A public college randomly assigns applicants into a group that can enroll immediately and a group that can do so only after 1 year. One and a half years after the first group enrolled, individuals in that group were 19 percentage points more likely to be enrolled than those who had to wait. I present a model of educational decision making that predicts a substantial effect of deferral on attainment only when opportunity costs (wages) can vary across time within individuals. I estimate the model to project the long-term effect of deferred admission on attainment for different groups of applicants.

We analyze two noncontributory Mexican pension programs for the elderly. Both paid similar amounts, but one paid monthly while the other paid every two months. The Life Cycle Hypothesis suggests frequency of benefits payments should not affect consumption smoothing, but we find the monthly program was more effective in smoothing food expenditure. It also increased doctor visits and reduced the incidence of hunger spells. Under the bimonthly program, expenditures on food significantly decline between paychecks but ownership of durable goods increased. This suggests the importance of payment frequency in social programs.

This paper studies the causal effect of education on decision making. In 1972, England raised its minimum school-leaving age from 15 to 16 for students born after September 1, 1957. An online survey was conducted with 2,700 individuals born in a 36-month window on either side of this date. Participants made 25 incentivized risk choices that allow us to measure multiple dimensions of decision making. Despite the policy having effects on education, educational qualifications, and income, we find no effects of the policy on decision making or decision-making quality.