Ulf Zölitz is Assistant Professor at the Department of Economics of the University of Zurich and the Jacobs Center for Productive Youth Development. He serves as IZA Deputy Program Director for Behavioral and Personnel economics and IZA research fellow.

Ulf Zölitz has studied Economics at the University of Bonn and received his PhD in economics from Maastricht University in 2014. He worked at IZA as Research Associate and from 2014 to 2016. From 2016 to 2017 he worked at the Behavior and Inequality Research Institute (briq) in Bonn. Ulf Zölitz studied Economics at the University of Bonn and received his PhD in economics from Maastricht University in 2014.

Ulf Zölitz primary research interests are in the field of applied microeconomics. He is interested in labor economics, economics of education and behavioral economics. His current research focuses on peer effects, the role of personality in education and interventions aiming to enhance the development of cognitive skills in children.



IZA Discussion Paper No. 11000
accepted for publication: Journal of the European Economic Association

This paper provides new evidence on gender bias in teaching evaluations. We exploit a quasi-experimental dataset of 19,952 student evaluations of university faculty in a context where students are randomly allocated to female or male instructors. Despite the fact that neither students' grades nor self-study hours are affected by the...

IZA Discussion Paper No. 9448
published in: Journal of Labor Economics, 2017, 35(2) 387-428

This paper estimates peer effects in a university context where students are randomly assigned to sections. While students benefit from better peers on average, low-achieving students are harmed by high-achieving peers. Analyzing students' course evaluations suggests that peer effects are driven by improved group interaction rather than adjustments in teachers'...

IZA Discussion Paper No. 9200
published in: PLOS ONE, 2015, 10(7)

This paper studies the extent to which young children develop their cognitive ability in high and low quality schools. We use a representative panel data set containing cognitive test scores of 4-6 year olds in Dutch schools. School quality is measured by the school's average achievement test score at age...

IZA Discussion Paper No. 8900
published in: Review of Economic Studies, 2017, 84(3)

This paper investigates how legal cannabis access affects student performance. Identification comes from an exceptional policy introduced in the city of Maastricht which discriminated legal access based on individuals' nationality. We apply a difference-in-difference approach using administrative panel data on over 54,000 course grades of local students enrolled at Maastricht...

IZA Discussion Paper No. 8371
published in: B.E. Journal of Economic Analysis and Policy (Contributions), 2015, 15(1), 85–117

Free school choice has often been argued to be a tide that lifts school quality through increased competition. This paper analyzes the underlying assumption that school quality is an important choice criterion for parents. Using a large and representative data set of over 15,000 Dutch primary school starters we estimate...