Balsa Ana I, Giuliano Laura M, French Michael T
Research Professor, Center for Applied Research on Poverty, Family, and Education, Department of Economics, Universidad de Montevideo; Prudencio de Pena 2440, Montevideo, 11600, Uruguay; ext 300; ext 325;
Econ Educ Rev. 2011 Feb;30(1):1-15. doi: 10.1016/j.econedurev.2010.06.015.
This paper examines the effects of alcohol use on high school students' quality of learning. We estimate fixed-effects models using data from the National Longitudinal Study of Adolescent Health. Our primary measure of academic achievement is the student's GPA abstracted from official school transcripts. We find that increases in alcohol consumption result in small yet statistically significant reductions in GPA for male students and in statistically non-significant changes for females. For females, however, higher levels of drinking result in self-reported academic difficulty. The fixed-effects results are substantially smaller than OLS estimates, underscoring the importance of addressing unobserved individual heterogeneity.
本文考察了饮酒对高中生学习质量的影响。我们使用来自青少年健康全国纵向研究的数据估计固定效应模型。我们衡量学业成绩的主要指标是从学校官方成绩单中提取的学生平均绩点（GPA）。我们发现，饮酒量的增加会导致男生的GPA出现虽小但在统计上显著的下降，而女生的GPA变化在统计上不显著。然而，对于女生来说，饮酒量增加会导致她们自我报告学习困难。固定效应模型的结果远小于普通最小二乘法（OLS）估计结果，这凸显了解决未观察到的个体异质性的重要性。
