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Algan, Y., Cahuc, P. Shleifer, A. (2011). Teaching Practices and Social Capital. CEPR Discussion Paper n. 8625

We use several data sets to consider the effect of teaching practices on student beliefs, as well as on organization of firms and institutions. In cross-country data, we show that teaching practices (such as copying from the board versus working on projects together) are strongly related to various dimensions of social capital, from beliefs in cooperation to institutional outcomes. We then use micro-data to investigate the influence of teaching practices on student beliefs about cooperation and students’ involvement in civic life. A two-stage least square strategy provides evidence that teaching practices have an independent sizeable effect on student social capital. The relationship between teaching practices and student test performance is nonlinear. The evidence supports the idea that progressive education promotes social capital.

Authors

Algan, Yann

Yann Algan is Professor of Economics at Sciences Po Paris. He is affiliated to CEPR, IZA and CEPREMAP (Co-head Macroeconomic program). Awards and grants European Starting Grant (ERC) 2010-2014 - Project "Trust" Best French Young Economist 2009 Best French economic book and...

Cahuc, Pierre

Pierre Cahuc is Professor of Economics Ecole Polytechnique and Research fellow CREST-INSEE, IZA,CEPR Selected publications Is short-time work a good method to keep unemployment down? with Stéphane Carcillo, forthcoming in the Nordic Economic Policy Review Civil Society and...

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