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  1. Dual-credit courses and the road to college
    experimental evidence from Tennessee
    Autor*in: Hemelt, Steven W.; Schwartz, Nathaniel L.; Dynarski, Susan M.
    Erschienen: July 2019
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Dual-credit courses expose high school students to college-level content and provide the opportunity to earn college credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized... mehr

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    Dual-credit courses expose high school students to college-level content and provide the opportunity to earn college credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual-credit math coursework on a range of high school and college outcomes. We find that the dual-credit advanced algebra course alters students' subsequent high school math course-taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math courses. We fail to detect an effect of the dual-credit math course on overall rates of college enrollment. However, the course induces some students to choose four-year universities instead of two-year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in 11th rather than 12th grade. We see limited evidence of improvements in early math performance during college.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/202827
    Schriftenreihe: Discussion paper series / IZA ; no. 12481
    Umfang: 1 Online-Ressource (circa 72 Seiten), Illustrationen
  2. College majors and skills: evidence from the universe of online job ads
    Autor*in: Hemelt, Steven W.; Hershbein, Brad; Martin, Shawn; Stange, Kevin M.
    Erschienen: December 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We document the skill content of college majors as perceived by employers and expressed in the near universe of U.S. online job ads. Social and organizational skills are general in that they are sought by employers of almost all college majors,... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    We document the skill content of college majors as perceived by employers and expressed in the near universe of U.S. online job ads. Social and organizational skills are general in that they are sought by employers of almost all college majors, whereas other skills are more specialized. In turn, general majors - Business and General Engineering - have skill profiles similar to all majors; Nursing and Education are specialized. These cross-major differences in skill profiles explain considerable wage variation, with little role for within-major differences in skills across areas. College majors can thus be reasonably conceptualized as portable bundles of skills.

     
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    Weitere Identifier:
    hdl: 10419/250625
    Schriftenreihe: Discussion paper series / IZA ; no. 14964
    Schlagworte: college major; skill demand
    Umfang: 1 Online-Ressource (circa 72 Seiten), Illustrationen
  3. College Majors and Skills
    Evidence from the Universe of Online Job Ads
    Autor*in: Hemelt, Steven W.; Hershbein, Brad; Martin, Shawn M.; Stange, Kevin M.
    Erschienen: 2021
    Verlag:  National Bureau of Economic Research, Cambridge, Mass

    We document the skill content of college majors as perceived by employers and expressed in the near universe of U.S. online job ads. Social and organizational skills are general in that they are sought by employers of almost all college majors,... mehr

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    Standort:
    Sächsische Landesbibliothek - Staats- und Universitätsbibliothek Dresden
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    keine Fernleihe

    Standort:
    Universitätsbibliothek Freiburg
    Fernleihe:
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    Standort:
    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
    Fernleihe:
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    Standort:
    Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky
    Fernleihe:
    keine Fernleihe

    Standort:
    Technische Informationsbibliothek (TIB) / Leibniz-Informationszentrum Technik und Naturwissenschaften und Universitätsbibliothek
    Fernleihe:
    keine Fernleihe

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Fernleihe:
    keine Fernleihe

     

    We document the skill content of college majors as perceived by employers and expressed in the near universe of U.S. online job ads. Social and organizational skills are general in that they are sought by employers of almost all college majors, whereas other skills are more specialized. In turn, general majors--Business and General Engineering--have skill profiles similar to all majors; Nursing and Education are specialized. These cross-major differences in skill profiles explain considerable wage variation, with little role for within-major differences in skills across areas. College majors can thus be reasonably conceptualized as portable bundles of skills

     
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    Schriftenreihe: NBER working paper series ; no. w29605
    Schlagworte: Studienfach; Hochschule; Bildungsinvestition; Qualifikation; Bildungsertrag; Lohnstruktur; USA
    Umfang: 1 Online-Ressource, illustrations (black and white)
    Bemerkung(en):

    Hardcopy version available to institutional subscribers
  4. Grads on the Go
    Measuring College-Specific Labor Markets for Graduates
    Autor*in: Conzelmann, Johnathan G.; Hemelt, Steven W.; Hershbein, Brad; Martin, Shawn; Simon, Andrew; Stange, Kevin M.
    Erschienen: May 2022
    Verlag:  National Bureau of Economic Research, Cambridge, Mass

    This paper introduces a new measure of the labor markets served by colleges and universities across the United States. About 50 percent of recent college graduates are living and working in the metro area nearest the institution they attended, with... mehr

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    Sächsische Landesbibliothek - Staats- und Universitätsbibliothek Dresden
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    keine Fernleihe

    Standort:
    Universitätsbibliothek Freiburg
    Fernleihe:
    keine Fernleihe

    Standort:
    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
    Fernleihe:
    keine Fernleihe

    Standort:
    Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky
    Fernleihe:
    keine Fernleihe

    Standort:
    Technische Informationsbibliothek (TIB) / Leibniz-Informationszentrum Technik und Naturwissenschaften und Universitätsbibliothek
    Fernleihe:
    keine Fernleihe

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Fernleihe:
    keine Fernleihe

     

    This paper introduces a new measure of the labor markets served by colleges and universities across the United States. About 50 percent of recent college graduates are living and working in the metro area nearest the institution they attended, with this figure climbing to 67 percent in-state. The geographic dispersion of alumni is more than twice as great for highly selective 4-year institutions as for 2-year institutions. However, more than one-quarter of 2-year institutions disperse alumni more diversely than the average public 4-year institution. In one application of these data, we find that the average strength of the labor market to which a college sends its graduates predicts college-specific intergenerational economic mobility. In a second application, we quantify the extent of "brain drain" across areas and illustrate the importance of considering migration patterns of college graduates when estimating the social return on public investment in higher education

     
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    Schriftenreihe: NBER working paper series ; no. w30088
    Schlagworte: Absolventen; Arbeitsmarkt; USA; Public Goods; Higher Education; Research Institutions; Human Capital; Skills; Occupational Choice; Labor Productivity; Geographic Labor Mobility; Immigrant Workers
    Umfang: 1 Online-Ressource, illustrations (black and white)
    Bemerkung(en):

    Hardcopy version available to institutional subscribers
  5. Grads on the go
    measuring college-specific labor markets for graduates
    Autor*in: Conzelmann, Johnathan G.; Hemelt, Steven W.; Hershbein, Brad; Martin, Shawn; Simon, Andrew; Stange, Kevin M.
    Erschienen: May 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This paper introduces a new measure of the labor markets served by colleges and universities across the United States. About 50 percent of recent college graduates are living and working in the metro area nearest the institution they attended, with... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    This paper introduces a new measure of the labor markets served by colleges and universities across the United States. About 50 percent of recent college graduates are living and working in the metro area nearest the institution they attended, with this figure climbing to 67 percent in-state. The geographic dispersion of alumni is more than twice as great for highly selective 4-year institutions as for 2-year institutions. However, more than one-quarter of 2-year institutions disperse alumni more diversely than the average public 4-year institution. In one application of these data, we find that the average strength of the labor market to which a college sends its graduates predicts college-specific intergenerational economic mobility. In a second application, we quantify the extent of "brain drain" across areas and illustrate the importance of considering migration patterns of college graduates when estimating the social return on public investment in higher education.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/263539
    Schriftenreihe: Discussion paper series / IZA ; no. 15323
    Schlagworte: colleges; labor markets; postsecondary education; economicmobility
    Umfang: 1 Online-Ressource (circa 62 Seiten), Illustrationen
  6. School-based healthcare and absenteeism
    evidence from telemedicine
    Autor*in: Komisarow, Sarah; Hemelt, Steven W.
    Erschienen: January 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    The prevalence of school-based healthcare has increased markedly over the past decade. We study a modern mode of school-based healthcare, telemedicine, that offers the potential to reach places and populations with historically low access to such... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 4
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    keine Fernleihe

     

    The prevalence of school-based healthcare has increased markedly over the past decade. We study a modern mode of school-based healthcare, telemedicine, that offers the potential to reach places and populations with historically low access to such care. School-based telemedicine clinics (SBTCs) provide students with access to healthcare during the regular school day through private videoconferencing with a healthcare provider. We exploit variation over time in SBTC openings across schools in three rural districts in North Carolina. We find that school-level SBTC access reduces the likelihood that a student is chronically absent by 2.5 percentage points (29 percent) and reduces the number of days absent by about 0.8 days (10 percent). Relatedly, access to an SBTC increases the likelihood of math and reading test-taking by between 1.8- 2.0 percentage points (about 2 percent). Heterogeneity analyses suggest that these effects are driven by male students. Finally, we see suggestive evidence that SBTC access reduces violent or weapons-related disciplinary infractions among students but has little influence on other forms of misbehavior.

     
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    Weitere Identifier:
    hdl: 10419/272485
    Schriftenreihe: Discussion paper series / IZA ; no. 15858
    Schlagworte: school-based healthcare; student absences; telemedicine
    Umfang: 1 Online-Ressource (circa 67 Seiten), Illustrationen
  7. Grads on the go
    measuring college-specific labor markets for graduates
    Autor*in: Conzelmann, Johnathan G.; Hemelt, Steven W.; Hershbein, Brad; Martin, Shawn M.; Simon, Andrew
    Erschienen: 1-2-2024
    Verlag:  W.E. Upjohn Institute for Employment Research, Kalamazoo, MI

    This paper introduces a new measure of the labor markets served by colleges and universities across the United States. About 50 percent of recent college graduates are living and working in the metro area nearest the institution they attended, with... mehr

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    Verlag (kostenfrei)
    Verlag (kostenfrei)
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    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 208
    Fernleihe:
    keine Fernleihe

     

    This paper introduces a new measure of the labor markets served by colleges and universities across the United States. About 50 percent of recent college graduates are living and working in the metro area nearest the institution they attended, with this figure climbing to 67 percent in-state. The geographic dispersion of alumni is more than twice as great for highly selective 4-year institutions as for 2-year institutions. However, more than one-quarter of 2-year institutions disperse alumni more diversely than the average public 4-year institution. In one application of these data, we find that the average strength of the labor market to which a college sends its graduates predicts college-specific intergenerational economic mobility. In a second application, we quantify the extent of "brain drain" across areas and illustrate the importance of considering migration patterns of college graduates when estimating the social return on public investment in higher education.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/283986
    Schriftenreihe: Upjohn Institute working paper ; 23, 393
    Schlagworte: colleges; labor markets; postsecondary education; economic mobility
    Umfang: 1 Online-Ressource (circa 68 Seiten), Illustrationen
  8. Skills, Majors, and Jobs
    Does Higher Education Respond?
    Autor*in: Conzelmann, Johnathan G.; Hemelt, Steven W.; Hershbein, Brad; Martin, Shawn M.; Simon, Andrew; Stange, Kevin M.
    Erschienen: August 2023
    Verlag:  National Bureau of Economic Research, Cambridge, Mass

    How do college students and postsecondary institutions react to changes in skill demand in the U.S. labor market? We quantify the magnitude and nature of response in the 4-year sector using a new measure of labor demand at the institution-major level... mehr

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    Standort:
    Sächsische Landesbibliothek - Staats- und Universitätsbibliothek Dresden
    Fernleihe:
    keine Fernleihe

    Standort:
    Universitätsbibliothek Freiburg
    Fernleihe:
    keine Fernleihe

    Standort:
    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
    Fernleihe:
    keine Fernleihe

    Standort:
    Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky
    Fernleihe:
    keine Fernleihe

    Standort:
    Technische Informationsbibliothek (TIB) / Leibniz-Informationszentrum Technik und Naturwissenschaften und Universitätsbibliothek
    Fernleihe:
    keine Fernleihe

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Fernleihe:
    keine Fernleihe

     

    How do college students and postsecondary institutions react to changes in skill demand in the U.S. labor market? We quantify the magnitude and nature of response in the 4-year sector using a new measure of labor demand at the institution-major level that combines online job ads with geographic locations of alumni from a professional networking platform. Within a shift-share setup, we find that the 4-year sector responds. We estimate elasticities for undergraduate degrees and credits centered around 1.3, generally increasing with time horizon. Changes in non-tenure-track faculty allocations and the credits they teach partially mediate this overall response. We provide further evidence that the magnitude of the overall response depends on both student demand and institutional supply-side constraints. Our findings illuminate the nature of educational production in higher education and suggest that policy efforts that aim to align human capital investment with labor demand may struggle to achieve such goals if they target only one side of the market

     
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    Format: Online
    Schriftenreihe: NBER working paper series ; no. w31572
    Schlagworte: Arbeitsnachfrage; Personalbeschaffung; Qualifikation; Bildungsinvestition; Akademiker; Hochschule; Absolventen; USA; Higher Education; Research Institutions; Labor Demand; Human Capital; Skills; Occupational Choice; Labor Productivity
    Umfang: 1 Online-Ressource, illustrations (black and white)
    Bemerkung(en):

    Hardcopy version available to institutional subscribers
  9. Skills, majors, and jobs
    does higher education respond?
    Autor*in: Conzelmann, Johnathan G.; Hemelt, Steven W.; Hershbein, Brad; Martin, Shawn; Simon, Andrew; Stange, Kevin M.
    Erschienen: August 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    How do college students and postsecondary institutions react to changes in skill demand in the U.S. labor market? We quantify the magnitude and nature of response in the 4-year sector using a new measure of labor demand at the institution-major level... mehr

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    Verlag (kostenfrei)
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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    How do college students and postsecondary institutions react to changes in skill demand in the U.S. labor market? We quantify the magnitude and nature of response in the 4-year sector using a new measure of labor demand at the institution-major level that combines online job ads with geographic locations of alumni from a professional networking platform. Within a shift-share setup, we find that the 4-year sector responds. We estimate elasticities for undergraduate degrees and credits centered around 1.3, generally increasing with time horizon. Changes in non-tenure-track faculty allocations and the credits they teach partially mediate this overall response. We provide further evidence that the magnitude of the overall response depends on both student demand and institutional supply-side constraints. Our findings illuminate the nature of educational production in higher education and suggest that policy efforts that aim to align human capital investment with labor demand may struggle to achieve such goals if they target only one side of the market.

     
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    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/279103
    Schriftenreihe: Discussion paper series / IZA ; no. 16405
    Schlagworte: labor demand; skill demand; college major; educational investment
    Umfang: 1 Online-Ressource (circa 71 Seiten), Illustrationen
  10. Skills, majors, and jobs
    does higher education respond?
    Autor*in: Conzelmann, Johnathan G.; Hemelt, Steven W.; Hershbein, Brad; Martin, Shawn; Simon, Andrew
    Erschienen: 4-2024
    Verlag:  W.E. Upjohn Institute for Employment Research, Kalamazoo, MI

    How does postsecondary human capital investment respond to changes in labor market skill demand? We quantify the magnitude and nature of this response in the U.S. 4-year sector. To do so, we develop a new measure of institution-major-specific labor... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 208
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    keine Fernleihe

     

    How does postsecondary human capital investment respond to changes in labor market skill demand? We quantify the magnitude and nature of this response in the U.S. 4-year sector. To do so, we develop a new measure of institution-major-specific labor demand, and corresponding shift-share instrument, that combines job ads with alumni locations. We find that postsecondary human capital investments meaningfully respond. We estimate elasticities for degrees and credits centered around 1.3, generally increasing with time horizon. We provide evidence that both student demand and institutional supply-side constraints matter. Our findings illuminate the nature of educational production in higher education.

     
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    Schriftenreihe: Upjohn Institute working paper ; 24, 400
    Schlagworte: labor demand; skill demand; college major; educational investment
    Umfang: 1 Online-Ressource (circa 80 Seiten), Illustrationen
  11. Why is math cheaper than English?
    understanding cost differences in higher education
    Autor*in: Hemelt, Steven W.; Stange, Kevin M.; Furquim, Fernando; Simon, Andrew; Sawyer, John E.
    Erschienen: November 2018
    Verlag:  National Bureau of Economic Research, Cambridge, MA

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Schriftenreihe: Working paper series / National Bureau of Economic Research ; 25314
    Schlagworte: Hochschule; Studium; Wissenschaft; Studienfinanzierung; Signalling; Matching; USA
    Umfang: 55 Seiten, Illustrationen
    Bemerkung(en):

    Erscheint auch als Online-Ausgabe
  12. Why is math cheaper than English?
    understanding cost differences in higher education
    Autor*in: Hemelt, Steven W.; Stange, Kevin M.; Furquim, Fernando; Simon, Andrew; Sawyer, John E.
    Erschienen: November 2018
    Verlag:  IZA, Bonn, Germany

    Recruiting agents, or "programs" costly screen “applicants” in matching processes, and congestion in a market increases with the number of applicants to be screened. To combat this externality that applicants impose on programs, application costs can... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Recruiting agents, or "programs" costly screen “applicants” in matching processes, and congestion in a market increases with the number of applicants to be screened. To combat this externality that applicants impose on programs, application costs can be used as a Pigouvian tax. Higher costs reduce congestion by discouraging applicants from applying to certain programs; however, they may harm match quality. In a multiple-elicitation experiment conducted in a real-life matching market, we implement variants of the Gale-Shapley Deferred-Acceptance mechanism with different application costs. Our experimental and structural estimates show that a (low) application cost effectively reduces congestion without harming match quality.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/193262
    Schriftenreihe: Discussion paper series / IZA ; no. 11968
    Schlagworte: Hochschule; Studium; Wissenschaft; Studienfinanzierung; Signalling; Matching
    Umfang: 1 Online-Ressource (circa 78 Seiten), Illustrationen
  13. The missing manual
    using national student clearinghouse data to track postsecondary outcomes
    Autor*in: Dynarski, Susan M.; Hemelt, Steven W.; Hyman, Joshua
    Erschienen: 2013

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    W 1 (19552)
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    Quelle: Verbundkataloge
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    Schriftenreihe: NBER working paper series ; 19552
    Schlagworte: Studium; Bildungsverhalten; Weiterführende Schule; Bildungsabschluss; USA
    Umfang: 30, [22] S., graph. Darst.
    Bemerkung(en):

    Parallel als Online-Ausg. erschienen
  14. Raising the bar for college admission
    North Carolina'€™s increase in minimum math course requirements
    Autor*in: Clotfelter, Charles T.; Hemelt, Steven W.; Ladd, Helen F.
    Erschienen: January 2016
    Verlag:  National Bureau of Economic Research, Cambridge, MA

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    W 1 (21926)
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    Schriftenreihe: Working paper series / National Bureau of Economic Research ; 21926
    Schlagworte: Hochschule; Studierende; Bildungsniveau; Mathematik; North Carolina; admission
    Umfang: 35 Seiten, 16 ungezählte Seiten, Illustrationen
    Bemerkung(en):

    Erscheint auch als Online-Ausgabe
  15. Multifaceted aid for low-income students and college outcomes
    evidence from North Carolina
    Autor*in: Clotfelter, Charles T.; Hemelt, Steven W.; Ladd, Helen F.
    Erschienen: April 2016
    Verlag:  IZA, Bonn, Germany

    Launched in 2004, the Carolina Covenant combines grant-heavy financial aid with an array of non-financial supports for low-income students at an elite public university. We find that the program increased four-year graduation rates by about 8... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Launched in 2004, the Carolina Covenant combines grant-heavy financial aid with an array of non-financial supports for low-income students at an elite public university. We find that the program increased four-year graduation rates by about 8 percentage points for eligible students in the cohorts who experienced the fully developed program. For these cohorts, we also find suggestive effects on persistence to the fourth year of college, cumulative earned credits, and academic performance. We conclude that aid programs targeting low-income, high-ability students are most successful when they couple grant aid with strong non-financial supports.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/141647
    Schriftenreihe: Discussion paper / IZA ; no. 9888
    Schlagworte: Studienfinanzierung; Niedrigeinkommen; Wirkungsanalyse; Studierende; Bildungsabschluss; Privatuniversität; North Carolina; USA
    Umfang: 1 Online-Ressource (circa 50 Seiten), Illustrationen
  16. Multifaceted aid for low-income students and college outcomes
    evidence from North Carolina
    Autor*in: Clotfelter, Charles T.; Hemelt, Steven W.; Ladd, Helen F.
    Erschienen: May 2016
    Verlag:  National Bureau of Economic Research, Cambridge, MA

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Sprache: Englisch
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    Schriftenreihe: Working paper series / National Bureau of Economic Research ; 22217
    Schlagworte: Studienfinanzierung; Niedrigeinkommen; Wirkungsanalyse; Studierende; Bildungsabschluss; Privatuniversität; North Carolina; USA
    Umfang: 34 Seiten, 14 ungezählte Seiten, Illustrationen
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    Erscheint auch als Online-Ausgabe
  17. Differentiated accountability and education production
    evidence from NCLB waivers
    Autor*in: Hemelt, Steven W.; Jacob, Brian Aaron
    Erschienen: June 2017
    Verlag:  National Bureau of Economic Research, Cambridge, MA

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Schriftenreihe: Working paper series / National Bureau of Economic Research ; 23461
    Schlagworte: Bildungsreform; Bildungspolitik; Bildungschancen; Subvention; Wirkungsanalyse; USA
    Umfang: 48 Seiten, 29 ungezählte Seiten, Illustrationen
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    NCLB = No Child Left Behind
  18. School entry, compulsory schooling, and human capital accumulation
    evidence from Michigan
    Autor*in: Hemelt, Steven W.; Rosen, Rachel B.
    Erschienen: April 2016
    Verlag:  IZA, Bonn, Germany

    Extant research on school entry and compulsory schooling laws finds that these policies increase the high school graduation rate of relatively younger students, but weaken their academic performance in early grades. In this paper, we explore the... mehr

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    Extant research on school entry and compulsory schooling laws finds that these policies increase the high school graduation rate of relatively younger students, but weaken their academic performance in early grades. In this paper, we explore the evolution of postsecondary impacts of the interaction of school entry and compulsory schooling laws in Michigan. We employ a regression-discontinuity (RD) design using longitudinal administrative data to examine effects on high school performance, college enrollment, choice, and persistence. On average, we find that children eligible to start school at a relatively younger age are more likely to complete high school, but underperform while enrolled, compared to their counterparts eligible to start school at a relatively older age. In turn, these students are 2 percentage points more likely to first attend a two-year college, and enroll in fewer postsecondary semesters, relative to their older counterparts. We explore heterogeneity in these effects across subgroups of students defined by gender and poverty status. For example, we illustrate that the increase in the high school graduation rate of relatively younger students attributable to the combination of school entry and compulsory schooling laws is driven entirely by impacts on economically disadvantaged students.

     
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    Sprache: Englisch
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    Weitere Identifier:
    hdl: 10419/141648
    Schriftenreihe: Discussion paper / IZA ; no. 9889
    Umfang: 1 Online-Ressource (circa 42 Seiten), Illustrationen
  19. Marginal pricing and student investment in higher education
    Autor*in: Hemelt, Steven W.; Stange, Kevin M.
    Erschienen: 2014

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    W 1 (20779)
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    Schriftenreihe: NBER working paper series ; 20779
    Schlagworte: Studierende; Bildungsinvestition; Arbeitsleistung; Studienfinanzierung; Preis; Marginalanalyse; Schätzung; Michigan; USA
    Umfang: 36, [18] S., graph. Darst.
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