Abstract
This paper describes a field experiment in the classroom where principles of microeconomics students are randomly assigned into homework-required and not-required groups. We find that homework plays an important role in student learning, especially so for students who initially perform poorly in the course. Students in the homework-required group have higher retention rates, higher test scores (5% to 6%), more good grades (B’s) and lower failure rates. We also study the relationship between endogenous homework submission and test performance using instrumental variable estimation. We find that homework submission has a large positive effect on test performance.
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