Abstract
I analyze the homework and exam results of a sample of Master’s students that took an advanced finance class in Switzerland. I document that homework-specific students’ effort enhances their achievement in the final exam. A one-point increase in students’ homework grades increases their exam scores by 0.22 points, other things equal. Placebo tests and breakdowns of the exam questions rule out endogeneity concerns and support a learning interpretation: homework-specific effort allows students to learn more, thus contributing to building their human capital. My tests fail to detect any substantial heterogeneity in these effects based on students’ characteristics or assignments’ frequency.
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