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Eventos

En esta sección encontrarás la agenda de eventos académicos, conferencias, seminarios y actividades organizadas por la Facultad de Economía.

Imagen Seminario CEDE - Katarina Kuske
Activo

Seminario CEDE - Katarina Kuske

Joint physical custody (co-parenting) is an increasingly popular post-divorce parenting arrangement, and while it benefits children, its economic implications for parents are theoretically ambiguous. I investigate empirically how co-parenting affects parents’ labour market outcomes after divorce, exploiting a custody reform in the Netherlands that encouraged co-parenting and increased its uptake by 7.6 percentage points among parents with young children. I find that mothers who divorce after the reform experience a 0.8% wage decline in an intention-to-treat framework relative to those divorcing before the reform, which implies an average wage loss of about 10% for compliers. This is driven by slower wage growth for mothers in the treatment group, who are less likely to move further away to access better-paid employment. The findings suggest that co-parenting ties both parents to a fixed location, reducing geographical mobility. Treated mothers also reduce their hours temporarily – largely due to rising overtime in the control group – while fathers’ wages and hours remain unaffected. The wage penalty is concentrated among mothers who were secondary earners during marriage and younger at the time of divorce. These patterns are consistent with couples placing greater weight on the primary earner’s career when making location decisions, which makes the post-divorce location constraint under co-parenting bind more tightly for mothers than fathers, thereby widening the gender wage gap. My results indicate an efficiency cost of location constraints under coparenting.

12:30 pm
Universidad de los Andes
Imagen Seminario CEDE - Natalia Pia Guerrero Trinidad
Activo

Seminario CEDE - Natalia Pia Guerrero Trinidad

In weak-state environments, behavior depends less on formal rules and more on internalized norms, yet how such norms emerge–and whether informal institutions can cultivate them remains unclear. I provide causal evidence that accountable grassroots institutions can form, internalize, and sustain moral norms that shape long-run behavior. My empirical strategy exploits the staggered emergence of Peru’s Peasant Rounds (1976–1983)–community-run security organizations with participatory and accountable design that promoted moral norms– and combines archival, ethnographic, administrative, survey, and original fieldwork data into a new dataset. Using a matched difference-in-differences design across cohorts and birth districts, paired with displacement induced by exogenous weather shocks, I show that exposure to the rounds before age 11 shifts rule-following from fear to empathy, fosters more impartial moral judgments, increases respect for others’ rights, and raises trust beyond the in-group. These changes in moral norms translate into meaningful behavioral outcomes: adult arrests and incarceration fall by roughly 14 percent relative to the control-group mean, and insurgent recruitment declines by about 32 percent. I also find substantial evidence that these norm changes persist when individuals relocate, diffuse into previously unexposed host communities, and extend to the next generation. A placebo comparison with self-defense groups lacking accountability shows no comparable effects. Taken together, the results are consistent with a mechanism in which accountable community institutions socialize children and raise the moral cost of wrongdoing, cultivating intrinsic prosocial motivation that travels with individuals over space and time.

12:30 pm
Universidad de los Andes
Imagen Seminario CEDE - Antonia Vazquez
Activo

Seminario CEDE - Antonia Vazquez

Can investing in failing schools help them improve? This paper studies this question using a natural experiment based on a 2017 lawsuit settlement that allocated substantial resources to the lowest-performing schools in the Los Angeles Unified School District (LAUSD). Using a difference-in-differences design, I compare 50 secondary schools that received an increase of 13.5% on average in their annual budgets for three years, to nearby public, noncharter schools that received no settlement funding. The intervention mandated hiring of additional staff members and allocating of funds for professional development, but allowed discretionary spending on initiatives for high-need students. I find that, in line with the intent of the settlement, schools hired more personnel, including instructional staff such as teachers and counselors and support personnel such as paraprofessionals and school service staff, all effects statistically significant. Settlement schools achieved a 0.75 percentage points reduction in suspension rate relative to unfunded schools, reflecting a marked improvement in performance outcomes. These reductions were particularly notable given that the settlement triggered demographic sorting, with the treated schools losing students overall and shifting toward higher concentrations of economically disadvantaged students and lower Black enrollment. A simple bounding exercise that accounts for demographic sorting indicates that the settlement had meaningful effects on suspension rates, suggesting real improvements on noncognitive dimensions of schooling. Survey evidence suggests that two key mechanisms for lower suspensions were improvements to school climate as reported by staff and students, and enhancements to educators’ capacity and disciplinary approaches.  

12:30 pm
Universidad de los Andes
Imagen Seminario CEDE - Román Andrés Zárate
Activo

Seminario CEDE - Román Andrés Zárate

Este artículo estima el impacto de la violencia perpetrada por pares y por el personal escolar sobre los estudiantes víctimas. A partir de datos administrativos de Chile que vinculan reportes de violencia escolar con registros educativos individuales, abordamos limitaciones metodológicas que han dificultado la identificación de los efectos causales de la violencia escolar en el corto, mediano y largo plazo. Usando un diseño de diferencias en diferencias con emparejamiento, encontramos que la exposición a la violencia escolar tiene efectos negativos persistentes: el ausentismo aumenta entre un 46 % y un 64 %, las tasas de repitencia se duplican, y tanto las calificaciones como los puntajes en pruebas estandarizadas disminuyen significativamente, con impactos que se extienden hasta por cuatro años. A largo plazo, las víctimas presentan una probabilidad sustancialmente menor de graduarse de la educación secundaria o matricularse en la universidad. Los efectos son más severos cuando la violencia es perpetrada por adultos que cuando proviene de pares. Evidencia complementaria de encuestas muestra que los incidentes reportados se asocian con mayores percepciones de violencia y discriminación, así como con una menor sensación de pertenencia escolar y menores expectativas por parte de los docentes. Aunque estos efectos psicológicos y de percepción desaparecen un año después de los incidentes, las consecuencias educativas adversas persisten, evidenciando cómo experiencias de violencia, incluso breves, pueden generar desventajas educativas duraderas.  

12:30 pm
Universidad de los Andes

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