables include student and family characteristics, peer behavior, and students’ involvement in work outside the school. The estimation results confirm the theoretical predictions. They suggest that academic aptitude, pre-high school academic performance, and lifetime consumption goals as driven by peer pressure and family background are by far the most important determinants of program choice.

Citation

Zietz, J. & Joshi, P. (2005). Academic choice behavior of high school students: economic rationale and empirical evidence. Economics of Education Review, 24(3), 297-308. Elsevier Ltd. Retrieved February 19, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2004.05.006

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