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Essays on the determinants of educat...

Martorell, Francisco Eugenio.

Essays on the determinants of educational attainment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Essays on the determinants of educational attainment.
Author:	Martorell, Francisco Eugenio.
Description:	134 p.
Notes:	Chair: David Card.
Notes:	Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 3041.
Contained By:	Dissertation Abstracts International66-08A.
Subject:	Economics, Labor.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3187101
ISBN:	9780542289781

Essays on the determinants of educational attainment.
Martorell, Francisco Eugenio.

Essays on the determinants of educational attainment. - 134 p.

Chair: David Card.

Thesis (Ph.D.)--University of California, Berkeley, 2005.

The first chapter analyzes the impact of exit exam performance. Nearly half of all states now require students to pass an exit exam to earn a high school diploma. Typically, students take the exam for the first time in 10 th or 11th grade, and can try again if they fail. Critics of the policy argue that exit exams lower graduation rates by denying diplomas to students who complete all the other requirements for a degree, and by inducing some students who fail the exam initially to drop out rather than try again. This chapter uses longitudinal micro data for a large sample of Texas high school students to evaluate the effects of exit exam performance. Since students who fail are likely to have worse outcomes even in the absence of an exit exam, inferences are based on a regression-discontinuity approach, using comparisons between students who barely pass and barely fail the test. Failing the test in 10th or 11th grade does not cause students to drop out early. However, I estimate that just over 1 percent of Texas students meet all other degree requirements but fail to graduate due to an inability to pass the test. Failing the test and not graduating is costly. Students who barely fail the final test offered in their senior year of high school are less likely to attend post-secondary schooling than are those who barely pass. I also find that for students with positive earnings, failing the test reduces earnings in the first several years after high school, though the effect fades over time.

ISBN: 9780542289781Subjects--Topical Terms:

212660
Economics, Labor.

Essays on the determinants of educational attainment.
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245 1 0 $a Essays on the determinants of educational attainment.
300 $a 134 p.
500 $a Chair: David Card.
500 $a Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 3041.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2005.
520 # $a The first chapter analyzes the impact of exit exam performance. Nearly half of all states now require students to pass an exit exam to earn a high school diploma. Typically, students take the exam for the first time in 10 th or 11th grade, and can try again if they fail. Critics of the policy argue that exit exams lower graduation rates by denying diplomas to students who complete all the other requirements for a degree, and by inducing some students who fail the exam initially to drop out rather than try again. This chapter uses longitudinal micro data for a large sample of Texas high school students to evaluate the effects of exit exam performance. Since students who fail are likely to have worse outcomes even in the absence of an exit exam, inferences are based on a regression-discontinuity approach, using comparisons between students who barely pass and barely fail the test. Failing the test in 10th or 11th grade does not cause students to drop out early. However, I estimate that just over 1 percent of Texas students meet all other degree requirements but fail to graduate due to an inability to pass the test. Failing the test and not graduating is costly. Students who barely fail the final test offered in their senior year of high school are less likely to attend post-secondary schooling than are those who barely pass. I also find that for students with positive earnings, failing the test reduces earnings in the first several years after high school, though the effect fades over time.
520 # $a The second chapter studies the relationship between child outcome and family structure. The link between family structure and children's outcomes is well documented. Whether this relationship reflects a causal connection remains unclear. Using data from the matched mother-child sample of the NLSY, I examine the extent to which heterogeneity in predetermined characteristics accounts for the relationship between family structure and two child outcomes: test scores and behavioral problems. I first see how the estimated family structure "effect" changes after controlling for baseline characteristics that are not themselves affected by the mother's childbearing and family arrangement. I also estimate panel data models that use only within-child variation in family structure. Both the cross-sectional and longitudinal results suggest that nonrandom sorting into family type explains much of the association between low test scores and living in a non-intact family. For behavioral problems, selection on predetermined observables does not drive the association with family structure. Panel data estimates indicate that growing up in a non-intact home is associated with more behavioral problems, although the point estimates are considerably smaller than those obtained from unadjusted cross-sectional comparisons.
520 # $a This dissertation examines two potential determinants of educational attainment and success. The first is a policy that requires high school students to pass a standardized test (called an exit exam) in order to graduate from high school. The second is the family structure in which a child lives.
590 $a School code: 0028.
650 # 0 $a Economics, Labor. $3 212660
690 $a 0510
710 0 # $a University of California, Berkeley. $3 212474
773 0 # $g 66-08A. $t Dissertation Abstracts International
790 $a 0028
790 1 0 $a Card, David, $e advisor
791 $a Ph.D.
792 $a 2005
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