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An empirical analysis of the determi...

Stange, Kevin Michael.

An empirical analysis of the determinants of postsecondary educational attainment.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An empirical analysis of the determinants of postsecondary educational attainment.
作者:	Stange, Kevin Michael.
面頁冊數:	198 p.
附註:	Adviser: David Card.
附註:	Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3685.
Contained By:	Dissertation Abstracts International69-09A.
標題:	Economics, Labor.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3331797
ISBN:	9780549834854

An empirical analysis of the determinants of postsecondary educational attainment.
Stange, Kevin Michael.

An empirical analysis of the determinants of postsecondary educational attainment. - 198 p.

Adviser: David Card.

Thesis (Ph.D.)--University of California, Berkeley, 2008.

I first consider the role of uncertainty and option value in schooling decisions. College attendance has option value, since enrolled students have the option to continue after learning their aptitude and tastes. This chapter quantifies this value using an estimated dynamic structural model and counterfactual simulations that alter individuals' information sets. I estimate that option value accounts for 13% of the total value of the opportunity to attend college for the average high school graduate, and is greatest for moderate-ability students. Sequential educational decisions increase welfare and make education less polarized by background.

ISBN: 9780549834854Subjects--Topical Terms:

212660
Economics, Labor.

An empirical analysis of the determinants of postsecondary educational attainment.
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520 $a I first consider the role of uncertainty and option value in schooling decisions. College attendance has option value, since enrolled students have the option to continue after learning their aptitude and tastes. This chapter quantifies this value using an estimated dynamic structural model and counterfactual simulations that alter individuals' information sets. I estimate that option value accounts for 13% of the total value of the opportunity to attend college for the average high school graduate, and is greatest for moderate-ability students. Sequential educational decisions increase welfare and make education less polarized by background.
520 $a The final chapter examines the effect of institutional quality on the educational attainment of community college students. The effect of institutional quality is difficult to separate from that of student ability because better students usually sort into better colleges. This is not true for community college students, whose college quality is effectively assigned based on high school location rather than aptitude. I find that community college quality (as measured by average faculty salary) has no impact on students' educational achievement. It appears the community college quality is less central to student success than that of four-year colleges.
520 $a The next chapter examines the relationship between fertility timing and college persistence. Eventual mothers and non-mothers are matched using their predicted birth hazard rate, which shares the desirable properties of a propensity score but in a multi-valued treatment setting. I find that eventual mothers and matched non-mothers enter college at the same rate, but their educational paths diverge well before the former enters pregnancy. Pre-pregnancy divergence creates differences in educational attainment that cannot be due to the childbirth itself, and that baseline controls and fixed effects cannot address.
520 $a This dissertation utilizes various empirical techniques to examine three specific factors influencing college completion: uncertainty, fertility timing, and college quality. These factors have been either overlooked, poorly identified, or not examined for an important subpopulation in previous work. Throughout I analyze detailed survey and college transcript data on a cohort of individuals that graduated from U.S. high schools in 1992.
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