Education economics, 2018-01, Vol.26 (1/2), p.62-77
2018
Details
- Autor(en) / Beteiligte
- Titel
- The academic impact of natural disasters: Evidence from L'Aquila earthquake
- Ist Teil von
- Education economics, 2018-01, Vol.26 (1/2), p.62-77
- Ort / Verlag
- Abingdon: Routledge
- Erscheinungsjahr
- 2018
- Link zum Volltext
- Quelle
- PAIS Index
- Beschreibungen/Notizen
- This paper uses a standard difference-in-differences approach to examine the effect of the L'Aquila earthquake on the academic performance of the students of the local university. The empirical results indicate that this natural disaster reduced students' probability of graduating on-time and slightly increased students' probability of dropping out. While post-disaster measures (e.g. fast re-establishment of education activities in temporary locations) are likely to have mitigated the effects of this event, disruptions in the learning environment and the mental trauma suffered by students in the aftermath of the earthquake may have worsened their academic performance.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 1469-5782, 0964-5292eISSN: 1469-5782DOI: 10.1080/09645292.2017.1394984Titel-ID: cdi_informaworld_taylorfrancis_310_1080_09645292_2017_1394984
- Format
- –
- Schlagworte
- Academic Achievement, academic performance, Aftermath, Bildungserfolg, College Students, Control Groups, difference-in-differences, Disaster relief, drop-out, Dropouts, Dropping out, Earthquakes, Educational Environment, Educational psychology, Erdbeben, Evidenz, Experimental Groups, Foreign Countries, Grades (Scholastic), Graduation, Graduierung, Hochschulbildung, Intervention, L'Aquila earthquake, Learning, Learning environment, National Surveys, Natural Disasters, on-time graduation, Probability, Program Effectiveness, Secondary School Students, Statistical Analysis, Student Characteristics, Time to Degree, Trauma, University students, Versagen