References for “Nudging and Shoving Students Toward Success”

These refer back to “Nudging and Shoving Students Toward Success,” by Philip Oreopoulos

Andersen, Simon Calmar and Helena Skyt Nielsen (2016). “Reading intervention with a growth mindset approach improves children’s skills,” Proceedings of the National Academy of Sciences, 113(43): 12111-12113.

Ariely, Dan and Klaus Wertenbroch (2002). “Procrastination, deadlines and performance: Self-control by precommitment,” Psychological Science, 13(3): 219-224.

Attanasio, Orazio, Sarah Cattan, Emla Fitzsimons et al. (2020). “Estimating the production function for human capital: Results from a randomized controlled trial in Colombia,” American Economic Review, 110(1): 48-85.

Barr, Andrew, Kelli Bird and Benjamin L. Castleman (2019). “The effect of reduced student loan borrowing on academic performance and default: Evidence from a loan counseling experiment,” Annenberg Institute at Brown University, Working Paper: 19-89.

Bergman, Peter (2015). “Parent-child information frictions and human capital investment: Evidence from a field experiment,” Social Science Research Network Working Paper No. 5391.

Bergman, Peter, Chana Edmond-Verley and Nicole Notario-Risk (2018). “Parent skills and information asymmetries: Experimental evidence from home visits and text messages in middle and high schools,” Economics of Education Review, 66: 92-103.

Bergman, Peter, Jeffrey Denning, and Dayanand Manoli (2019). “Is information enough? The effect of information about education tax benefits on student outcomes,” Journal of Policy Analysis and Management, 38: 706-731.

Bergman, Peter and Todd Rogers (2018). “The impact of defaults on technology adoption, and its underappreciation by policymakers,” Harvard Kennedy School, Working Paper No. 6721.

Bergman, Peter and Eric Chan (2019). “Leveraging Parents through Low-Cost Technology: The Impact of High-Frequency Information on Student Achievement,”Journal of Human Resources, forthcoming

Bernheim, B. Douglas and Antonio Rangel (2009). “Beyond revealed preference: Choice theoretic foundations for behavioral welfare economics,” The Quarterly Journal of Economics, 124(1): 51-104.

Bettinger, Eric, Bridget Long, Philip Oreopoulos et al. (2009) “The role of simplification and information in college decisions: Results from the H&R Block FAFSA experiment, addendum on college completion,” National Bureau of Economic Research, Working Paper No. 15361.

Bettinger, Eric, Bridget Long, Philip Oreopoulos et al. (2012). “Helping complete college financial aid applications: Evidence from a randomized trial with H&R Block,” Quarterly Journal of Economics, Vol. 127, Issue 3, pp. 1205-1242.

Bettinger, Eric P. and Rachel B. Baker (2014). “The effects of student coaching: An evaluation of a randomized experiment in student advising,” Educational Evaluation and Policy Analysis, 36(1): 3-19.

Bird, Kelli A., Benjamin L. Castleman, Jeffrey T. Denning et al. (2019). “Nudging at scale: Experimental evidence from FAFSA completion campaigns,” National Bureau of Economic Research, Working Paper: 19-117.

Bhargava, Saurabh and George Lowenstein (2015). “Behavioral economics and public policy 102: Beyond nudging,” American Economic Review, 105(5): 396-401.

Carroll, Gabriel D., James J. Choi, David Laibson et al. (2009). “Optimal defaults and active decisions: Theory and evidence from 401(k) saving,” Quarterly Journal of Economics, 124(4): 1639–1674.

Carter, Susan P., Kyle Greenberg and Michael S. Walker (2017). “The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy,” Economics of Education Review, 56: 118-132.

Castleman, Benjamin L. and Lindsay C. Page (2015). “Summer nudging: Can personalized text messages and peer mentor outreach increase college going among low-income high school graduates?” Journal of Economic Behavior and Organization, 115: 144-160.

Cook, Philip J., Kenneth Dodge, George Farkas et al. (2015). “Not too late: Improving academic outcomes for disadvantaged youth,” Institute for Policy Research Northwestern University, Working Paper: 15-01.

Damgaard, Mette Trier and Helena Skyt Nielsen (2018). “Nudging in education,” Economics of Education Review, 64: 313-342.

DellaVigna, Stefano and Elizabeth Linos (2020). “RCTs to scale: Comprehensive evidence from two nudge units,” UC Berkeley and National Bureau of Economic Research, Working Paper No. 27594.

Dobkin, Carlos, Ricard Gil and Justin Marion (2010). “Skipping class in college and exam performance: Evidence from a regression discontinuity classroom experiment,” Economics of Education Review, 29(4): 566-575.

Dynarski, Susan and Judith Scott-Clayton (2006). “The cost of complexity in federal student aid: Lessons from optimal tax theory and behavioral economics,” National Tax Journal, 59(2): 319-356.

Gabaix, Xavier (2014). “A sparcity-based model of bounded rationality,” Quarterly Journal of Economics, Vol. 129, No. 4, pp. 1661-1710.

Goyer, J. Parker, Julio Garcia, Valerie Purdie-Vaughns et al. (2017). “Self-affirmation and the path to college,” Proceedings of the National Academy of Sciences, 114 (29): 7594-7599.

Gurantz, Oded, Jessica Howell, Mike Hurwitz et al. (2020). “Realizing your college potential? Impacts of College Board’s RYCP campaign on postsecondary enrollment,” Annenberg Institute at Brown University, Working Paper: 19-40.

Hailmovitz, Kyla, Carol S. Dweck and Gregory M. Walton (2020). “Preschoolers find ways to resist temptation after learning that willpower can be energizing,” Developmental Science, 23(3): 12,905.

Hanselman, Paul, Christopher S. Rosek, Jeffrey Grigg et al. (2017). “New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications,” Journal of Educational Psychology, 109(3): 405-424.

Hastings, Justine S. and Jeffrey M. Weinstein (2008). “Information, school choice, and academic achievement: Evidence from two experiments.” Quarterly Journal of Economics, 123(4): 1373-1414.

Hoxby, Caroline and Sarah Turner (2013). “Expanding college opportunities for high-achieving, low income students,” Stanford Institute for Economic Policy Research (SIEPR) Discussion Paper No. 12-014.

Jachimowicz, John M., Shannon Duncan, Elke U. Weber et al. (2019). “When and why defaults influence decisions: A meta-analysis of default effects,” Behavioural Public Policy, 3(2): 159-186.

Jhangiani, Rajiv. and Hammond. Tarry. (2014). Principles of Social Psychology – 1st International Edition. Victoria, B.C.: BCcampus. Retrieved from

Kizilcec, René F., Justin Reich, Michael Yeomans et al (2020). “Scaling up behavioral science interventions in online education,” Proceedings of the National Academy of Sciences, 117(26): 14900-14905.

Lavecchia, Adam, Heidi Liu, and Philip Oreopoulos (2016). “Behavioral economics of education: progress and possibilities,” Handbook of Economics of Education (Eric A. Hanushek, Stephen J. Machin, Ludger Woessmann, eds), 5(1): pp 1-74 North Holland Press, Amsterdam.

Lavecchia, Adam M., Heidi Liu and Philip Oreopoulos (2016). “Chapter 1 – Behavioral economics of education: Progress and possibilities,” Handbook of the Economics of Education, 5: 1-74.

List, John A., Anya Samek, and Dana L. Suskind (2018). “Combining behavioral economics and field experiments to reimagine early childhood education,” Behavioural Public Policy, Vol. 2, Issue 1, pp. 1-21.

Marx, Benjamin M. and Lesley J. Turner (2019). “Student loan nudges: Experimental evidence on borrowing and educational attainment,” American Economic Journal: Economic Policy, 11(2): 108-141.

Mayer, Susan E., Ariel Kalil, Philip Oreopoulos et al. (2018). “Using behavioral insights to increase parental engagement: The parents and children together intervention,” The Journal of Human Resources, 54(4): 900-925.

Mayer, Susan, Rohen Shah, and Ariel Kalil (2020). “How cognitive biases can undermine program scale-up decisions,” Forthcoming in List, J., Suskind, D., & Supplee, L. H. (Ed.). The Scale-up Effect in Early

Childhood and Public Policy: Why interventions lose impact at scale and what we can do about it. Routledge.

Morisano, Dominique, Jacob B. Hirsh, Jordan B. Peterson et al. (2010). “Setting, elaborating, and reflecting on personal goals improves academic performance,” Journal of Applied Psychology, 95(2): 255-264.

Nievar, M. Angela, Laurie A. Van Egeren and Sara Pollard (2010). “A meta-analysis of home visiting programs: Moderators of improvements in maternal behavior,” Infant Mental Health Journal, 31(5): 499-520.

OECD (2017). “Behavioural insights and public policy: Lessons from around the world,” OECD Publishing Paris.

Oreopoulos, Philip and Uros Petronijevic (2013). “Making college worth it: A review of the returns to higher education,” The Future of Children, 23(1): 41-65.

Oreopoulos, Philip and Uros Petronijevic (2018). “Student coaching: How far can technology go?” Journal of Human Resources, 53(2): 299-329.

Oreopoulos, Philip, and Uros Petronijevic (2019). “The remarkable unresponsiveness of college students to nudging and what we can learn from it,” National Bureau of Economic Research, Working Paper No. 26059.

Page, Lindsay C. and Hunter Gehlbach (2017). “How an artificially intelligent virtual assistant helps students navigate the road to college,” American Educational Research Association, 3(4): 1-12.

Page, Lindsay C., Jeonghyun Lee, and Hunter Gehlbach (2020). “Conditions under which college students can be responsive to nudging,” Annenberg Institute at Brown University, Working Paper: 20-242.

Rogers, Todd, and Avi Feller (2018). “Reducing student absences at scale by targeting parents’ misbeliefs,” Nature Human Behaviour, April 23, 2018, pp. 335-342(2018).

Scott-Clayton, Judith (2011). “The structure of student decision-making at community colleges,” Community College Research Center Working Paper No. 49.

Serra-Garcia, Marta, Karsten T. Hansen and Uri Gneezy (2020). “Can short psychological interventions affect educational performance? Revisiting the effect of self-affirmation interventions,” Psychological Science, 31(7): 865-872.

Sisk, Victoria F., Alexander P. Burgoyne, Jingze Sun et al. (2018). “To what extent and under what circumstances are growth mind-sets important to academic achievement? Two meta-analyses,” Psychological Science, 29(4): 549-571.

Sunstein, Cass R. (2015). “The ethics of nudging,” Yale Journal on Regulation, 32(2): 413-450.

Thaler, Richard H. (2018). “Nudge, not sludge,” Science, 361(6401): 431.

Thaler, Richard. H., and Cass R. Sunstein (2008). “Nudge: Improving decisions about health, wealth, and happiness,” New Haven: Yale University Press.

Yeager, David.S., Paul Hanselman, Gregory M. Walton et al (2019). “A national experiment reveals where a growth mindset improves achievement,” Nature, 573: 364-369.

York, Benjamin N., Susanna Loeb and Christopher Doss (2018). “One step at a time: The effects of an early literacy text messaging program for parents of preschoolers,” The Journal of Human Resources, 54(3): 537-566.

Zhu, Pei, Ivonne Garcia, Kate Boxer et al. (2019). “Using a growth-mindset intervention to help ninth-graders,” MDRC.

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