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In this paper, we estimate differences in examination behavior between immigrants and natives, by examining differences in the propensity to forego a passing grade on a final exam in order to retake that final exam. Retaking a final exam involves some level of uncertainty, so differences in examination behavior may be due to differences in motivation, risk-taking, and discipline. We find that immigrants are about 2 percentage points more likely to retake a passed exam than natives. This represents a large difference given a baseline retake rate of about 6.5 percentage points.

In this paper I estimate the relationship between school quality and mortality. Although many studies have linked the quantity of education to health outcomes, the effect of school quality on health has yet to be examined. I construct synthetic birth cohorts and relate the quality of education they attained to their mortality rates. I find that there is a statistically significant relationship between the mortality-schooling gradients, which depict the return to a year of schooling, and the length of school term and relative teacher wage. For instance, increasing the relative teacher wage by one standard deviation results in about 1.9 less deaths per 1000 people per extra year of education. My results suggest that one way to improve the health of the population is to improve school quality. (Contains 6 tables and 7 figures.)

In this paper, we estimate differences in examination behavior between immigrants and natives, by examining differences in the propensity to forego a passing grade on a final exam in order to retake that final exam. Retaking a final exam involves some level of uncertainty, so differences in examination behavior may be due to differences in motivation, risk-taking, and discipline. We find that immigrants are about 2 percentage points more likely to retake a passed exam than natives. This represents a large difference given a baseline retake rate of about 6.5 percentage points. [ABSTRACT FROM AUTHOR]

In this article, I analyse the different risk-taking tendencies of students comprising the two major ethnic groups in Israel, Ashkenazi and Mizrahi Jews, in a field setting. I determine ethnicity by students’ last names, and I measure risk by students’ propensity to give up a passing grade on a final exam in order to be able to retake the exam in pursuit of a higher grade, but with the risk of earning a lower grade and possibly not passing the course. Differences in preferences for risk may be part of the explanation for differential labour market outcomes between gender and ethnic groups. I find evidence that Ashkenazi men take more exam risk than both Ashkenazi and Mizrahi women, and Mizrahi men. This finding is consistent with the ‘White-Male Effect’, the notion that white males, or males from the dominant socio-economic group, perceive lower risks than females and non-whites. [ABSTRACT FROM PUBLISHER]

ABSTRACT: In this paper, we conduct an experiment to determine the characteristics of individuals who are more likely to donate to a gay charity. After filling out a questionnaire that includes information on gender, ethnicity, and religiosity, as well as other factors, Israeli undergraduate students are asked to choose two out of four options: participation in a lottery, donation to a gay charity, donation to a religious charity, and donation to an education‐focused charity. Our most robust findings are that females and the less religiously observant are more likely to donate to the gay charity. [ABSTRACT FROM AUTHOR]