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Four Essays In The Economics Of Education
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Book Synopsis Four Essays on the Economics of Education by : Melissa A. Clark
Download or read book Four Essays on the Economics of Education written by Melissa A. Clark and published by . This book was released on 2003 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Four Essays in the Economics of Education by : Merlin Penny
Download or read book Four Essays in the Economics of Education written by Merlin Penny and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Four Essays in the Economics of Education and the Family by : Arnaud Chevalier
Download or read book Four Essays in the Economics of Education and the Family written by Arnaud Chevalier and published by . This book was released on 2000 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Four Essays on the Economics of Education and Inequality by : Markus Zimmermann
Download or read book Four Essays on the Economics of Education and Inequality written by Markus Zimmermann and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Four Essays on Economics of Education by : Lisa Leschnig
Download or read book Four Essays on Economics of Education written by Lisa Leschnig and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Four Essays in Economics of Education by : Mirjam Strupler Leiser
Download or read book Four Essays in Economics of Education written by Mirjam Strupler Leiser and published by . This book was released on 2015 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Four essays on education, growth and labour economics by : Miguel Angelo Portela
Download or read book Four essays on education, growth and labour economics written by Miguel Angelo Portela and published by Rozenberg Publishers. This book was released on 2007 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Educational Efficiency and Institutions by : Linn Renée Naper
Download or read book Educational Efficiency and Institutions written by Linn Renée Naper and published by . This book was released on 2008 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Four Essays on the Economics of Vocational Education and Training by : Barbara Müller
Download or read book Four Essays on the Economics of Vocational Education and Training written by Barbara Müller and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Essays on the Economics of Education by : Emily P. Hoffman
Download or read book Essays on the Economics of Education written by Emily P. Hoffman and published by W. E. Upjohn Institute. This book was released on 1993 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Developing Skills Through Non-formal Learning Activities by : Adrian Hille
Download or read book Developing Skills Through Non-formal Learning Activities written by Adrian Hille and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Essays on the Economics of Education by : Sally Lindquist Hudson
Download or read book Essays on the Economics of Education written by Sally Lindquist Hudson and published by . This book was released on 2016 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation combines three essays on the economics of education. The essays share a common focus on comparing experimental and non-experimental econometric methods. I present findings from randomized evaluations of two prominent education interventions for low-income students. In the spirit of LaLonde's (1986) pioneering re-analysis of experimental evidence on federal job training programs, I leverage the experimental data to assess nonexperimental methods for evaluating program impacts. The first chapter - written jointly with Joshua Angrist, David Autor, and Amanda Pallais - reports early results from a randomized evaluation of the Susan Thompson Buffett Foundation (STBF) scholarship, a large, privately-funded financial aid program for applicants to Nebraska's public colleges. Randomly-assigned scholarship offers boosted average grants received by $6,300 per year and dramatically improved enrollment and retention, especially for groups with historically-low persistence rates. Four years after award receipt, nonwhite students and first-generation college goers were nearly 20 percentage points more likely to be enrolled in college. Awards generated similarly large gains for students with the weakest high school GPAs in the eligible applicant pool. Over time, scholarships shifted many students from two- to four-year colleges, reducing associate's degree completion in the process. The economic returns to scholarship support will therefore likely hinge on whether award winners convert their extended enrollment into bachelor's degrees. The oldest study cohort will record its four-year graduation rate in the summer of 2016, but many students will likely take five or more years to finish. A complete picture of award impacts on degree receipt may therefore still be several years away. In the second chapter, I assess how selection bias distorts non-experimental estimates of STBF scholarship impacts. I show that observed gaps in retention rates between scholarship winners and rejected applicants overstate the causal effect of scholarships on dropout by nearly double. Controlling for high school GPA and Expected Family Contribution (EFC) - two widely-used criteria for awarding merit aid - explains roughly half the gap between the experimental benchmarks and observed enrollment rates. Conditional on GPA and EFC, however, additional demographic traits like race, gender, and parental education have little explanatory power. Thus, scholarship winners are positively selected on potential enrollment in the absence of treatment, and a variety of observational estimation strategies overstate the causal impacts of scholarships on enrollment and retention. Among the replication strategies, Kline's (2011) Oaxaca-Blinder procedure outperforms both discrete covariate matching and propensity score weighting on bias and precision. Because STBF award effects are larger for students who are less likely to win scholarships, linear regression estimates are even bigger than the biased estimates of treatment on treated (TOT) effects. In the final chapter, I use experimental estimates of Teach for America's (TFA) impacts on student achievement to validate a non-experimental strategy for measuring the long-run effects of hiring TFA teachers. Randomized evaluations show that TFA teachers outperform colleagues in boosting achievement at hard-to-staff schools. Despite this cross-sectional evidence, TFA's long-run effects remain unknown, a key concern for policymakers. High turnover among TFA recruits - who commit to serve for just two years - may undercut the long-run returns to hiring non-TFA teachers, who improve steeply with experience. To assess this potential tradeoff, I measure the short- and long-run effects of TFA hiring in North Carolina, where schools have employed TFA teachers since the program's founding in 1990. I identify TFA hiring effects by exploiting quasi-random variation in teacher hiring shocks across grades within schools. In the short run, TFA rookies increase math scores markedly relative to the non-TFA teachers schools might otherwise hire; TFA's initial advantage in reading is modest. When schools replace exiting TFA teachers with new TFA recruits, these gains more than offset the costs of lost experience, increasing long-run achievement. On the other hand, when TFA supply fluctuates, schools may have to replace exiting TFA teachers with inexperienced and lower-performing non-TFA hires. On net, short run achievement gains from one-shot TFA hiring still exceed the costs. JEL Classification: C93, I22, J63.
Book Synopsis Empirical Essays in the Economics of Education by : Sarah Rosen Frank
Download or read book Empirical Essays in the Economics of Education written by Sarah Rosen Frank and published by . This book was released on 2009 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examines low-income college attendance and financial aid. The first chapter is an overview of the field and reviews relevant literature. The second chapter examines the growing income gradient in education. Using data from the National Education Longitudinal Study of 1988, I observe an income gradient in academic achievement in 8th grade, and demonstrate that it grows over the course of the students' education. This paper sheds light on this phenomenon by examining five critical steps on the way to a degree (middle school achievement, academic preparation in high school, applying to college, enrolling in a four-year college, and graduating) and the junctions between them. For each junction, I decompose the overall income difference in the probability of success and find poor students are disadvantaged in three ways: they start off behind; when they successfully complete a step, they are less likely to proceed to the next step; and missing a step hurts their future chances more than it hurts those of higher-income students. I find the last factor explains a surprisingly large amount of the income gradient. Wealthy students do, in fact, falter on their way to college but they are more likely to graduate from college anyway. Another key result is, conditional on being academically prepared and applying to college, students across the income distribution enroll in four-year colleges at essentially the same rate. Thus, while income plays a large role in college enrollment, it is due almost entirely to differences in academic qualifications and application behavior. This suggests policies attempting to increase low-income college enrollment should focus earlier. The third chapter examines early commitment financial aid programs, a relatively new category of financial aid that typically enrolls low-income students while still in middle school, guaranteeing them financial assistance for college in exchange for fulfilling certain requirements. By removing uncertainty about college affordability for young students, these programs aim to increase high school preparation and ultimately college attendance. In this chapter, I examine the impact of Indiana's Twenty-first Century Scholars Program, the first public state-wide early commitment program, on high school retention, college enrollment, and Pell Grant receipt. Using a unique dataset with information from the State Student Assistance Commission of Indiana and the U.S. Department of Education's Office of Postsecondary Education, I find positive effects of the early commitment program on all three outcomes. A 10 percentage point increase in program enrollment can be expected to increase high school retention by 2.1 to 2.7 percentage points and Pell Grant receipt by 0.9 to 3.0 percentage points. I find that the program also increased four-year college enrollment by 2.2 to 2.4 percentage points. The results suggest that most scholarships are awarded to students who would not have attended college in the absence of the program. Moreover, the program's effects on college enrollment are considerably larger than the expected effects of grant aid alone. These results suggest that the incentive structure of early commitment programs can increase educational attainment among lower-income students.
Book Synopsis Essays on Economics of Education by : minseon park (Ph.D.)
Download or read book Essays on Economics of Education written by minseon park (Ph.D.) and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation includes three essays in the field of economics of education. The first chapter (joint with Dong Woo Hahm) explores the impact of public school assignment reforms by building a households' school choice model with two key features---(1) endogenous residential location choice and (2) opt-out to outside schooling options. Households decide where to live taking into account that locations determine access to schools---admissions probabilities and commuting distances to schools. Households are heterogeneous both in observed and unobserved characteristics. We estimate the model using administrative data from New York City's middle school choice system. Variation from a boundary discontinuity design separately identifies access-to-school preferences from other location amenities. Residential sorting based on access-to-school preference explains 30\% of the gap in test scores of schools attended by minority students versus their peers. If households' residential locations were fixed, a reform that introduces purely lottery-based admissions to schools in lower- and mid-Manhattan would reduce the cross-racial gap by 7\%. However, households' endogenous location choices dampen the effect by half. The second chapter (joint with Dong Woo Hahm) explores how students' previously attended schools influence their subsequent school choices and how this relationship affects school segregation. Using administrative data from New York City, we document the causal effects of the middle school a student attends on her high school application/assignment. Motivated by this finding, we estimate a dynamic model of middle and high school choices. We find that the middle schools' effects mainly operate by changing how students rank high schools rather than how high schools rank their applications. Counterfactual analysis shows that policymakers can design more effective policies by exploiting the dynamic relationship of school choices. The third chapter (joint with Lois Miller) studies how colleges' ``sticker price'' and institutional financial aid change during and after tuition caps and freezes using a modified event study design. While tuition regulations lower sticker prices, colleges recoup losses by lowering financial aid or rapidly increasing tuition after regulations end. At four-year colleges, regulations lower sticker price by 6.3 percentage points while simultaneously reducing aid by nearly twice as much (11.3 percentage points). At two-year colleges, while regulations lower tuition by 9.3 percentage points, the effect disappears within three years of the end of the regulation. Changes in net tuition vary widely; focusing on four-year colleges, while some students receive discounts up to 5.9 percentage points, others pay 3.8 percentage points more than they would have without these regulations. Students who receive financial aid, enter college right after the regulation is lifted, or attend colleges that are more dependent on tuition benefit less.
Book Synopsis Essays on the Economics of Education by : Morgan Kusler Taylor
Download or read book Essays on the Economics of Education written by Morgan Kusler Taylor and published by . This book was released on 2020 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation consists of three essays on higher education and students' decision-making processes regarding their choices of academic disciplines, persistence, and modes of attrition. The first chapter is motivated by the underrepresentation of women in quantitatively oriented academic fields such as STEM, business, and economics. Some scholars have noted that the grade levels in these fields are substantially lower on average, and hypothesize that female students exhibit relatively stronger sensitivity to the grades they receive. This paper undertakes an examination of these issues using the rich Indiana University data set. We find that the phenomenon of women's stronger sensitivity to grades, as measured by their decisions about persisting in a chosen discipline, holds for STEM, business, and economics but does not universally extend to other academic disciplines. This empirical dichotomy suggests that stronger sensitivity to grades, rather than being a gender-specific characteristic, is more likely to reflect gender differences in the underlying preferences for academic fields.The second chapter analyzes the risky endeavor of enrolling in college with initially incomplete information, which can result in a student's decision to drop out without completing a degree. This paper studies the dropout decisions among students who abandon their initially chosen disciplines. This is the sub-population of students who are likely to have received negative feedback in terms of their performance in the initially chosen disciplines and are thus compelled to act on this information by choosing a mode of exiting, i.e., switching to an alternative discipline or dropping out. Our main focus is on how dropout probabilities conditional on exit from an initial discipline differ between men and women and how this difference depends on the discipline from which the student is departing and students' grade performance there. Our key empirical finding is that the direction of gender differences in conditional dropout propensities is field-dependent. Specifically, while men exhibit higher propensity than women to use the dropout mode of exit when they decide against persisting in STEM or Business and Economics, this phenomenon does not carry over to other starting academic categories, such as Social Sciences and Humanities, Education, and other professional schools.The third chapter begins by acknowledging that college students initially matriculate with incomplete information about their academic ability, interests, or the requirements for success in college. In this paper we examine the impact of student characteristics such as family income and gender on the initial choice of college discipline, persistence in it, or its subsequent adjustment. Using comprehensive student data provided by Indiana University Learning Analytics, we are able to explore whether such impact is discipline-specific. We show, in particular, that there is a positive correlation between family income and consistency of initial choices, i.e., persistence, is seen across all broad academic categories for both men and women, except for Social Sciences and Humanities where the magnitude of the effect of income is notably smaller, if not negligible. The paper also offers new evidence that higher education, rather than being a vehicle for social mobility, tends to strengthen the advantage gap between students from different family income levels.
Book Synopsis Essays on the Economics of Education by : Sarah Rose Cohodes
Download or read book Essays on the Economics of Education written by Sarah Rose Cohodes and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation includes three essays in the field of economics of education.
Book Synopsis Three Essays on the Economics of Education by : Elizabeth Quin
Download or read book Three Essays on the Economics of Education written by Elizabeth Quin and published by . This book was released on 2013 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Community colleges are a large part of the nation's higher education system and provide an important access point to post-secondary education for many students. Transfer to a four-year institution is one of the many functions served by community colleges. Despite the importance of the transfer function, the process of transferring between higher education institutions can be confusing for students. In order to reduce the uncertainty surrounding the transfer process, states have formalized and expanded pre-existing institutional transfer agreements to provide clearer linkages between two-year and four-year institutions of higher education, and many schools also maintain institution-to-institution agreements ..."--Abstract.