Scheduled to Gain: Short‐ and Longer‐Run Educational Effects of Examination Scheduling*
研究发现考试安排随机变化带来的额外准备时间能提高高利害考试成绩，效果对女生和数学科目更明显，并进一步影响女性高等教育参与度和完成度。
Abstract In this paper, I present findings concerning the effect of examination scheduling on high‐stakes exam scores and longer‐run outcomes. I show that random variations in examination schedules, which increase the time students have to prepare, have positive effects on exam scores. The effect is highly concave, and stronger for females and in quantitative subjects. I trace the effects of preparation time into tertiary education outcomes, finding significant effects for female students on the extensive and intensive margins. I show how easily exam scores and, consequently, longer‐run outcomes are affected by a random institutional factor unrelated to student ability.